شیخ ابن تیمیہ کےاصولی تفردات کا تجزیاتی مطالعہ An Analytical Study of the Ibn-e-Teymiyah’s Usooli Distinctions

The very existence of theology was a prelude to the competition of philosophy and the support of religion. Other religions, for the sake of legitimacy of their religion, have been raising objections to Islam in all respects. The mixture of nations, non-Arab influences, the negligent rhetoric of scholars and shaykhs, and the erroneous beliefs and practices of the people were tarnishing the clean face of Islam. In the time of Ibn Taymiyyah, there was an emphasis on theology. Theologians specialize in their knowledge and art of rationalism and logic. Their method consisted of reasoning and inference, rational and logical proofs. In contrast to them, the Hanbalis were holding the line of reasoning from the apparent meaning of verses and hadiths and texts. In the case of debates and debates, the weight of the theologians would be heavy and the opponent would be considered ignorant. Ibn Taymiyyah paid homage to the authenticity and supremacy of the Qur'an and Sunnah in such a way that he made critical commentary and analysis on philosophy and Greek logic and reasoned weaknesses and errors. One-half or two-thirds of his total writing services on the subject of speech and logic. This shows that Ibn Taymiyyah was feeling the need of defending Islam in this regard because in his time these sciences and arts had become very popular and common practice. The far-reaching effects of his thoughts and opinions in this regard have been felt in every age. The issues in which he has differed are the result of his research, jurisprudence and ijtihad, and constant reflection. The basis and foundation of which is the Quran and Sunnah, the interaction of companions and speculation. In these Ijtihad issues of hiss, there is a collection of arguments and proofs related to the Quran and Sunnah. In this article, an introductory and analytical study of Ibn Taymiyyah's fundamental differences will be presented.

Promoting Organizational Learning to Improve the Quality of Education in School of Pakistan

The education system in Pakistan is strongly criticised for not establishing a sustainable mechanism whereby school personnel could learn from each other in both the formal and informal social contexts of schools and contribute to the provision of quality education. The current research used the philosophical underpinnings of organizational learning and proposed the School Organizational Learning Model (SOLM) to improve the quality of education in poorly performing schools in Pakistan. The quality of education provided by the schools is contingent on the fees they charge. Thus, the low cost public and private schools were noted as poorly performing schools in Pakistan. One way to improve quality is to utilize learning from well performing schools and improve the quality of education in the low-cost schools. The current research followed the explanatory mixed design and applied the Dimensions of Learning School Questionnaire (DLSQ) originally prepared by Watkins and Marsick (1997) and later adapted by Akram, Watkins and Sajid (2013) for schools of Pakistan. This was done to gather data from 502 sample cases from the medium-cost schools and used learning from them to improve conditions in a low-cost private school. Using the confirmatory factor analysis (CFA) technique variables that contributed to the organizational learning of the medium-cost schools were identified. It was noted that out of four independent variables, individual level organizational learning was negatively correlated whereas school level organizational learning was positively correlated with the knowledge performance school outcome in the medium-cost schools. The remaining two variables, team level organizational learning and global level organizational learning, indicated insignificant impact on the knowledge performance of the schools. Thus, a semi-structured interview schedule based on individual and school level learning was developed and employed to gain additional relevant data from four selected teachers, four head teachers/coordinators. Using theoretical underpinnings of the organizational learning theory (Akram, Watkins & Sajid, 2013; Watkins & Marsick, 1997) and the data gathered during Phase I of the research which included both quantitative and qualitative data in the mixed methods design, the SOLM was developed and implemented through action research (AR) in the Early Childhood Care and Education (ECCE) section of a low-cost private school to improve the quality of education of the school. Evidence which indicated that the quality of classroom teaching of six teachers was improved emerged and thus the SOLM was considered a contribution to the existing knowledge concerning organizational learning.