استنباط احکام میں حضرت عائشہ کا منہج قرآن کریم کی روشنی میں

In this article an effort has been made to describe Hazrat ‘฀ishah (R. A) ’s methodology of derivation of Ahk฀m from Holy Quran. Holy Quran and Sunnah of Holy Prophet (S. A. W) is basic source of Islamic Shar฀‘ah. Hazrat ‘฀ishah Sidd฀qah (R. A) was the wife of the Holy Prophet (S. A. W), and the daughter of Hazrat Ab฀ Bakr (R. A). She spent her time in learning and acquiring knowledge of the two most important sources of Islam, the Qur'an and the Sunnah of His Prophet (S. A. W). Hazrat ‘฀ishah (R. A) narrated 2210 Ah฀d฀th out of which 174 Ah฀d฀th are commonly agreed upon by Bukh฀ri and Muslim. She was an ardent and zealous student of Islamic jurisprudence. She has not only described Ah฀d฀th and reported her observations of events, but interpreted them for derivation of Ahk฀m. Umm Al-Mu’min฀n Hazrat ‘฀ishah (R. A) is a great scholar and interpreter of Islam, providing guidance to even the greatest of the Companions (R. A) of the Holy Prophet Muhammad (S. A. W). She has not only described Ah฀d฀th and reported her observations of events, but interpreted them for derivation of Ahk฀m. Whenever necessary, she corrected the views of the greatest of the Companions of the Holy Prophet (S. A. W). It is thus recognized, from the earliest times in Islam, that about one-fourth of Islamic Shar฀‘ah is based on reports and interpretations that have come from Hazrat ‘฀ishah (R. A). As a teacher she had a clear and persuasive manner of speech. Hazrat ‘฀ishah (R. A) is a role model for women. She taught Islam many people. She was an authority on many matters of Islamic Law, especially those concerning women.

Enhancing the Creative Potentials of Educational Leaders

The research study was carried out in a private university with course participants of Master's in Education (MEd) having a major in educational leadership and management. The purpose of the study was to enhance the creative potentials of educational leaders. Creativity invites the mind to think in diverse directions to make something novel which can improve our living standards with the changing times. Striving for effectiveness, efficiency and quality in every aspect of our life draws our imagination towards the need of creativity in a leadership role as well because leaders lead the minds and act as change agents (Kaufman, 2005). According to Lagari (2010) the chairman higher education commission Pakistan, all leaders need to enhance creativity to facilitate 'out-of-the-box' solutions. When you think there are no answers to a problem or an issue, then there are likely to be more possible answers for a creative leader. In order to enhance this emerging need of creativity for educational leaders the study was conducted with action learning as the methodology which will enrich the creativity of educational leaders (as education is the key to progress). The tools to collect the relevant data were semi-structured interviews, observations and focus group discussions. The process of data collection had three phases; in the first phase semi-structured interviews took place on the basis of which the participants were given some worksheets to enhance their creative potentials. The worksheets included activities for idea generation, lateral thinking, re-layering, etc. The second phase included focus group discussions (action learning phase) in which all three participants shared their professional life problems and explored alternative solutions. In the last phase semi-structured interviews were conducted, once again, to find out the application of participants’ learning worksheets and the action learning phase. The findings and analyses revealed that in order to face the challenges of the 21st century, leaders need to equip themselves with creative thinking skills. It also emerged from the interviews that the educational system which participants have gone through has hindered their creativity. Therefore, educational leaders need to enhance their own creative potential so that they can inculcate this aspect in teachers and students.