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Copyright of Larq Journal for Philosophy, Linguistics & Social Sciences is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The science of the origins of hadith is an authentic Islamic science, which has gone through several stages, and was built on solid foundations, it made him a science to be emulated, taught in the universities of the world, and benefited fiom its rules and methodology in building the humanities in general, and the historical ones in particular. Since the scientific and research curricula are considered an important expression and a basic factor in building the cultures of nations and peoples, it is more appropriate for students and those who work in science to study these curricula built by the nation's scholars, and to benefit from them in every scientific, life and cultural field. Hence came this research, through which the researcher will study the methodological features of the science of hadith origins, and the impact of these features on the cultural life of Muslim societies, and the possibility of their application iir Islamic cultural life. Amoirg the most prominent methodological features that the researcher reached are: confinnation of the novel and the transmission of news, differentiation between definitive and presumptuous indications, collecting and following the methods of talk, taking into account the narratives, deliberation and its impact on establishing the common curriculum... and other methodological features that were mentioned in the research. With mentioning tire iirrpact of eaclr irretlrodological teacher aird its applications iir the life of a Muslim. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Education / Al Mejlh Altrbwyh is the property of Kuwait University, Academic Publication Council and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The research aimed to identify the extent of the core curriculum applicability in secondary education in Kingdom of Saudi Arabia from the viewpoint of school leaders, supervisors, and teachers in Jazan Directorate of Education. The relationship of the core curriculum applicability in secondary education in Kingdom of Saudi Arabia is defined as the work variable (school leaders, supervisors, and teachers). The descriptive survey approach was used, and the study sample was chosen in a simple random manner. The study sample numbered (303) from school leaders, supervisors, and teachers in Jazan Directorate of Education. The questionnaire was designed to collect .data The research concluded that the responses of school leaders were generally low, with an average of (2.55) for the three axes, where the averages of the three axes for the possibility of applying the core curriculum ranged between (2.3-2.95), and indicators of its applicability from educational supervisors' viewpoint were with a low degree generally with an average of (2.2) for the three axes, where the averages of the three axes for the indicators of applicability ranged between (1.94 - 2.59), and the indicators of its applicability from teachers' viewpoint were with a low degree and a general average of (2.44) for the three axes, and the averages of the three axes for indicators of applicability ranged between (2.33- 2.67). The null hypothesis that there was no statistically significant relationship at the level of significance (0.05) between the core curriculum applicability in secondary education in Kingdom of Saudi Arabia and the work variable (school leaders, supervisors and teachers) was accepted. The study concluded a number of. [ABSTRACT FROM AUTHOR]