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بھٹو کا خوف

بھٹو کا خوف

اسٹیبلشمنٹ پر آج بھی بھٹو صاحب کا خوف طاری ہے ۔بھٹو اپنے انتخابی نشان تلوار کی طرح مخالفین کے اعصاب پر چھا یا ہوا ہے ۔مخالف بھٹو کی سوچ سے اس لیے بھی ڈرتے ہیں کہ یہ سوچ آج بھی زندہ ہے ۔لاکھوں لوگ بھٹو شہید کے مزار پر آتے  ہیں اور ایک نئی طاقت لے کر واپس جاتے یہں ۔

 

Al-Ūdwī’s Theory of Iʿjāz Al-Qurʾān

Maulānā Muḥammad Ismāʿīl al-Ūdwī al-Shikārpurī (1897-1970) was one of the very prominent scholarly personalities of Pakistan. His life and works are studied and analyzed in detail elsewhere. (See. IRJAH, Faculty of Arts, University of Sindh, Jamshoro, Vol. 42, 2014 and Ma’arif Research Journal, Islamic Research Academy, Karachi, issue. 13, 2017). This paper mainly deals with al-Ūdwī’s theory of iʿjāz al-Qurʾān. With regard to the theory of iʿjāz al-Qurʾān, classical scholars including al-Rummani, al-Khaṭṭābī, al-Baqillani, al-Rāzī significantly emphasize the linguistic nature of iʿjāz as an argument to support the doctrine of iʿjāz al-Qurʾān. Al-Ūdwī on the other hand, after accepting the linguistic iʿjāz of the Qurʾān, proceeds to go further than his predecessors in supporting the doctrine of iʿjāz al-Qurʾān by emphasizing and situating iʿjāz in the content of the Qurʾān. Therefore, his book Nūr al-Īqān bi iʿjāz al-Qurʾān seems to be considerably different in its arguments from his predecessors’ theory. There is no exaggeration to say that al-Ūdwī has distinctly added several new arguments in his book, which, according to him, provide the certainty in the doctrine of iʿjāz, as he names his book as Nūr al-Īqān bi Iʿjāz al-Qurʾān, ‘Light of the faith through the inimitability of the Qurʾān.

Becoming Leaders: the Life Histories of Male and Female Principals

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
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