استنباط احکام میں حضرت عائشہ کا منہج قرآن کریم کی روشنی میں

In this article an effort has been made to describe Hazrat ‘฀ishah (R. A) ’s methodology of derivation of Ahk฀m from Holy Quran. Holy Quran and Sunnah of Holy Prophet (S. A. W) is basic source of Islamic Shar฀‘ah. Hazrat ‘฀ishah Sidd฀qah (R. A) was the wife of the Holy Prophet (S. A. W), and the daughter of Hazrat Ab฀ Bakr (R. A). She spent her time in learning and acquiring knowledge of the two most important sources of Islam, the Qur'an and the Sunnah of His Prophet (S. A. W). Hazrat ‘฀ishah (R. A) narrated 2210 Ah฀d฀th out of which 174 Ah฀d฀th are commonly agreed upon by Bukh฀ri and Muslim. She was an ardent and zealous student of Islamic jurisprudence. She has not only described Ah฀d฀th and reported her observations of events, but interpreted them for derivation of Ahk฀m. Umm Al-Mu’min฀n Hazrat ‘฀ishah (R. A) is a great scholar and interpreter of Islam, providing guidance to even the greatest of the Companions (R. A) of the Holy Prophet Muhammad (S. A. W). She has not only described Ah฀d฀th and reported her observations of events, but interpreted them for derivation of Ahk฀m. Whenever necessary, she corrected the views of the greatest of the Companions of the Holy Prophet (S. A. W). It is thus recognized, from the earliest times in Islam, that about one-fourth of Islamic Shar฀‘ah is based on reports and interpretations that have come from Hazrat ‘฀ishah (R. A). As a teacher she had a clear and persuasive manner of speech. Hazrat ‘฀ishah (R. A) is a role model for women. She taught Islam many people. She was an authority on many matters of Islamic Law, especially those concerning women.

Reflective Conversation for Teacher Development

Reflective practice is emphasized for teachers as it improves teaching and learning practices that result in high levels of students' achievements. Reflection has the potential to transform thinking and practice. Research done on reflective practice in Pakistan suggests that as teachers' teaching repertoire is limited here, teachers must reflect upon their practice. My experience of working with teachers informs me that teachers are not willing to write about their practices, rather it is more an oral culture. Reflective conversation is more an oral reflective practice mode, and it builds on what teachers already do informally in the context of Pakistani schools. The ultimate purpose of reflective conversation is to inquire teachers' classroom practices and to bring forward improvement in their practices. This study was conducted to explore the process and consequences of reflective conversation for teacher development in Pakistan. Shared classroom observation experiences provided a base for reflective conversation sessions with two secondary school English teachers in a private English medium school in Karachi, Pakistan. The aim was to explore reflective conversations as a strategy for school-based teacher development. The study indicates that reflective conversations can be a viable teacher development strategy in Pakistan. Study findings showed that through reflective conversations, teachers were able to enhance their professional knowledge and skills, by extending their range of teaching strategies, developing an urge to implement new strategies, and consequently, becoming more confident teachers. However, there are some essential requisites i.e. teachers' personal capacity and school structures for making reflective conversation an effective teacher development strategy. Reflective conversation also requires effective facilitation, which can be done by a reflective coach. The study also indicated that teacher learning becomes a complex and dynamic process through reflective conversation sessions. The study is significant for teacher educators, researchers, and teachers. It highlights for them some contextual issues that are challenging for teacher educators for using this strategy successfully. Study findings indicate that reflective conversations, if implemented effectively, move from individual teacher's learning to collective learning.