Treatise of Hu-Man Education ( T.H.E ) – Overview

Treatise of Hu-Man Education ( T.H.E ) – Overview

Respected thinker,

We are glad to inform you of our new course, TREATISE OF HUMAN EDUCATION. Those of you who have known KIPAAS previously would know that this is our third consecutive year in bringing out a new major course. We are bringing this course to you after two successful courses, Visual Philosophy and Treatise of Human Education, Alhamd ul Allah.

The purpose of Visual Philosophy is to inculcate and develop a process of thinking in the students. It combines the study of human brain anatomy,
human psychology, philosophy, language, logic and mathematics to provide all the necessary tools to the students to better utilize their skills and knowledge in their respective fields. Treatise of Human Education was developed with a different purpose. This course aims to provide an understanding of and develop means for the solutions of the greatest problems and challenges faced by us today.

While Visual Philosophy purpose was to develop research capabilities in the students, the reason for designing this course, Treatise of Human Education, is to provide an understanding and develop means for the solutions of the greatest problems and challenges faced by us today. Today, as humans and citizens of Earth, we face challenges like economic meltdowns and collapses, food crisis across many countries around the world, water crisis, energy crisis, pollution and global warming, problems of world peace and health crisis including problems like HIV Aids and the Swine flu. All these global problems are a threat to all of us and our planet. But these are not only global problems. These problems eventually lead up to more problems that are more individualized and result in crisis on a personal level. Take, for example, the increase in the rate of suicides over the past years, increase in the number of people having developed psychological diseases, a decrease in the ethical and moral values across the globe and more people losing their jobs and their homes because of problems they did not cause. Such is the scope of challenges that we are faced with.

But, these problems are neither new nor unknown. Any person who pays even the slightest attention to current affair issues would have heard of almost all of these and making you aware of these problems was certainly not our intention. The point of importance and of great concern is that although most of these problems have been around for a long time now, we still do not have definite solutions for them. In fact, many people and countries have now accepted the situation as it is and have decided to ignore these problems assuming that they have no solutions but we are not one of them. We believe that every problem has at least one possible solution. The question is how to address this ever increasing number of problems. Tackling each problem one at a time may not prove useful in times like these when all these problems need our urgent attention and each problem one by one would require a lot of time. Another approach can be to put forward a global philosophy to tackle all these problems at the same time, a philosophy that is independent of place, era, religion and the type of problem.

This is what we are aiming to achieve in this course, i.e. to put forward a theory that can be applied to solve any problem anywhere, any time and by anyone. We say that there are three pillars on which every solution to any problem is based. These pillars are good teachers, good students and good institutions and provided that these three pillars exist, solution to any problem can be found.

While you are thinking about this idea, keep in mind that we have not used these words in their traditional meanings. Rather, visualize the teacher as a way of thinking, an ideology, a source of knowledge. On the other hand, think of the student as a sink ready to accept knowledge from the source, i.e. the teacher. And, it is during this flow of knowledge that work can be done, problems can be solved, creativity realized and the true potential of humans attained. That is our solution.Philosophy Of Education

Surely, at this point, you must be thinking how good teachers, good students and good institutions can be the solution to all of our problems. But the

history is full of examples of people who realized this to be the only true solution. Consider the example of Churchill who made a pact with Hitler that both countries will not attack two chosen universities in each others homeland. That is how England saved Oxford and Cambridge. When Churchill was asked by his compatriots as to why he made the pact, he replied that if the whole of England was saved but the universities were lost, all will be lost but if all of England was destroyed and those universities were saved, England will come back stronger than ever. Or take the example of Japan after it was defeated by the Allied Forces in World War II. Several restrictions were imposed on Japan after the defeat. The Japanese agreed to accept all as long as their religion and education system was not affected.

In this course, we are putting forward this very solution and the aim of this course is the preparation of the pillars of the solution, i.e. good teachers, good students and good institutions.

Sagheer Ahmed,


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Visual Philosophy

Visual Philosophy

Respected thinker,

We are glad to inform you of our new subject, Visual Philosophy. It is a course designed to inculcate and develop a process of thinking in the students. Philosophy means the search for truth and visual philosophy is the subject that teaches how to do it. Rather than only focusing on end results, it focuses on visualization of the process involved in the search. It combines the study of human brain anatomy, human psychology, philosophy, language, logic and mathematics to provide all the necessary tools to the students to better utilize their skills and knowledge in their respective fields.

This course has been designed keeping in mind the students of four years undergraduate programs as well as the students involved in postgraduate studies. At the undergraduate level, the course is intended to be taught in the 6th semester, for MS and MPhil students in the 1st semester, for MBBS students in the final year and for PhD students this course should be conducted as a workshop.

The course content has been kept general so that the course can be used in any field and at any level. For Bachelors level student, the course will help the students in their final year projects particularly research projects. At the same time, it will help them in developing relations between different subjects they study. For postgraduate research students, it will be useful in the process of idea generation as well as in carrying out original research. The course can be equally useful for students undertaking commerce studies. There has been a lack of new theories in the fields of economics and commerce for quite some time now. This has led to the present economic crisis in the world today. This lack of new economic models and theories can be related to the absence of some key subjects, mathematics and philosophy, in the studies of commerce and economics. Visual Philosophy can provide the necessary tools to future economists. For students of medical sciences too, the course can prove to be very useful. For example, it can greatly help medical professionals in the analysis of diseases and detection of patterns and cycles of diseases in different patients.

The contents of the course have been divided in 11 chapters each of which deals with a major area of the course.

Chapter 1 : provides an introduction of the subject in general and the course, the reasons for teaching it, its objectives and targets and the way it should be studied.
Chapter 2 : outlines the anatomy of the human brain, describes its sensory systems, memory system and its food requirements. The chapter then goes on to explain the method of working of the human brain, its diseases and finally the Brain-Body relation.
Chapter 3 : discusses Language. Starting with the history of human language, the chapter introduces the pillars of language and the language of brain. The chapter also discusses the processes of reading and writing and concludes by explaining the different forms of writing.
Chapter 4 : discusses the term ideas in general. The chapter starts with an introduction to the fundamental concepts of the terminology and its importance, explains its types and then concludes with a discussion on the connection between ideas and the physical world.
Chapter 5 : focuses on logic. It introduces the basic concepts and discusses the differences between western and eastern concepts of logic. It introduces the two fundamental processes involved in logic, induction and deduction.
Chapter 6 : is concerned with knowledge. The chapter begins with the definition of information. It then discusses the difference between knowledge and information and presents a conversion formula to convert information to knowledge. The chapter concludes with a discussion in the limitations and the extent of human knowledge.
Chapter 7 : discusses the fundamental concepts of mathematics. The chapter does not attempt to introduce or explain mathematical techniques. Rather, it focuses on the philosophy behind mathematics. It also explains the concepts of equality, inequality, functions, postulates and theorems.
Chapter 8 : focuses on the role of religion in the entire process. Without concentrating on any particular religion, the chapter first discusses the concept of faith and the importance of will. Then, it goes on to explain the relationship between Allah, human and nature.
Chapter 9 : introduces the role of science. The chapter starts with an explanation of the fundamental concepts of science in general and discusses its types.
Chapter 10 : provides two applied examples, Artificial Intelligence and Expert systems, to enable the student in better appreciating the previously gained knowledge. The chapter first discusses the concepts of AI and attempts to develop a relationship of AI with humans. Secondly, expert systems have been discussed. At the end, a relation between expert systems and visual philosophy is explained.
Chapter 11 : the last chapter, focuses on research. The chapter attempts to unify all the previous chapters and develops relations between them.

At the end, we would like to thank you for taking out the time to read this introduction of Visual Philosophy. This introduction is being sent to over a hundred selected national and international institutions of higher education to get their views of the course so that a suitable plan can be worked out to launch the course. We request you to kindly let us know of your views about the subject. We would be glad to receive your comments about the course.
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Time Topology – ebook

Time Topology – ebook

Science of Situation w.r.t Time: The world is 3D so Time Topology is.

In the first chapter of his book, Mr. Ahmed tries to explain the nature of time. Using Max Plank`s and Bertrand Russell`s ideas and theories, he arrives at a conclusion that time equals action divided by energy. Which implies that time and action are directly proportional while energy and time are inversely related. This concept of time seems to be completely innovative; and we learn about its practical implementation in the subsequent chapters. After theorizing time his own way, Mr. Ahmed focuses on how some of the great men in history used time.

The second chapter of the book differentiates between aim and need. The aim of a car is to transport, while fuel is its need. Similarly, we ought to clearly distinguish between our aims and needs to make an effective and purposeful use of our time. This distinction between aim and need is absolutely crucial to the understanding of the concept of Time Topology.

Five dimensions of a human character – religious, educational, social, clinical and economical – are given in the third chapter. The fourth chapter of the book is the most important chapter. Here the author describes eight categories of works – time consuming activities – along three axis: x (for important works), y (for urgent works) and z (for those works which are possible). William Hoffer`s paper How do you perceive time? has also been made good use of.

The fifth chapter highlights some of the time-wasting habits while the sixth chapter enlists various time-saving habits. Frequently asked questions have been answered in the seventh chapter for a better understanding of readers.

The last chapter gives us different characteristics and pre-requisites of professionals like teachers, doctors, engineers and the like. Then certain habits are compared and some suggestions are made to replace habits like lying with speaking truth. But how to go about replacing such habits has not been told and therefore, a discrepancy remains in the work. We are also given nine ideal human models and the chapter ends with a prototype of a detailed life planner, which is nothing but brilliant and impressive. If thoroughly understood the king of life planner given in the book is surely bound to create a positive change in the reader`s personality.

In order to set an achievable aim in our lives Mr. Ahmed, in the second chapter of his book, suggests us to go through the biographies of people like Jinnah, Nelson Mandela and Muhammad Younus.

In this writer`s opinion every human being has three components. The first component is the inherited component. No human being can have any control whatsoever on his own genetic makeup and therefore, any manipulation of this component is beyond the individual`s control (as of now).

Whatever a person learns from the circumstances and the environment around him forms his second component. Ordinary people do have a considerable control over the development of this component but usually are not aware of this capability of theirs. Thus, they find themselves exposed to any and every type of situation with no or little knowledge of the repercussions. Therefore, it would be safe to assume that the second components of a vast majority of people are developed without their consent and wishes. Whatever one learns, knowingly or unknowingly, from the society and the people around, form one`s second component.

Now there is another component which is neither inherited nor acquired. This is the third component. The traits of one`s personality which distinguish him from the rest of the mankind form this component. The uniqueness of our finger prints could be a crude manifestation of this abstract and philosophical concept. We know that no two persons can have identical finger prints; similarly no two persons can have their third components exactly alike. The third components is neither inherited nor acquired; it can only be nurtured, and to nurture one`s third component is often very difficult. At times nurturing one`s third component inevitable involves a violent clash with one`s first and/or second component. Those who are able to successfully nurture their third component are men-of-destiny. The third component of people like Prophet Muhammad (SAW), Buddha, Aristotle, Francis Bacon, Newton, Emerson, Einstein and the like were not compatible with their first and/or second components. However, these men-of-destiny (and many others like them) were so determined and consistent in nurturing their third components that they were able to face all kinds of difficulties. It was the third component and not the first and/or the second which made Prophet Muhammad Prophet Muhammad, Duddha Buddha, Aristotle Aristotle, Francis Bacon Francis Bacon, Newton, Emerson Emerson, and Einstein Einstein. The attributes and traits by virtue of which the abovementioned personalities are remembered today were neither inherited to them nor taught to them by their societies. These traits were totally original and owed their origin to the hard work put in by them in nurturing their third components.

The purpose of this discussion is to supplement Mr. Ahmed`s concept of aim and need. According to this writer unless we are aware of the existence of our third component, we would not be able to set an achievable aim for ourselves.

Time Topology By Sagheer Ahmed