شام کا دوسرا سفر تجارت
حضورؐ پچیسویں سال، حضرت خدیجہ کا مال تجارت’’ بطریق مضاربت‘‘لے کر شام کی جانب تجارت کے لیے تشریف لے گئے۔یہ اس قول کی بنا پر کہ ابو طالب نے حضورؐ سے عرض کیا ‘ چونکہ میرے پاس اب مال بالکل نہیںرہا ہے اور قریشیوں کا قافلہ بغرض تجارت جانے والا ہے۔ لہٰذا خدیجہ بنت خویلد ؓ سے جا کر کہو ،وہ قریش کے مال دار لوگوں میں سے ہیں اور لوگوں کو مضاربت کے طور پر مال تجارت دے کر بھیجتی ہیں تو اگر آپ خود اپنے لیے چاہیں گے تو وہ یقیناََ مال تجارت آپ ﷺکو بھی دے دیں گی اور ممکن ہے کہ اس طرح کچھ نفع حاصل ہو جائے ۔لیکن صحیح ترقول یہ ہے کہ سیدہؓ خود کسی ایسے امین کی متلاشی تھیں جسے وہ اپنا مال تجارت سپرد کریں اور وہ حضورؐ سے زیادہ کسی کو امین نہ پاتی تھیں ۔ چونکہ حضور اکرمﷺ کو تمام قریش اظہارِ نبوت سے قبل ’’محمد ﷺ کو امین‘‘ کہا کرتے تھے۔ لہٰذا سیدہ خدیجہؓ نے کسی کو آنحضرت ﷺکے پاس بھیجا کہ اگر میرا مال تجارت آپ لے جائیں اور حق تعالیٰ اس میں نفع دے تو جتنا نفع آپ مناسب خیال فرمائیںلے لیں۔ ایک روایت میں ہے کہ دو گنا مال دوسروں کی نسبت دوں گی۔ سید عالمﷺ نے ابو طالب کے مشورہ کو قبول فرمایا ۔اس کے بعد سیدہؓ نے اپنا غلام جس کا نام میسرہ تھا اور اپنا ایک مخصوص آدمی جس کا نام خزیمہ تھا آپ ؐ کی خدمت کے لیے ساتھ کر دیا۔ آپؐ جب بصریٰ پہنچے تو وہاں ایک صومعہ یعنی کلیسا تھا جس میں نسطورا راہب رہتا تھا۔ اس نے حضور ﷺ کو ایک ایسے درخت کے نیچے جلوہ افروز دیکھا جس کے بارے میں خبر تھی کہ اس درخت کے نیچے سوائے نبی...
Scholars of the Usul -early and recent- have paid utmost importance to the Maqâsid al-Shariah or the Objectives of Shariah and tried to substantiate, associate and link them with its sources, Qur’an and Sunnah, then to derive from them the Legislator’s or the Shari‘s purpose, the revelation’s true purpose and how it benefits the creatures in terms of promoting what is in their interest and shunning away what is harmful. These objectives became the point of interest for the jurists and scholars who toiled to understand the texts and what they connoted and they continue to venture into its depths and extract its treasures. It becomes quite evident from their exegeses of Qur’an and the Prophetic Traditions and elucidations of the juristic principles and issues. Imam al-Shâtibī and Ibn ‘Ashoor are two such scholars in this field who studied the Objectives of Shariah and contributed to this discipline so greatly that they became reference points for those who came after them. The basic principles in the field that were inferred by them are still its pillars. The Objectives of Shariah are divided into four kinds with reference to their benefits: the necessities, needs, improvements and supplements. The necessities are further divided into protection of Deen, protection of self, of intellect, of possessions and of race among others. Prudence demands that all means should be employed to safeguard these necessities. Thus knowing the Objectives of Shariah and their promulgation among the masses is quite important for the society since it leads towards promotion of the beneficial and shunning away the harmful elements in it.
This study examines how the English curriculum of Class 5 is enriched in a Junior primary section of a private school in Karachi Pakistan. The top - down approach requires teachers to follow the National Curriculum as it is, particularly, in Government schools. Most teachers in the Government context have not seen it physically. Hence, teaching in the perspective of those teachers may be to make students cram outdated factual information and remain within the boundaries of “textbook”, which is often mixed up with the curriculum. Little authority is given to teachers to take it further to enhance the learning of the students. On the other hand, few private schools have embarked upon the process of “curriculum enrichment”, because the existing National Curriculum appears to have failed to meet the varying needs and demands of students, and their voices are often unheard with respect to their interests. Moreover, societal and technological changes taking place locally and globally demand that our National Curriculum's scope becomes wider and in depth, bringing diversity and richness in it in order to be able to face the future challenges. Qualitative case study design, studying two classrooms, was used to construct the picture of the participants' understanding about the main research and subsidiary questions. Data were collected through the enriched English curriculum of Class 5 of the school where I conducted this research. The research participants' lesson observations, structured and unstructured interviews of the research participants, interviews of the Vice Principal, the Coordinator and the students, and attending the Coordination Meeting where teachers' and students' concerns and enrichment activities developed by the English teachers are discussed. Analysis of the data revealed that the school is enriching the English curriculum of Class 5 through various strategies, for example, material, organizational, pedagogical, paradigmatic, relational and students' ideas and experiences. The school Management fully supports English teachers in the curriculum enrichment. The teachers welcome students' contributions who have the potential to enhance the curriculum. On the other hand, the English teachers need to develop further understanding about the curriculum and its enhancement so that they could effectively achieve the objectives for curriculum enrichment. Moreover, critical inquiry, in terms of specific enrichment activities and supplementary books, is also needed. Based on these findings, the importance and the recommendations of the study in terms of the teachers' and my own practice, and literature on the perspectives of different stakeholders about curriculum