اہل بدعت سے تحدیث و سماع کا حکم: علامہ احمد شاکر کی آراء کا اختصاصی مطالعہ

Allama Ahmad Shakir was a great researcher and has a good command on religious literatures and studies. In his era, he took a great place among the scholars as a specialist in hadith, Islamic jurisprudence, Quranic interpretation, history & principals of aforementioned Subjecta. Now, he is recognized as an authority on principalities of sciences of hadith and jurisprudence. He discussed in his books regarding Sciences of hadith about narrators of hadith which are called ahl e bid‘at and the status of their Ahad?th. Because, there is a huge conflict between many principalities in perspective of accepting their Ahad?th or rejecting them. In this article, based an analytical study, some of his major and innovent concepts and justified principals about ahl e bid‘at are discussed which he had presented in his books or shows his research methodologies in different books with a special study on al-musnad by Imam Ahmad Bin Hanbal (r.a). The research shows his viewpoints regarding this kind of narrators that they are, with some conditions, acceptable and their Ahad?th are also should be narrated. Although, some ancient scholars do not allow with primarily conditions, which are described in this study along with their status & conditions.

Comparatrive Study of a Male and a Female School Principal: Exploring Their Gender Related Views and Practices of Task Delegation

Gender and leadership has been an area of concern for researchers working in the field of gender based educational inequalities. "Gender inequality in education constructs and, in turn, is constructed by inequalities between men and women in other spheres that intersect with education" (Subrahmanian, 2005, p. 9). The provision of equal opportunities in education has been a major concern for the researchers (Khalid & Khan, 2006; Ashraf, 2007; Aslam, 2009; Ghaffar, 2011). Ashraf (2007) has highlighted the need for developing gender equality perspective for secondary school teachers, which could ascertain the growth of students as gender-aware individuals. The present qualitative study has attempted to explore the gender related views of a male and a female school principal and their practices of task delegation through comparative analysis using Sergiovanni's (1991) framework and a gender lens. The data were collected through semi-structured interviews, observations (through shadowing), post observation discussions and document reviews. Miles and Huberman's (1992) framework guided the data analysis. The study has used gender lens to explore the analyzed data, which is then reviewed through Sergiovanni's (1991) framework. This framework helped in identifying the views symbolized as "Heart" of the leaders as key elements informing their practices presented as the "Hand". The study revealed that the "Head" that symbolizes meaning making of leadership responsibilities with a gender lens was the missing element in participants' professional repertoire as a school encompassing "hand" dimension of this framework. The key findings of the study show that the participants' practices of task delegation to male and female staff were guided by their views and past experiences of gender. It also showed that the absence of professional training on gender was the reason for their lack of insights into how gender guided their practices. The study suggests professional courses and sessions based on gender studies to build the principals' understanding of key gender constructs and how these inform their practices and demonstrate gender informed leadership. The gender informed leadership practices will hold significance in the provision of equal opportunities for male and female staff as well as students at a single school level to the whole educational system. Further, the study recommends the researchers to explore other aspects of principals' decision making such as conflict resolution, motivation and staff appraisals with a gender lens.