علم الروایہ و الدرايۃ٬ مفہوم اور تاریخی پس منظر

Hadith and Science of Hadith are the terms used by specialists of Hadith known as Mohaditeen. A hadith is a recorded statement, action or approval of the Prophet Muhammad (S.A.W). It is considered as the second primary source of Islamic law after Quran. It is also a part of revelation. Prophet Muhammad (S.A.W) described it through his words. The science of hadith examplifies the principles with which a specialist in the field of Hadith evaluates the authenticity and accuracy of narrations. In the past there were two specific and developmental stages for the Books of Hadith terminology. In its 1st stage, the Scholars focused on the compilation of the statements of earlier scholars, quoting the expressions they had used without evaluating those terms or suggesting terms applicable to those expressions. This methodology was adopted by the earlier scholars such as Yaḥyā ibn Ma`īn, `Alī ibn al-Madīnī, Muslim ibn al-Ḥajjāj, and Al – Tirmidi. In the second period the Authors cited the quoted statements of the earlier works and began the collection and codification of relevant terms. In this period, the specific Principles were established. Examples of books authored in this manner are: Ma`rifah `Ulūm al-Ḥadīth by al-Ḥākim, Al-Kifāyah by al-Khaṭīb alBaghdādī and the Introduction of Ibn al-Ṣalāḥ. In this article the two major types of science of Hadith have been mentioned, Rewayat-ul-Hadith and Derayat-ulHadith. Its definition and historical background has been described.

Issue-Based Inquiry As an Instructional Strategy in Educating Students for Citizenship

The starting point of good citizenship is the ability of the child to become aware of his/her identity, right, and obligations in the community. Hence, the curriculum is a very important tool in creating awareness through relevant teaching methods. Social Studies thus, is a crucial subject in teaching citizenship education. Therefore, inquiry is one of the most relevant instructional strategies, so as to allow students to question in order to become aware of issues that affect them as individuals, or as a nation, on a global level. Issue-based inquiry is an instructional strategy which can be used to promote active learning by encouraging students to investigate the problem by collecting information from different sources, analyzing and presenting the findings and identifying areas to take appropriate actions. The study was conducted in one of the private schools of Pakistan in a grade eight Social Studies classroom. A small scale classroom action research was carried out in order to study the implementation of issue-based inquiry. The action research, which I practiced, involved the process of formulating a general idea, conducting reconnaissance, making a general plan of action, implementation and evaluation. The cycle of action research that is planning, acting, observing and reflecting was followed in the process. The findings of this study indicated that by being involved in issue-based inquiry, students can develop inquiry skills and as in groups, the skills of working together are practiced. However, skill development is a gradual process, which demands deliberate teaching and substantial practice. For example, the students developed skills of collecting data from newspaper and textbook, but they still require more practice so as to become comfortable in these skills. Also, the knowledge regarding ‘Kalabagh Dam's construction' and Environmental Pollution' was shared. However, students found the second topic more interesting and close to their level, whereas the former was considered as a political' and adult' topic, and they did not want to associate themselves with politics.