Education Quotes
THE IMPORTANCE OF EDUCATION IN ISLAM
THE IMPORTANCE OF EDUCATION IN ISLAM
THE CREATION OF NABI ADAM (A.S)
When Hazrat Adam (A.S.) was created, Allah S.W.T. said to the angels to bow down. Everybody bowed down except Iblis. The reason Iblis refused to bow down was because he said that Nabi Adam (A.S.) was made of clay and he was made from fire. How can fire bow down to clay? The angels looked at it in a different way. They looked at the inside of Nabi Adam (A.S.) because Allah S.W.T. gave knowledge to Nabi Adam (A.S.)
In the Holy Qur’an, Allah S.W.T. says in Sura 2, verses 31-34:
"And he taught Adam all the names, then presented them to the angels; then He said: Tell me the names of those if you are right. They said: Glory be to thee! We have no knowledge but that which Thou hast taught us; surely Thou art the knowing, the wise. He said: O Adam! Inform them of their names. Then when he had informed them of their names, He said: Did I not say to you that I surely know what is ghaib in the heavens and the earth and (that) I know what you manifest and what you hide? And when We said to the angels: Make obeisance to Adam they did obeisance but Iblis (did it not). He refused and he was proud and he was one of the unbelievers."
THE DUTY AND COMPULSION OF ATTAINING OF KNOWLEDGE
Knowledge is the most important thing in one’s life. There are two kinds of knowledge: Religious knowledge and Secular knowledge..
These two kinds of knowledge’s are very important for a human being. Secular for this day to day dwelling and religious for his smooth life on earth and hereafter.
The Holy Prophet of Allah (S.A.W.) has said: "Atta libul ilm faridhatol kuli muslim." This Hadith means: "Attainment of knowledge is a must for every Muslim."
Imam Jaffer as-Sadiq (A.S.) has said: "Acquire knowledge of religious jurisprudence. Any one among you who does not become efficient in religious jurisprudence is a rustic."
Allah S.W.T. says in the Qur’an in Sura 9, Verse 121:
"..........let them devote themselves to studies in religion and admonish their comrades when they return to them so that they may guard themselves against evil."
Imam Jaffer as-Sadiq (A.S.) has said in this same subject: "I would rather like my companions to be flogged on their heads so that they may (be compelled to) acquire religious knowledge."
Allah S.W.T. says in the Holy Qur’an in Sura 107, Verse 1-7:
"Didn’t you see the one who denies religion (din)? Such is the one who repulses the orphan and does not encourage the feeding of the poor. So woe to the worshippers, who are neglectful to their prayers; those who (want but) to be seen (of men) but refuse (to supply even) the neighborly needs."
t and Malik Ibn Anas, the founder of the Maliki sect were all students of Imam Jaffer as-Sadiq (A.S.).
KNOWLEDGE OF THE IMAMS
We believe that the Imam, like the Prophet, must be the best among mankind and that he must excel in all human qualities, such as bravery, generosity, chasteness, truthfulness, justice, prudence, reason, wisdom, and morality. The reason for this is the same as that of which we gave for the Prophet’s superiority. He derives his education, the Divine commandments and all his knowledge from the Prophet or from the previous Imam. When a new question arises, he knows the answer from the divine inspiration through the pure mind that Allah has given him. If he gives attention to some matter in order to know it, he will obtain a perfect understanding with no error, for the Imams do not derive their knowledge from the methodological reasoning or from the teachings of men of knowledge although it is possible for their knowledge to be increased and strengthened. For the Prophet of Allah (S.A.W.) has said:
"O Lord, increase my knowledge!"
It has been narrated that Imam Muhammad al-Baqir (A.S) was passing along with his companions and saw a group of people waiting for a Christian priest who was to come out from a cave after his meditation of one whole year. Imam Baqir (A.S.) also waited with other people; as soon as the priest came out he addressed everybody present there and addressed the Imam ‘you are not among these people’; the priest then asked ‘Are you among the educated or illiterate?’ The Imam replied ‘I am not amongst the illiterate.’ The Imam was the treasure of knowledge (Bakir al-Uloom). The Imam was carrying the same torch from Imam Ali (A.S.) of (Salooni) ASK ME? I HAVE KNOWLEDGE OF SKIES MORE THAN KNOWLEDGE OF EARTH. We as the followers of the Ahlul-Bait should acquire knowledge and part with knowledge.
LEARNED MEN ARE OF MANY KINDS
Prophet Muhammad (S.A.W.) is quoted to have said:
"He who learns for the sake of haughtiness, dies ignorant. He who learns only to talk, rather than to act, dies a hyprocite. He who learns for the mere sake of debating, dies irreligious. He who learns only to accumulate wealth, dies an atheist. And he who learns for the sake of action, dies a mystic."
Imam Jaffer as-Sadiq (A.S.) has said about acting with knowledge:
"Accept not deed without knowledge, and there is not knowledge except with action. So, whoever knows, his knowledge leads him to action, and whoever acts not has no knowledge."
DEATH OF A RELIGIOUS SCHOLAR
Imam Musa al-Kazim (A.S.) has said: "When a believer dies, the angles weep over him and so do the portions of the earth on which he used to worship Allah and also the doors of heaven through which his good deeds ascended. His death causes such a void in Islam that nothing can fill up because the learned believers are fortresses of Islam like the protecting wall built around the city."
The above hadith is trying to tell us that if we have knowledge we will succeed in the hereafter and if you have knowledge, don’t be proud of it. All the Imams and the Prophets were never proud of their knowledge and we should follow our Imams and the Prophets.
To end this essay, I will caught the Prophet: "O Lord, increase my knowledge!"
This above saying is trying to tell us that knowledge can never end, you can increase knowledge everyday.
REFERENCES
The Concept of Knowledge in Islam and it’s Implications for Education in a Developing Country. by Wan Moh’d Nor Wan Daud
The Faith of Shia Islam by Muhammad Rida al-Muzaffar
Ahlul-Bait, The Prophet’s Household by Al-Baligh Foundation
Status of Imam Sadiq (A.S.) Man and Faith by Morteza Mutahhari
Islamic Religious Education, Book Five
Al-Kaafi, Selections Vol.1
Nahjul Balagha
Holy Qur’an
History of science and technology
History of science and technology
For historical accounts of the development of science and technology, see history of science and history of technology.
History of science
Frontispiece of the "Rudolphine Tables" published by Johannes Kepler in 1627
Background[hide].
Theories and sociology Historiography Pseudoscience.
Early cultures Classical Antiquity Middle Ages Renaissance Scientific Revolution Romanticism
By culture.
African Byzantine Chinese Indian Medieval Islamic
Natural sciences.
Astronomy Biology Botany Chemistry Ecology Evolution Geology Geophysics Paleontology Physics
Mathematics.
Algebra Calculus Combinatorics Geometry Logic Probability Statistics Trigonometry
Social sciences.
Anthropology Economics Geography Linguistics Political science Psychology Sociology Sustainability
Technology.
Agricultural science Computer science Materials science Engineering
Medicine.
Human medicine Veterinary medicine Anatomy Neuroscience Neurology Nutrition Pathology Pharmacy
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The history of Science and Technology (HST) is a field of history which examines how humanity's understanding of the natural world (science) and ability to manipulate it (technology) have changed over the centuries. This academic discipline also studies the cultural, economic, and political impacts of scientific innovati....
Histories of science were originally written by practicing and retired scientists, starting primarily with William Whewell, as a way to communicate the virtues of science to the public. In the early 1930s, after a famous paper given by the Soviet historian Boris Hessen, was focused into looking at the ways in which scientific practices were allied with the needs and motivations of their context. After World War II, extensive resources were put into teaching and researching the discipline, with the hopes that it would help the public better understand both Science and Technology as they came to play an exceedingly prominent role in the world. In the 1960s, especially in the wake of the work done by Thomas Kuhn, the discipline began to serve a very different function, and began to be used as a way to critically examine the scientific enterprise. At the present time it is often closely aligned with the field of science studies.
womens education in pakistan
Women's education in Pakistan
is a fundamental right of every citizen, according to article thirty-seven of the Constitution of Pakistan,[1] but gender discrepancies still exist in the educational sector. According to the 2011 Human Development Report of the United Nations Development Program, approximately twice as many males as females receive a secondary education in Pakistan, and public expenditures on education amount to only 2.7% of the GDP of the country.[2]
Importance of women's education
Education has been of central significance to the development of human society. It can be the beginning, not only of individual knowledge, information and awareness, but also a holistic strategy for development and change.[4] Education is very much connected to women's ability to form social relationships on the basis of equality with others and to achieve the important social good of self-respect. It is important, as well, to mobility (through access to jobs and the political process) and to health and life (through the connection to bodily integrity). Education can allow women to participate in politics so they can ensure that their voices and concerns are heard and addressed in the public policy. It is also crucial for women's access to the legal system.[5] Although, it must be taken in consideration that religion and traditions of the Pakistani have an impact on women's education. Some women may choose to keep the traditional roles because that's what they've always known and are used to. It would be a great opportunity if women were able to make their choice on their own though. They should at least have the knowledge of both sides to be educated or to stay with the traditional ways.
Education is a critical input in human resource development and essential for the country's economic growth. It increases the productivity and efficiency of individuals, and it produces a skilled labor force that is capable of leading the economy towards sustainable growth and prosperity. The progress and wellbeing of a country largely depends on the education choices made available to its people. It can be one of the most powerful instruments of change. It can help a country to achieve its national goals via producing minds imbued with knowledge, skills, and competencies to shape its future destiny. The widespread recognition of this fact has created awareness on the need to focus upon literacy and elementary education, not simply as a matter of social justice but more to foster economic growth, social well-being, and social stability.[6] Women's education is so inextricably linked with the other facets of human development that to make it a priority is to also make change on a range of other fronts; from the health and status of women to early childhood care; from nutrition, water and sanitation to community empowerment; from the reduction of child labor and other forms of exploitation to the peaceful resolution of conflicts.[7]
branches of science
Branches of Science
Science describes an area of knowledge, typically about something in the physical world, that can be explained in terms of scientific observation or the scientific method.
The scientific method is a discovery process that has evolved over several hundred years and can be summarized as follows:
- a phenomenon in the physical world is observed
- an explanation, or hypothesis, for the phenomenon is formed
- the hypothesis is tested by means of objective, reproducible experiments
If the results of the experiments support the hypothesis, it becomes accepted as scientific theory. Later, if new information is found to contradict the hypothesis, it may be revised or abandoned in favor of a new hypothesis, which is then subjected to additional experiments.
The sciences that describe the physical universe are categorized in different ways. The largest distinction in science is whether a science is pure, or theoretical, or whether it is applied, or practical. Pure science explains a phenomenon, while applied science determines how a particular phenomenon may be put to use. In general, pure science is divided into the following categories:
- Physical sciences, which deal with matter and energy and allow us to describe the material universe in terms of weight, mass, volume, and other standard, objective measures.
- Earth sciences, which explain the phenomena of Earth, its atmosphere, and the solar system to which it belongs.
- Life sciences, which describe living organisms, their internal processes, and their relationship to each other and the environment.
However, these three categories of pure science have areas of overlap, where one type of phenomenon may be associated with another. For example, light (studied in physics) is the energy source behind the (chemical) process of photosynthesis, or food production, in plants (studied in biology). For this reason, distinctions between pure sciences, and even between pure and applied sciences, can blur, and a new compound science can develop. An example of this is biochemistry, in which the chemical processes of living things (such as photosynthesis) are observed and explained
| Physical sciences | Life sciences | Earth sciences |
|---|---|---|
| Physics Kinetics Mechanics Electromagnetics Thermodynamics | Biology Botany Zoology | Geology Meteorology Astronomy |
| Chemistry Inorganic Chemistry Electrochemistry Analytical Chemistry | ||
| Examples of Overlapping Sciences | ||
| Physics + Chemistry = Physical Chemistry | Biology + Chemistry = Biochemistry Organic Chemistry | Geology + Chemistry = Geochemistry |
| Astronomy + Physics = Astrophysics | Biology + Geology = Paleontology | Geology + Astronomy = Astrogeology |
| Biology + Astronomy + Physics = Astronautics | ||
MACROMOLECULE
Macromolecule
For the scientific journal, see Macromolecules (journal).
A macromolecule is a very large molecule commonly created by polymerization of smaller subunits (monomers). They are typically composed of thousands or more atoms. The most common macromolecules inbiochemistry are biopolymers (nucleic acids, proteins, carbohydrates and polyphenols) and large non-polymeric molecules (such as lipids and macrocycles).[1] Synthetic macromolecules include common plastics and synthetic fibres as well as experimental .
Definition:
A macromolecule is a molecule with a very large number of atoms. Macromolecules typically have more than 100 component atoms.
Examples
: Most polymers are macromolecules and many biochemical molecules are macromolecules.aterials such as carbon nanotubes
Properties of carbon
Did you know that your body is approximately 18% carbon? Learn more about carbon and why it makes a great building block for biological molecules.
We'll look at the bonding properties of carbon, the structures of hydrocarbons, different types of isomerism, and some functional groups important in biology.
history of biology
History of biology
: History of biology
The term biology is derived from the Greek word βίος, bios, "life" and the suffix -λογία, -logia, "study of."[3][4] The Latin form of the term first appeared in 1736 when Swedish scientist Carl Linnaeus (Carl von Linné) used biologi in his Bibliotheca botanica. It was used again in 1766 in a work entitled Philosophiae naturalis sive physicae: tomus III, continens geologian, biologian, phytologian generalis, by Michael Christoph Hanov, a disciple of Christian Wolff. The first German use, Biologie, was in a 1771 translation of Linnaeus' work. In 1797, Theodor Georg August Roose used the term in a book, Grundzüge der Lehre van der Lebenskraft, in the preface. Karl Friedrich Burdach used the term in 1800 in a more restricted sense of the study of human beings from a morphological, physiological and psychological perspective (Propädeutik zum Studien der gesammten Heilkunst). The term came into its modern usage with the six-volume treatise Biologie, oder Philosophie der lebenden Natur (1802–22) by Gottfried Reinhold Treviranus, who announced:[5]
- The objects of our research will be the different forms and manifestations of life, the conditions and laws under which these phenomena occur, and the causes through which they have been effected. The science that concerns itself with these objects we will indicate by the name biology [Biologie] or the doctrine of life [Lebenslehre].
Although modern biology is a relatively recent development, sciences related to and included within it have been studied since ancient times. Natural philosophy was studied as early as the ancient civilizations of Mesopotamia, Egypt, the Indian subcontinent, and China. However, the origins of modern biology and its approach to the study of nature are most often traced back to ancient Greece.[6][7] While the formal study of medicine dates back to Hippocrates (ca. 460 BC – ca. 370 BC), it was Aristotle (384 BC – 322 BC) who contributed most extensively to the development of biology. Especially important are his History of Animals and other works where he showed naturalist leanings, and later more empirical works that focused on biological causation and the diversity of life. Aristotle's successor at the Lyceum, Theophrastus, wrote a series of books onbotany that survived as the most important contribution of antiquity to the plant sciences, even into the Middle Ages.[8]
Scholars of the medieval Islamic world who wrote on biology included al-Jahiz (781–869), Al-Dīnawarī (828–896), who wrote on botany,[9] and Rhazes (865–925) who wrote on anatomy and physiology. Medicine was especially well studied by Islamic scholars working in Greek philosopher traditions, while natural history drew heavily on Aristotelian thought, especially in upholding a fixed hierarchy of life.
Biology began to quickly develop and grow with Anton van Leeuwenhoek's dramatic improvement of the microscope. It was then that scholars discovered spermatozoa, bacteria, infusoria and the diversity of microscopic life. Investigations by Jan Swammerdam led to new interest in entomology and helped to develop the basic techniques of microscopic dissection andstaining.[10]
Advances in microscopy also had a profound impact on biological thinking. In the early 19th century, a number of biologists pointed to the central importance of the cell. Then, in 1838, Schleiden and Schwann began promoting the now universal ideas that (1) the basic unit of organisms is the cell and (2) that individual cells have all the characteristics of life, although they opposed the idea that (3) all cells come from the division of other cells. Thanks to the work of Robert Remak and Rudolf Virchow, however, by the 1860s most biologists accepted all three tenets of what came to be known as cell theory.[11][12]
Meanwhile, taxonomy and classification became the focus of natural historians. Carl Linnaeus published a basic taxonomy for the natural world in 1735 (variations of which have been in use ever since), and in the 1750s introduced scientific names for all his species.[13] Georges-Louis Leclerc, Comte de Buffon, treated species as artificial categories and living forms as malleable—even suggesting the possibility of common descent. Though he was opposed to evolution, Buffon is a key figure in the history of evolutionary thought; his work influenced the evolutionary theories of both Lamarck and Darwin.[14]
Serious evolutionary thinking originated with the works of Jean-Baptiste Lamarck, who was the first to present a coherent theory of evolution.[15] He posited that evolution was the result of environmental stress on properties of animals, meaning that the more frequently and rigorously an organ was used, the more complex and efficient it would become, thus adapting the animal to its environment. Lamarck believed that these acquired traits could then be passed on to the animal's offspring, who would further develop and perfect them.[16] However, it was the British naturalist Charles Darwin, combining the biogeographical approach of Humboldt, the uniformitarian geology of Lyell, Malthus's writings on population growth, and his own morphological expertise and extensive natural observations, who forged a more successful evolutionary theory based on natural selection; similar reasoning and evidence led Alfred Russel Wallace to independently reach the same conclusions.[17][18] Although it was the subject of controversy (which continues to this day), Darwin's theory quickly spread through the scientific community and soon became a central axiom of the rapidly developing science of biology.
The discovery of the physical representation of heredity came along with evolutionary principles and population genetics. In the 1940s and early 1950s, experiments pointed to DNA as the component of chromosomes that held the trait-carrying units that had become known as genes. A focus on new kinds of model organisms such as viruses and bacteria, along with the discovery of the double helical structure of DNA in 1953, marked the transition to the era of molecular genetics. From the 1950s to present times, biology has been vastly extended in the molecular domain. The genetic code was cracked by Har Gobind Khorana, Robert W. Holley andMarshall Warren Nirenberg after DNA was understood to contain codons. Finally, the Human Genome Project was launched in 1990 with the goal of mapping the general human genome. This project was essentially completed in 2003,[19] with further analysis still being published. The Human Genome Project was the first step in a globalized effort to incorporate accumulated knowledge of biology into a functional, molecular definition of the human body and the bodies of other organisms.
Structure of a cell
Structure of a cell
You, my friend, are made up of cells. Lots and lots of them. Some of them are eukaryotic (human), but many more of them are prokaryotic, thanks to the friendly bacteria of your gut, skin, and other body systems.
Jump in to learn more about prokaryotic and eukaryotic cells and the complex and beautiful structures inside of them.
biology
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| Biology deals with the study of the many livingorganisms. (top: E. coli bacteria and gazelle) (bottom: Goliath beetle and tree fern) |
Biology is a natural science concerned with the study of life and livingorganisms, including their structure, function, growth, evolution, distribution, and taxonomy.[1] Modern biology is a vast and eclectic field, composed of many branches and subdisciplines. However, despite the broad scope of biology, there are certain general and unifying concepts within it that govern all study and research, consolidating it into single, coherent fields. In general, biology recognizes the cell as the basic unit of life, genes as the basic unit of heredity, and evolution as the engine that propels the synthesis and creation of new species. It is also understood today that all organisms survive by consuming and transforming energy and by regulating their internal environment to maintain a stable and vital condition.
Subdisciplines of biology are defined by the scale at which organisms are studied, the kinds of organisms studied, and the methods used to study them: biochemistry examines the rudimentary chemistry of life; molecular biology studies the complex interactions among biological molecules; botanystudies the biology of plants; cellular biology examines the basic building-block of all life, the cell; physiology examines the physical and chemical functions of tissues, organs, and organ systems of an organism;evolutionary biology examines the processes that produced the diversity of life; and ecology examines how organisms interact in their environment.[2]
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