اسلامی قیادت کے بنیادی اصول: سیرت نبویﷺ کی روشنی میں

In Islamic perspective leadership is a great feature and most important quality for achievement of national goals. Therefore, all kinds of national and organizational success are based up on quality of good leadership.  Every group, society, organization, state and even the world at large need good leadership who can lead their supporters and followers and organizations towards  successful physical and spiritual growth and development . It is also a fact that leadership is God gifted thing but we can enhance ability for eldership.  Leadership should not be confused with the role of only those who make headlines but in essence almost everyone have sometimes somewhere, somehow played a leading role. It is also a historical fact that the Holy Prophet Muhammad ﷺ was granted all kind of leadership and He established some important principles of Islamic leadership which are necessary to follow them for successful leadership. These principles are foundation of great achievements which are led by the Holy Prophet ﷺ. It is also observed that the Islamic Leadership principles practiced by the Holy Prophet Muhammad ﷺ and subsequently by his Caliphs and pious followers which if practiced will provide success principles equally useful both for Muslims and for non-Muslims minorities both in an Islamic state and society.  In this paper the efforts are made to elaborate the guiding principles of Islamic leadership in the light of the teachings of Prophet Muhammad ﷺ.

Tracing Spaces of Knowers Autonomy for Knowledge Construction in International Baccalaureate Ib Curriculum

Autonomy is readiness, which entails both capacity and willingness, to take charge of one’s learning through critical thinking and reflection. The research focuses on envisaged, perceived and enacted roles and meaning of autonomy of the knower in context of Theory of Knowledge course of IB Diploma Programme. It also explores the ways in which the autonomy of the knower reflects in the process of knowledge construction via interplay between curricular spaces such as course content, pedagogy and assessments. Qualitative case study approach was employed to gain the perception and experiences of knowers. Document analysis, observations, semi-structured interviews and personal portrayals were used as data collection methods. The findings of the research suggest that the learner holds central position as a ‘knower’ in the learning processes. The data gathered in the study gives indications that the meaning and scope of autonomy is defined by its context. The findings reveal that students are developing autonomy as they are becoming more competent in the art of critical thinking and reflection. Students are also demonstrating the key attributes such as inquisitiveness, resourcefulness, positive constructs of self and sustained interest for learning. Curriculum content, pedagogy and assessments foster autonomy of knowers by providing them necessary knowledge and skills. Consequently, each proposes some challenges to knower such societal and academic pressure related to questioning, less-directive instructions and limited spaces for creative expression. The results also indicate that knowers do not prefer development of autonomy as an independent sport because interdependency is highly valued in their cultural/social context. Such nature of autonomy also creates implications on the interplay between freedom and control in the teaching and learning processes. Therefore, the research recommends that autonomy should be supported by scaffolding through a guided inquiry, communication of role changes and discussions following the independent task to facilitate learning.