عناية أئمة النقد الحديثي بفقه الحديث

It is generally perceived in contemporary intellectual movements that canonical Traditionalists did not take had฀th text into consideration as their scholarly efforts were limited to the evaluation of had฀th chains. Aforementioned notion - in my opinion - originates from shallow study of methodology adopted by canonical had฀th critics، as a deeper look into their scholarly works reveals that sciences of had฀th includes the authentication and disparagement of traditions as well as comprehension and deduction from had฀th content. The sole objective of early Traditionalists from transmission، collection of had฀th، its evaluation، authentication and disparagement was to safeguard the true meaning of Sunnah and to transmit it in its pure form to the successors. In fact the peculiarity of their work is that they exert all efforts in order to deal with had฀th as a single undivided whole، where examination of content was not irrelevant to the evaluation of chain، their conscientious efforts recorded in major works of had฀th show how they evaluated content of had฀th to determine that it was not contradictory to Shari‘ah، or with another sound tradition، as there was a possibility that a certain reliable reporter made mistake or speculated in transmitting the meaning of had฀th. Therefore we witness them disparaging a certain transmitter for his negligence and errors whereas his had฀th is forsaken، moreover they would not consider him a Traditionalists or muhaddith฀n if excessive speculations were found in his report. This research paper aims at investigating the aforementioned hypothesis.

Exploring the Transition from M. Ed. Graduate to Professional Development Teacher

The graduates of the M.Ed. II program of the Aga Khan University, Institute for Educational Development representing seven countries of the developing world, have embarked upon their roles and responsibilities as Professional Development Teachers (PDTs). The study investigated the transition period of this cohort of PDTs from being the graduates of the M.Ed. program to being PDTs who have returned to their workplaces. An open-ended questionnaire was used as the major data collection tool and this was supplemented with interviews of some of the respondents. The major focus of both the questionnaire and the interviews was on PDTs' perspectives and perceptions. The questionnaire was sent to all the thirty-five PDTs of M.Ed. II, including those who are abroad. A total of thirty responses were received, which constitutes 86% of the target population. Supplementary interviews were held with 30% of the respondents The results indicate that the transition period through which PDTs have gone is full of challenges and constraints. Only a few PDTs, mostly from private schools, seemed to be moving smoothly into their new positions and professional roles as PDTs. The majority of PDTs seemed to have struggled for their identity in contexts, which were pervasive and hardly responsive to their professional needs. This struggle has taken different dimensions and was manifested in the psychological conflict of PDTs and the reality of their contexts. The psychological conflicts which PDTs experienced made them, at times, question both their roles as change agents and the very possibility of their bringing about change in their contexts. This conflict was exacerbated by the absence of specific support to meet their personal and professional needs. One of the major implications drawn from the study is about the importance of providing follow up support to PDTs in this transition stage of their professional careers. This could help PDTs to maintain their enthusiasm and commitment, and also assist them to be more successful in fulfilling their professional duties.