اجتماعی اجتہاد کا تصور اور عصر حاضر کے اہم توجہ طلب شرعی مسائل کے حل کے لئے عالم اسلام کے اہم اداروں کا تعارف

The Concept of Collective Ijtihad and Introduction to Prominent Institutions in the Muslim World for resolving contemporary jurisprudential issues is a burning issue these days. Ijtihad is the effort made by the mujtahid in seeking knowledge of the ahkam (rules) of the Shariah through interpretation. It is a known fact the ahkam specifically and explicitly prescribed in the Holy Quran and Sunnah are limited, and as human society evolves, new problems come to the fore. This is the responsibility of mujtahid to present solution of the problems in the light of the rules and principles prescribed in the Holy Quran and Sunnah. This endeavor can take place in three shapes, first by an individual effort of a mujtahid, second by a group of in the form of collective ijtihad while its more advanced shape is the consensus (ijma’a) of all the mujtahidin of the time. In this article all the three modes of ijtihad have been discussed and it has been concluded and suggested that the best option for resolving the issues faced by the Muslim Ummah is collective Ijtihad due its easy implementation. This also helps in avoiding many complications while seeking consensus (Ijma’a) in present day time. In this article a list of the problems have been given which need immediate attention of the Muslim scholars, while in the last part introduction of some prominent institutions of the Muslim World have been given with elaboration of their objectives.

Exploring Views of Teachers and Students of Shishket School About Their Post Disaster Teaching and Learning Experiences

The world in the recent years has experienced different types of disasters due to changes in the global climatic patterns and human activities. Pakistan has faced many natural disasters in the last couple of years. Attabad Lake Disaster is one of those disasters which occurred on 4th January 2010 and left thousands of people as Internally Displaced People (IDPs). The international agencies working for humanitarian assistance consider Education as the fourth pillar of humanitarian aid in emergency situations. Attabad Lake disaster destroyed schools and disrupted the teaching and learning process in the particulararea. Therefore, this particular study was carried out to get an insight of post disaster teaching and learning experiences of teachers and students in SD school Shishkat which was hit by Hunza lake disaster. The study was conducted in a private school in Shishket Gojal, Hunza. This particular school building was submerged in the Attabad Lake during the disaster. A qualitative research study was conducted to get an in-depth knowledge of teachers' and students' teaching and learning experiences in the post-disaster situation. A Focus Group Discussion (FGD) was carried out with six teachers and twice with the students. Interviews were taken from the head teacher and an administrator of Sunshine ED (pseudonym). Three classroom observations and some important analyses of documents were done for getting appropriate data. The major findings of the study revealed that due to changed landscape of the area and changed academic year such as long vacations, students' dropout and turnover of teachers, change in school timings and change in the examination system have greatly influenced teaching and learning activities in the school. The study further found that teachers did not get any PD training for dealing with teaching and learning in an emergency situation and that the curriculum needed to be reviewed according to the needs of the students. Moreover, teaching and learning activities have changed after the disaster due to lack of resources, changed behaviour of the students and teachers and changed daily activities of the students and teachers. The findings of this study recommend some guidelines for the teachers and teacher education institutions to overcome the issues of teaching and learning during emergency situations.