آیتِ کریمہ يَاأَيُّهَا الَّذِينَ آمَنُوا لَا تَقُولُوا رَاعِنَا وَقُولُوا انْظُرْنَا سےحجیتِ سدُالذرائع پر ابنِ حزم کےمعارضہ کا تجزیاتی مطالعہ An Analytical Study of the Ibn-e-Hazam’s Objections to Authenticity of the Sadd-o-Zaree'ah

As well as per Shariah, it is admissible and some of the time even mandatory to save the devotees from the activities that might lead them towards the prohibited exercises. Consequently, the decision of denial from these kinds of exercises is called Sadd-e-Zaree'a. This is the guideline derived from the Quran and Sunnah. As Almighty Allah prohibited the devotees to say 'Raina' because this word was utilized by Jews purposely in an off-base way with underhanded aims, while, Muslims introduced their solicitations by this equivalent word in the most elevated court of The Holy Prophet (harmony and gifts arrive) for looking for effortlessness and unwinding in their concerned issues. As in Quran: O People who Believe, don't tell (the Prophet Mohammed-harmony and gifts arrive), "Raina (Be accommodating towards us)" however say, "Unzurna (Look leniently upon us)", and listen mindfully in any case. [Baqarah 2:104]. (To disregard the Holy Prophet - harmony and endowments arrive - is impiety.) Ibn Hazm in his famous book Al-Aḥkām Fī ūṣūl Al-Aḥkām has objected to the mentioned verse from which jurists have taken the argument of Sadd-e-Zaree'a. Because the Zahiri school of thought is based on the appearance of the text (Quran o Hadees). This is why Ibn Hazm Zahiri denies it (the source of Shariah), and proves that accepting the source of Shariah is an increase in religion which is in itself illegitimate as well as the opposition of the Prophet (peace and blessings of Allah be upon him). There is also the addition of items by their thoughts in Shariah. In the above article, an analytical study of the objections of Allama Ibn Hazm will be presented, explaining the sources and the arguments as to whether or not their source is Shariah.

Exploring the Practices of a Head Teacher in Enhancing Community Participation in a Public Secondary School in District Quetta, Balochistan

Community participation in schools has been widely advocated by researchers in the developed and developing countries. As schools get overwhelmed with so many innovations, new programmes, and competing priorities, they require more resources and sources of support. Thus communities to which schools serve have become a great source of support and resources, both human and material. This is very true for schools in Pakistan, particularly the public sector schools, which lack in effective governance and management and resources. Therefore there is a dire need for increasing communities’ active and meaningful participation in schools. However it is not known what can really increase communities’ active participation in schools and who can play the lead role in making this happen. There seems to be a consensus amongst researchers, practitioners, and policy makers that the head teacher can play the most crucial role in achieving greater level of community participation in a school. Thus keeping in view the centrality of the head teacher’s role, this study looked into the perceptions and practices of the head teacher in increasing community participation in a public sector secondary school in the district of Quetta, Balochistan. An exploratory qualitative case study approach was used to conduct this study. The data were generated through semi-structured interviews, observations, document analysis, and informal conversations with five purposively selected participants including the head teacher, two teachers, and two community members. The findings of the study revealed that the head teacher did play a key role in bridging the gap between the school and the local community. The head teacher’s perceptions about community participation in school, his leadership approach, and practices in and outside the school determine the level and purpose of community participation. Based on the findings, the study draws a few conclusions having implications for school leadership, community leaders, policy makers and researchers.