الفصــل الأول: اعجاز القرآن وبلاغة النبوية
أن الألفاظ القران منزلة بحروفها ونسقها والابطل الاعجاز لأن الاعجاز لا يكون انسانيا وقد كان الوحي ينزل علي النبي صلي الله عليه وسلم فتعتريه حالة روحية وردت صفتها في البخاري و غيره.
قال سعد باشا زغلول في رسالته الذي كتب إلی الرافعي عن تقريظ كتاب اعجاز القران:
تحدي القران أهل البيان في عبارت قارعة محرجة ، ولهجة واخزة مرغمة أن يأتو بمثله أو سورة منه ، فما فعلوا ، ولو قدروا ماتأخروا لشدةحرصهم علي تكذيبهم و معارضته بكل ما ملكت أيمانهم واتسع له امكانهم ،هذا العجز الوضيع بعد ذاك التحدي الصارخ هو أثر تلك القدرة الفائقة ، وهذا السكون الذليل بعد ذاك الاستفزاز الشامخ هو أثر ذلك الكلام العزيز فجاءكتابكم ’’اعجاز القران ‘‘مصدقا لاياتها مكذبا لانكارهم وأيد بلاغة القران واعجازها بأدلة مشتقة من أسرارها في بيان مستمد من روحها ’’كانه تنزيل من التنزيل أو قبس من نور الذكر الحكيم‘‘([1])
وقال أيضاً عن تقريظ اعجاز القران والبلاغة النبوية شبَّه فيه أسلوب المؤلف بالتنزيل الحكيم، وهو تشبيه يصور حقيقة كبيرة، فإن الرافعي يتأثر في نثره العبارة القرآنية في بلاغتها وسموها.([2]) أن القرآن معجزة هذه في بلاغة نظمه واتساق أوضاعه وأسراره، فمن ثم كانت مادة الاتصال في نسق التإلیف بين هذا الجزء والذي قبله. القرآن الكريم مما يتعلق بلغته ويتصل ببلاغته ويكشف عن أوجه الإعجاز في ذلك، لا ننفذ في غير سبب لما نحن بسبيله، ولا نذهب في الكلام عن نتيجة من نتائجه. ولقد أراد الله أن لا تضعف قوة هذا الكتاب، وأن لا يكون في أمره على تقادم الزمن خَضغ أو تَطامن، فجاءت هذه القوة فيه بأسبابها المختلفة على مقدار ما أراد، وهي قوة الخلودالأرضي التي خرج بها القرآن مخرج الشذوذ الطبيعي، فلا سبيل عليه ليد الزمن وحوادثه مما تُبليه أو تستجدُّه، إنما هو روحٌ من أمر الله تعالى هو...
“Gender equality” is certainly not another concept, this approach had been advocated in Islam, based on principles of equity and universal justice. Equality of rights are discussed in detail in sharīʿah (Islamic Law) and Holy Prophet Muhammad (صلى الله عليه وسلم (had implemented them during his sacred era. Because the Qur'an and the Seer’ah of the Holy Prophet Hazrat Muhammad (صلى الله عليه وسلم (is a permanent phenomenon of practice and guidance. According to the sharīʿah men and women without any discrimination are equal before Allah, and women had granted their rights in inheritance and property, social and marriage rights, not aforementioned only, women also have the right to perform civic and administrative duties. From last few decades the concept of gender equality has increased and becoming chicer and trending on the international level. This study emphasizes the equal status between men and women, described in sharīʿah (Islamic Law; based upon Qur’an and Hadith mainly). This concept has often been misunderstood by the majority of society as a direct result of ignorance on how Islam perceives this concept. Not surprisingly, throughout the history of Islam indicates the prominent role has played by Muslim women played every walk of life. Therefore, the present research has discussed the gender equality in fiqh ul seerah perspective and has provided the detailed interpretation in the light of derived Law from actions and decisions taken by the Holy Prophet (صلى الله عليه وسلم, (along this the study also sheds lights upon the implementation of these gender-based rights during most sacred prophetic era and during the period of righteous caliphate as well.
Behavioral problems in children are likely to have detrimental effects on child’s social, personal and academic functioning (Walsh, Murrell, Scherbarth, & Kubiak, 2009). Reliable and valid identification of behavioral problems in children should incorporate parent and teacher report regarding child’s behaviors. The present study was carried out to develop an indigenous dual informant rating scale (parent report scale and teacher report scale) for measuring behavioral problems of primary school children, with the aim to identify correlates and predictors of behavioral problems in primary school children. These objectives were achieved in a series of three independent studies. In study 1, parents, teachers, school psychologists and child psychiatrists were contacted to generate list of problem behaviors of the children aged 5 to 11 years. Standardized behavioral problems scales developed in the West and clinical case studies were also reviewed to generate an independent pool of 90 items each for parent report scale and for teacher report scale. The factorial validity based on a sample of parents of 443 primary school children was obtained. Similarly, factorial validity of the teacher report scale based on a sample of 446 teachers of primary school children was obtained. Both the scales showed high Cronbach’s alpha. In study 2, construct validity for both the scales was determined by calculating construct and concurrent validities. Both the scales showed good construct and concurrent validities. In study 3, correlates and predictors of behavioral problems in primary school children were assessed on a sample of 240 children. Correlates of behavioral problems of these children were determined with demographic information form and social information processing scale, “Home Interview with the Child” (Dodge, 1986). Behavioral problems were assessed by the scales developed by the researcher. The results showed that gender, age of the child, maternal age, parental education, socioeconomic status and academic performance of the child were significant correlates of behavioral problems. Multiple regression analysis revealed aggressive response generation in XIX social information processing, parents’ education and gender of the child as predictors of behavioral problems on both parent report scale and teacher report scale. Results of this study are in line with existing literature on children’s behavioral problems. The implications of the results of current research on behavioral problems of primary school children in Pakistan are discussed.