تاویل نصوص کی شرعی حیثیت

The two fundamental sources of Islam are the Qur’an and Sunnah (Life) of the Hope Prophet (peace be upon him). Rulings and Legal interpretation are based in light of these two sources, and these two sources are used to determine the correct way of living. Some rulings are clear cut and explicit without any need for interpretation, while other rulings are not so clear cut and are very vague and open to multiple interpretations. Sometimes, in order to understand these vague rulings, there is a need to use different construed methods of interpretations, so that these commandments can become easier to understand and explain. The meaning of construed here is to use those interpretations which is not used commonly in order to explain the verse of life style of the beloved messenger. However, this is not something that any average human being can do, rather one must be a scholar of the highest caliber and have expertise in the field of interpretation. Additionally, the construed interpretation must be valid according to the principles of interpretation, and must have been used before in a previous interpretation. One other thing to note here is that there are many different types of taweel i.e construed interpretations. Some are correct while others are incorrect. This is why it is important to know and understand the correct use of construing and non-construing interpretations in the field of Islamic jurisprudence, so that one can differentiate between the two. Another tragedy of today is that every person thinks that they should and do have the ability to interpret the Qu’ran and the Sunnah on their own, and without any expertise in interpretation, come up with and begin to interpret the Qur’an on their own. This results in wrong interpretations, which not only misguides the individual, but countless others as well. This is a fact that the many different sects in Islam considered deviant by the majority, they all have begun with incorrect and deviant understandings and interpretations on the sacred texts in Islam.

The Influence of the Process of Teachers Involvement in School Development Planning on Their Practices

Teachers are the main implementers of most school improvement initiatives in schools. It is well recognized in the literature of teachers' involvement in SDP1 that involving teachers in the whole process including the planning stage is important for a better implementation of plans. Emphasis to involve stakeholders from the first stage is going on, and many schools, especially this network of private school I conducted my study on, have adopted the idea. They are currently involving teachers in different decisions about school curriculum and related activities. Therefore, the study aimed at exploring teachers' experiences on the process and influence of their involvement in planning for school improvement, on their practices. Since this was not a well-researched area, especially in Pakistan, therefore, the study is expected to provide useful information for policy makers. The process of involvement was uncovered through eliciting teachers' ideas and other stakeholders (headteacher and education officer) of the school improvement activities. This helped me to discover in what ways teachers are involved, to what extent and what were the influences on them as practitioners behind the involvement practices. Challenges as well as facilitating factors in this process were also examined, and hence useful information could come up for policy makers. I hope this will also help them to make an informed decision on different school improvement practices. The information on this topic was collected through qualitative case study method. This method facilitated eliciting teachers' experiences for providing useful descriptions and rich findings. Semi structured interviews, observations and document analysis were the three data collection techniques used during the study. Main research participants were two teachers, two LAC2 teachers, the headteacher and the education officer. Taking into consideration the time for the field work and teachers' work-load in the school, only one interview per teacher was conducted, and this made total number of interviews to be six. Due to national examinations schedule which was going on during the period of data collection only one classroom observation was done.