29 February 2012

Help Palestine [hidayahnet] Misk (Musk)-the medicine of the Prophet

 


Muslim narrated that Abu Sai'd Al-Khudri said that the Prophet (peace be upon him) said: "The best type of perfume is Musk."

In the Sahihain it is also narrated that Aishsh (RA) said: "I used to anoint the Prophet (peace be upon him) with perfumed Musk before assuming Ihram, on the Day of the Sacrifice and before performing Tawaf around the (Sacred) House."

Musk is the king of all perfumes, it has the best aroma. Other types of perfumes are usually compared to Musk, but Musk is never compared to them. Also, the hills and sands of Paradise are made of Musk.

Musk is a hot, dry substance of the second degree, and it brings comfort and joy to the hearts and strengthens the inner organs when it is drunk or smelled. Musk also brings strength and comfort to the external organs when anointed with it. Musk is profitable for old people and those who have excessive skin moistures, especially during winter, and also helps against fainting, shaking and the general weakness in the body as it excites the instinctive heat. Musk clears the white part in the eye and dries excess moisture in it, and also dissipates swelling in various organs. Musk also works as an antidote for some poisons, and helps against snakebite. It has many other benefits.

Taken From: Healing with the medicine of the Prophet (peace be upon him), by Imam Ibn Qayyim Al-Jauziyah
Engr.Sulthan

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Help Palestine [hidayahnet] BERITA KHALWAT JANGAN DI SEBARKAN

 

http://youtu.be/r6Io_CSozhM


===================================

Salaam & Regards

Amri el Wahab

My Online Shop: http://amri-shoppe.blogspot.com

My Blog: http://fitrahislami.wordpress.com

=====================================

Pesanan Guru Mursyid :"Kalau kita hendak menasihati orangTanya hati kita dahulu Tujuan kita hendak beri nasihat atau hendak memberi malu pada orang.Apabila kita hendak menyampaikan ilmu kepada orang.Apakah tujuan kita? Hendak berkongsi ilmu atau hendak menunjuk yang kita lebih tahu.
Kalau kita hendak bercakap tentang sesuatu,  kita tentu tahu niat kita, hendak menunjuk kita pandai atau rasa berkewajiban menyampaikan ilmu".

Ingatlah pahala sesuatu amal ditentukan oleh keikhlasan kita.Kalau tujuan bukan kerana Allah, amalan itu akan menjadi macam debu.Bukan pahala kita dapat tapi bala.

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Help Palestine [hidayahnet] Sebelum nak hunus keris atau bertakbir dengar pesan orang Korea

 

Kepada anak muda yang berdarah muda, yang terikut-ikutkan dengan slogan Hidup Melayu, Hunus Keris dan slogan Takbir , tolong baca apa pesan orang Korea mengenai jati diri orang Melayu. Juga kepada anak muda yang minat sangat cerita Korea sekarang ini, baca apa orang Korea ini kata mengenai orang Melayu.

Tolong baca sampai habis adakah pemimpin atasan, Presiden parti, Menteri Besar kita dan lain-lain pimpinan Melayu dan Islam cakap serupa bikin.

(Menurutnya, di Korea, bahasa dan tulisan Korea adalah jati diri mereka. Beliau berharap rakyat di negara ini mempelajari tulisan jawi agar khazanah kebudayaan nasional itu tidak terus ditelan arus pemodenan.)

Rozmal http://waghih.blogspot.com

JAWI BAWA KYOUNG SEOK KE MALAYSIA DALAMI JAWI
29 Feb 2012

SEJAK bertugas sebagai pensyarah di Fakulti Bahasa dan Komunikasi, Universiti Pendidikan Sultan Idris (UPSI) empat tahun lalu, Prof. Dr. Kang Kyoung Seok mengakui beliau begitu berminat untuk mempelajari tulisan jawi.

Menurut Kyoung Seok, 57, beliau banyak mendengar pelbagai cerita tentang keunikan tulisan jawi daripada salah salah seorang pensyarahnya di Universiti Hankook, Korea Selatan.

Pada masa itu, beliau mengikuti pengajian peringkat ijazah dalam bidang bahasa Melayu dan Indonesia di universiti berkenaan pada tahun 1974.

Namun, apa yang meruntun jiwanya apabila pensyarah terbabit tidak mengetahui mengenai tulisan jawi secara mendalam.

Malah pada masa itu, beliau juga tidak boleh mencari maklumat mengenai tulisan tersebut memandangkan di negaranya tiada bahan rujukan mengenai tulisan jawi.

Namun, rasa ingin tahu itu tidak terhenti di situ sahaja. Pada tahun 1982 beliau bertemu seorang pendakwah, Abdul Ghani dari Thailand di Pusan.

Anak jati Seoul, Korea ini mula mengenali huruf-huruf jawi dengan bantuan Abdul Ghani. Pada tahun 1984 beliau membuat keputusan berhijrah ke Malaysia untuk menyambung pengajian ke peringkat sarjana dalam bidang Pengajian Melayu di Universiti Malaya. Bahkan Kyoung Seok tahu, tulisan jawi merupakan seni penulisan yang berakar umbi di negara ini.

"Bukan mudah untuk saya masuk ke sini (Malaysia) kerana saya telah memohon beberapa kali untuk melanjutkan pengajian sehinggalah suatu hari itu saya menggunakan tulisan jawi untuk membuat permohonan itu.

"Seingat saya, sebelum ini semua surat permohonan ditulis dalam bahasa Melayu dan Inggeris, tetapi saya kecewa kerana tidak menerima sebarang jawapan sehinggalah suatu hari itu terlintas di fikiran untuk menulisnya menggunakan tulisan jawi," katanya yang fasih berbahasa Melayu.

Tanpa diduga, dalam beberapa hari sahaja beliau menerima jawapan daripada kerajaan Malaysia. Bapa kepada dua anak ini memberitahu, beliau terkejut apabila membaca isi kandungan surat terbabit kerana kerajaan negara ini memberinya peluang untuk ke sini.

Sepanjang pertemuan dengan lelaki separuh abad yang beruban dan berkaca mata itu, semangatnya tentang tulisan jawi cukup membara. Buktinya, di atas meja beliau penuh dengan bahan-bahan kajian mengenai tulisan jawi. Penampilannya juga sedikit berbeza. Kemeja putih lengan panjang yang dipakainya dipadankan dengan skaf di leher seakan-akan tali leher.

Temu bual yang berlangsung selama hampir dua jam di UPSI itu, jelas mempamerkan keramahan dan kepakarannya dalam tulisan jawi.

Kyoung Seok menyambung pengajian ke peringkat sarjana dan memperoleh Ijazah Sarjana yang kedua dari Akademi Pengajian Melayu, Universiti Malaya pada tahun 1987. Lima tahun kemudian, beliau memperoleh doktor falsafah dari universiti yang sama.

Menyentuh mengenai kajiannya, Kyoung Seok memberitahu, beliau pernah menjalankan beberapa kajian mengenai sistem tulisan jawi, transliterasi manuskrip jawi, seni khat Jawi, pengajaran bahasa Korea dengan tulisan jawi, pola ayat bahasa Melayu-Indonesia, dan Batu Bersurat Terengganu.

Setakat ini, beliau juga telah menerbitkan beberapa buah buku yang bertajuk, Perkembangan Tulisan Jawi Dalam Masyarakat Melayu, Bahasa Melayu Dalam Empat Minggu, Malay Tulisan Jawi, Bahasa Indonesia-Malaysia patternzip, dan Gaya Bahasa Sejarah Melayu.

Ghairah berbicara mengenai kajian dan buku tulisan jawi, beliau mengakui tulisan tersebut mempunyai satu tarikan dan keunikan istimewa terutama dalam al-Quran.

"Saya acap kali tertanya-tanya bagaimana tulisan jawi dalam al-Quran boleh menghasilkan kaedah bacaan dalam pelbagai intonasi yang berbeza,"akuinya setiap kali mendengar bacaan al-Quran beliau berasa tenang.

Dalam keghairahan beliau menceritakan keunikan tulisan estetik itu, secara tiba-tiba nada percakapannya bertukar sayu ketika dilemparkan soalan nasib tulisan itu di negara ini.

Beliau menyuarakan kekesalan terhadap sikap golongan muda yang tidak endah dengan tulisan jawi.

Kyoung Seok berpendapat, jika keadaan itu berterusan, tulisan jawi bermungkinan terkubur suatu hari nanti. Lagipun, ramai pakar jawi yang dikenalinya telah bersara.

Justeru, beliau berharap pihak media, kerajaan termasuk Institut Terjemahan Negara Malaysia (ITNM) dan Dewan Bahasa dan Pustaka (DBP) memainkan peranan penting dalam memastikan tulisan jawi terus terpelihara.

Menurut Kyoung Seok, sejak kebelakangan ini nilai tulisan jawi yang berteraskan al-Quran tidak dijulang dan usaha-usaha yang dilakukan dilihat kurang berjaya.

Menurutnya, di Korea, bahasa dan tulisan Korea adalah jati diri mereka. Beliau berharap rakyat di negara ini mempelajari tulisan jawi agar khazanah kebudayaan nasional itu tidak terus ditelan arus pemodenan.

"Khazanah ini perlu diangkat semula kerana ia sebahagian daripada warisan sejarah Melayu. Sudah tiba masanya, pelbagai langkah perlu diambil supaya generasi muda tidak melupakan asal usul yang membentuk jati diri orang Melayu,"ujarnya.

Sehubungan itu, Kyoung Seok mencadangkan supaya sistem ejaan jawi yang digunakan sekarang perlu diganti kepada sistem ejaan jawi Za'ba kerana ia ringkas dan mudah dipelajari.

Malah, jika rakyat Malaysia mempelajari ejaan jawi Za'ba, mereka lebih mudah memahami sistem ejaan jawi yang lebih kuno sekali gus boleh memahami manuskrip jawi berusia ratusan tahun memandangkan ejaan jawi Za'ba menggunakan asas yang sama dengan tulisan jawi kuno yang berasal daripada tulisan al-Quran," ujarnya yang kini sibuk menyiapkan sebuah kamus mengenai langkah perkembangan tulisan jawi. Kamus itu dijangka siap dalam tempoh lima tahun lagi.

http://www.kosmo.com.my/kosmo/content.asp?y=2012&dt=0229&pub=Kosmo&sec=Rencana_Utama&pg=ru_01.htm

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Help Palestine [hidayahnet] FORGOTTEN HISTORY OF MUSLIMS-AN EYE-OPENING RESEARCH WORK

 





Muslim Contribution to Science


The Scientific legacy of the Muslim World



FORGOTTEN HISTORY OF MUSLIMS-AN

EYE-OPENING RESEARCH WORK

We give below some major scientific breakthroughs of Muslims which the Western World has sought to hide, claiming it as their own. What is taught which is what we have learned from Western sources intent on hiding the truth and what should be taught which is the reality as we understand it from a proper reading of history:

What is Taught: The first mention of man in flight was by Roger Bacon, who drew aflying apparatus. Leonardo da Vinci also conceived of airborne transport
 and drew several prototypes.

What should be taught: Ibn Firnas of Islamic Spain invented, constructed and tested a flying machine in the 800's A.D. Roger Bacon learned of flying machines from Arabic references to Ibn Firnas' machine. The latter's invention antedates Bacon by 500 years and DaVinci by some 700 years.

What is taught: Glass mirrors were first produced in 1291 in  Venice .

What should be taught: Glass mirrors were in use in Islamic Spain as early as the 11th century. The Venetians learned of the art of fine glass production
 from Syrian artisans during the 9th and 10th centuries.

What is taught: Until the 14th century, the only type of clock available was the water clock. In 1335, a large mechanical clock was erected in  Milan ,  Italy .  This was possibly the first weight-driven clock.

What should be taught: A variety of mechanical clocks were produced by Spanish Muslim engineers, both large and small, and this knowledge was  transmitted to  Europe through Latin translations of Islamic bookson mechanics. These clocks were weight-driven. Designs and illustrations of epi-cyclic and segmental gears were provided. One such clock included a mercury escapement. The latter type was directly copied by
Europeans during the 15th century. In addition, during the 9th century, Ibn Firnas of Islamic Spain, according to Will Durant, invented a watch-like device  which kept accurate time. The Muslims also constructed a variety of highly accurate astronomical clocks for use in their observatories.

What is Taught: In the 17th century, the pendulum was developed by Galileo during his teenage years. He noticed a chandelier swaying as it was being blown by the wind. As a result, he went home and invented the pendulum.

What Should be Taught: The pendulum was discovered by Ibn Yunus al-Masri during the 10th century, who was the first to study and document its oscillatory motion. Its value for use in clocks wasintroduced by Muslim physicists during the 15th century.

What is taught: Movable type and the printing press was invented in the West by Johannes Gutenberg of Germany during the 15th century.

What should be taught
: In 1454, Gutenberg developed the most sophisticated printing press of the Middle Ages. However, movable brass type was in use in Islamic Spain 100 years prior, and that is where the West's first printing devices were made.

What is taught: Isaac Newton's 17th century study of lenses, light and prisms forms the foundation of the modern science of optics.

What Should be Taught: In the 1lth century al-Haytham determined virtually everything that  Newton advanced regarding optics centuries prior and is regarded by numerous authorities as the "founder of optics. " There is little doubt that  Newton was influenced by him. Al-Haytham was the most quoted physicist of the Middle Ages. His works were utilized and quoted by a greater number of European scholars during the 16th and 17th centuries than those of   Newton and Galileo combined.

What is taught: Isaac Newton, during the 17th century, discovered that white light consists of various rays of colored light.

What should be taught: This discovery was made in its entirety by al-Haytham (11th century) and Kamal ad-Din (14th century).  Newton did make original discoveries, but this was not one of them.

What is taught: The concept of the finite nature of matter was first introduced by Antione Lavoisier during the 18th century. He discovered that, although matter may change its form or shape, its mass always remains the same. Thus, for instance, if water is heated to steam, if salt is dissolved in water or if a piece of wood is burned to ashes, the total mass remains unchanged.

What should be taught
: The principles of this discovery were elaborated centuries before by Islamic Persia's great scholar, al-Biruni (d. 1050). Lavoisier
 was a disciple of the Muslim chemists and physicists and referred to their books frequently.

What is taught: The Greeks were the developers of trigonometry.


What should be taught: Trigonometry remained largely a theoretical science among the Greeks. It was developed to a level of modern perfection by Muslim scholars, although the weight of the credit must be given to al-Battani. The words describing the basic functions of this science, sine, cosine and tangent, are all derived from Arabic terms. Thus, original contributions by the Greeks in trigonometry were minimal.

What is taught: The use of decimal fractions in mathematics was first developed by a Dutchman, Simon Stevin, in 1589. He helped advance the mathematical sciences by replacing the cumbersome fractions, for instance, 1/2, with decimal fractions, for example, 0.5.

What should be taught: Muslim mathematicians were the first to utilize decimals instead of fractions on a large scale. Al-Kashi's book, Key to Arithmetic, was written at the beginning of the 15th century and was the stimulus for the systematic application of decimals to whole numbers and fractions thereof. It is highly probably that Stevin imported the idea to  Europe from al-Kashi's work.

What is taught: The first man to utilize algebraic symbols was the French mathematician, Francois Vieta. In 1591, he wrote an algebra book describing 
equations with letters such as the now familiar x and y' s. Asimov says that this discovery had an impact similar to the progression from Roman numerals to Arabic numbers.

What should be taught: Muslim mathematicians, the inventors of algebra, introduced the concept of using letters for unknown variables in equations as early as the 9th century A.D. Through this system, they solved a variety of complex equations, including quadratic and cubic equations. They used symbols to develop and perfect the binomial theorem.


What is taught: The difficult cubic equations (x to the third power) remained unsolved until the 16th century when Niccolo Tartaglia, an Italian mathematician, solved them.

What should be taught: Cubic equations as well as numerous equations of even higher degrees were solved with ease by Muslim mathematicians as early as the 10th century.

What is taught: The concept that numbers could be less than zero, that is negative numbers, was unknown until 1545 when Geronimo Cardano introduced 
the idea.

What Should he Taught: Muslim mathematicians introduced negative numbers for use in a variety ofarithmetic functions at least 400 years prior to 
Cardano.

What is taught: In 1614, John Napier invented logarithms and logarithmic tables.

What should be taught: Muslim mathematicians invented logarithms and produced logarithmic tables several centuries prior. Such tables were common in the Islamic world as early as the 13th century.

What is taught: During the 17th century Rene Descartes made the discovery that algebra could be used to solve geometrical problems. By this, he greatly advanced the science of geometry.

What should be taught: Mathematicians of the Islamic Empire accomplished precisely this as early as the 9th century A.D. Thabit bin Qurrah was the first to do so, and he was followed by Abu'l Wafa, whose 10th century book utilized algebra to advance geometry into an exact and simplified science.

What is taught: Isaac Newton, during the 17th century, developed the binomial theorem, which is a crucial component for the study of algebra.

What should be taught: Hundreds of Muslim mathematicians utilized and perfected the binomial theorem. They initiated its use for the systematic solution of algebraic problems during the 10th century (or prior).

What is taught
: No improvement had been made in the astronomy of the ancients during the Middle Ages regarding the motion of planets until the 13th century. Then Alphonso the Wise of Castile (Middle Spain) invented the Aphonsine Tables, which were more accurate than Ptolemy's.

What should be Taught: Muslim astronomers made numerous improvements upon Ptolemy's findings as early as the 9th century. They were the first astronomers to dispute his archaic ideas. In their critic of the Greeks, they synthesized proof that the sun is the center of the solar system and that the orbits of the earth and other planets might be elliptical. They produced hundreds of highly accurate astronomical tables and star charts. Many of their calculations are so precise that they are regarded as contemporary.  The Alphonsine Tables are little more than copies of works on astronomy transmitted to  Europe via Islamic Spain , i.e. the Toledo Tables.

What is taught: The English scholar Roger Bacon (d. 1292) first mentioned glass lenses for improving vision. At nearly the same time, eyeglasses could be found in use both in  China and  Europe .

What should be taught: Ibn Firnas of Islamic Spain invented eyeglasses during the 9th century, and they were manufactured and sold throughout  Spain for over two centuries. Any mention of eyeglasses by Roger Baconwas simply a regurgitation of the work of al-Haytham (d. 1039), whose research Bacon frequently referred to.

What is taught: Gunpowder was developed in the Western world as a result of Roger Bacon's work in 1242. The first usage of gunpowder in weapons was when the Chinese fired it from bamboo shoots in attempt to frighten Mongol conquerors. They produced it by adding sulfur and charcoal to saltpeter.

What should be Taught: The Chinese developed saltpeter for use in fireworks and knew of no tactical military use for gunpowder, nor did they invent its formula. Research by Reinuad and Fave have clearly shown that gunpowder was formulated initially by Muslim chemists. Further, these historians claim that the Muslims developed the first fire-arms. Notably, Muslim armies used grenades and other weapons in their defense of Algericus against the Franks during the 14th century. Jean Mathes indicates that the Muslim rulers had stock-piles of grenades, rifles, crude cannons, incendiary devices, sulfur bombs and pistols decades before such devices were used in  Europe . The first mention of a cannon was in an  Arabic text around 1300 A.D. Roger Bacon learned 
of the formula for gunpowder from Latin translations of Arabic books. He brought forth nothing original in this regard.

What is taught: The compass was invented by the Chinese who may have been the first to use it for navigational purposes sometime between 1000 and 1100 A.D. The earliest reference to its use in navigation was by the Englishman, Alexander Neckam (1157-1217).

What Should be Taught: Muslim geographers and navigators learned of the magnetic needle, possibly from the Chinese, and were the first to use magnetic needles in navigation. They invented the compass and passed the knowledge of its use in navigation to the West. European navigators relied on Muslim pilots and their instruments when exploring unknown territories. Gustav Le Bon claims that the magnetic needle and compass were entirely invented by the Muslims and that the Chinese had little to do with it. Neckam, as well as the Chinese, probably learned of it from Muslim traders. It is noteworthy that the Chinese improved their navigational expertise after they began interacting with the Muslims during the 8th century.

What is taught: The first man to classify the races was the German Johann F. Blumenbach, who divided mankind into white, yellow, brown, black and red 
peoples.

What should be Taught
: Muslim scholars of the 9th through 14th centuries invented the science of ethnography. A number of Muslim geographers classified
 the races, writing detailed explanations of their unique cultural habits and physical appearances. They wrote thousands of pages on this subject. Blumenbach's works were insignificant in comparison.

What is taught: The science of geography was revived during the 15th, 16th and 17th centuries when the ancient works of Ptolemy were discovered. The Crusades and the Portuguese/Spanish expeditions also contributed to this reawakening. The first scientifically- based treatise on geography were produced during this period by  Europe 's scholars.

What should be taught: Muslim geographers produced untold volumes of books on the geography of Africa, Asia,  India ,  China and the  Indies during the 8th through 15th centuries. These writings included the world's first geographical encyclopedias, almanacs and road maps. Ibn Battutah's 14th century masterpieces provide a detailed view of the geography of the ancient world. The Muslim geographers of the 10th through 15th centuries far exceeded the output by Europeans regarding the geography of these regions well into the 18th century. The Crusades led to the destruction of educational institutions, their scholars and books. They brought nothing substantive regarding geography to the Western  world.

What is taught: Robert Boyle, in the 17th century, originated the science of chemistry.

What should be Taught: A variety of Muslim chemists, including ar-Razi, al-Jabr, al-Biruni and al-Kindi, performed scientific experiments in chemistry some 700 years prior to Boyle. Durant writes that the Muslims introduced the experimental method to this science. Humboldt regards the Muslims as the founders of chemistry.

What is taught: Leonardo da Vinci (16th century) fathered the science of geology when he noted that fossils found on mountains indicated a watery origin of the earth.

What Should be Taught: Al-Biruni (1lth century) made precisely this observation and added much to it, including a huge book on geology, hundreds of years before Da Vinci was born. Ibn Sina noted this as well (see pages 100-101). it is probable that Da Vinci first learned of this concept from Latin translations of Islamic books. He added nothing original to their findings.

What is Taught: The first mention of the geological formation of valleys was in 1756, when Nicolas Desmarest proposed that they were formed over long 
periods of time by streams.

What should be taught: Ibn Sina and al-Biruni made precisely this discovery during the 11th century (see pages 102 and 103), fully 700 years prior to Desmarest.

What is taught
: Galileo (17th century) was the world's first great experimenter.

What should be taught
: Al-Biruni (d. 1050) was the world's first great experimenter. He wrote over 200 books, many of which discuss his precise experiments. 
His literary output in the sciences amounts to some 13,000 pages, far exceeding that written by Galileo or, for that matter, Galileo and  Newton combined.

What is taught: The Italian Giovanni Morgagni is regarded as the father of pathology because he was the first to correctly describe the nature of disease.

What should be Taught: Islam's surgeons were the first pathologists. They fully realized the nature of disease and described a variety of diseases to modern detail. Ibn Zuhr correctly described the nature of pleurisy, tuberculosis and pericarditis. Az-Zahrawi accurately documented the pathology of hydrocephalus (water on the brain) and other congenital diseases. Ibn al-Quff and Ibn an-Nafs gave perfect descriptions of the diseases of circulation. Other Muslim surgeons gave the first accurate descriptions of certain malignancies, including cancer of the stomach, bowel and esophagus. These surgeons were the originators of pathology, not Giovanni Morgagni.

What is taught: Paul Ehrlich (19th century) is the originator of drug chemotherapy, which is the use of specific drugs to kill microbes.

What should be Taught: Muslim physicians used a variety of specific substances to destroy microbes. They applied sulfur topically specifically to kill the scabies mite. Ar-Razi (10th century) used mercurial compounds as topical antiseptics.
What is taught: Purified alcohol, made through distillation, was first produced by Arnau de Villanova, a Spanish alchemist, in 1300 A.D.

What should be taught
: Numerous Muslim chemists produced medicinal-grade alcohol through distillation as early as the 10th century and manufactured 
on a large scale the first distillation devices for use in chemistry. They used alcohol as a solvent and antiseptic.

What is taught: The first surgery performed under inhalation anesthesia was conducted by C.W. Long, an American, in 1845.

What should be taught: Six hundred years prior to Long, Islamic Spain's Az-Zahrawi and Ibn Zuhr, among other Muslim surgeons, performed hundreds of surgeries under inhalation anesthesia with the use of narcotic-soaked sponges which were placed over the face.

What is taught: During the 16th century Paracelsus invented the use of opium extracts for anesthesia.

What should be Taught: Muslim physicians introduced the anesthetic value of opium derivatives during the Middle Ages. Opium was originally used as an anesthetic agent by the Greeks. Paracelus was a student of Ibn Sina's works from which it is almost assured that he derived this idea.

What is taught: Modern anesthesia was invented in the 19th century by Humphrey Davy and Horace Wells.

What should be taught: Modern anesthesia was discovered, mastered and perfected by Muslim anesthetists 900 years before the advent of Davy and Wells. 
They utilized oral as well as inhalant anesthetics.

What is taught: The concept of quarantine was first developed in 1403. In  Venice , a law was passed preventing strangers from entering the city until a certain waiting period had passed. If, by then, no sign of illness could be found, they were allowed in.

What Should be Taught: The concept of quarantine was first introduced in the 7th century A.D. by the prophet Muhammad, who wisely warned against entering or leaving a region suffering from plague. As early as the 10th century, Muslim physicians innovated the use of isolation wards for individuals suffering with communicable diseases.

What is taught: The scientific use of antiseptics in surgery was discovered by the British surgeon Joseph Lister in 1865.

What should be taught: As early as the 10th century, Muslim physicians and surgeons were applying purified alcohol to wounds as an antiseptic agent. 
Surgeons in Islamic Spain utilized special methods for maintaining antisepsis prior to and during surgery. They also originated specific protocols for maintaining hygiene during the post-operative period. Their success rate was so high that dignitaries throughout Europe came to  Cordova ,  Spain , to be treated at what was comparably the "Mayo Clinic" of the Middle Ages.

What is taught: In 1545, the scientific use of surgery was advanced by the French surgeon Ambroise Pare. Prior to him, surgeons attempted to stop bleeding through the gruesome procedure of searing the wound with boiling oil. Pare stopped the use of boiling oils and began legating arteries. He is considered the "father of rational surgery." Pare was also one of the first Europeans to condemn such grotesque "surgical" procedures as trepanning.

What Should be Taught: Islamic  Spain 's illustrious surgeon, az-Zahrawi (d. 1013), began ligating arteries with fine sutures over 500 years prior to Pare. He perfected the use of Catgut, that is suture made from animal intestines. Additionally, he instituted the use of cotton plus wax to plug bleeding wounds. The full details of his works were made available to Europeans through Latin translations. Despite this, barbers and herdsmen continued be the primary individuals practicing the "art" of surgery for nearly six centuries after az-Zahrawi's death. Pare himself was a barber, albeit more skilled and conscientious than the average ones.

What is taught: William Harvey, during the early 17th century, discovered that blood circulates. He was the first to correctly describe the function of the heart, arteries and veins.  Rome 's Galen had presented erroneous ideas regarding the circulatory system, and  Harvey was the first to determine that blood is pumped throughout the body via the action of the heart and the venous valves. Therefore, he is regarded as the founder of human physiology.

What should be taught: In the 10th century, Islam's ar-Razi wrote an in-depth treatise on the venous system, accurately describing the function of the veins and their valves. Ibn an-Nafs and Ibn al-Quff (13th century) provided full documentation that the blood circulates and correctly described the physiology of the heart and the function of its valves 300 years before  Harvey . William Harvey was a graduate of  Italy 's famous  Padua University at a time when the majority of its curriculum was based upon Ibn Sina's and ar-Razi's textbooks.

What is taught: The first pharmacopeia (book of medicines) was published by a German scholar in 1542. According to World Book Encyclopedia, the science of pharmacology was begun in the 1900's as an off-shoot of chemistry due to the analysis of crude plant materials. Chemists, after isolating the active ingredients from plants, realized their medicinal value.

What should be Taught: According to the eminent scholar of Arab history, Phillip Hitti, the Muslims, not the Greeks or Europeans, wrote the first "modern" pharmacopeia. The science of pharmacology was originated by Muslim physicians during the 9th century. They developed it into a highly refined and exact science. Muslim chemists, pharmacists and physicians produced thousands of drugs and/or crude herbal extracts one thousand years prior to the supposed birth of pharmacology. During the 14th century Ibn Baytar wrote a monumental pharmacopeia listing some 1400 different drugs. Hundreds of other 
pharmacopeias were published during the Islamic Era. It is likely that the German work is an offshoot of that by Ibn Baytar, which was widely circulated in  Europe .

What is taught: The discovery of the scientific use of drugs in the treatment of specific diseases was made by Paracelsus, the Swiss-born physician, during the 16th century. He is also credited with being the first to use practical experience as a determining factor in the treatment of patients rather than relying exclusively on the works of the ancients.

What should be taught: Ar-Razi, Ibn Sina, al-Kindi,  Ibn Rushd ,  az -Zahrawi, Ibn Zuhr, Ibn Baytar, Ibn al-Jazzar, Ibn Juljul, Ibn al-Quff, Ibn an-Nafs,  al-Biruni, Ibn Sahl and hundreds of other Muslim physicians mastered the science of drug therapy for the treatment of specific symptoms and diseases. In fact, this concept was entirely their invention.  The word "drug" is derived from Arabic. Their use of practical experience and careful observation was extensive. Muslim physicians were the first to criticize ancient medical theories and practices. Ar-Razi  devoted an entire book as a critique of Galen's 
anatomy. The works of Paracelsus are insignificant compared to the vast volumes of medical writings and original findings accomplished by the medical giants of Islam.

What is taught
: The first sound approach to the treatment of disease was made by a German, Johann Weger, in the 1500's.

What should be Taught
: Harvard's George Sarton says that modern medicine is entirely an Islamic development and that Setting the Record Straight the Muslim physicians of the 9th through 12th centuries were precise, scientific, rational and sound in their approach. Johann Weger was among thousands of Europeans physicians during the 15th through 17th centuries who were taught the medicine of ar-Razi and Ibn Sina. He contributed nothing original.

What is taught: Medical treatment for the insane was modernized by Pilippe Pinel when in 1793 he operated France 's first insane asylum.

What should be Taught: As early as the 1lth century, Islamic hospitals maintained special wards for the insane. They treated them kindly and presumed their disease was real at a time when the insane were routinely burned alive in  Europe as witches and sorcerers. A curative approach was taken for mental illness and, for the first time in history, the mentally ill were treated with supportive care, drugs and psychotherapy. Every major Islamic city maintained an insane asylum where patients were treated at no charge. In fact, the Islamic system for the treatment of the insane excels in comparison to the current model, as it was more humane and was highly effective as well.


– Extracted from the "Forgotten History of Muslims- By J W Draper, 1864″


Engr.Sulthan

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Help Palestine [hidayahnet] Islam and Science-part 3

 

Islam and Science

 

 

"Never judge a religion by its people, judge a religion by its scripture"

 

 

*Note:  This page contains some of the scientific discoveries from Shaukat Ameen's book "Islam, A scientifically proven religion". 

CHAPTER – IV

 OTHER DISCOVERIES

 

(i) Living-things and water

 

The scientists tell us that billions of years ago primaeval matter in the sea began to generate protoplasm[4] out of which came the amoeba; and out that mire in the sea came all living things. In one word ALL LIFE came from the sea, i.e., Water !!

 

When we ask them that no man of learning, no philosopher or poet could ever have guessed your biological discovery fourteen centuries back, could he?? They tell us "No, never!". Well, then, just see what the Quran has to say:

 

"And we made from water every living thing; will they (the unbelievers, the atheists, and the agnostics) then not believe?" (The Quran, 21:30)

 

 

The above statement is further elaborated in the Quran as:

"And Allah created  every animal from water, of them there are some that creep on their bellies, some that walk on two legs, and some that walk on four legs; Allah creates what He wills, for verily Allah has power over all things." (The Quran, 24:45)

 

 

It is clear that this fact could not have been scientifically known when the Quran was revealed. This testifies to the fact that the Quran is the book of Allah, most gracious, most merciful.

 

*****

 

(ii) A lesson in cattle

 

In the field of physiology, there is one verse in the Holy Quran which appears extremely significant. One thousand years before the discovery of the blood circulatory system, and roughly thirteen centuries before it was determined that the internal organs were nourished by the process of digestive absorption, a verse in the Quran described the source of the constituents of milk in conformity with scientific facts.

 

"Verily in cattle, there is lesson for you; We give you to drink of what is inside their bellies coming from a conjunction between the contents (of the intestine) and blood, a milk, pure and pleasant for those who drink it." (The Quran, 16:66)

 

The initial event, which sets the whole process in motion, is the conjunction of the contents of the intestine and blood at the level of the intestinal wall, which produces milk. This specific knowledge was unknown to mankind at the time when the Quran was revealed to Prophet Mohammad (P.B.U.H).

 

***** 

 

(iii) Opposite pairs in creation 

 

"Glory be to Him Who created all the pairs; from what the earth produces and from themselves and from things unknown to them." (The Quran, 36:36)

 

Although the concept of "pair" or "couple" commonly stands for male and female, the statement : "from things unknown to them" has wider implications. Today, one of the implications of the verse has been revealed. With the advanced technology and research, scientists have found out that even matter is created in pairs. British scientist, Paul Dirac, who proposed that matter is created in pairs, was awarded the Nobel Prize for Physics in 1933, while the Quran told us about the pairs 1400 years ago. This discovery is called "parite". This fact is stated in a scientific manner as follows:

 

"…every particle has its antiparticle of opposite charge………and the uncertainty relation tells us that pair in creation and pair annihilation happens in the vacuum at all times, in all places."  

 

 

Recent advancements in science have shown that not only all animals, plants, and matters but bacteria also have an opposite pair or strain. In plants, now we know, there are male and female seeds and male and female trees. A male date tree looks different from a female tree.

 

This verse, which clearly states a fact about "pairs of unknown" that was not known to previous generations, and has been recently discovered, could have only come from the All-Knowing Allah.

 

*****

 

CHAPTER—V 

MIRACLE OF THE QURAN

 

 

Protection and memorization of the Quran

 

 

"We (Allah) without any doubt sent down the Message (the Quran), and We will assuredly guard againt it (from any corruption)." (The Quran, 15:9)

 

 

"And We (Allah) have made the Quran easy to understand and remember, then is there any that will receive admonition." (The Quran, 54:17,22,32,40) 

 

 

One of the ways by which Allah has assured the protection of the Quran is the fact that He made it easy for the true Believers to memorize His book. As a matter of fact, the Quran is the only religious book that is memorized by its true followers. The one who memorizes the Quran is called a Hafiz. They don't only memorize the entire text of the Quran, but also the punctuation and diatrical marks of each and every word and verse of the Quran. Allah promised to protect the Quran and thus gave the power of memorization to its true followers. The protection of the Quran from corruption and its memorization by its true believers is an open challenge to mankind.

 

*****  


Engr.Sulthan

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