حالات و زمانہ کی رعایت سے متعلق جمہور فقہاء کرام کی تصریحات (عصر حاضر کے تناظر میں ایک مطالعہ)

Human life is the subjective of change with the changing circumstances. If we look at the condition of our late grandfather or great – grandfather and look at the contemporary situation; it will not be difficult to understand this change. The rules about some important issues had been changed with the passage of time. In the initial descendants of Adam the marriage of brothers and sisters was allowed, after the flood of Noah, due to the scarcity of animals, the meat of all kinds of animals was allowed, two sisters were married to Hazrat Yaqub (A.S) at the same time, but the rules had been reversed afterwards. Even in the time of the Holy Prophet and the rightly guided caliphs, such changes took place and they were associated with the changing conditions. Initially it was banned to visit the graves and the sacrificial meet was not allowed to keep for more than three days and it was mandatory upon the women to attend the congregational prayer but afterwards the permissions were granted contrarily. Fortunately, we have a body of jurisprudence in the light of which not only contemporary issues can be solved but also guidance can be provided for the future. Our leading Jurists, who are followed, have done a remarkable job in this regard. The following article reviews the teachings of the three jurists, namely Imam Shafi’i, Imam Malik, and Imam Ahmad ibn Hanbal and teachings of their glean jurists. It will make clear that under changing circumstances these jurists seemed to agree on change. Therefore, by using the efforts of these jurists, we can try to resolve the problems of our contemporary changes and requirements throughout the Muslim World.

Teaching Science Through Songs and Poems: An Action Research in Early Primary Classroom in Pakistan

This paper presents a small-scale collaborative action research in which songs and poems were used to teach science to a grade two class in a non-profit school system in Karachi, Pakistan. The participants were two teachers and three children. The main research question was how do we reconceptualise science lessons to integrate songs and poems as a pedagogy to enhance Class 2 children's learning at a private school in Karachi? This study was conducted over 23 weeks in three cycles. In the reconnaissance period, science classes were observed and teacher interviews were taken. In Cycle 1 and Cycle 2, researcher and class teachers planned and taught six science lessons using this pedagogy. Data was collected through observations, interviews of teachers and children and collaborative reflections between the researcher and the teachers. Samples of children's work were collected and a reflective journal was maintained by the researcher. During the reconnaissance period it emerged that teachers made very little use of songs and poems to teach and teaching methods were mainly teacher centered. As the research unfolded during the intervention cycles, teachers knowledge, skills and attitudes transformed. They became increasingly more independent in using songs and poems to teach their science lessons. Their content knowledge, motivation and confidence levels grew. Children's learning was enhanced through better retention of science vocabulary, more enjoyment in science classes, transformational learning (reaching the creativity level of Bloom's taxonomy) and an increase in their motivation and confidence. This study raises important implications for teaching early primary science using songs and poems. These include issues of sustainability and teacher's training, mainstreaming this pedagogy and creating policies and programs to align with the National Curriculum.