دور القواعد النحوية في استنباط الأحكام الشرعية من الآيات القرآنية

Linguists and Muslim jurists have depended heavily on the Arabic language in their researches about Islamic legislation. Their writings show a deep relationship between Islamic commandments and the rules of Arabic grammar. The three chapters of this research present a study of their work syntactically, and analytically to explore the earliest approaches and their various dimensions, and to detect the relationship with the Islamic commandments in the current time. The first chapter is about the role of nouns in deriving the Islamic commandments from the Quranic ayaat. The second chapter discusses the role of various verbs in deriving the Islamic commandments from the Quranic Ayaat. The third chapter is about the role of Arabic letters in deriving Islamic commandments from the Quranic Ayat. This study hopes to help not only the linguists of Arabic language but also the scholars of other related fields.

The Withdrawn Children and Their Classroom Participation: An Exploratory Case Study

Child-centred teaching and learning approach is a progressive approach that demands for active participation of all children in the classroom process. Educationists and Professional Educational Institutions like IED are advocating for this approach. As a result, more and more teachers are being exposed to this progressive approach of teaching and learning. As teachers embrace this approach, one may wonder whether they are able to enhance the participation of all children, including the withdrawn ones in the classroom process. Therefore, apart from creating awareness about withdrawn children who may be forgotten, ignored and isolated in the classroom, this exploratory case study was also carried out to find out the opportunities that exist in the classroom that could enable and/or enhance the participation of the withdrawn children. This study describes the experiences of withdrawn/unresponsive children in and outside the classroom through detailed classroom observations, interviewing some of the teachers, the two case withdrawn children and parents to one of the case children, and through analysis of relevant documents. The study found out that, though the teacher I observed had been exposed to child-centered teaching and learning strategies, like group work, pair work, the use of role plays, drama, discussions etc., through professional development courses and through the H.A.S programme being propagated in the school by the H.A.S.-IED team, that could have been used to enhance classroom participation of all children including the withdrawn ones, she was unable to maximize the use of these strategies in the classroom. However, the findings suggest that the warm friendly relationship the teacher had with all children including the withdrawn ones in the classroom, which was shown in the way she related to them, indicated that the teacher valued, loved and respected all the children. This relationship may have enhanced the children's self-esteem, thus, leading to occasional interaction between the teacher and the children, hence, enabling the two withdrawn case children to participate.