The Preservation and Authenticity of Ḥadīth As a Source of Sīrah: A Critique of Robert Spencer’S Views on Historicity of Muḥammad

The account of the deeds and sayings of the prophet (ﷺ) has been carefully preserved since the dawn of Islam. This is what actually led Ernest Renan to believe that “[Islam] was born in the full light of history”, and that the life of Muḥammad (ﷺ) can be known as explicitly as that of any sixteenth century reformer. Notwithstanding, some contemporary writers doubt the historicity of Muḥammad (ﷺ) ; Robert Spencer is one of them. He is an American author. He is quite famous for his criticism of Islam and the prophet of Islam. He has published twelve books so far. He is a member of Melkite Greek Catholic Church. He contends that Muḥammad’s (ﷺ) historical value is in no way greater and more reliable than mythological figures or characters such as Robin Hood and Macbeth. He maintains that the very idea of subjecting the traditionally accepted account of the life of Muḥammad (ﷺ) and the origins of Islam will be regarded by many Muslims as an affront. To substantiate his argument, he rigorously criticizes the historical value of ḥadīth. He argues that aḥādīth were fabricated and compiled in the third century. He maintains that aḥādīth were concocted much later to be used as weapons in political strife and religious controversies. This paper is an academic attempt to prove that aḥādīth were painstakingly preserved and for that purpose various techniques were employed. Besides, it also sheds light on the reasons for the fabrication of aḥādīth and the ways and means utilized for sifting the genuine aḥādīth from forgeries. Findings of this article suggest that the minute details of the life of Muḥammad (ﷺ) have been scrupulously preserved; hence aḥādīth can be used as a reliable source of Sīrah.

Level of Readiness of the Public School Teachers in Introducing Students Learning Outcomes Based Assessment for Grade V Board Level Examination in Gilgit-Baltistan Gilgit Region

Assessment is one of the very important and essential domains of education to determine students' learning attainment. Authenticity and effectiveness of education system cannot be determined without reliable and valid assessment. There have been different types of assessments used for different levels and fields in education. In the present time, Student Learning Outcomes (SLOs) based assessment has emerged as leading and the most acceptable ways of assessing students' learning in most part of the world. This dissertation explores the readiness level of teachers in introducing SLOs-based assessment in grade V board level examination in Gilgit-Baltistan, Gilgit region, through quantitative research method. Teachers' views about SLOs-based assessment, perceptions about the successful implementation of SLOs-based assessment, various challenges that would teachers face and professional training needs of teachers, if SLOs-based assessment is being introduced in grade V board level examination discussed in various themes. A newly developed and validated survey questionnaire ISLOBA, based on five-point Likert scale was used for data collection. 1 80 male and female participants were selected through multi grade stratified sampling procedures. The validated questionnaire was distributed among the participants in district Ghizer for data collection. Further, the data were tabulated, analysed and interpreted category wise and findings were made employing descriptive statistics. The study concludes that majority of the respondents were not satisfied with the current traditional way of board examination system of class V. In contrast, large number of respondents considered SLOs-based assessment as an important way of assessing child's personal, social development as well deeper understanding, and critical thinking skills. Some teacher were feeling themselves equipped, while equally same number of teachers stated that they need professional trainings before introducing new examination system. Majority of respondents were of the view that, if SLOs-based assessment is introduced it would reduce the chances of text cramming and rote memorization among students. It was also stated that implementation of the SLOs-based assessment mainly depends very much on the school level leadership and a reform of the existing examination system. Hence, Outcome Based Assessment plays an important role in enhancing students' motivation and autonomy in their learning. Based on the findings, this paper discusses some of the suggested processes to be included in the implementation of SLOs-based assessment and the issues to be considered in the actual implementation.