موضوع2:تدوین کی اہمیت
تدوین کی اہمیت:
ماضی کے افکار وخیالات سے آگاہی کا اہم ترین ذریعہ اسلاف کی تحریریں ہیں۔جس طرح ان کے نظریات سے آگاہی ہمیں ماضی، حال اور مستقبل کے رشتوں سے جوڑتی ہے۔اسی طرح ان کے نظریات سے درست آگاہی بھی ہمارے فکری زاویوں کو متوازن اور مربوط رکھنے میں مددگار ثابت ہوتی ہے۔ہم ماضی کے حالات و واقعات سے سبق حاصل کرتے ہیں۔حال میں ان سے کام لیتے ہیں اور مستقبل کے لیے لائحہ عمل وضع کرتے ہیں۔
متن کے حقیقی متن ہونے کا یقین:
جب تک ہمیں یقین نا ہوکہ ہمارے پیش نطر یا زیر مطالعہ کتاب یا تحریر من و عن ہمارے مصنف کے الفاظ اور جملوں پر مشتمل ہے ہم وثوق سے نہیں کہہ سکتے کہ مذکورہ مصنف کے خیالات یا رائے مسئلہ زیربحث کے بارے میں کیا تھی۔
تسکین ذوق:
ہم بسا اوقات ماضی کے طرز املاء کو جانچنا چاہ رہے ہوتے ہیں لیکن جب تک ہمیں پوری طرح یقین نا ہوجائے کہ یہی طرز املا ہے جو اس زمانے میں مروج تھی ہمارے ذوق کو تسکین نہیں ہوتی۔گویا تدوینی کام ذوق تسکین کا بھی باعث ہے۔
اصول تدوین کی پاسداری:
اگر تدوین میں اصول تدوین سے کام نا لیا جائے تو مختلف نسخوں میں سے جو نسخہ ہاتھ لگ جائے وہ اس کے مندرجات کو نقل کرتا رہے گا۔ اس بات کو مدنظر نہیں رکھا گا کہ مندرجات کا تعلق مصنف سے ہے یا کاتب سے ہے۔یوں منشائے مصنف ہم سے اوجھل ہو جائے گا۔
اقتباس کا مستند ہونا:
مستند نسخے کو ماخذ بنائے بغیر کسی اقتباس کواعتماد کے ساتھ پیش نہیں کیا جا سکتا۔اگر اقتباس کا تعلق مستند نسخے سے نا ہو گا تو غیر مستند اقتباس سے مستند نتائج اخذ کرنا محال ہوگا۔
مادی فوائد:
مادیت کے اس دور میں تحقیق وتدوین جیسے خالصتا علمی اور...
Literally, Rasm means “symbol” While the term “rasm” refers to the knowledge by which the writer is protected from the errors of writing. The use of the word “rasm” in the sense of writing began around the fifth century (AH) and later the word was used exclusively for the “Rasm-e-Usmani”. Although the Holy Qur'an was written entirely in the Prophet's time, it was based on various things, then in the era ofAbu Bakar(RA)it was also given abook form, but this “Rasm” was named after the “Rasm-e-Usmani” because it was job of Usman (RA)to purify the Holy Qur'an from the rare recitations (Shaz Qira`at) and commentary sayings of the Companions and to compile it in a manner in which all the recitations could be recited continuously and then to prepare its Mushafs and send them to different Islamic countries. The “Rasm” on which he prepared the Mushafs was different from the common script due to some features and these features are called the six rules and they are; Hazf, Zyadat, Al-Hamz, Badal, Wasl-o-Fasal and Ma-fihi-Qira`ataan. There is a difference of opinion as to whether the “Rasm-e-Mushaf” is detention or non-detention, however, the preferred opinion is that of the detainees. Similarly, whether it is necessary for the Muslim Ummah to adhere to this “Rasm” or not, the position of the majority of scholars is that adherence to the “Rasm-e-Usmani” is necessary for all Muslims.
This paper discusses how teacher leadership is developed through appreciative inquiry. The research was conducted in a boys' public secondary school of District Ghizer in Gilgit-Baltistan, Pakistan. It is usually assumed that engagement of teachers in leadership roles contribute to school improvement. Thus, AI was applied as an approach for energizing and positively charging participants through great conversation, appreciative interviews and supportive and positive feedback. However, embedded in qualitative research paradigm, the 5 D's cyclic model of AI was used as a data generation tool which comprised of I) defining positive core, ii) discovering, iii) dreaming, iv) designing, and v) delivering. By purposive sampling, three research participants' teachers were selected for capacity building by experiencing teacher leadership roles in the school context. Thus generated data was analyzed, and transcribed. As a result, themes were produced by coding process. The coded themes were further evaluated to make interpretations. The research findings reveal that use of appreciative inquiry to leadership development is a heart touching process. The participants argue that they were inspired and energized by caring, respect, positive questioning, scaffolding support and positive feedback. Thus, they enhanced their leadership capacity through leadership activities like experiencing shared vision exercise, executing co-planning, co-teaching, observing and being observed and by conducting workshop to share learning experiences as a result of this study. Hence, change was observed in their perception, practices and attitudes whereby it was concluded that teachers seemed receptive towards change. This shows that teachers execute leadership roles in the public sector school when they are leaded by action and inspired by collaborative approaches, through timely appreciation within and outside of the classroom.