حیل فقہ اسلامی كے تناظر میں

Abstract: Heela (-f*) is an Arabic word used as a term in Islamic Jurisprudence. In English language it can be explained "evasiveness" which can be interrupted in to ways as a person may understand something else than the meaning ofspeaker without labelling the lie. It demands wisdom and minuteness to be usedfor achieving the objectives. It legitimately lawful evasiveness and sinful evasiveness all two dimensions fit. The valid evasiveness fulfill all the legal requirements. It has further three types. Infirst type although evasiveness may be invalid but the achieved purpose must be lawful and valid. For example, a woman, who hasfiledfor divorcedfrom her husband can present before jury the fake witness, in order to achieve her purpose. In second type an evasiveness may be used as mean of profit or hurdlefrom getting a loss. It has the relation ofcause and effect. While in third type it has an element ofambiguity, which may be used to avoid the loss by misleading or giving false statement. Sinful evasiveness is the one which is used to achieve an illegal target. It is further divided into three types. In first type the evasiveness and the required purpose both stand illegal. In second type the evasiveness may be lawful but the targeted objective is unlawful. While in third type the evasiveness and the purpose both may be valid but these are manipulated to achieve an illegal purpose and objective.

A Study on Helping Teachers Learn and Use the Investigative Approach in Science

The purpose of this study was to find out how teachers could be helped to learn and use the investigative approach in science. Two teachers from the lower secondary school participated in the study and my role was to help them learn and use the investigative approach through joint planning, modelling and reflective practice. The study was conducted in three stages. The pre-intervention stage showed the teachers' current practice in science, the intervention stage where the investigative approach was introduced and the post-intervention stage indicated the impact of the innovation on teachers' teaching to detect change. The research draws on qualitative data sources such as semi-structured interview, participant observations and teachers' reflective journals. Findings revealed that teachers came with their beliefs about the way children learn science and this was because of their experiences as students and the way they taught was a manifestation of their beliefs. The findings also showed that the change process is influenced by teacher beliefs, understanding of the change process and contextual factors such as time, syllabus, and relationships. The study found that working closely with teachers and encouraging them to reflect on their practices in a conducive, supportive environment helps teachers internalise change thus enabling them to attempt and implement the investigative approach to change their practice. The teachers were positive about the innovation and their self-confidence and understanding of the teaching learning process was greatly enhanced.