سند (مالک عن نافع عن ابن عمر)، محدثین اور مستشرقین کا نقطہ نظر

Abstract By preserving and narrating hadīth, a chain of narrators was started to maintain its authenticity. When the experts of hadīth realized that some unreliable transmitters might try to fabricate Hadīth, this work started more systematically. Even the chain gradually attained such importance that every Muhaddīth was concerned much about it. In the second century of  Hijra, when the teaching and learning of hadīth became the standard of honor and great respect, some people devoted their lives to this work. They travelled to many countries of world and obtained the knowledge of Hadīth from prominent scholars of their time. Experts of Asmā-ul-Rijāl awarded them the certificate of holding the highest position of trust and credibility. The chains having such trustworthy transmitters are considered to be of higher rank than others. Among such traditions there is also one "Mālik-an-Nāfi'-an-Ibn-e-Umar". Due to the reliability of its narrators, Imām Bukhāri and many other Muhaddithīn considered it as "golden chain". When some of the Orientalists started raising objections to the Prophetic Hadīth, they criticized the narrators of the Hadīth as well. Especially the narrators who were declared trustworthy and reliable by Muslim scholars. For this, they especially criticized Abu Hūraira from among the companions and Imām Zuhri among the Successors. The chain of hadīth, (Mālik an-Nāfi' an-Ibn e Umar) “golden chain” was also seriously criticized by Joseph Schacht and Juynboll etc. In this article, a comparative study of the viewpoints of the Muhaddithīn and the Orientalists regarding the chain “Mālik an-Nāfi' an-Ibn eUmar” is presented.

Exploring the Role of District Education Management Officers Demos in Facilitating Teacher Professional Development Tpd in District Ghanche, Gilgit-Baltistan, Pakistan

This study explored the roles of District Education Management Officers (DEMOs) for Teacher Professional Development (TPD) in District Ghanche, Gilgit Baltistan. The study also explored the perceptions of key stakeholders (e.g., head teachers, teacher and students) about these training programmes. The data was collected through qualitative research method, including semi-structured interviews, informal conversations, field notes and analysis of relevant documents. It selected two management officers from the central office of the education department, two head teachers, one teacher and five students through purposive sampling. Data came from focus group discussion with students in the school. In addition, the researcher interviewed selected officials of the education department, exploring their views about their roles in TPD. The findings reveal that the DEMOs conceptualize the TPDPs through consensus building among the colleagues before conducting these training programmes. These DEMOs play a pivotal role as communicator in the consensus building among colleagues. On the basis of these consensus and communication they organize different models of training at district level (e.g., workshops, indoor sessions and LRS system etc.). The study found that DEMOs also play a role in the implementation of the learning in these training programmes. They did these jobs by themselves as well as through other officials like, AEOs, DDOs and PDTs. The study also revealed about the perceptions of other stakeholders about the training programmes. According to them these training programmes help in the development of pedagogical skills and create a sense of collaboration among them. It also helps in the enhancement of students learning outcomes both in terms of academic and personal development.