اندھا بوڑھا
نعمان نذیر
صبح ہوتے ہی معمول سے کچھ دیر پہلے ہی اس کی آ نکھ کھل گئی ۔ یوں تو وہ آ غاز سے ہی اپنے کام میں مہارت کے ساتھ ساتھ وقت کی پابندی کا بھی قائل تھا۔ شاید ہی ان دس سالوں میں کھبی اس کو افسران بالا کی طرف سے اس بات کا اعتراض کیا گیا ہو کہ وہ وقت پہ دفتر نہیں پہنچا ۔ ان دس سالوں میں اس کے افسر جو متعدد تبدیل ہو چکے تھے۔ کوئی بھی اس کے کام پہ معترض نہ تھا۔۔۔۔۔۔۔
آج اس کی زندگی کا ایک اہم دن تھا۔ اس موقع پہ اس کی بیوی بھی اس کی خوشی میں برابر شریک تھی۔ اسی کی خدمت اور حوصلے سے تو وہ آ ج اس مقام تک پہنچا تھا۔۔۔۔۔۔۔۔
اس خبر کا انتظار اسے گزشتہ دو سال سے تھا ۔ وہ مسلسل اپنی محنت کا پھل پانے کے لئے آ ج تیار تھا ۔ یہ دن تھا اس کی محکمانہ ترقی کا۔۔۔۔۔
اس خبر کی اطلاع تو اسے نیم کلرک نے ایک مہینہ قبل ہی دے تھی۔ جب اس کی ترقی کا پروانہ مرکزی دفتر میں دستخط ہونے کا منتظر تھا۔ ۔۔۔
اس موقعہ کو یاد گار جانتے ہوئے اس نے نیا قیمتی لباس بھی تیار کروایا تھا ۔ گزشتہ اتوار کو وہ اپنی اہلیہ کے ہمراہ شہر کے سب سے بڑے شاپنگ مال میں کپڑے اور جوتے خریدنے گیا ۔ اس کی بیوی نے اپنے خرچ میں سے جمع کی گئی رقم سے مہنگے جوتے خرید کر تحفہ دیا۔ جو اس کی اس کامیابی کو اپنی کامیابی سمجھتی تھی ۔۔۔۔۔
آ خر کار 15 ستمبر کے دن کا سورج طلوع ہوگیا ۔ وہ معمول...
In general, the results of research studies conducted by Professor Joseph Schacht and his fellows on criticism of Ahadith are contradictory with the results of Muslim Scholars. Muslim Scholars, point of view is that Muhaddithin have opposed, with full power, the condemnable tries for fabrication of Ahadith. Valuable principles for the identification of authentic and unauthentic traditions were the result of the struggles done by Muhaddithin. With the help of these principles the categorization of Ahadith came in to practical. Professor Joseph Schacht argues that the material presented as Ahadith and Sunna of Prophet by Muslim scholars is the production of later times. According to his point of view, there is no authentic hadith in the bulk of traditions and if assumed that there are few authentic, they are also mixed up with unauthentic and there is no possibility of identification of authentic one. This study is a try to identify the mistakes of his research approach.
The field of educational leadership has been a globally and nationally popular focus of research and discussions for past many years. In the same vein, a significant number of studies by the global and national scholars have explored different dimensions of leadership in education (Bana & Khaki, 2014; Bush & Middlewood, 2005; Khaki, Bana, Tajik, & Safdar, 2012; Khan, 2011; Nash, 2012; Panah, 2008; Simkins et al., 2003; Sultan, 2005). A review of these studies suggests an emphasis on the leadership practices of a leader and a very few studies have actually explored how a leader learns leadership and portrays various leadership practices, specifically in the context of Gilgit-Baltistan. To this end, the present study has examined the experiences of two school principals which seemed to have contributed to their journey of becoming leaders. In particular, this qualitative life history research explores experiences of one male and one female principals' journey of becoming a leader in two not-for-profit private higher secondary schools of Gilgit-Baltistan. The study revealed that the quality of educational institutions they attended, provision of leadership roles at home; on-the-job informal and formal mentoring opportunities, and ability to reflect on everyday personal and professional experiences greatly contributed towards preparedness of these leaders to assume leadership roles. These three factors made their transition into leadership roles smoother, easier and quicker. On the other hand, lack of mentoring opportunities, lack of quality education and discouraging home environment made their transition into leadership challenging. The study has shown the leaders in such situations learn through their own wisdom and reflection on previous practices. The life histories of both principals show the groundedness of leadership in the socio-cultural context. The male principal with early induction into teaching (paid job as a provider) had an extensive experience of teaching and leading schools. Similarly, the female principal had very protected environment with quality education throughout her schooling and university education. Though they experienced life differently, their learning and practices of building collegial and caring relationships and promoting shared sense of organizational policies seemed to be similar. Therefore, the study suggests that personal and professional life experiences (gendered), which shape leadership practices of a leader need to be seriously considered in the educational leadership discourse. Such consideration will allow much needed and relevant support to the female and male principals. Recognition and support to the efforts of female leaders, in particular, will encourage more women