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SIO - Final.pdf

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Mkm Zafar

The document discusses the past, present, and future of engineering in the Islamic civilization. It covers how engineering was embraced in the past and helped drive the golden age of Islam. In the present, it emphasizes the importance of personal and societal capacity building for engineers to contribute to society. And for the future, it proposes rethinking technology through an Islamic lens and aspiring to revive the golden age.

Education
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(Past present and Future) Prof. Mohd Khalid Mubashir uz Zafar Director, DTTLP, Maulana Azad National Urdu University, Gachi Bowli, Hyderabad-TS
• Past (Enlightenment) :Deep rooted espousal of engineers in the Islamic civilization of the past, and how it has shaped the present. How science was embraced by the Islamic civilization and lessons not learnt. • Present (Engagement) :Personal and societal capacity building, Engineers as Social contributors, Concept of lifetime contribution. • Future (Empowerment): Rethinking technology and reshaping technology around Islam, Aspiring towards the revival of the golden age of Islam Scope of Today’s Talk
(Enlightenment)
Energy Motivation PassionExploration Challenge Leaders of Knowledge 17th Century AD to 20th Century AD
• In Islam, the concept of knowledge is inextricably bound up with its belief system, particularly, al-tawhid (unity of God). • Islamic education integrates all knowledge and disciplines with “Islamic ideology”. The epicentre of Islamic Education
Allah Knowledge Ruling and order Worship Happenings Practices Actions Etc….. In short, Islamic education recognizes the “jurisdiction” of God Almighty in all disciplines. In fact, God occupies a centre court in Islamic education. The epicentre of Islamic Education
Allah himself is the master of great engineering and in this regard He (Allah) has also challenged humans.
’’ ‫قیلخت‬‫یک‬ ‫ن‬ ٰ ‫رمح‬‫و‬ ُ ‫ت‬‫انبےئ۔‬‫ٓامسن‬‫ا‬‫است‬‫ےلت‬‫اورپ‬‫ےن‬‫سج‬ ‫دو‬‫اگ۔‬‫دےھکی‬‫ہن‬‫صقن‬‫وکیئ‬‫ںیم‬ ‫رظن‬‫ارہ‬‫ب‬ ‫ا‬ ‫ن‬ ‫ب‬‫رظن‬‫ریتی‬‫ڈال‬‫رظن‬‫رھپ‬‫ےہ۔‬‫ا‬‫ٓب‬‫ا‬‫رظن‬‫یہ‬‫اگشف‬‫وکیئ‬‫ایک‬‫ڈال‬ ‫۔ی۔‬‫ٓےئ‬‫ا‬ ‫ٹو‬‫وا س‬ ‫ماک‬ ‘‘ َ‫ب‬ِ‫ط‬ ٍۢ ‫ت‬ َٰ‫و‬ٰ‫ـ‬َ‫م‬َ‫س‬ َ‫ع‬ْ‫ب‬َ‫س‬ َ‫ق‬َ‫ل‬َ‫خ‬ ‫ى‬ِ‫ذ‬َّ‫ٱل‬ ْ‫َل‬‫خ‬ ‫ى‬ِ‫ف‬ ٰ ‫ى‬َ‫ر‬َ‫ت‬ ‫ا‬َّ‫م‬ ۖ ‫ا‬ًۭ‫اق‬ ِ‫ن‬ٰ‫ـ‬َ‫م‬ْ‫ح‬َّ‫ٱلر‬ ِ‫ق‬ َ‫ر‬َ‫ص‬َ‫ب‬ْ‫ٱل‬ ِ‫ع‬ ِ‫ج‬ ْ‫ٱر‬َ‫ف‬ ۖ ٍۢ ‫ت‬ ُ‫و‬ٰ‫ـ‬َ‫ف‬َ‫ت‬ ‫ن‬ِ‫م‬ ٍۢ ‫ور‬ُ‫ط‬ُ‫ف‬ ‫ن‬ِ‫م‬ ٰ ‫ى‬َ‫ر‬َ‫ت‬ ْ‫ل‬َ‫ه‬ O ‫رنی‬‫ت‬‫د‬‫دی‬‫ج‬‫ںیم‬‫دور‬‫وموجدہ‬ Hubble Telescope ‫اووجد‬‫ب‬‫ےک‬ ‫ںیہن‬‫وبقل‬‫جنلیچ‬‫ہی‬‫ماک‬‫اعتیل‬‫اہلل‬‫ےن‬‫ان‬ ‫ن‬ ‫ان‬ ‫ےہ۔‬‫ایک‬ ( ‫ات‬‫ٓب‬‫ا‬،‫اکلمل‬‫وسرہ‬ 3 ‫اور‬ 4 )
‫زیچ‬‫یسک‬‫ںیم‬‫ملع‬‫ےک‬‫اس‬‫وہ‬‫اور‬ ‫ںیہن‬‫ااحہط‬‫ماک‬ ‫اچےہ۔‬‫وہ‬‫انتج‬‫رگم‬‫رکتکس‬ ( ‫ربمن‬‫ٓی‬‫ا‬‫ارقبلہ‬‫وسرہ‬ 255 ) ‫ز‬‫وج‬‫اجیھب‬‫وک‬‫ّے‬‫وک‬‫ای‬‫ےن‬‫اہلل‬‫اب‬ ‫ا‬‫ب‬‫اگل‬‫دےن‬‫رکی‬‫نیم‬ ‫ہک‬ ‫یک‬‫اھبیئ‬‫اےنپ‬‫وہ‬‫ہک‬‫داھکےئ‬‫اےس‬ ‫اپھچ‬‫رک‬‫ویکں‬‫الش‬ ،‫ےئ‬ ‫اگل‬‫ےنہک‬‫وہ‬‫رھپ‬ ‫اوہ‬ ! ‫اکس‬‫وہ‬‫ہن‬‫یھب‬‫اانت‬‫ےس‬‫ھجم‬ ‫اس‬‫ںیم‬‫ہک‬ ‫اھب‬‫اےنپ‬‫ہک‬‫ا‬‫وہب‬‫ر‬‫رات‬‫ت‬‫ےک‬‫ّے‬‫وک‬ ‫اکھٹےن‬‫یہ‬‫الش‬‫یک‬‫یئ‬ ‫اگل‬ ‫وہا۔‬‫امیشپن‬‫وہ‬‫رھپ‬،‫داتی‬ ( ‫ٓی‬‫ا‬‫امدئہ‬‫وسرہ‬ 31 ) َ‫و‬ُ‫ه‬ َّ ‫َل‬ِ‫إ‬ َ‫ه‬ٰ‫ـ‬َ‫ل‬ِ‫إ‬ ٓ َ ‫َل‬ ُ َّ ‫ٱَّلل‬ ُ‫م‬‫ُّو‬‫ي‬َ‫ق‬ْ‫ٱل‬ ُّ‫ى‬َ‫ح‬ْ‫ٱل‬ ‫ۥ‬ُ‫ه‬ُ‫ذ‬ُ‫خ‬ْ‫أ‬َ‫ت‬ َ ‫َل‬ ۚ ُ‫ه‬َّ‫ل‬ ۚ ًۭ ‫م‬ ْ‫َو‬‫ن‬ َ ‫َل‬ َ‫و‬ ًۭ‫َة‬‫ن‬ِ‫س‬ ِ‫ت‬ َٰ‫و‬ٰ‫ـ‬َ‫م‬َّ‫س‬‫ٱل‬ ‫ى‬ِ‫ف‬ ‫ا‬َ‫م‬ ‫ۥ‬ ‫ا‬َ‫م‬ َ‫و‬ ِ‫ذ‬َّ‫ٱل‬ ‫ا‬َ‫ذ‬ ‫ن‬َ‫م‬ ۗ ِ ‫ض‬ ْ‫ر‬َ ْ ‫ٱْل‬ ‫ى‬ِ‫ف‬ َ‫د‬‫ن‬ِ‫ع‬ ُ‫ع‬َ‫ف‬ْ‫ش‬َ‫ي‬ ‫ى‬ َّ ‫َل‬ِ‫إ‬ ٓ‫ۥ‬ُ‫ه‬ َ‫ب‬ ‫ا‬َ‫م‬ ُ‫م‬َ‫ل‬ْ‫ع‬َ‫ي‬ ۚ ‫ۦ‬ِ‫ه‬ِ‫ن‬ْ‫ذ‬ِ‫إ‬ِ‫ب‬ َ‫م‬ َ‫و‬ ْ‫م‬ِ‫ه‬‫ِي‬‫د‬ْ‫ي‬َ‫أ‬ َ‫ْن‬‫ي‬ ۖ ْ‫م‬ُ‫ه‬َ‫ف‬ْ‫َل‬‫خ‬ ‫ا‬ ٍۢ‫ء‬ْ‫ى‬َ‫ش‬ِ‫ب‬ َ‫ون‬ُ‫ط‬‫ي‬ ِ‫ح‬ُ‫ي‬ َ ‫َل‬ َ‫و‬ َّ ‫َل‬ِ‫إ‬ ٓ‫ۦ‬ِ‫ه‬ِ‫م‬ْ‫ل‬ِ‫ع‬ ْ‫ن‬ِ‫م‬ ‫ا‬َ‫م‬ِ‫ب‬ ُ‫ه‬ُّ‫ي‬ِ‫س‬ ْ‫ر‬ُ‫ك‬ َ‫ع‬ِ‫س‬ َ‫و‬ ۚ َ‫ء‬ٓ‫ا‬َ‫ش‬ َ ْ ‫ٱْل‬ َ‫و‬ ِ‫ت‬ َٰ‫و‬ٰ‫ـ‬َ‫م‬َّ‫س‬‫ٱل‬ ۖ َ ‫ض‬ ْ‫ر‬ ۚ ‫ا‬َ‫م‬ُ‫ه‬ُ‫ظ‬ْ‫ف‬ ِ‫ح‬ ‫ۥ‬ُ‫ه‬ُ‫د‬‫و‬ُٔ‫ـ‬َ‫ي‬ َ ‫َل‬ َ‫و‬ ْ‫ٱل‬ ُّ‫ى‬ِ‫ل‬َ‫ع‬ْ‫ٱل‬ َ‫و‬ُ‫ه‬ َ‫و‬ ُ‫م‬‫ي‬ِ‫ظ‬َ‫ع‬ ٢٥٥ َ‫ي‬ ‫ا‬ًۭ‫اب‬َ‫ر‬ُ‫غ‬ ُ َّ ‫ٱَّلل‬ َ‫ث‬َ‫ع‬َ‫ب‬َ‫ف‬ ْ‫ر‬َ ْ ‫ٱْل‬ ‫ى‬ِ‫ف‬ ُ‫ث‬َ‫ح‬ْ‫ب‬ ِ ‫ض‬ ِ ‫ر‬ َٰ‫و‬ُ‫ي‬ َ‫ْف‬‫ي‬َ‫ك‬ ‫ُۥ‬‫ه‬َ‫ي‬ ِ ‫ر‬ُ‫ي‬ِ‫ل‬ َ‫ق‬ ۚ ِ‫ه‬‫ي‬ ِ‫خ‬َ‫أ‬ َ‫ة‬َ‫ء‬ ْ‫و‬َ‫س‬ ‫ى‬ َ‫ل‬‫ا‬ ُ‫ت‬ ْ‫ز‬َ‫ج‬َ‫ع‬َ‫أ‬ ٰٓ ‫ى‬َ‫ت‬َ‫ل‬ْ‫ي‬ َ‫و‬ٰ‫ـ‬َ‫ي‬ َ‫ه‬ َ‫ل‬ْ‫ث‬ِ‫م‬ َ‫ون‬ُ‫ك‬َ‫أ‬ ْ‫ن‬َ‫أ‬ ‫ا‬َ‫ذ‬ٰ‫ـ‬ ْ‫و‬َ‫س‬ َ‫ى‬ ِ ‫ر‬ َٰ‫و‬ُ‫أ‬َ‫ف‬ ِ‫ب‬‫ا‬َ‫ر‬ُ‫غ‬ْ‫ٱل‬ ْ‫ص‬َ‫أ‬َ‫ف‬ ۖ ‫ى‬ ِ‫خ‬َ‫أ‬ َ‫ة‬َ‫ء‬ َ‫ن‬ِ‫م‬ َ‫ح‬َ‫ب‬ َ‫ين‬ِ‫ِم‬‫د‬ٰ‫ـ‬َّ‫ن‬‫ٱل‬ ٣١
‫ورہث‬‫ربمغیپاہن‬‫ڈویٹنمپل‬‫انکٹٹویج‬‫ےیل‬‫ےک‬‫الفح‬‫این‬ ‫ن‬ ‫ان‬ ‫ا‬ً‫ب‬َ‫ب‬َ‫س‬ َ‫ع‬َ‫ب‬ْ‫ت‬َ‫أ‬ َّ‫م‬ُ‫ث‬ O ْ‫ي‬َ‫ب‬ َ‫غ‬َ‫ل‬َ‫ب‬ ‫ا‬َ‫ذ‬ِ‫إ‬ ٰٓ‫ى‬َّ‫ت‬َ‫ح‬ َ‫و‬ ِ‫ن‬ْ‫ي‬َّ‫د‬َّ‫س‬‫ٱل‬ َ‫ن‬ ‫ن‬ِ‫م‬ َ‫د‬َ‫ج‬ َ‫ي‬ َ‫ُون‬‫د‬‫َا‬‫ك‬َ‫ي‬ َّ ‫َّل‬ ‫ا‬ ًًۭ‫م‬ ْ‫و‬َ‫ق‬ ‫ا‬َ‫م‬ِ‫ه‬ِ‫ن‬‫ُو‬‫د‬ ًًۭ ‫َّل‬ ْ‫و‬َ‫ق‬ َ‫ون‬ُ‫ه‬ََْ‫ْف‬ O َ‫ذ‬‫ـ‬َ‫ي‬ ۟‫وا‬ُ‫ل‬‫ا‬َ‫ق‬ ‫ا‬ َ‫م‬َ‫و‬ َ‫ج‬‫و‬ُ‫ج‬ْ‫أ‬َ‫ي‬ َّ‫ن‬ِ‫إ‬ ِ‫ن‬ْ‫ي‬َ‫ن‬ْ‫ر‬ََْ‫ل‬‫ٱ‬ ‫ى‬ِ‫ف‬ َ‫ُون‬‫د‬ِ‫س‬ْ‫ْف‬ُ‫م‬ َ‫ج‬‫و‬ُ‫ج‬ْ‫أ‬ ِ ‫ض‬ْ‫ر‬َ ْ ‫ٱْل‬ ٰٓ‫ى‬َ‫ل‬َ‫ع‬ ‫ا‬ً‫ج‬ْ‫ر‬َ‫خ‬ َ‫ك‬َ‫ل‬ ُ‫ل‬َ‫ع‬ْ‫ج‬َ‫ن‬ ْ‫ل‬َ‫ه‬َ‫ف‬ َ‫ن‬ْ‫ي‬َ‫ب‬ َ‫ل‬َ‫ع‬ْ‫ج‬َ‫ت‬ ‫ن‬َ‫أ‬ ْ‫م‬ُ‫ه‬َ‫ن‬ْ‫ي‬َ‫ب‬َ‫و‬ ‫ا‬َ‫ن‬ ‫ا‬ ًۭ‫د‬َ‫س‬ O ِ‫ب‬َ‫ر‬ ِ‫ه‬‫ي‬ِ‫ف‬ ‫ى‬ِ‫َّن‬‫ك‬َ‫م‬ ‫ا‬َ‫م‬ َ‫ل‬‫ا‬َ‫ق‬ ُ‫ن‬‫ي‬ِ‫ع‬َ‫أ‬َ‫ف‬ ًۭ ‫ر‬ْ‫ي‬َ‫خ‬ ‫ى‬ ٍ‫ة‬َّ‫و‬َُِ‫ب‬ ‫ى‬ِ‫ن‬‫و‬ َ‫ر‬ ْ‫م‬ُ‫ه‬َ‫ن‬ْ‫ي‬َ‫ب‬َ‫و‬ ْ‫م‬ُ‫ك‬َ‫ن‬ْ‫ي‬َ‫ب‬ ْ‫ل‬َ‫ع‬ْ‫ج‬َ‫أ‬ ‫ا‬ً‫م‬ْ‫د‬ O َ‫ح‬ْ‫ل‬‫ٱ‬ َ‫ر‬َ‫ب‬ُ‫ز‬ ‫ى‬ِ‫ن‬‫و‬ُ‫ت‬‫ا‬َ‫ء‬ ۖ ِ‫د‬‫ِي‬‫د‬ َّ‫ص‬‫ٱل‬ َ‫ن‬ْ‫ي‬َ‫ب‬ ‫ى‬َ‫او‬َ‫س‬ ‫ا‬َ‫ذ‬ِ‫إ‬ ٰٓ‫ى‬َّ‫ت‬َ‫ح‬ ُ‫خ‬ُ‫ْف‬‫ٱن‬ َ‫ل‬‫ا‬َ‫ق‬ ِ‫ن‬ْ‫ي‬َ‫ف‬َ‫د‬ ٰٓ‫ى‬َّ‫ت‬َ‫ح‬ ۖ ۟‫وا‬ ٰٓ‫ى‬ِ‫ن‬‫و‬ُ‫ت‬‫ا‬َ‫ء‬ َ‫ل‬‫ا‬َ‫ق‬ ‫ا‬ ًۭ ً‫ار‬َ‫ن‬ ‫ۥ‬ ُ‫ه‬َ‫ل‬َ‫ع‬َ‫ج‬ ‫ا‬َ‫ذ‬ِ‫إ‬ ِْْ‫ق‬ ِ‫ه‬ْ‫ي‬َ‫ل‬َ‫ع‬ ْْ ِ ‫ر‬ْ‫ف‬ُ‫أ‬ ‫ا‬ ًۭ ً‫ر‬ O ‫ا‬َ‫م‬َ‫ف‬ ‫ٱ‬ ‫ا‬َ‫م‬َ‫و‬ ُ‫ه‬‫و‬ُ‫ر‬َ‫ه‬ْ‫ظ‬َ‫ي‬ ‫ن‬َ‫أ‬ ۟‫ا‬ ٰٓ‫و‬ُ‫ع‬‫ـ‬َْْ‫س‬‫ٱ‬ ََْ‫ن‬ ‫ۥ‬ ُ‫ه‬َ‫ل‬ ۟‫وا‬ُ‫ع‬‫ـ‬ََْ‫ت‬ْ‫س‬ ‫ا‬ًًۭ‫ب‬ O ‫ى‬ِ‫ب‬َّ‫ر‬ ‫ن‬ِ‫م‬ ًۭ‫ة‬َ‫م‬ْ‫ح‬َ‫ر‬ ‫ا‬َ‫ذ‬‫ـ‬َ‫ه‬ َ‫ل‬‫ا‬َ‫ق‬ ۖ َ‫ر‬ ُ‫د‬ْ‫ع‬َ‫و‬ َ‫ء‬ٰٓ‫ا‬َ‫ج‬ ‫ا‬َ‫ذ‬ِ‫إ‬َ‫ف‬ ‫ۥ‬ ُ‫ه‬َ‫ل‬َ‫ع‬َ‫ج‬ ‫ى‬ِ‫ب‬ َ‫ح‬ ‫ى‬ِ‫ب‬َ‫ر‬ ُ‫د‬ْ‫ع‬َ‫و‬ َ‫َان‬‫ك‬َ‫و‬ ۖ َ‫ء‬ٰٓ‫ا‬َّ‫ك‬َ‫د‬ ‫ا‬ًَۭ O َ‫ض‬ْ‫ع‬َ‫ب‬ ‫ا‬َ‫ن‬ْ‫ك‬َ‫ر‬َ‫ت‬َ‫و‬ ۞ ْ‫م‬ُ‫ه‬ ٍٍۢ ‫ض‬ْ‫ع‬َ‫ب‬ ‫ى‬ِ‫ف‬ ُ‫ج‬‫و‬ُ‫م‬َ‫ي‬ ٍٍۢ‫ذ‬ِ‫ئ‬َ‫م‬ ْ‫و‬َ‫ي‬ ۖ ِ ‫ور‬ُّ‫ص‬‫ٱل‬ ‫ى‬ِ‫ف‬ َ‫خ‬ِ‫ْف‬ُ‫ن‬َ‫و‬ ‫ا‬ ًۭ ً‫ع‬ْ‫م‬َ‫ج‬ ْ‫م‬ُ‫ه‬‫ـ‬َ‫ن‬ْ‫ع‬َ‫م‬َ‫ج‬َ‫ف‬ O ‫اہک‬‫ےن‬‫ٹووگں‬‫ان‬ : ‫ذوارقلنین‬‫اے‬ ! ‫زنیم‬‫اموجج‬‫اور‬‫اوجج‬‫ب‬ ‫رکےت‬‫اسفد‬‫ںیم‬ ‫ااظتن‬‫ماک‬‫رچ‬ ‫ن‬ ‫خ‬‫ےیل‬‫ےک‬‫ٓپ‬‫ا‬‫مہ‬‫ارگ‬‫الھب‬،‫ںیہ‬‫رےتہ‬ ‫ان‬‫اور‬‫ارے‬ ‫م‬ ‫ہ‬‫ٓپ‬‫ا‬‫ہک‬‫رکدںی‬ ‫وج‬‫ےن‬‫ذورقلنین‬‫دںی۔‬‫چنیھک‬‫دویار‬‫ای‬‫درایمن‬‫ےک‬ ‫دقمور‬‫وج‬‫ماک‬‫رچ‬ ‫ن‬ ‫خ‬‫ہک‬‫ا‬‫دب‬‫اب‬ ‫ےھجم‬‫مت‬،‫ےہ‬‫ااھچ‬‫تہب‬‫وہ‬،‫ےہ‬‫اشخب‬‫ےھجم‬‫ےن‬‫اہلل‬ ( ‫رادی‬ ‫ن‬ ‫اف‬ ) ‫ںیم‬،‫دو‬‫دمد‬‫ےس‬‫وقت‬ ‫اگ‬‫دوں‬‫انب‬‫دویار‬‫وبضمط‬‫ای‬‫درایمن‬‫ےک‬‫ان‬‫اور‬‫اہمترے‬ ‫۔‬ ‫اچدرںی‬‫یک‬‫ٹوےہ‬‫مت‬‫وت‬ ‫ماک‬‫درایمن‬‫ےک‬‫اہپڑوں‬‫ےن‬‫اوہنں‬‫ج‬‫ہک‬‫ی‬‫اہیں‬،‫الؤ‬ ‫اہک‬‫اور‬‫ا‬‫رکدب‬‫ر‬‫رات‬‫ت‬‫ہصح‬ ‫ایگ‬‫ا‬‫دب‬‫رک‬‫ٓگ‬‫ا‬ ‫رگ‬‫وخب‬‫اےس‬‫ج‬،‫دوھوکن‬‫اےس‬‫اب‬‫ہک‬ ‫ہک‬‫الؤ‬‫اابن‬‫ب‬‫اب‬‫ہک‬‫اہک‬‫وت‬ ‫اس‬ ‫ان‬‫رھپ‬‫دوں۔‬‫ڈال‬‫رک‬‫الھگپ‬‫رپ‬ ( ‫اموجج‬‫اوجج‬‫ب‬ ) ‫ہی‬‫ںیم‬ ‫رھ‬‫خ‬‫رپ‬‫اس‬‫ہک‬‫ریہ‬‫ہن‬‫وقت‬ ‫رھپ‬‫ںیکس۔‬‫اگل‬‫یہ‬‫بقن‬‫ںیم‬‫اس‬‫ہک‬‫ہی‬‫ہن‬‫اور‬‫ںیکس‬ ‫رب‬‫ریمے‬‫ہی‬‫ہک‬‫ا‬‫رامب‬ ‫ن‬ ‫ف‬‫ےن‬ؑ‫پ‬ٓ‫ا‬ ‫ےچنہپ‬‫ٓن‬‫ا‬‫ودعہ‬‫ماک‬‫رپورداگر‬‫ریمے‬‫ج‬‫ےہ‬‫این‬‫رہمب‬‫یک‬ ‫ر‬‫رات‬‫ت‬‫رک‬‫ڈاھ‬‫وک‬‫اس‬‫وہ‬‫وت‬‫اگ‬ ‫رک‬ ‫ان‬‫مہ‬‫روز‬‫اس‬‫ےہ‬‫اچس‬‫ودعہ‬‫ماک‬‫رپورداگر‬‫ریمے‬‫اور‬‫اگ‬‫دے‬ ( ‫اموجج‬‫اوجج‬‫ب‬ ) ‫وک‬ ‫ںیم‬‫دورسے‬‫ای‬‫رک‬‫لیھپ‬‫ںیم‬‫زنیم‬‫ہک‬‫ےگ‬‫دںی‬‫وھچڑ‬ ‫وصر‬‫اور‬‫اجںیئ‬‫س‬‫ھ‬‫گ‬ ‫وک‬‫س‬‫مہ‬‫اور‬‫اگ‬‫اجےئ‬‫ا‬‫دب‬ ‫ن‬ ‫وھپی‬ ‫ےگ‬‫ںیل‬‫رک‬‫ااھٹک‬ ) ‫ٓی‬‫ا‬‫فہک‬‫وسرہ‬ 94 ‫ا‬‫ب‬ 99 ( Technology Development for Human Welfare Prophetic Heritage
‫ہک‬‫یئگ‬‫یک‬‫ویح‬‫رطف‬‫یک‬ؑ‫ح‬‫ون‬‫اور‬ ‫ںیم‬ ‫وق‬‫اہمتری‬ ‫ےک‬‫ان‬،‫ںیہ‬‫ےکچ‬‫ال‬‫اامین‬‫ٹوگ‬‫وج‬ ‫اور‬‫اب‬‫وسا‬ ‫ہی‬‫وت‬‫اگ‬‫الےئ‬‫ںیہن‬‫اامین‬‫وکیئ‬ ‫ںیہ‬‫رےہ‬‫رک‬‫وج‬‫ٹوگ‬ ‫یتشک‬‫ای‬‫اور‬‫اھکؤ‬‫ہن‬‫مغ‬‫رپ‬‫ان‬ ‫ےس‬‫مکح‬‫ارے‬ ‫م‬ ‫ہ‬ ‫اظمل‬‫ٹوگ‬‫وج‬‫اور‬‫انبؤ‬‫اسےنم‬‫ارے‬ ‫م‬ ‫ہ‬ ‫ےک‬‫ان‬،‫ںیہ‬ ‫انہک‬‫م‬‫ھچک‬‫ےس‬‫مہ‬‫ںیم‬‫ارے‬‫ب‬ ‫وہ‬‫ہک‬‫ویکں‬، ‫ون‬‫دا‬ ‫ن‬ ‫ل‬،‫ےگ‬‫اجںیئ‬‫دےی‬‫ڈوب‬‫رضور‬ ‫وک‬‫یتشک‬‫ےن‬ؑ‫ح‬ ‫ا۔‬‫دب‬‫رک‬‫رشوع‬‫ا‬ ‫ن‬ ‫انبب‬ ) ‫ات‬‫ٓب‬‫ا‬‫وہد‬‫وسرہ‬ 36 ‫ا‬‫ب‬ 38 ( ‫وح‬ُ‫ن‬ ٰ ‫ى‬َ‫ل‬ِ‫إ‬ َ‫ى‬ ِ‫وح‬ُ‫أ‬ َ‫و‬ ُ‫ي‬ ‫ن‬َ‫ل‬ ‫ُۥ‬‫ه‬َّ‫ن‬َ‫أ‬ َ‫ن‬ِ‫م‬ْ‫ؤ‬ ‫ن‬َ‫م‬ َّ ‫َل‬ِ‫إ‬ َ‫ك‬ِ‫م‬ ْ‫و‬َ‫ق‬ ‫ن‬ِ‫م‬ َ‫ف‬ َ‫ن‬َ‫م‬‫ا‬َ‫ء‬ ْ‫د‬َ‫ق‬ َ ‫َل‬ َ‫ك‬ ‫ا‬َ‫م‬ِ‫ب‬ ْ ‫س‬ِ‫ئ‬َ‫ت‬ْ‫ب‬َ‫ت‬ ‫و‬ُ‫ل‬َ‫ع‬ْ‫ف‬َ‫ي‬ ۟‫وا‬ُ‫ن‬‫ا‬ َ‫ن‬ O َ‫ك‬ْ‫ل‬ُ‫ف‬ْ‫ٱل‬ ِ‫َع‬‫ن‬ْ‫ص‬‫ٱ‬ َ‫و‬ َ‫ن‬ِ‫ن‬ُ‫ي‬ْ‫ع‬َ‫أ‬ِ‫ب‬ ‫َا‬‫ن‬ِ‫ي‬ْ‫ح‬ َ‫و‬ َ‫و‬ ‫ا‬ ِ‫ف‬ ‫ى‬ِ‫ن‬ْ‫ب‬ِ‫ط‬ٰ‫ـ‬َ‫خ‬ُ‫ت‬ َ ‫َل‬ َ‫و‬ َ‫ظ‬ َ‫ين‬ِ‫ذ‬َّ‫ٱل‬ ‫ى‬ ۚ ۟‫ا‬ ٓ‫و‬ُ‫م‬َ‫ل‬ َ‫ون‬ُ‫ق‬َ‫ر‬ْ‫غ‬ُّ‫م‬ ‫م‬ُ‫ه‬َّ‫ن‬ِ‫إ‬ O ُ‫ع‬َ‫ن‬ْ‫ص‬َ‫ي‬ َ‫و‬ ْ‫ل‬ُ‫ف‬ْ‫ٱل‬ َ‫ك‬ ْ‫ي‬َ‫ل‬َ‫ع‬ َّ‫ر‬َ‫م‬ ‫ا‬َ‫م‬َّ‫ل‬ُ‫ك‬ َ‫و‬ ‫ن‬ِ‫م‬ ًۭ َ ‫ل‬َ‫م‬ ِ‫ه‬ ‫ۦ‬ِ‫ه‬ِ‫م‬ ْ‫و‬َ‫ق‬ ‫ا‬َ‫ق‬ ۚ ُ‫ه‬ْ‫ن‬ِ‫م‬ ۟‫وا‬ُ‫ر‬ ِ‫خ‬َ‫س‬ ُ‫َر‬‫خ‬ْ‫س‬َ‫ت‬ ‫ن‬ِ‫إ‬ َ‫ل‬ ۟‫وا‬ َ‫خ‬ْ‫س‬َ‫ن‬ ‫ا‬َّ‫ن‬ِ‫إ‬َ‫ف‬ ‫ا‬َّ‫ن‬ِ‫م‬ ‫ا‬َ‫م‬َ‫ك‬ ْ‫م‬ُ‫ك‬‫ن‬ِ‫م‬ ُ‫ر‬ َ‫ون‬ُ‫َر‬‫خ‬ْ‫س‬َ‫ت‬ O The Ark of Noah ‫یتشک‬ ؑ‫ح‬‫ون‬
‫وہےکس‬‫نکمم‬‫ی‬‫اہجں‬‫اور‬ ( ‫یک‬‫وفج‬ ‫ت‬‫ع‬‫ی‬‫م‬‫ج‬ ) ‫وھگ‬‫اور‬‫ےس‬‫زور‬‫ےک‬ ‫ےک‬‫ڑوں‬ ‫ےک‬‫ان‬‫ےس‬‫رےنھک‬‫ایتر‬ ‫ےیل‬‫ےک‬‫اقمےلب‬ ‫روہ۔‬‫دعتسم‬ ) ‫ٓی‬‫ا‬‫اافنل‬‫وسرہ‬ 60 ( َ‫ت‬ْ‫س‬‫ٱ‬ ‫ا‬َّ‫م‬ ‫م‬ُ‫ه‬َ‫ل‬ ۟‫وا‬ُّ‫د‬ِ‫ع‬َ‫أ‬ َ‫و‬ َّ‫و‬ُ‫ق‬ ‫ن‬ِ‫م‬ ‫م‬ُ‫ت‬ْ‫ع‬َ‫ط‬ ‫ن‬ِ‫م‬ َ‫و‬ ٍۢ‫ة‬ ُ‫ب‬ِ‫ه‬ ْ‫ر‬ُ‫ت‬ ِ‫ل‬ْ‫ي‬َ‫خ‬ْ‫ٱل‬ ِ‫اط‬َ‫ب‬ ِ ‫ر‬ َّ‫ُو‬‫د‬َ‫ع‬ ‫ۦ‬ِ‫ه‬ِ‫ب‬ َ‫ون‬ ِ َّ ‫ٱَّلل‬ َ‫ين‬ ِ ‫َر‬‫خ‬‫ا‬َ‫ء‬ َ‫و‬ ْ‫م‬ُ‫ك‬ َّ‫ُو‬‫د‬َ‫ع‬ َ‫و‬ َ ‫َل‬ ْ‫م‬ِ‫ه‬ِ‫ن‬‫ُو‬‫د‬ ‫ن‬ِ‫م‬ ْ‫ع‬َ‫ي‬ ُ َّ ‫ٱَّلل‬ ُ‫م‬ُ‫ه‬َ‫ن‬‫و‬ُ‫م‬َ‫ل‬ْ‫ع‬َ‫ت‬ ‫ن‬ُ‫ت‬ ‫ا‬َ‫م‬ َ‫و‬ ۚ ْ‫م‬ُ‫ه‬ُ‫م‬َ‫ل‬ ‫ن‬ِ‫م‬ ۟‫وا‬ُ‫ق‬ِ‫ف‬ ِ َّ ‫ٱَّلل‬ ِ‫ل‬‫ي‬ِ‫ب‬َ‫س‬ ‫ى‬ِ‫ف‬ ٍۢ‫ء‬ْ‫ى‬َ‫ش‬ ْ‫ي‬َ‫ل‬ِ‫إ‬ َّ‫ف‬ َ‫و‬ُ‫ي‬ َ ‫َل‬ ْ‫م‬ُ‫ت‬‫ن‬َ‫أ‬ َ‫و‬ ْ‫م‬ُ‫ك‬ َ‫ون‬ُ‫م‬َ‫ل‬ْ‫ظ‬ُ‫ت‬ O
Lead from Front Shape the Future of Learning Spread over the Globe (The Founder of Modern academic Era)
In Islam, it is believed that science plays an important role for human in living their life and technology constitutes an embodiment of human's systematic effort in applying or utilizing knowledge or science so that they can give human some ease and wealth. Beneficial technology is important for Islam?
In the past, Muslim scholars transformed the form, content, and intent of contemporary knowledge of that period into Islamic disciplines by integrating intellectual and cultural development within the Islamic worldview. (Ref : http://www.oxfordislamicstudies.com/print/opr/t236/e0212) Muslim Contribution
They built dams, irrigation canals, waterwheels, pumps, aqueducts, and cisterns. They also invented various ways to measure water and control the flow of water. Islamic engineers also made significant contributions in the areas of optics, mechanics, clocks, wind power, and chemistry. How did Islam Influence Technology?
Muslim scientists made important developments in both geometry and trigonometry which were useful in the study of astronomy and in practical arts such as architecture, and technologies such as the design of water wheels and farming machinery. What technological innovations did Muslims bring to new cultures?
(Engagement)
‫یکینکت‬‫ںیمہ‬‫ےن‬‫انھجل‬‫یک‬‫رعتفی‬‫یک‬‫ملع‬ ‫وصحل‬‫ےک‬‫اہمروتں‬ ‫راھک‬‫التبم‬‫ںیم‬‫اہجل‬‫اور‬‫تلفغ‬،‫الہ‬‫ن‬‫ںیم‬ ‫ےہ۔‬ Confusion in the definition of knowledge has left us complacent, negligent and ignorant in acquiring technical skills‫۔‬
Isolation Knowledge Division ReactionDenial & Rejection Comfort Zone Ignorance 17th Century AD to 20th Century AD
➢Vision less : Forcibly diverted towards short term goals and lacks in having a far sight vision. Self centric and with Limited objectives ➢Careerism : Changed the basic Philosophy of learning and Struck in searching and targeting jobs and no entrepreneurship ➢Skilled Labours : Since last years Muslims are being prepared as skilled labours
➢ Consumers not Creators: Without a culture of science Muslims continue consuming technology without producing much. Without any scientific culture, Muslim countries are only consumers and traders. ➢ Mediocre not innovator : Low performers, out of competition, ➢ Followers not Leaders : Living in comfort zones and don’t want to take challenges and risks
➢ Personal and societal capacity building, ➢ Engineers as Social contributors, ➢ Concept of lifetime contribution.
(Empowerment)
• Meaningfulness • Integration • Values and Ethics • Activity and Experimentation • Challenging Revisiting the basic Philosophy
❑ Getting expertise in contemporary knowledge base and Technology ❑ Generation of Powerful Critical Counter to the present knowledge system and Technology ❑ Rethinking technology and reshaping technology around Islam, ❑ Aspiring towards the Revival of the Golden Age of Islam
SIO - Final.pdf

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SIO - Final.pdf

  • 1. (Past present and Future) Prof. Mohd Khalid Mubashir uz Zafar Director, DTTLP, Maulana Azad National Urdu University, Gachi Bowli, Hyderabad-TS
  • 2. • Past (Enlightenment) :Deep rooted espousal of engineers in the Islamic civilization of the past, and how it has shaped the present. How science was embraced by the Islamic civilization and lessons not learnt. • Present (Engagement) :Personal and societal capacity building, Engineers as Social contributors, Concept of lifetime contribution. • Future (Empowerment): Rethinking technology and reshaping technology around Islam, Aspiring towards the revival of the golden age of Islam Scope of Today’s Talk
  • 5. • In Islam, the concept of knowledge is inextricably bound up with its belief system, particularly, al-tawhid (unity of God). • Islamic education integrates all knowledge and disciplines with “Islamic ideology”. The epicentre of Islamic Education
  • 6. Allah Knowledge Ruling and order Worship Happenings Practices Actions Etc….. In short, Islamic education recognizes the “jurisdiction” of God Almighty in all disciplines. In fact, God occupies a centre court in Islamic education. The epicentre of Islamic Education
  • 7. Allah himself is the master of great engineering and in this regard He (Allah) has also challenged humans.
  • 8. ’’ ‫قیلخت‬‫یک‬ ‫ن‬ ٰ ‫رمح‬‫و‬ ُ ‫ت‬‫انبےئ۔‬‫ٓامسن‬‫ا‬‫است‬‫ےلت‬‫اورپ‬‫ےن‬‫سج‬ ‫دو‬‫اگ۔‬‫دےھکی‬‫ہن‬‫صقن‬‫وکیئ‬‫ںیم‬ ‫رظن‬‫ارہ‬‫ب‬ ‫ا‬ ‫ن‬ ‫ب‬‫رظن‬‫ریتی‬‫ڈال‬‫رظن‬‫رھپ‬‫ےہ۔‬‫ا‬‫ٓب‬‫ا‬‫رظن‬‫یہ‬‫اگشف‬‫وکیئ‬‫ایک‬‫ڈال‬ ‫۔ی۔‬‫ٓےئ‬‫ا‬ ‫ٹو‬‫وا س‬ ‫ماک‬ ‘‘ َ‫ب‬ِ‫ط‬ ٍۢ ‫ت‬ َٰ‫و‬ٰ‫ـ‬َ‫م‬َ‫س‬ َ‫ع‬ْ‫ب‬َ‫س‬ َ‫ق‬َ‫ل‬َ‫خ‬ ‫ى‬ِ‫ذ‬َّ‫ٱل‬ ْ‫َل‬‫خ‬ ‫ى‬ِ‫ف‬ ٰ ‫ى‬َ‫ر‬َ‫ت‬ ‫ا‬َّ‫م‬ ۖ ‫ا‬ًۭ‫اق‬ ِ‫ن‬ٰ‫ـ‬َ‫م‬ْ‫ح‬َّ‫ٱلر‬ ِ‫ق‬ َ‫ر‬َ‫ص‬َ‫ب‬ْ‫ٱل‬ ِ‫ع‬ ِ‫ج‬ ْ‫ٱر‬َ‫ف‬ ۖ ٍۢ ‫ت‬ ُ‫و‬ٰ‫ـ‬َ‫ف‬َ‫ت‬ ‫ن‬ِ‫م‬ ٍۢ ‫ور‬ُ‫ط‬ُ‫ف‬ ‫ن‬ِ‫م‬ ٰ ‫ى‬َ‫ر‬َ‫ت‬ ْ‫ل‬َ‫ه‬ O ‫رنی‬‫ت‬‫د‬‫دی‬‫ج‬‫ںیم‬‫دور‬‫وموجدہ‬ Hubble Telescope ‫اووجد‬‫ب‬‫ےک‬ ‫ںیہن‬‫وبقل‬‫جنلیچ‬‫ہی‬‫ماک‬‫اعتیل‬‫اہلل‬‫ےن‬‫ان‬ ‫ن‬ ‫ان‬ ‫ےہ۔‬‫ایک‬ ( ‫ات‬‫ٓب‬‫ا‬،‫اکلمل‬‫وسرہ‬ 3 ‫اور‬ 4 )
  • 9. ‫زیچ‬‫یسک‬‫ںیم‬‫ملع‬‫ےک‬‫اس‬‫وہ‬‫اور‬ ‫ںیہن‬‫ااحہط‬‫ماک‬ ‫اچےہ۔‬‫وہ‬‫انتج‬‫رگم‬‫رکتکس‬ ( ‫ربمن‬‫ٓی‬‫ا‬‫ارقبلہ‬‫وسرہ‬ 255 ) ‫ز‬‫وج‬‫اجیھب‬‫وک‬‫ّے‬‫وک‬‫ای‬‫ےن‬‫اہلل‬‫اب‬ ‫ا‬‫ب‬‫اگل‬‫دےن‬‫رکی‬‫نیم‬ ‫ہک‬ ‫یک‬‫اھبیئ‬‫اےنپ‬‫وہ‬‫ہک‬‫داھکےئ‬‫اےس‬ ‫اپھچ‬‫رک‬‫ویکں‬‫الش‬ ،‫ےئ‬ ‫اگل‬‫ےنہک‬‫وہ‬‫رھپ‬ ‫اوہ‬ ! ‫اکس‬‫وہ‬‫ہن‬‫یھب‬‫اانت‬‫ےس‬‫ھجم‬ ‫اس‬‫ںیم‬‫ہک‬ ‫اھب‬‫اےنپ‬‫ہک‬‫ا‬‫وہب‬‫ر‬‫رات‬‫ت‬‫ےک‬‫ّے‬‫وک‬ ‫اکھٹےن‬‫یہ‬‫الش‬‫یک‬‫یئ‬ ‫اگل‬ ‫وہا۔‬‫امیشپن‬‫وہ‬‫رھپ‬،‫داتی‬ ( ‫ٓی‬‫ا‬‫امدئہ‬‫وسرہ‬ 31 ) َ‫و‬ُ‫ه‬ َّ ‫َل‬ِ‫إ‬ َ‫ه‬ٰ‫ـ‬َ‫ل‬ِ‫إ‬ ٓ َ ‫َل‬ ُ َّ ‫ٱَّلل‬ ُ‫م‬‫ُّو‬‫ي‬َ‫ق‬ْ‫ٱل‬ ُّ‫ى‬َ‫ح‬ْ‫ٱل‬ ‫ۥ‬ُ‫ه‬ُ‫ذ‬ُ‫خ‬ْ‫أ‬َ‫ت‬ َ ‫َل‬ ۚ ُ‫ه‬َّ‫ل‬ ۚ ًۭ ‫م‬ ْ‫َو‬‫ن‬ َ ‫َل‬ َ‫و‬ ًۭ‫َة‬‫ن‬ِ‫س‬ ِ‫ت‬ َٰ‫و‬ٰ‫ـ‬َ‫م‬َّ‫س‬‫ٱل‬ ‫ى‬ِ‫ف‬ ‫ا‬َ‫م‬ ‫ۥ‬ ‫ا‬َ‫م‬ َ‫و‬ ِ‫ذ‬َّ‫ٱل‬ ‫ا‬َ‫ذ‬ ‫ن‬َ‫م‬ ۗ ِ ‫ض‬ ْ‫ر‬َ ْ ‫ٱْل‬ ‫ى‬ِ‫ف‬ َ‫د‬‫ن‬ِ‫ع‬ ُ‫ع‬َ‫ف‬ْ‫ش‬َ‫ي‬ ‫ى‬ َّ ‫َل‬ِ‫إ‬ ٓ‫ۥ‬ُ‫ه‬ َ‫ب‬ ‫ا‬َ‫م‬ ُ‫م‬َ‫ل‬ْ‫ع‬َ‫ي‬ ۚ ‫ۦ‬ِ‫ه‬ِ‫ن‬ْ‫ذ‬ِ‫إ‬ِ‫ب‬ َ‫م‬ َ‫و‬ ْ‫م‬ِ‫ه‬‫ِي‬‫د‬ْ‫ي‬َ‫أ‬ َ‫ْن‬‫ي‬ ۖ ْ‫م‬ُ‫ه‬َ‫ف‬ْ‫َل‬‫خ‬ ‫ا‬ ٍۢ‫ء‬ْ‫ى‬َ‫ش‬ِ‫ب‬ َ‫ون‬ُ‫ط‬‫ي‬ ِ‫ح‬ُ‫ي‬ َ ‫َل‬ َ‫و‬ َّ ‫َل‬ِ‫إ‬ ٓ‫ۦ‬ِ‫ه‬ِ‫م‬ْ‫ل‬ِ‫ع‬ ْ‫ن‬ِ‫م‬ ‫ا‬َ‫م‬ِ‫ب‬ ُ‫ه‬ُّ‫ي‬ِ‫س‬ ْ‫ر‬ُ‫ك‬ َ‫ع‬ِ‫س‬ َ‫و‬ ۚ َ‫ء‬ٓ‫ا‬َ‫ش‬ َ ْ ‫ٱْل‬ َ‫و‬ ِ‫ت‬ َٰ‫و‬ٰ‫ـ‬َ‫م‬َّ‫س‬‫ٱل‬ ۖ َ ‫ض‬ ْ‫ر‬ ۚ ‫ا‬َ‫م‬ُ‫ه‬ُ‫ظ‬ْ‫ف‬ ِ‫ح‬ ‫ۥ‬ُ‫ه‬ُ‫د‬‫و‬ُٔ‫ـ‬َ‫ي‬ َ ‫َل‬ َ‫و‬ ْ‫ٱل‬ ُّ‫ى‬ِ‫ل‬َ‫ع‬ْ‫ٱل‬ َ‫و‬ُ‫ه‬ َ‫و‬ ُ‫م‬‫ي‬ِ‫ظ‬َ‫ع‬ ٢٥٥ َ‫ي‬ ‫ا‬ًۭ‫اب‬َ‫ر‬ُ‫غ‬ ُ َّ ‫ٱَّلل‬ َ‫ث‬َ‫ع‬َ‫ب‬َ‫ف‬ ْ‫ر‬َ ْ ‫ٱْل‬ ‫ى‬ِ‫ف‬ ُ‫ث‬َ‫ح‬ْ‫ب‬ ِ ‫ض‬ ِ ‫ر‬ َٰ‫و‬ُ‫ي‬ َ‫ْف‬‫ي‬َ‫ك‬ ‫ُۥ‬‫ه‬َ‫ي‬ ِ ‫ر‬ُ‫ي‬ِ‫ل‬ َ‫ق‬ ۚ ِ‫ه‬‫ي‬ ِ‫خ‬َ‫أ‬ َ‫ة‬َ‫ء‬ ْ‫و‬َ‫س‬ ‫ى‬ َ‫ل‬‫ا‬ ُ‫ت‬ ْ‫ز‬َ‫ج‬َ‫ع‬َ‫أ‬ ٰٓ ‫ى‬َ‫ت‬َ‫ل‬ْ‫ي‬ َ‫و‬ٰ‫ـ‬َ‫ي‬ َ‫ه‬ َ‫ل‬ْ‫ث‬ِ‫م‬ َ‫ون‬ُ‫ك‬َ‫أ‬ ْ‫ن‬َ‫أ‬ ‫ا‬َ‫ذ‬ٰ‫ـ‬ ْ‫و‬َ‫س‬ َ‫ى‬ ِ ‫ر‬ َٰ‫و‬ُ‫أ‬َ‫ف‬ ِ‫ب‬‫ا‬َ‫ر‬ُ‫غ‬ْ‫ٱل‬ ْ‫ص‬َ‫أ‬َ‫ف‬ ۖ ‫ى‬ ِ‫خ‬َ‫أ‬ َ‫ة‬َ‫ء‬ َ‫ن‬ِ‫م‬ َ‫ح‬َ‫ب‬ َ‫ين‬ِ‫ِم‬‫د‬ٰ‫ـ‬َّ‫ن‬‫ٱل‬ ٣١
  • 10. ‫ورہث‬‫ربمغیپاہن‬‫ڈویٹنمپل‬‫انکٹٹویج‬‫ےیل‬‫ےک‬‫الفح‬‫این‬ ‫ن‬ ‫ان‬ ‫ا‬ً‫ب‬َ‫ب‬َ‫س‬ َ‫ع‬َ‫ب‬ْ‫ت‬َ‫أ‬ َّ‫م‬ُ‫ث‬ O ْ‫ي‬َ‫ب‬ َ‫غ‬َ‫ل‬َ‫ب‬ ‫ا‬َ‫ذ‬ِ‫إ‬ ٰٓ‫ى‬َّ‫ت‬َ‫ح‬ َ‫و‬ ِ‫ن‬ْ‫ي‬َّ‫د‬َّ‫س‬‫ٱل‬ َ‫ن‬ ‫ن‬ِ‫م‬ َ‫د‬َ‫ج‬ َ‫ي‬ َ‫ُون‬‫د‬‫َا‬‫ك‬َ‫ي‬ َّ ‫َّل‬ ‫ا‬ ًًۭ‫م‬ ْ‫و‬َ‫ق‬ ‫ا‬َ‫م‬ِ‫ه‬ِ‫ن‬‫ُو‬‫د‬ ًًۭ ‫َّل‬ ْ‫و‬َ‫ق‬ َ‫ون‬ُ‫ه‬ََْ‫ْف‬ O َ‫ذ‬‫ـ‬َ‫ي‬ ۟‫وا‬ُ‫ل‬‫ا‬َ‫ق‬ ‫ا‬ َ‫م‬َ‫و‬ َ‫ج‬‫و‬ُ‫ج‬ْ‫أ‬َ‫ي‬ َّ‫ن‬ِ‫إ‬ ِ‫ن‬ْ‫ي‬َ‫ن‬ْ‫ر‬ََْ‫ل‬‫ٱ‬ ‫ى‬ِ‫ف‬ َ‫ُون‬‫د‬ِ‫س‬ْ‫ْف‬ُ‫م‬ َ‫ج‬‫و‬ُ‫ج‬ْ‫أ‬ ِ ‫ض‬ْ‫ر‬َ ْ ‫ٱْل‬ ٰٓ‫ى‬َ‫ل‬َ‫ع‬ ‫ا‬ً‫ج‬ْ‫ر‬َ‫خ‬ َ‫ك‬َ‫ل‬ ُ‫ل‬َ‫ع‬ْ‫ج‬َ‫ن‬ ْ‫ل‬َ‫ه‬َ‫ف‬ َ‫ن‬ْ‫ي‬َ‫ب‬ َ‫ل‬َ‫ع‬ْ‫ج‬َ‫ت‬ ‫ن‬َ‫أ‬ ْ‫م‬ُ‫ه‬َ‫ن‬ْ‫ي‬َ‫ب‬َ‫و‬ ‫ا‬َ‫ن‬ ‫ا‬ ًۭ‫د‬َ‫س‬ O ِ‫ب‬َ‫ر‬ ِ‫ه‬‫ي‬ِ‫ف‬ ‫ى‬ِ‫َّن‬‫ك‬َ‫م‬ ‫ا‬َ‫م‬ َ‫ل‬‫ا‬َ‫ق‬ ُ‫ن‬‫ي‬ِ‫ع‬َ‫أ‬َ‫ف‬ ًۭ ‫ر‬ْ‫ي‬َ‫خ‬ ‫ى‬ ٍ‫ة‬َّ‫و‬َُِ‫ب‬ ‫ى‬ِ‫ن‬‫و‬ َ‫ر‬ ْ‫م‬ُ‫ه‬َ‫ن‬ْ‫ي‬َ‫ب‬َ‫و‬ ْ‫م‬ُ‫ك‬َ‫ن‬ْ‫ي‬َ‫ب‬ ْ‫ل‬َ‫ع‬ْ‫ج‬َ‫أ‬ ‫ا‬ً‫م‬ْ‫د‬ O َ‫ح‬ْ‫ل‬‫ٱ‬ َ‫ر‬َ‫ب‬ُ‫ز‬ ‫ى‬ِ‫ن‬‫و‬ُ‫ت‬‫ا‬َ‫ء‬ ۖ ِ‫د‬‫ِي‬‫د‬ َّ‫ص‬‫ٱل‬ َ‫ن‬ْ‫ي‬َ‫ب‬ ‫ى‬َ‫او‬َ‫س‬ ‫ا‬َ‫ذ‬ِ‫إ‬ ٰٓ‫ى‬َّ‫ت‬َ‫ح‬ ُ‫خ‬ُ‫ْف‬‫ٱن‬ َ‫ل‬‫ا‬َ‫ق‬ ِ‫ن‬ْ‫ي‬َ‫ف‬َ‫د‬ ٰٓ‫ى‬َّ‫ت‬َ‫ح‬ ۖ ۟‫وا‬ ٰٓ‫ى‬ِ‫ن‬‫و‬ُ‫ت‬‫ا‬َ‫ء‬ َ‫ل‬‫ا‬َ‫ق‬ ‫ا‬ ًۭ ً‫ار‬َ‫ن‬ ‫ۥ‬ ُ‫ه‬َ‫ل‬َ‫ع‬َ‫ج‬ ‫ا‬َ‫ذ‬ِ‫إ‬ ِْْ‫ق‬ ِ‫ه‬ْ‫ي‬َ‫ل‬َ‫ع‬ ْْ ِ ‫ر‬ْ‫ف‬ُ‫أ‬ ‫ا‬ ًۭ ً‫ر‬ O ‫ا‬َ‫م‬َ‫ف‬ ‫ٱ‬ ‫ا‬َ‫م‬َ‫و‬ ُ‫ه‬‫و‬ُ‫ر‬َ‫ه‬ْ‫ظ‬َ‫ي‬ ‫ن‬َ‫أ‬ ۟‫ا‬ ٰٓ‫و‬ُ‫ع‬‫ـ‬َْْ‫س‬‫ٱ‬ ََْ‫ن‬ ‫ۥ‬ ُ‫ه‬َ‫ل‬ ۟‫وا‬ُ‫ع‬‫ـ‬ََْ‫ت‬ْ‫س‬ ‫ا‬ًًۭ‫ب‬ O ‫ى‬ِ‫ب‬َّ‫ر‬ ‫ن‬ِ‫م‬ ًۭ‫ة‬َ‫م‬ْ‫ح‬َ‫ر‬ ‫ا‬َ‫ذ‬‫ـ‬َ‫ه‬ َ‫ل‬‫ا‬َ‫ق‬ ۖ َ‫ر‬ ُ‫د‬ْ‫ع‬َ‫و‬ َ‫ء‬ٰٓ‫ا‬َ‫ج‬ ‫ا‬َ‫ذ‬ِ‫إ‬َ‫ف‬ ‫ۥ‬ ُ‫ه‬َ‫ل‬َ‫ع‬َ‫ج‬ ‫ى‬ِ‫ب‬ َ‫ح‬ ‫ى‬ِ‫ب‬َ‫ر‬ ُ‫د‬ْ‫ع‬َ‫و‬ َ‫َان‬‫ك‬َ‫و‬ ۖ َ‫ء‬ٰٓ‫ا‬َّ‫ك‬َ‫د‬ ‫ا‬ًَۭ O َ‫ض‬ْ‫ع‬َ‫ب‬ ‫ا‬َ‫ن‬ْ‫ك‬َ‫ر‬َ‫ت‬َ‫و‬ ۞ ْ‫م‬ُ‫ه‬ ٍٍۢ ‫ض‬ْ‫ع‬َ‫ب‬ ‫ى‬ِ‫ف‬ ُ‫ج‬‫و‬ُ‫م‬َ‫ي‬ ٍٍۢ‫ذ‬ِ‫ئ‬َ‫م‬ ْ‫و‬َ‫ي‬ ۖ ِ ‫ور‬ُّ‫ص‬‫ٱل‬ ‫ى‬ِ‫ف‬ َ‫خ‬ِ‫ْف‬ُ‫ن‬َ‫و‬ ‫ا‬ ًۭ ً‫ع‬ْ‫م‬َ‫ج‬ ْ‫م‬ُ‫ه‬‫ـ‬َ‫ن‬ْ‫ع‬َ‫م‬َ‫ج‬َ‫ف‬ O ‫اہک‬‫ےن‬‫ٹووگں‬‫ان‬ : ‫ذوارقلنین‬‫اے‬ ! ‫زنیم‬‫اموجج‬‫اور‬‫اوجج‬‫ب‬ ‫رکےت‬‫اسفد‬‫ںیم‬ ‫ااظتن‬‫ماک‬‫رچ‬ ‫ن‬ ‫خ‬‫ےیل‬‫ےک‬‫ٓپ‬‫ا‬‫مہ‬‫ارگ‬‫الھب‬،‫ںیہ‬‫رےتہ‬ ‫ان‬‫اور‬‫ارے‬ ‫م‬ ‫ہ‬‫ٓپ‬‫ا‬‫ہک‬‫رکدںی‬ ‫وج‬‫ےن‬‫ذورقلنین‬‫دںی۔‬‫چنیھک‬‫دویار‬‫ای‬‫درایمن‬‫ےک‬ ‫دقمور‬‫وج‬‫ماک‬‫رچ‬ ‫ن‬ ‫خ‬‫ہک‬‫ا‬‫دب‬‫اب‬ ‫ےھجم‬‫مت‬،‫ےہ‬‫ااھچ‬‫تہب‬‫وہ‬،‫ےہ‬‫اشخب‬‫ےھجم‬‫ےن‬‫اہلل‬ ( ‫رادی‬ ‫ن‬ ‫اف‬ ) ‫ںیم‬،‫دو‬‫دمد‬‫ےس‬‫وقت‬ ‫اگ‬‫دوں‬‫انب‬‫دویار‬‫وبضمط‬‫ای‬‫درایمن‬‫ےک‬‫ان‬‫اور‬‫اہمترے‬ ‫۔‬ ‫اچدرںی‬‫یک‬‫ٹوےہ‬‫مت‬‫وت‬ ‫ماک‬‫درایمن‬‫ےک‬‫اہپڑوں‬‫ےن‬‫اوہنں‬‫ج‬‫ہک‬‫ی‬‫اہیں‬،‫الؤ‬ ‫اہک‬‫اور‬‫ا‬‫رکدب‬‫ر‬‫رات‬‫ت‬‫ہصح‬ ‫ایگ‬‫ا‬‫دب‬‫رک‬‫ٓگ‬‫ا‬ ‫رگ‬‫وخب‬‫اےس‬‫ج‬،‫دوھوکن‬‫اےس‬‫اب‬‫ہک‬ ‫ہک‬‫الؤ‬‫اابن‬‫ب‬‫اب‬‫ہک‬‫اہک‬‫وت‬ ‫اس‬ ‫ان‬‫رھپ‬‫دوں۔‬‫ڈال‬‫رک‬‫الھگپ‬‫رپ‬ ( ‫اموجج‬‫اوجج‬‫ب‬ ) ‫ہی‬‫ںیم‬ ‫رھ‬‫خ‬‫رپ‬‫اس‬‫ہک‬‫ریہ‬‫ہن‬‫وقت‬ ‫رھپ‬‫ںیکس۔‬‫اگل‬‫یہ‬‫بقن‬‫ںیم‬‫اس‬‫ہک‬‫ہی‬‫ہن‬‫اور‬‫ںیکس‬ ‫رب‬‫ریمے‬‫ہی‬‫ہک‬‫ا‬‫رامب‬ ‫ن‬ ‫ف‬‫ےن‬ؑ‫پ‬ٓ‫ا‬ ‫ےچنہپ‬‫ٓن‬‫ا‬‫ودعہ‬‫ماک‬‫رپورداگر‬‫ریمے‬‫ج‬‫ےہ‬‫این‬‫رہمب‬‫یک‬ ‫ر‬‫رات‬‫ت‬‫رک‬‫ڈاھ‬‫وک‬‫اس‬‫وہ‬‫وت‬‫اگ‬ ‫رک‬ ‫ان‬‫مہ‬‫روز‬‫اس‬‫ےہ‬‫اچس‬‫ودعہ‬‫ماک‬‫رپورداگر‬‫ریمے‬‫اور‬‫اگ‬‫دے‬ ( ‫اموجج‬‫اوجج‬‫ب‬ ) ‫وک‬ ‫ںیم‬‫دورسے‬‫ای‬‫رک‬‫لیھپ‬‫ںیم‬‫زنیم‬‫ہک‬‫ےگ‬‫دںی‬‫وھچڑ‬ ‫وصر‬‫اور‬‫اجںیئ‬‫س‬‫ھ‬‫گ‬ ‫وک‬‫س‬‫مہ‬‫اور‬‫اگ‬‫اجےئ‬‫ا‬‫دب‬ ‫ن‬ ‫وھپی‬ ‫ےگ‬‫ںیل‬‫رک‬‫ااھٹک‬ ) ‫ٓی‬‫ا‬‫فہک‬‫وسرہ‬ 94 ‫ا‬‫ب‬ 99 ( Technology Development for Human Welfare Prophetic Heritage
  • 11. ‫ہک‬‫یئگ‬‫یک‬‫ویح‬‫رطف‬‫یک‬ؑ‫ح‬‫ون‬‫اور‬ ‫ںیم‬ ‫وق‬‫اہمتری‬ ‫ےک‬‫ان‬،‫ںیہ‬‫ےکچ‬‫ال‬‫اامین‬‫ٹوگ‬‫وج‬ ‫اور‬‫اب‬‫وسا‬ ‫ہی‬‫وت‬‫اگ‬‫الےئ‬‫ںیہن‬‫اامین‬‫وکیئ‬ ‫ںیہ‬‫رےہ‬‫رک‬‫وج‬‫ٹوگ‬ ‫یتشک‬‫ای‬‫اور‬‫اھکؤ‬‫ہن‬‫مغ‬‫رپ‬‫ان‬ ‫ےس‬‫مکح‬‫ارے‬ ‫م‬ ‫ہ‬ ‫اظمل‬‫ٹوگ‬‫وج‬‫اور‬‫انبؤ‬‫اسےنم‬‫ارے‬ ‫م‬ ‫ہ‬ ‫ےک‬‫ان‬،‫ںیہ‬ ‫انہک‬‫م‬‫ھچک‬‫ےس‬‫مہ‬‫ںیم‬‫ارے‬‫ب‬ ‫وہ‬‫ہک‬‫ویکں‬، ‫ون‬‫دا‬ ‫ن‬ ‫ل‬،‫ےگ‬‫اجںیئ‬‫دےی‬‫ڈوب‬‫رضور‬ ‫وک‬‫یتشک‬‫ےن‬ؑ‫ح‬ ‫ا۔‬‫دب‬‫رک‬‫رشوع‬‫ا‬ ‫ن‬ ‫انبب‬ ) ‫ات‬‫ٓب‬‫ا‬‫وہد‬‫وسرہ‬ 36 ‫ا‬‫ب‬ 38 ( ‫وح‬ُ‫ن‬ ٰ ‫ى‬َ‫ل‬ِ‫إ‬ َ‫ى‬ ِ‫وح‬ُ‫أ‬ َ‫و‬ ُ‫ي‬ ‫ن‬َ‫ل‬ ‫ُۥ‬‫ه‬َّ‫ن‬َ‫أ‬ َ‫ن‬ِ‫م‬ْ‫ؤ‬ ‫ن‬َ‫م‬ َّ ‫َل‬ِ‫إ‬ َ‫ك‬ِ‫م‬ ْ‫و‬َ‫ق‬ ‫ن‬ِ‫م‬ َ‫ف‬ َ‫ن‬َ‫م‬‫ا‬َ‫ء‬ ْ‫د‬َ‫ق‬ َ ‫َل‬ َ‫ك‬ ‫ا‬َ‫م‬ِ‫ب‬ ْ ‫س‬ِ‫ئ‬َ‫ت‬ْ‫ب‬َ‫ت‬ ‫و‬ُ‫ل‬َ‫ع‬ْ‫ف‬َ‫ي‬ ۟‫وا‬ُ‫ن‬‫ا‬ َ‫ن‬ O َ‫ك‬ْ‫ل‬ُ‫ف‬ْ‫ٱل‬ ِ‫َع‬‫ن‬ْ‫ص‬‫ٱ‬ َ‫و‬ َ‫ن‬ِ‫ن‬ُ‫ي‬ْ‫ع‬َ‫أ‬ِ‫ب‬ ‫َا‬‫ن‬ِ‫ي‬ْ‫ح‬ َ‫و‬ َ‫و‬ ‫ا‬ ِ‫ف‬ ‫ى‬ِ‫ن‬ْ‫ب‬ِ‫ط‬ٰ‫ـ‬َ‫خ‬ُ‫ت‬ َ ‫َل‬ َ‫و‬ َ‫ظ‬ َ‫ين‬ِ‫ذ‬َّ‫ٱل‬ ‫ى‬ ۚ ۟‫ا‬ ٓ‫و‬ُ‫م‬َ‫ل‬ َ‫ون‬ُ‫ق‬َ‫ر‬ْ‫غ‬ُّ‫م‬ ‫م‬ُ‫ه‬َّ‫ن‬ِ‫إ‬ O ُ‫ع‬َ‫ن‬ْ‫ص‬َ‫ي‬ َ‫و‬ ْ‫ل‬ُ‫ف‬ْ‫ٱل‬ َ‫ك‬ ْ‫ي‬َ‫ل‬َ‫ع‬ َّ‫ر‬َ‫م‬ ‫ا‬َ‫م‬َّ‫ل‬ُ‫ك‬ َ‫و‬ ‫ن‬ِ‫م‬ ًۭ َ ‫ل‬َ‫م‬ ِ‫ه‬ ‫ۦ‬ِ‫ه‬ِ‫م‬ ْ‫و‬َ‫ق‬ ‫ا‬َ‫ق‬ ۚ ُ‫ه‬ْ‫ن‬ِ‫م‬ ۟‫وا‬ُ‫ر‬ ِ‫خ‬َ‫س‬ ُ‫َر‬‫خ‬ْ‫س‬َ‫ت‬ ‫ن‬ِ‫إ‬ َ‫ل‬ ۟‫وا‬ َ‫خ‬ْ‫س‬َ‫ن‬ ‫ا‬َّ‫ن‬ِ‫إ‬َ‫ف‬ ‫ا‬َّ‫ن‬ِ‫م‬ ‫ا‬َ‫م‬َ‫ك‬ ْ‫م‬ُ‫ك‬‫ن‬ِ‫م‬ ُ‫ر‬ َ‫ون‬ُ‫َر‬‫خ‬ْ‫س‬َ‫ت‬ O The Ark of Noah ‫یتشک‬ ؑ‫ح‬‫ون‬
  • 12. ‫وہےکس‬‫نکمم‬‫ی‬‫اہجں‬‫اور‬ ( ‫یک‬‫وفج‬ ‫ت‬‫ع‬‫ی‬‫م‬‫ج‬ ) ‫وھگ‬‫اور‬‫ےس‬‫زور‬‫ےک‬ ‫ےک‬‫ڑوں‬ ‫ےک‬‫ان‬‫ےس‬‫رےنھک‬‫ایتر‬ ‫ےیل‬‫ےک‬‫اقمےلب‬ ‫روہ۔‬‫دعتسم‬ ) ‫ٓی‬‫ا‬‫اافنل‬‫وسرہ‬ 60 ( َ‫ت‬ْ‫س‬‫ٱ‬ ‫ا‬َّ‫م‬ ‫م‬ُ‫ه‬َ‫ل‬ ۟‫وا‬ُّ‫د‬ِ‫ع‬َ‫أ‬ َ‫و‬ َّ‫و‬ُ‫ق‬ ‫ن‬ِ‫م‬ ‫م‬ُ‫ت‬ْ‫ع‬َ‫ط‬ ‫ن‬ِ‫م‬ َ‫و‬ ٍۢ‫ة‬ ُ‫ب‬ِ‫ه‬ ْ‫ر‬ُ‫ت‬ ِ‫ل‬ْ‫ي‬َ‫خ‬ْ‫ٱل‬ ِ‫اط‬َ‫ب‬ ِ ‫ر‬ َّ‫ُو‬‫د‬َ‫ع‬ ‫ۦ‬ِ‫ه‬ِ‫ب‬ َ‫ون‬ ِ َّ ‫ٱَّلل‬ َ‫ين‬ ِ ‫َر‬‫خ‬‫ا‬َ‫ء‬ َ‫و‬ ْ‫م‬ُ‫ك‬ َّ‫ُو‬‫د‬َ‫ع‬ َ‫و‬ َ ‫َل‬ ْ‫م‬ِ‫ه‬ِ‫ن‬‫ُو‬‫د‬ ‫ن‬ِ‫م‬ ْ‫ع‬َ‫ي‬ ُ َّ ‫ٱَّلل‬ ُ‫م‬ُ‫ه‬َ‫ن‬‫و‬ُ‫م‬َ‫ل‬ْ‫ع‬َ‫ت‬ ‫ن‬ُ‫ت‬ ‫ا‬َ‫م‬ َ‫و‬ ۚ ْ‫م‬ُ‫ه‬ُ‫م‬َ‫ل‬ ‫ن‬ِ‫م‬ ۟‫وا‬ُ‫ق‬ِ‫ف‬ ِ َّ ‫ٱَّلل‬ ِ‫ل‬‫ي‬ِ‫ب‬َ‫س‬ ‫ى‬ِ‫ف‬ ٍۢ‫ء‬ْ‫ى‬َ‫ش‬ ْ‫ي‬َ‫ل‬ِ‫إ‬ َّ‫ف‬ َ‫و‬ُ‫ي‬ َ ‫َل‬ ْ‫م‬ُ‫ت‬‫ن‬َ‫أ‬ َ‫و‬ ْ‫م‬ُ‫ك‬ َ‫ون‬ُ‫م‬َ‫ل‬ْ‫ظ‬ُ‫ت‬ O
  • 13. Lead from Front Shape the Future of Learning Spread over the Globe (The Founder of Modern academic Era)
  • 14. In Islam, it is believed that science plays an important role for human in living their life and technology constitutes an embodiment of human's systematic effort in applying or utilizing knowledge or science so that they can give human some ease and wealth. Beneficial technology is important for Islam?
  • 15. In the past, Muslim scholars transformed the form, content, and intent of contemporary knowledge of that period into Islamic disciplines by integrating intellectual and cultural development within the Islamic worldview. (Ref : http://www.oxfordislamicstudies.com/print/opr/t236/e0212) Muslim Contribution
  • 16. They built dams, irrigation canals, waterwheels, pumps, aqueducts, and cisterns. They also invented various ways to measure water and control the flow of water. Islamic engineers also made significant contributions in the areas of optics, mechanics, clocks, wind power, and chemistry. How did Islam Influence Technology?
  • 17. Muslim scientists made important developments in both geometry and trigonometry which were useful in the study of astronomy and in practical arts such as architecture, and technologies such as the design of water wheels and farming machinery. What technological innovations did Muslims bring to new cultures?
  • 21. ➢Vision less : Forcibly diverted towards short term goals and lacks in having a far sight vision. Self centric and with Limited objectives ➢Careerism : Changed the basic Philosophy of learning and Struck in searching and targeting jobs and no entrepreneurship ➢Skilled Labours : Since last years Muslims are being prepared as skilled labours
  • 22. ➢ Consumers not Creators: Without a culture of science Muslims continue consuming technology without producing much. Without any scientific culture, Muslim countries are only consumers and traders. ➢ Mediocre not innovator : Low performers, out of competition, ➢ Followers not Leaders : Living in comfort zones and don’t want to take challenges and risks
  • 23. ➢ Personal and societal capacity building, ➢ Engineers as Social contributors, ➢ Concept of lifetime contribution.
  • 25. • Meaningfulness • Integration • Values and Ethics • Activity and Experimentation • Challenging Revisiting the basic Philosophy
  • 26. ❑ Getting expertise in contemporary knowledge base and Technology ❑ Generation of Powerful Critical Counter to the present knowledge system and Technology ❑ Rethinking technology and reshaping technology around Islam, ❑ Aspiring towards the Revival of the Golden Age of Islam