3۔ قتل خطاء
قتل خطاء کی مندرجہ ذیل دو صورتیں ہیں :
1۔ خطاء فی القصد فاعل (قاتل )کے قصد اور ارادہ میں خطاء اور غلطی واقع ہو جائے ۔ اس کی صورت یہ ہے کہ کسی شخص پر تیر یا فائر چلایا یہ خیال کرتے ہوئے کہ وہ شکار ہے مگر اتفاق سے وہ آدمی نکلا یا یہ کہ کسی شخص کو حربی کافر سمجھتے ہوئے نشانہ بنایا ، لیکن بعد میں معلوم ہو ا کہ وہ مسلمان ہے ۔
2۔ خطاء فی الفعل فاعل ( قاتل) کے فعل میں خطاء ہو جائے ۔ اس کی صور ت یہ ہے کہ کسی نے نشانہ پر تیر مارا لیکن وہ کسی اور آدمی کے لگ گیا (نشانہ چوک جانے کی وجہ سے)196۔
قتل خطاء کے احکام
﴿ وَمَا كَانَ لِمُؤْمِنٍ أَنْ يَقْتُلَ مُؤْمِنًا إِلَّا خَطَأً وَمَنْ قَتَلَ مُؤْمِنًا خَطَأً فَتَحْرِيرُ رَقَبَةٍ مُؤْمِنَةٍ وَدِيَةٌ مُسَلَّمَةٌ إِلَى أَهْلِهِ إِلَّا أَنْ يَصَّدَّقُوا فَإِنْ كَانَ مِنْ قَوْمٍ عَدُوٍّ لَكُمْ وَهُوَ مُؤْمِنٌ فَتَحْرِيرُ رَقَبَةٍ مُؤْمِنَةٍ وَإِنْ كَانَ مِنْ قَوْمٍ بَيْنَكُمْ وَبَيْنَهُمْ مِيثَاقٌ فَدِيَةٌ مُسَلَّمَةٌ إِلَى أَهْلِهِ وَتَحْرِيرُ رَقَبَةٍ مُؤْمِنَةٍ فَمَنْ لَمْ يَجِدْ فَصِيَامُ شَهْرَيْنِ مُتَتَابِعَيْنِ تَوْبَةً مِنَ اللَّهِ وَكَانَ اللَّهُ عَلِيمًا حَكِيمًا ﴾197
"کسی مومن کی شان نہیں کہ وہ کسی مومن کو قتل کرے لیکن غلطی سے ہو جائے تو اور بات ہے اور جو شخص کسی مومن کو غلطی سے قتل کر دے تو اس پر ایک غلام یا لونڈی کا آزاد کرنا ہے اور خون بہا بھی جو اس کے خاندان والوں کو دیا جائے مگر یہ کہ وہ لوگ معاف کر دیں اور اگر وہ ( مقتول خطا) تمہارے مخالف قوم سے ہے اور وہ خود مومن ہے تو ایک غلام یا لونڈی آزاد کرنا پڑے گا اور اگر وہ ایسی قوم سے ہے کہ تم میں اور ان میں معاہدہ ہے تو خون بہا بھی...
Allama Badr_ul_Din Al-Aaini was a distinguished Islamic Scholar of 8 A.H. He was at the same time an interpreter, Muhadis, a Jurist, and a Historian. He was recognized to be a great Jurist, a Muhadis and a praise worthy man by his contemporary scholars and Jurists. His contributions towards the Muslim Ummah are very comprehensive and valuable. In the below mentioned Article contains a comprehensive view of Al-Aaini`s name and lineage, birth, his teachers, pupils, his works, contributions and his prominent position among the scholars of his age.
Education is a fundamental human right and it has been recognized by international community, organizations and leaders of the world in various treaties and conventions. The Millennium Development Goals (MDGs) is the most significant which was adopted by 189 nations of the world during UN Millennium Summit in September 2000. Eight goals were set to be achieved up to 2015 wherein Goals No. 2 is directly related to Universal Primary Education. Pakistan has made various commitments at national and international level including MDGs for achieving Universal Primary Education but the latest indicators showed that Pakistan is unlikely to achieve the desired targets. The current study was designed to explore the gaps between commitment and implementation in achieving Universal Primary Education in Khyber Pakhtunkhwa. The objectives of the study were to (a) study the commitment made by Government of Pakistan at National and International level, (b) trace out the gaps between commitment and implementation, (c) analyze barriers to educational access of vulnerable children, (d) explore the role of development partners and (e) identify motivating factors and de- motivating factors in achieving Universal Primary Education. The target population of the study was consisted the policy makers and implementers involved in policy & planning formulations and implementation at federal and provincial level, the Executive District Officers of the Elementary & Secondary Education Department, Government of Khyber Pakhtunkhwa, the Development Partners of the E&SED, Government of Khyber Pakhtunkhwa and Vulnerable/disadvantaged children that were out of school in Khyber Pakhtunkhwa. Different techniques were used for data collection for different group of ixpopulation. Questionnaire was used to collect data from EDOs. The data from children and their parents, policy makers and development partners were collected through interview. The document analysis was made of the prevailing practices of the government in contrast with the National Education Policy-2009. The data collected from EDOs through questionnaire was analyzed through Mean Score. The data collected through interview were analyzed qualitatively through thematic approach. Findings of the study revealed the inadequate physical facilities, Poverty, Gender discrimination, lack of awareness, and low investment in education sectors are the major out of school factors. Corporal punishment, authoritarian role of the teachers and harsh environment of the schools discourage parents and their children to enroll and retain in schools. Parental motivation and cultural impediments for girl’s children were found dishearten. Certain initiatives have been taken by the Government including strengthening of Parent-Teacher- Councils, Independent Monitoring Units, provision of free text books etc and were found helpful. On the basis of the findings, recommendations were made for allocation of budget to education sector as committed in National Education Policy, 2009, provision of missing facilities in schools, incentives to families of vulnerable children through income support programme (conditional cash transfer) and second shift schooling with the flexibility of time and schedule for these children.