موقف الاصولیین من افعال النبیینﷺ

The Prophet (s. a. w.) was after all a human being with perfect human nature; whatever he did in his daily life represented human nature. All of his unanimously authentic doings have been classified by legal theorists into two major categories, the doings allowed to the Prophet (s. a. w.) alone with the exclusion of his followers and the doings that were meant to explain particular apparently ambiguous sayings. The latter category is further divided into two other categories: ( I) those acts of the Holy Prophet which explicitly refer to its explanatory nature, and (r) those acts whose explanatory nature is confirmed by other source. Islamic legal theorists have unanimity over the legal status of all categories of the Prophet’s (s. a. w.) acts. Certain acts of the Prophet (s. a. w.) are mandatoryfor him but non-mandatory for his followers; certain other acts are lawful for the Prophet (s. a. w.) but unlawful for believers; some acts are obligatory for the believers; and some acts of the Prophet (s. a. w.) are mere supererogatory. There are some acts of the Prophet (s. a. w.) on which legal theorists have not said anything concerning their legal status. The present paper represents an analysis of the views of legal theorists about the acts ofthe Prophet (s. a. w.) .

The Learning and Practising the Notion of Child Rights in a Lower Secondary Classroom

In a context like Pakistan children are usually prepared with unquestioning mind. They mostly remain unaware of their basic rights, which they deserve by the virtue of being human/children. It is assumed that rights are the notion that should be known by the courts and judges. This lack or absence of awareness about basic child rights results into violation, deprivation and humiliation towards them. This attitude can be observed at different stages such as society, family and school. It is my strong belief that schools and specially Social Studies teaching can play a significant role in educating children about their rights and the ways these rights can be ensured. Therefore this small-scale collaborative actions research study aimed at developing understanding and practicing the notion of child rights education. The study was conducted in a private community based school with one teacher of a lower secondary class. The study was conducted in a collaborative action research mode where the power relationship between the research participants were equally shared, we both were equal contribution towards each others' learning and both of us had a stake. The study began with a reconnaissance stage where we shared our existing understanding about child rights in our society and developed it further through various activities. We also tried to explore if it exist in our school. With this realizationthat child rights is a missing phenomenon in school, we designed a curriculum framework and strategies in the form of an action plan. The notion was then practiced in the classroom through variety of activities such as role-plays, stories, poster, indoor games and discussion on several issues. The implementation of these activities resulted into students' enhanced understanding about their rights and the way these rights are violated in our society. They also realized that they have certain responsibilities in order to take care of the rights of other children. The study was exciting as well as challenging for both of us. Exciting, because child rights was a new notion for every person involved in this study including teacher, the students and myself. Challenging because of the sensitivity involved in the very nature of the topic and issues related to collaborative work.