کُتبِ اُصول حدیث اکیسویں صدی میں ؛ایک تعارفی جائزہ An Introductory Review of the Books written on ‘Usūl e Ḥadīth in 2ist Century

Muslims are a unique nation in the world who have shown unparalleled activism in preserving their sayings and relics. Caution was in view from day one. The simple precautionary measures taken in the early days later took the form of theology. In the beginning, the principles and rules of this knowledge did not exist in a disciplined form, although the scholars of Muḥaddithin adhered to the basic principles of this knowledge from the very beginning. However, references to these principles were to be found in the books of the pious. In the 4th Hijri, the scholars of Muhaddithin compiled the previous scattered work on the art of the principle of Ḥadith. Now these comprehensive definitions and terms are before us in a systematic and disciplined form in the books of ‘Usūl e Ḥadīth. In this short essay, the definition and necessity and importance of Hadith and ‘Usūl e Ḥadīth have been highlighted and also an introductory review of books written on ‘Usūl e Ḥadīth th and their authors and authors has been presented. Which indicates this. How strict were the rules and regulations of the Muslim Ummah for examining the authenticity and text of the Holy Hadith and how did they separate the authentic, weak and subject matter of the hadiths and write their separate books? And how hard they have worked to promote art.

Teaching Social Issues Through Drama Method: A Collaborative Action Research Study from Karachi, Pakistan

Social issues are the everyday problems of our society, teaching these issues through drama method create curiosity among students for the content. The aim of this study was to work collaboratively with a social studies teacher to develop our understanding and practice of teaching social issues and drama method in the social studies classroom. To conduct this study, I worked collaboratively with one social studies teacher in a private school of Karachi, Pakistan. In this study, students of grade 7 were my secondary participants. The action research began by understanding! exploring the existing perceptions and practices of teaching of social issues and drama in the social studies classroom. Subsequently, an action research plan was prepared to facilitate our understanding and practice of teaching social issues and drama in the social studies classroom. The data was collected using classroom observations, semi-structured interviews, reflective journals and video recording. The data analysis was an ongoing process, whereby after each action, data was reflected and analyzed upon for further action. The findings of the study show that my co-teacher and I developed our understanding on teaching social issue and drama method. The process enabled us to realize the importance of peer teaching and learning and reflective practice in adult education. The findings revealed that while working on drama strategy to learn social issues students developed their investigating skills by gathering data, critical thinking skills by exploration of their respective issue and finding out appropriate ways to resolve the problem, reading and writing skills while writing scripts and social skills while working in groups. Therefore, it is recommended drama can also be used as an assessment tool in social studies education. Future researcher can study this approach to teach social issues with experimental research methodology. The study concludes by presenting key learning experience of teaching social issues through drama method as well as it will help me in conducting my future research in social studies education.