the republic re-engineered

THE REPUBLIC RE-ENGINEERED

By N. U. M. Akramul Kabir Khan

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The Republic Re-engineered/By N. U. M. Akramul Kabir Khan

Creation Period: Second half of 1980’s-2016 C. E. Published by: N. U. M. Akramul Kabir Khan (author); of Permanent Address-Mahabbat Khan Bari, Mahabbat Khan Para, Bauria, Sandwip, Chittagong, Bangladesh; of Current Address- 1685 O. R. Nizam Road (Ditiyo Tola, East), Mr. Yusuf’s Building, Subarna Residential Area, East of Gol Pahar, Mehedibag, Chittagong Metropolitan City, Banladesh; Mobile Phone: 0155 434 7583 (res.) & 0155 109 6166 (self); Email Address: [email protected]; Web Address (Premier University): [email protected]; Personal Website: numakramulkabirkhan.zxq.net; Other Websites: puc.ac.bd (Premier University: Associate Professor, Department of CSE), Researchgate.net, Academia.edu, Linkedin.com, Tweeter.com, Facebook.com, & Googledrive.com. All rights are reserved by the author.

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The Republic Re-engineered/By N. U. M. Akramul Kabir Khan

Dedicated to my daughter and sons

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In the name of Allah, the Beneficent, the Merciful …

Table of Contents Preface................................................................................................................................................................................................................................................................................ 8 Overall Abstract ............................................................................................................................................................................................................................................................. 51 The Theme Poem ............................................................................................................................................................................................................................................................ 51 Utilitarianism, Egalitarianism, Dialecticism, and Justice—With Pan-Islamic Perspectives ............................................................................................................................... 64 Importance of Sunnah ................................................................................................................................................................................................................................................... 88 Socioeconomic Justice and Modeling Growth-Distribution Effective Common Market .................................................................................................................................. 100 Preface to the Last (/Fourth) Edition .................................................................................................................................................................................................................... 106 Acknowledgement ................................................................................................................................................................................................................................................... 107 Abstract...................................................................................................................................................................................................................................................................... 108 Introduction .............................................................................................................................................................................................................................................................. 109 The Paramount Human Problem .......................................................................................................................................................................................................................... 131 The Contemporary Muslim Problem .................................................................................................................................................................................................................... 151 The Conceptual Solution ......................................................................................................................................................................................................................................... 158 Some Islamic Socio-Economic Features ................................................................................................................................................................................................................ 204 Some Essential Initial Steps .................................................................................................................................................................................................................................... 211 Global Muslim Prospects and Challenges ............................................................................................................................................................................................................ 224 Strategic Muslim Prospects .................................................................................................................................................................................................................................... 246 Local Muslim Prospects .......................................................................................................................................................................................................................................... 248 Closing Remarks ...................................................................................................................................................................................................................................................... 258 Epilogue..................................................................................................................................................................................................................................................................... 266

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Preface/The Republic Re-engineered/By N. U. M. Akramul Kabir Khan APPENDIX-1: TABLE OF POPULATION, AREA, AND INCOME ................................................................................................................................................................ 306 APPENDIX-1A: TABLE OF POPULATION, AREA, AND INCOME(ppp)(BY ZONE) ............................................................................................................................... 309 APPENDIX-2: TABLE OF LAND & WATER AREA .......................................................................................................................................................................................... 312 APPENDIX-2A: TABLE OF LAND & WATER AREA (BY ZONE).................................................................................................................................................................. 314 APPENDIX-3: TABLE OF LABOR, TRADE, GDP, & EXTERNAL DEBT [$ = U.S. DOLLAR] [Part 1] ..................................................................................................... 317 APPENDIX-3: TABLE OF LABOR, TRADE, GDP, & EXTERNAL DEBT [$ = U.S. DOLLAR] [Part 2] ..................................................................................................... 320 APPENDIX-3A: TABLE OF LABOR, TRADE, GDP, & EXTERNAL DEBT [BY ZONE] ............................................................................................................................. 322 APPENDIX-4: TABLE OF TRANSPORTATION & INFRASTRUCTURE ....................................................................................................................................................... 325 APPENDIX-4A: TABLE OF TRANSPORTATION & INFRASTRUCTURE [BY ZONE] .............................................................................................................................. 328 APPENDIX-5: TABLE OF NATURAL RESOURCES ......................................................................................................................................................................................... 331 APPENDIX-5A: TABLE OF NATURAL RESOURCES [BY ZONE] ................................................................................................................................................................. 334 APPENDIX-6: TABLE OF EXPORTS .................................................................................................................................................................................................................... 337 APPENDIX-6A: TABLE OF EXPORTS ................................................................................................................................................................................................................. 340 APPENDIX-7: TABLE OF IMPORTS .................................................................................................................................................................................................................... 344 APPENDIX-7A: TABLE OF IMPORTS ................................................................................................................................................................................................................. 346 APPENDIX-8: TABLE OF EXPORT PARTNERS ................................................................................................................................................................................................ 349 APPENDIX-8A: TABLE OF EXPORT PARTNERS ............................................................................................................................................................................................. 352 APPENDIX-9: TABLE OF IMPORT PARTNERS ................................................................................................................................................................................................ 355 APPENDIX-9A: TABLE OF IMPORT PARTNERS ............................................................................................................................................................................................. 358 TABLE FOR APPENDIX-10: COMPARATIVE ECONOMIC STATUS [Rough Reference Works for Appendix-10(below)] ................................................................. 360 APPENDIX-10: TABLE OF COMPARATIVE ECONOMIC STATUS .............................................................................................................................................................. 363 APPENDIX-10A: TABLE OF COMPARATIVE ECONOMIC STATUS........................................................................................................................................................... 366 Universal Morality and Modeling Progressive Education System ...................................................................................................................................................................... 371

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Preface/The Republic Re-engineered/By N. U. M. Akramul Kabir Khan Preface to this (/8th) Edition ................................................................................................................................................................................................................................... 378 Acknowledgement ................................................................................................................................................................................................................................................... 379 Abstract...................................................................................................................................................................................................................................................................... 380 Introduction .............................................................................................................................................................................................................................................................. 381 Philosopy of Post-modernization and Religion Based Education for the Muslim Countries (in Correspondence to Modern Concepts) ............................................ 384 Purposes and Goals of Formal Education ............................................................................................................................................................................................................ 407 Plan............................................................................................................................................................................................................................................................................. 409 Education Programs ................................................................................................................................................................................................................................................ 414 The Curriculm .......................................................................................................................................................................................................................................................... 421 The Curricular Tables .............................................................................................................................................................................................................................................. 422 Elementary to High School (including alternate)/High Madrasa (Core, Allied, and Inter/multidisciplinary Elective Courses) ......................................................... 423 Undergraduate to Postgraduate College (Majors, Allied, and Inter/multidisciplinary Courses): ............................................................................................................. 426 The Curricular Operation ....................................................................................................................................................................................................................................... 569 Top Level Attributes Selection for the Overall Formal Education System...................................................................................................................................................... 588 Course Identification Method ................................................................................................................................................................................................................................ 589 Remarks ..................................................................................................................................................................................................................................................................... 590 Epilogue..................................................................................................................................................................................................................................................................... 594 Bibliography ............................................................................................................................................................................................................................................................. 627 Universal Education System—Postmodern Muslim World Perspective ............................................................................................................................................................ 630 Abstract...................................................................................................................................................................................................................................................................... 636 Introduction .............................................................................................................................................................................................................................................................. 637 Background of Post-Modernization and Philosophy of Religion Based Education System for the (Con-current) Muslim Countries: ................................................ 638 Weight Distribution for In-Session Course Conduction and Evaluation ........................................................................................................................................................ 658

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Preface/The Republic Re-engineered/By N. U. M. Akramul Kabir Khan Commendable Pre-School Year Curriculum ....................................................................................................................................................................................................... 659 More Concrete Ideas for Thorough Reforming/Replacing: .............................................................................................................................................................................. 659 The nature of the syllabus contents and certificates ........................................................................................................................................................................................... 663 Class Conduction Schedules .................................................................................................................................................................................................................................. 823 Organization Structure ............................................................................................................................................................................................................................................ 831 Working Personnel Distribution for Finalization and Implementation .......................................................................................................................................................... 837 Conclusion ................................................................................................................................................................................................................................................................ 838 Closing Remark ........................................................................................................................................................................................................................................................ 838 Future Work .............................................................................................................................................................................................................................................................. 839 References ................................................................................................................................................................................................................................................................. 839 Test Scores and GPA—Mathematics of Letter Grades ........................................................................................................................................................................................... 839 Interest-Free Micro & Macro Credits—Mathematics of Time-Trading Cash Flow............................................................................................................................................ 855 Universal Remuneration System—A Mathematical Model for GDP Based Adjustments................................................................................................................................ 886 Moral Democracy—Unison of Ideals, Rationales, and Empiricals ....................................................................................................................................................................... 927 Abstract...................................................................................................................................................................................................................................................................... 933 Introduction: ............................................................................................................................................................................................................................................................. 933 National Constitution .............................................................................................................................................................................................................................................. 934 Unity of Muslim Ummah (Confederal Constitution): ........................................................................................................................................................................................ 993 The Universal Human Forum (UHF): ................................................................................................................................................................................................................. 1044 Socio-economic Infrastructure ............................................................................................................................................................................................................................. 1067 Closing Remarks .................................................................................................................................................................................................................................................... 1162 Epilogue....................................................................................................................................................................................................................................................................... 1163 Overall Concluding Remarks ................................................................................................................................................................................................................................... 1277

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Preface/The Republic Re-engineered/By N. U. M. Akramul Kabir Khan Bio-data/Resume/Curriculum Vitae/Life Profile/Genealogy/Brief Biography of the Author ................................................................................................................... 1287 Overall Impression/Vision....................................................................................................................................................................................................................................... 1316 Index ............................................................................................................................................................................................................................................................................ 1317

Preface All praises be to Allah SWT, the Cherisher and the Sustainer of the Universe. It is only by His Mercy that I have succeeded to integrate my relevant works to put out as The Republic Re-engineered. I still have large amount of collected materials (, which I gathered before 1998,) for adding (few hundred more pages) by describing external and internal principles of Islam at the beginning, and the phenomenon of Shi’a-Sunni disunity and its remedies1 at the end. But, many considerations/factors 1

According to Shahi Bukhari, Sunan Abu Dawoud, Sahih Muslim (in Kitab-al-Imara) (and most probably other authentic Hadith endorsed by the “Sunni” Schools of Islamic Thought) there are supposed to be twelve rightly guided leaders (, all from Quraish,) after the Messenger of Allah (, Prophet Muhammad s.a.w.). Question, therefore, arises how then we claim that there are only four (, or five including Umar bin Abdul Aziz, may Allah SWT place him in Jannah) rightly guided Caliphs—why have we stopped increasing our list? On the other hand, how Jaa’fari Madhhaab has identified twelve Imams (by names) without including Abu Bakr (r.a.), Umar (bin Khattab, r.a.), Uthman (r.a.), and the fifth rightly guided Caliph as endorsed by us?. This issue needs to be formally addressed in order to either come to a common consensus or to clearly identify the principles upon which one’s (different) view can be accommodated by the other (and vice versa). In this instance similar resolution must also be searched regarding the Imam Mahadi (a.s.). Similarly, sahih hadith also exists (such as in Bukhari) which says that Prophet Muhammad (s.a.w.) said that he left behind two things: Qur’an and Ahle Bait (, the people of the Prophet’s household,) both of which will not be separated from each other until the Day of Judgement. Apparently the dynasties such as Umayyad and Abbasids either prohibited or discouraged the publicity of this hadith as much as the sahih hadith which advances the Qur’an and Sunnah. Recent antagonism between Shi’a and Sunni will only encourage/benefit the immoral/fifth columns to exploit it for developing harder disunity among Muslims. Both Shi’ism and Sunnism/Sufism have carried away in many matters—true Islamic education/exhortation process will gradually correct those errors insh’Allah. But Afghanistan, Iran, and Pakistan (as Islamic Republics) should urgently form an expedient union. Their geography almost looks like a reversed smaller geographical image of a superpower which has about the equal population. It is true that power is mainly needed for causing harms/destructions and almost never succeeds to win the hearts of the people. Most of the positive/constructive progress can be made through honesty, sincerity, love, patience, and gratefulness by discarding wrong greeds and suspicion—Tableeg Jama’ah is teaching that. But to institutionalize a process of such teachings (by protecting us from the usurious economic onslaught through misleading secular political influence/muscles) political union (of all the OIC/Muslim countries) is an absolute requirement—in Neil Armstrong’s words (, at the moment of his landing on the moon,) it will be a “small step” for them (here, for the union) but a “giant leap for the mankind”. For these purposes guidance/leadership structure must properly harness the righteous descendants of the ‘Ahle Bait’ (of Prophet Muhammad s.a.w.)—they can be found from (within) both the Shi’a and the Sunni schools of Islamic thought. Currently, sunnism is apparently dominated by those who (are the descendants/followers of those who) indulged on the cakes of Yazid and similar dynasties [which repressed/suppressed the relevant sahi hadiths about the coming of twelve rightly

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Preface/The Republic Re-engineered/By N. U. M. Akramul Kabir Khan

forced me to put out this humongous integration without composing those few hundred pages. I am an Engineer (with three separate degrees in Mechanical Engineering, Mathematics, and Physics respectively). My The Republic Re-engineered [~1300 pages, in Legal (8.5″x14″) size2, ~500,000 words] is a restorating (and natural) comprehension (with top level attributes of comprehensive design and theoretical integration) for a proper evolution of the civilization, society, and world order for an ever progressively peaceful continuation of the mankind (in general). It is a social engineering work inwardly and outwardly belonged to the academic fields of Social Philosophy, Engineering, Religions, Political Science, Economics, Developmental Planning etc. intertwined within the Education System (designed herein). This mammoth work is an outcome of my over 27 years' tenacious efforts. It can set out its influential journey ("of a thousand miles") by implementation for solving the paramount problems of Bangladesh (in particular). Toward that end the 5km x 5km mother campus can be built (as the very "first step"), by replacing the existing education system of Bangladesh (according to the attributes, outlines, & configurations given herein). Please examine my work and let me know how can you (, the reader or anybody) cooperate? Below I am including some of the salient matters as the overview of this work: (a) Anti-Islamic/anti-religious/secular/atheists (“sophists”) are tiny minority in Bangladesh. They must not be allowed any such discretionary positions by which they can intimidate/dominate3 the religious majority. They must not be promoted to manipulate the situations under the guise of democracy. Democracy demands that guided Imams/Amirs and about the inseparable continuity of the Qur’an and Ahle Bait of the Prophet Muhammad (s.a.w.)]. Likewise, shi’aism is apparently dominated by those (who are the descendants/followers of those) who were not completely reliable companions of Imam Hussain (r. a.), and those who left him at Karbala for to be slained (along with his close ones) by some of the dogs of Yazid. 2 For the main body texts (of each page) 13 (MS Word font) points (or less) is used and 12 points font is used for the footnotes. 3 In the final analysis, secularism excludes the notions of God, accountability to God, religion, eternal life in the hereafter, heaven/hell, morality/immorality, good/evil, right/wrong, etc. Therefore, they are destined to exclude law, state, government, marriage, etc. also, to allow human “total freedom” for acting as the way s/he wishes. Thus, secularism is inwardly belonged to a horrible eventuality of all out chaos of confusion/conflicts/in-fights. On the other hand, if secularism allows democracy, then it must allow establishment of state religion and freedom of religions through democracy—if explained clearly, our people will certainly do that (because, majority of our people are religious). But, if that is not done because of secularism has/had been allowed to stay/dominate, then secularism itself will (unfairly) persist as the state religion (in disguise, since secularism is no more than a faith of sophists/atheists who are minority,) by subtly misleading/deceiving our overwhelming majority religious people. Such a diabolic phenomenon must be shunned out. Therefore, the term secularism must properly be expunged (, as because it is alien and can lead to a dreadful eventuality,) and/or suitably be replaced with the freedom of religions coordinated by the state religion (of the majority). Human can never become truly free unless s/he becomes a true slave of Allah SWT. Existing (religious) socio-ideological consciousness must be the basis of the constitution (of the republic). If the socio-ideological consciousness changes, then constitution can also change. Such a change can only be made by the majority of all the voters (, instead of by the majority of those who have voted,) in a referendum. Besides, adoption of secularism must not be sought now—because, overwhelming people are religious. Because, such an attempt can not be free from ambiguities/obscurities about the meanings, ramifications, and objectives of secularism to deceive/mislead people, and because secularism is an outlandish idea—even UN categoriges Bangladesh as a moderate Muslim country. Those secularists who claim that they mean freedom of religions (by the term secularism), they should agree (to replace the term ‘secularism’ by the term) ‘freedom of religions’ without persisting for establishing secularism (, because secularism is abstract and is inwardly belonged to the temporal life only and not at all to the eternal life—besides, it has no concrete shape/guidelines to manage the temporal life either). By using the term ‘freedom of religions’ (to sell secularism) they misled our people and almost eliminated Islamiat and Arabic

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from the school curricula—I myself is a victim of this conspiracy. We had strong emphasis on Islamiat (/Religion) and Arabic up to class-VI (in 1971), but thereafter Arabic was discarded and Islamiat became almost negligible. Recently the secularists tactfully excluded Islamiat/Arabic from being the compulsory subjects up to class-XII (H. S. C.). Bangabandhu knew these all along—this is why he established Islamic Foundation, and we/people chanted: “Marx Baad, Lenin Baad, Kayem Koro Mujib Baad”. Even though he did not exclude secularism (for strategic/political reasons) and meant freedom of religions, he did not fully rely on the secularists and on different occasions (apologetically/emphatically) mentioned that he wants to establish Islam properly. We should take clear lessons from the recent and past records of the secularists—they acted like the hole in the nuptial/bride-chamber of (the legendary) Lakkhindhar [, but since the purpose of a ventilator is allowing air-flow, we need (religiously) well-designed/maintained “ventilator” (instead) with suitable (religious) “filter” so that we always get enough “fresh air” without any harm along with it; and the Guidance of Allah SWT is not like the bride-chamber of Lokkhindhar (see Qur’an/24:35)]. Secularists/secularism is the root cause/pretext of most of our sufferings/problems/discords in the recent and past history [; in fact, secularism, usury, and distorted currency/monetary systems are the three most serious evils for the mankind today—one of them is confused as “freedom of religion” (to mislead people); and the other two are confused as “trade” (to allure people), and economic security respectively]. Some secularists may follow infamous Machiavellianism (of Niccolo Machiavelli) to pretend to be religious and may argue that they want to establish the term secularism so that communalism does not rise up—this is a very unacceptable argument because if the roles of the existing religions are not well-defined and properly harnessed together, then there will be more chances of inter-communal misunderstandings/ambiguities/antagonism/intimidation (, and/besides, religions will be neglected so that people are not nurtured by their respective religions). Secularists should be shunned out because their real objective is to keep the door open (and/or their arrogance/ego erected, and/or their fallacious integrity/career continues) by which they can drive out religions (, if opportunity becomes available)—the outcry/bragging of the Marxists/Maoists for democracy is ambiguous/hypocritic because they could at best be socialistdemocratists/communist-democratists accommodated by Marxism/Maoism. Their outlandish overlord(s) (, whether communist-socialists and/or secular democratists) are afraid of religions, because if morality makes progress they will face difficulties to install corrupt politicians through whom they may continue unfair exploitation/intimidation/domination/constriction /aggression by destroying the religio-spiritual awareness/aspirations/conscience of the people. Some sophists/secularists/atheists/corrupt individuals of our countries work as hired/compulsive agents of the neo-colonialists/imperialists (also). However, if secularists/sophists/atheists (courageously) renounce their errors and/or stop their wrong-doings (and/or denounce the wrongdoings of others) against religions/religious people, then we should reciprocate with them accordingly. The people who claim that they participated in our freedom struggle for secularism they do not represent our (overwhelming majority) people who are religious—it is anti-religious/areligious ideology of their own. In fact, if they fought for their dominance/ego (by repressing religiosity of the majority) then they have not fought for our emancipation—and, therefore, can not be considered as freedom fighters. Actually some of them were/are serving the diabolic desires of their ego and/or external overlords—and it is injustice to repress the majority (by misleading them in the guise of secular democracy). Such people can neither be regarded as bona fide intellectuals (“booddheejeebee”) nor as martyrs (“shaheed”)—at least not by the religious (/socio-moral) standard of our majority people (, as because injustice can not be regarded as a good cause for advocacy/sacrifice). Such an injustice can perhaps be deemed as worse than the injustice committed by the dominating gangs/consorts of the (then) West Pakistan (against whom most of our people fought to reverse, and not for secularism). Today there are only two concretely distinct forms of world views: secular/atheist and spiritual. The secular view is from confusion instilled by Shaitan and the spiritual view is from the Divine guidance. Since every true religion in original form is Islam, we can conclude that there are only two different world views: secularism and Islam. Every country with Muslim majority must reject secularism and adopt Islam. The Madina Charter established an Islamic State under the leadership of the Prophet Muhammad (s.a.w.) for to be run by Islamic Law (which properly embraces/embraced people of every faith). If we label Islam’s universality as Islamic secularism, we must remember that it is antonym for atheistic secularism. Likewise, moral/Islamic Democracy, Islamic Capitalism, Islamic Socialism are antonyms for secular democracy, secular capitalism, and secular socialism respectively (at this point of time). Those who want to advance that secularism will end up establishing

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religions must be upheld above all other ideologies—because majority of our people are religious. In whichever ways these sophists appear to be they are actually conspiring4 against our religions (as agents of outlandish/diabolic ideologies). I agree with those who advance that ego is inversely proportional to some positive integral power of knowledge/wisdom—an individual who is more matured is less driven by ego. A sophist usually builds his/her ego on one sided (unbalanced) understanding/study of reality and pretend to be very knowledgeable. Gradually a group of them aggressively abuse the societal stratification process and claim to be progressive/elite (even though they should actually be labelled as sophists). They label religious people with extremists5/militants6/terrorists7 (, at least suitable socio-moral principles (to be compatible with the essential human nature) by allowing ‘freedom of religion’ must remember that such efforts will repeatedly “spin the wheel on sand” because of separation of the State and religions. In juxtaposition, by properly educating people in their respective religions, and politically proper nurturing/implementation of true religious values will eventually bring all religions in a unison for a truly universal (/“secular-spiritual”) phenomenon (of progress, prosperity, and peace) to persist—Bangabandhu himself did not support a (language-based) nationalistic state (and he pointed out that there are dissimilarities between the main-stream concrete/superficial religious/cultural rituals/practices/observances of the East and the West Bengal). As everyone is able to freely breath in (fresh) atmosphere, likewise it is possible to establish a society in which everyone’s basic rights can be ensured/secured: life, food, clothing, shelter, healthcare, education, freedom, honour, dignity, and fair ownership. It is impossible to design such a society without properly placing/harmonizing (relevant) religions (which can easily be done)—but opposing secular ideas can neither be harmonized nor they can guarantee freedom (, even though all of them depends on the existing socio-religious standard as they have no standard of their own). In fact, an individual will never be freed until s/he becomes complete slave of Allah SWT (/“God Almighty”). Because, until that happens s/he will be under the influence/slavery of other forces such as evil desires/powers—such a phenomenon can not bring peace as because different persons will have different/conflicting standards. I have a dream that my ‘The Republic Re-engineered’ will guide the mankind in an all expansive way to establish true world peace. 4 Hijbus-Shaitan. 5 Extremism, terrorism, fanaticism, bigotry, communalism, etc. are un-religious/anti-religious phenomena/views. They manifest as human reactions due to lack of religious piety/knowledge and/or desperation under temporal oppression/deprivation and/or unbearable hardship. These are actually belonged to secularism—and secularism has no guidelines/standard to control them but religions do. Religions (/Islam) allow (only up to) equal amount of revenge if the oppressor is not subdued/corrected, and exhort to forgive if oppressor is subdued/corrected. The individuals/groups that advocate for secularism and resist (against) thorough nurturing of religious education/values by education system, political institution, state (etc.) are responsible for traits such as extremism/terrorism.When UN Secretary General (hon. Ban-Ki-Moon) uttered [, after horrifying inhuman atrocities commited recently again by Israel against Palestininan people (in Gaza),] that Israel will not live under missile, he is actually cautioning about the reality/perception of prolonged secular oppression [committed by Israel with the supports of the giant secular/brute muscle(s)]. These muscles are terrorizing the whole mankind specially those who advocate for morality—they form the gigantic corpus of global terrorism (by captivating the humanity). As a (secular) reaction some of their hostages are also waging terrorist attacks (in a much smaller scales as because most part of their reaction dissipate in in-fights and anguish). Every ideology/phenomenon/view has fundamental principle(s)—we are all fundamentalists (, and even natural science/empiricism searches for fundamental principles). But one that delivers the best form of equity and justice is most suitable for the society—this is not possible without concrete standard of religious morality/ethics. For this purpose secularism needs either turn to religion(s) or to the prevailing/existing sociomoral principles established by religions. Then secularists/sophists/atheists intimidate/ridicule religious people by labeling them as fanatics, fundamentalists, extremists, terrorists, communalists, etc.—they neither promote religion(s) nor allow freedom of religion(s). Sometimes, such criminals adopt political strategy by advancing stigma of communalism against public (religious) practices/contentions/creeds of a/some particular religious group(s) but encourage (or remain silent) about the practices/contentions/creeds of another/other religious group(s). This way they live on bribes (given by their diabolic overlords) and buy some religious group(s) on their side by creating antagonism/confusions.

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As the process continues, religious values gradually crumble, diabolic secular muscles (unwisely) succeed/persist to exploit/intimidate us unfairly (by increasing the number of their corrupt friends/dogs from among ourselves everyday), and we reduce more and more to become nearer to be “nothing”. Usually the religious people are soft-hearted but are not fools—they know/remember exactly what the other/immoral people do/did to them. But they forgive again and again because they have beautiful hearts. On the other hand, the secularists do not believe in morality (/essential human nature) and are driven by distorted (/brutal) psychology to bite the (sof-hearted) religious people—but if the religious knowledge/wisdom are not deep/thorough enough then the advocates of religion(s) too may brutally react for revenge which is actually a manifestation of secular phenomenon (unchecked by incomplete religious wisdom). Besides, equal amount of retribution/revenge sometimes becomes essential/necessary/commendable for establishing justice/peace.The beneficiaries of modern (secular) world are only 20-22 countries. We can list down two items of the most notable features/results/history of the existing secular/immoral globalization: (i) (Destruction of) Hiroshima (on August 06, 1945) and Nagasaki (on August 09, 1945) of Japan [by dumping atomb bombs for which consent was taken from an allied country also]—the worst terrorism in human history, and (ii) over 17 trillion (U. S. $) external debt of a single country—the worst stealth in human history. Certainly, secular democratic capitalism is a total failure—it has made the wealthiest/strongest country the worst debtor/terrorist. Only 20-22 countries are the beneficiaries of the existing world order—global wealths are being pumped/confiscated/hoarded toward/by them. In it, the most notable secular democratic capitalism with only ~5% of the global population has ~20% (~19 trillion U.S. $) of the global GDP—this country has ~23% (~17 trillion U.S. $) of the global external debt. In fact, the accumulated global external debt will never be paid back in which the OIC countries’ share is only ~2.5% of the total global external debt and they constitute ~26% of the total global population (in ~23% of total global area with ~11% of the total global GDP). Besides, the secular modernizers of these beneficiary countries committed horrible genocides during the last few centuries by murdering hundreds of millions of native people (such as in South America, North America, and in many other lands around the globe)—yet they pretend to be the (“civilized”) protectors of human rights. It should be also pointed out that the USA is in the list of debtor nations by net international investment position with overall net (negative balance/) debt of over eight trillion (US) dollars. Nations included as debtors are: (i) Cyprus, (ii) Greece, (iii) Portugal, (iv) Spain, (v) Australia, (vi) Indonesia, (vii) USA, (viii) Brazil, (ix) UK, (x) India, & (xi) Philippines with (respectively) % of the corresponding per capita GDP’s (overall debt of) -139.8%, -126.4%, -113.3%, -90.5%, -56.8%, -47.5%, -44.8%, 31.2%, -24.1%, -18.0%, & -10.0%. All these scenarios exhibit the fact that Shaitan is working out universally to misguide us in an orchestrated way and we are unaware of it— only religiousity can bring such awareness in us. Clealy, secularism (, in the form of democratic/oligarchic/aristocratic/monarchic/dictatorial capitalism/socialism etc.,) is needed to be shunned out and be replaced by a respectively suitable/proper religious moral republic—and the Muslims must take concrete meaningful initiatives (toward that direction) as soon as possible. Motives behind the recent un/anti-Islamic attacks by “IS”/“ISI”/“ISIL”, BOKOHARAM, Taliban, etc. and other inter/co-related incidents are very difficult to understand. It seems like that the beneficiaries of the existing world order have understood that continuous increase of the religious morality based movements will eventually eradicate the existing profile of unjust exploitations. So they are seemingly creating/supporting such terrorism to: (i) justify their intimidating presence in the Muslim countries so that: (a) Muslims can not be united together to form (Islamic) Khilafah, and (b) they can continue their unfair exploitations/confiscation of the resources of the Muslim countries; (ii) incite (vulnerable) people for more conflicts/antagonism among different factions/groups especially between Shi’a and Sunni; and (iii) to unfairly spread hatred/misconceptions against Islam. Recent (political) incidents in Egypt, Turkey etc. are vivid examples in support of my (such) assumptions. To reverse this diabolic (global) trend, first of all, lending of (any other/poor/weak country’s) money for investment in any rich country [where the per capita income (/GDP) is above the world average] must be stopped/minimized to stop/minimize: (i) one-directional (net) perpetual pumping of wealth, (ii) waste and conspicuous consumptions, and (iii) filthy/unfair ultra-richness. Also, my other relevant ideas (given in the relevant parts/models of this mammoth work) should be considered for solving these problems. The most valuable item on this earth is a good human being. For any social system to become successful/suitable it must objectively aim to nurture good people as its main purpose (through political, educational, economic, social and other relevant institutions) according to the respective religious socio-moral principles (of the relevant communities) under the coordination of the relevant mainstream religion. More recent U.

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S. acceptance of Jerusalem as a/the capital of Israel has no legal/moral/historical validity—it is an aggression against the Palestinians/Muslims, committed with the use of secular democratic evil muscle. Secularism paves the way for such arbitray aggressions—because decisions are finalized on the basis of whims/greeds of the majority/class/dictator. Even though USA is not officially secular and advances creeds such as: “In God We Trust”, it has separated church from the State—they make Laws as they wish, without finding a Law through the formal arbitration/scruitinization of true religious principles. Moral democracy, unlike secular democracy, gradually brings more and more just Laws as because it progressively inculcates humane wisdom and understanding of the letter and spirit of true religion (starting from undisputed/well established sound religious rulings/interpretations). But separation of religion and state gradually obliterates humane morality and true religious understanding (due to incomplete/wrong nurturing process). Even though secularism can not totally obliterate the essential human quality of morality—it can repress it to cause terrible damages. All the good qualities that will/can guarantee peaceful co-existence have been brought by true religion (from day one) no matter in whichever way we may enlist them (such as under Universal Decelaration of Human Rights). For the attainment of world peace, every country must institute (religiously) moral democracy before introducing moral diplomacy (which means supporting other countries with similar morality, even if of diabolic morality such as secular/amoral democracy of USA and Israel). 6 Unsuitable/defacto totalitarians/dictators/“sovereigns” in Afghanistan, Iraq, Libya, Syria etc. could easily be prevented and/or replaced with the suitable/dejure governments by allowing spontaneity of the respective people—the involved powers would have not been required to exercise so much. But instead, one by one these domains have been (are being) destroyed. Different tactics are applied in different countries [—even in Bangladesh Hefazot-e-Islam has been treated unfairly/shrewedly/wickedly to repress potential Islamic revival (and it is not clear which external power had divised that mechanism)]. At one hand Israel/U. S. A. are benefitted (along with their allies) and on the other hand Russia is also benefitted (including gaining more previleges to intimidate/destroy Chechnya etc.). The fact is: these powers will never walk on good/straight paths until occupied/oppressed Muslims domains in Palestine, India, Russian Federation, China, Phillipines, Thailand, Myanmar Africa, etc. are allowed freedom/autonomy/independence/sovereignty. In their diabolic tactics they (, the beneficiaries of the current world order,) may adapt to become friendly with the Shi’a sects including the Jafaari Madhhaab in order to incite Shi’a and Sunni against each other so that they continue better with their unfair exploitations in the sunni domains as because Shi’a domain is smaller in abundance and is potentially more hazardous/risky for them. Jafaari Madhhaab, therefore, has a great duty to perform—otherwise, eventually they may face the similar fate. Likewise, USA and Russia must not be aligned together to stand against China and India (with more stomachs)—nobody may win in that direction. It is, therefore, imperative that every party should examine my this prolific work—I believe it will help to find a way out for everyone. May Allah SWT guide all of us. 7 Yesterday (23-Dec.-2016) UN Security Council has passed a resolution re-declaring that Israeli settlements in the (occupied) Palestinian lands have no validity. In that meeting Israeli representative attempted to mislead/fool the whole world by showing the Bible to claim that Bible has made such settlements valid. The fact is Bible has not been preserved by the Messengers of Allah SWT such as Musa, I’sa etc. Yet according to Bible (Authorized King James Version, World Bible Publishers, Inc.; 333-10-100951): (i) Jewish people never liked (evil land of) Palestine (Numbers/20:5), (ii) God promised Jewish people to live in Palestine (if they obeyed God) but never to rule/own Palestine (Genesis/15:13-16), (iii) In 638 C. E. the Arab Christians asked Muslims to expel the Jews from Palestine, because Arab Chiristians knew that the Muslims had the right to Palestine (Zacharia/9:9-10), etc., etc. The land promised to Ibrahim (a.) was fulfilled in 638 when Muslims [as the descendents of Ibrahim through Isma’il] freed the land which comprises Syria, Jordan, Iraq, Saudi Arabia, etc.—never before, this land came under one people, one religion, and one language. Also, please read: ‘Prophet Muhammad—the Last Messenger in the Bible’ by Kais Al Kalby. Thus, Israel’s claim has no (biblical/historical/political) validity. However, if they behave well, they can be (generously) accommodated by Muslims—in fact they flourished for several centuries (before 16 C. E.) in the Muslim domains. It appears that Jewish people cleverly convinced some Palestinians to recognize Israel with promise for a two-states solution and wickedly they are not now willing to recognize Palestine’s sovereignty. If they fail to be peace loving with Palestine then they can form a state elsewhere. Whether, as neighbor of Palestine or elsewhere in the World, their security can be guaranteed easily such as (shown in) my relevant model(s) given in my (this) ‘The Republic Re-

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implicitly by making general statements). In doing so, sometimes they pretend to understand/respect religions better without advancing concrete scheme for implementation of actual prescription(s) of religion(s)—they use such many tactics to confuse people about their real aims and objectives. (b) Culture, community, religion, and essential human nature are inwardly belonged8 to each other, and are manifestations of some underlying universal aspirations. However, there exist differences in the external aspects of cultural practices/rites among different religious groups for obvious reasons. Muslims are majority in Bangladesh—therefore, Islamic culture must be promoted in proper propertions. In mass media and in general public observations Islamic culture must be given the priority—BTv and other Tv channels must stop frequently presenting the views of the “cultural personalities” who do not represent the culture of the religious majority of our country. In radio, television, etc. cultural exhibitions/publicity must be in proper proportions on the basis of demography of existing religious communities: Muslims, Hindus, Buddists, and Christians. However, a religious television channel (etc.) should be free from such restrictions—they should be allowed to freely broadcast the religious programs. But number of such religious television channels (etc.) should be restricted according to the existing population demography of different communities—in these matters any outlandish influence must be shunned out [and each religious channel should be categorized under specific religion(s)]. If essential, the skepticism/sophism/atheism can be considered as a separate religion also—for this, they must be required to show a significant number of memberships. This provision is accommodated by the free-will allowed by Allah SWT (see Qur’an/10:99; 16:9). (c) Division of Bengal (1905) meant separation of East Bengal from rest of the sub-continent as Muslim Bengal (instead of Bangali Muslims) as because all the surroundings were non-Muslim domains. As a ramification, East Bengal became part of Pakistan. But creation of a federation (at the beginning) instead of confederation was a (naïve/unwise/unpragmatic) mistake9. Besides, unjust practices/misgivings spreaded by the dominating people of the West Pakistan were engineered’ for replacing the existing UN etc. Secular republics such as China, India, Russia etc. have also committed similar crimes (in parallel with the Jerusalem issue) by not opposing naked gross/horrible violation of human rights (and/or genocide) of Rohingya/Muslim people (in Myanmar). Such criminal acts are the root causes of the most of our global anxieties—even though the majority of the nation states opposes a wrong occurrence, a few powerful nations nakedly support such wrongdoings (for their greeds). 8 This ontological /instinctive comprehension in association with relevant epistemological data must be cultured to set up ethics for progressively promulgating well balanced socio-moral principles. Also see Qur’an/2:143. 9 Secular leaders failed to come up with a sound model for Islamization and they were not willing to establish Pakistan as an Islamic Republic—these are the main causes of Pakistan’s breach. Bangabandhu himself did not have a good model for Islamic Republic (in his hand), and intellectuals believed that western education and technology was most urgently needed. Besides, for one reason or another almost every leader had to follow one secular ideology or another, and they also believed that for the agenda of AL the cooperation of the Soviet Union (and India) was essential (and such cooperation could not be solicited with an immediate agenda for an Islamic Republic). So, AL accommodated secularism and used this term as “dharmo-niropekkho” in Bangla to mean (, at least superficially,) freedom of religions—some of them erroneously believed/believe that secularism is indeed freedom of religions. But, the matter of ambiguities/confusions around this creed could not be overlooked by a sincere/honest patriot/Muslim like Bangabandhu (r.)—he repeatedly mentioned that he wanted to place Islam (back) properly (, many steps/decisions made by him bear evidence to his truthfulness). My contention could be wrong, but I advance this as a challenge for his relatives and “close” ones to refute me. If they fail, then I advise them to denounce/renounce secularism/sophism/corruption/religiouslessness/atheism/promiscuities (, if they want to keep using the name of Bangabandhu). I also suggest them to renounce/denounce diabolic

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grave mistakes—this category of people, to a lesser degree, were used to the similar practices to their local people also. But their prejudice which tried to label us as inferior Muslims (, because of dominance of un-Islamic culture here,) was responded, at the socio-psychological level, by the upsurging of some abstract aspiration of Bangali nationalism10 which had/has no concrete definition (if religion is not included). This socio-psychological consciousness was/is in constant politics, and to advocate for promoting/correcting my relevant models/ideas. We have not seen any/enough (of them) lamenting for Bangabandhu for many years since Agust 15, 1975. Bangabandhu was a natural Bangali Muslim activist/leader—he was not a slave of any outlandish/diabolic/ secular ideology. For strategic reasons he adopted BaKSAL even though he advocated for democracy throughout his life. He deeply believed in moral justice and clearly orated that if anyone says a (morally) just thing “we” will abide by even if “we” are majority. He personally did not want to accept any immoral law (even if passed by the majority). However, not hundred per cent of the adherents of AL agreed with him in hundred percent and, therefore, he adopted many temporary measures (against his comfortable choices for our sociomoral principles) for to be replaced with the (morally) appropriate ones in the near future (; and, of course, like any other society, the socio-moral principles of our country have also been shaped up by “religions”). Besides, we must, of course, remember that M. C. Gandhi, M. A. Jinnah, Bangabandhu etc. have not received any Divine revelation (‘wahi’) and “To err is human”. Likewise, many of Aristotle’s works are incorrect today even though he is regarded as the father of empirical/rational philosophy. Thus, what is most important in Bangabandhu’s political character is the degree of his sincerity and honesty in patriotism. 10 Only language can not construct a state constitution/law—in fact, language movement too was protest against injustice. Urdu, was/is not a language of any nation/province of Pakistan. Jinnah (r.) wanted Urdu (for Pakistan) in order to be equal/similar to Hindi (of India)—it was an injustice because Bangla is almost as large as Hindi (by mother tongue). Jinnah did the same mistake as Nehru did (on May 16, 1946) by not accepting the Cabinet Mission Plan [in which a single vast Group comprising Hindu-majority provinces (of central and southern India) was proposed along with two other much smaller Groups for the Muslims: one comprising Punjab, Sind, Baluchistan, and North-west Frontier Province, and another comprising Bengal and Assam) for allowing partial autonomy of the provinces (for to be coordinated by the respective groups) within (undivided/independent) India even though it was accepted by Jinnah (who then became even much harder for a separate state for the Muslims of the sub-continent). Even if India was not divided, Bangla had to be a state language of the (whole republic/confederation of the) undivided sub-continent (also) and/or of the relevant Group (formed by Bengal and Assam) as proposed in the Cabinet Mission Plan. Not only that (, like Nehru’s mistake of May 16, 1946,) he also opposed (, before August 14, 1947,) the idea of a confederation for the Muslims—and manipulated the matter to have just one state, Pakistan [, instead of two/multiple states (within a confederation) for the sub-continental Muslims in which Bangladesh would have been an autonomous domain (, despite the fact that Jinnah accepted the Cabinet Mission Plan in which two separate Groups for the Muslims were proposed)]. Leaderships of Pakistan committed many such/other mistakes/injustice—our stuggle for freedom/independence was against those inequities (instead of nationalistic). Bangabandhu clearly orated that we were not separatists as because we were the majority in Pakistan. Nobody will say Battle of Karbala between Yazid and Hussain (r.) was a nationalistic struggle (even though both sides were Muslims). If Arabic and Bangla (in Arabic scripts, as was proposed) were taken as the official languages of the (then) Pakistan, it would be much easier today to implement Bangla as the second language of the Arab countries (as proposed by me). However, Arab countries must not use this as a pretext for rejecting my proposal—if they can accept any non-Arabic language as their second language they can accept Bangla (instead) also (in Bangla/Arabic scrtipts). In fact, for building up the solidarity of (united) Muslim Ummah they must do it (whether they had/have accepted any other non-Arabic language as their second language or not). The people who advance that our struggle for freedom was (language based) nationalistic (in nature), are actually trying to repress Islam for the reasons/ignorance of their own. Languagenationalism is a terribly narrow “ideology” for the formation of a state (and its constitution/law) even though (some) states had been (/have been/can be) formed for (different) language group(s)—religion/culture had always been the main inspiration for standing against injustice (/for self-determination). Language and culture are also inwardly belonged to religions as because they contain words and attributes of religious origin. Thus nationalism (also) can not be defined without religions. On the other hand, religions

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conflict/confusion with the deep-seated religious socio-ideological basis—this conflict/confusion must be resolved. Since 1947 both Pakistan and India committed grave mistakes by overlooking the importance of regional good relationship. Today around two hundred million Muslims live in India. Even if the Muslim World succeed to establish Khilafah (such as proposed by me) or some stronger form of “OIC”, yet India is essential as an allied member (, even if Hindu World forms a parallel such confederartion also, and specially since India wants to join the OIC they are more than likely to choose for joining the Islamic Khilafah11 too). (d) There are some who advance that the role of India in our freedom struggle (in 1971) was similar to that of a house-cat12—a house cat does not prey rats to benefit the house-dwellers (even though they get benefits). They must also add that prolonged injustice and horrible genocide committed by the dominating class of West establish/established humanity—socio-moral principles of all (well-establish/practiced) religions are similar. Thus, religions form the largest possible (/all-encompassig) basis for the formation of a state—even though many such states will/can be formed, highest possible form of harmony can be established among such sates. In contrast (superficial) nationalistic states will be in constant discords. However, like any other creed/ideology, devious people will try to use religion(s) also for their greeds—but, since religion is the deep-seated socio-ideological basis, such sly people will succed the least (because people will resist them most). Therefore, state must deliver thorough understanding on religions (to the people), so that tricky people [, including secular/areligious/anti-religious/corrupt and (false) “religious”/corrupt,] are shunned out, and religiously true pious and matured idealists/rationalists/empiricists are elected to run the affairs of the state. Most of the people from the (secular educated/) elite echelon are opportunists/corrupts/parasites—they are neither nationalists nor religionists (even though they act/pretend to be either). In fact, they are not humanitarians either. Otherwise, my (this) vitally important viable mammoth work (of over 27 years) of paramount national/Muslim-Ummah/mankind’s interests would have not been repressed in such a terrible manner. Most of the (secular) educated people are (/were) slaves of their foreign overlords: India, USA, Pakistan, Monarchs, China, Russia etc. The working class (/common people), the driving force of our country’s economy, is religious to the bone. However, they are deficient in religious knowledge—that is why they are being repeatedly manipulated by the secularists/sophists/atheists/corrupts. The state, therefore, has the (sacred) duty to give them thorough education in their respective religions.Because of all out deficiencies in religious knowledge, justice is not being delivered worldwide—the basis of distribution/retribution is (chaotic/antagonistic) might, greed and selfishness. However, pseudo-religious identity is also a part of (secular) selfishness—otherwise, we would have a balanced distribution of veto power in the Security Council (of the UN), and Palestine, Kashmir, Muslim domains of Russia, China, Phillipinnes, Myanmar (Burma), Thailand etc. would have been delivered their human rights (for self-determination/sovereignty) like that of East Timore and South Sudan. But if the true teachings of religions were known and followed justiuce would have been delivered for all, and peace could be guaranteed (without the malicious abuse of veto power).Time and again Shaitan has succeeded to create void in religious understanding/motivation of true morality, thus by misusing/abusing religions by the hands of diabolic/selfish/greedy/ultra-materialistic/secular politicians/leaders/might. All wars of aggression (including two hundred years of crusades) in the name(s) of religion(s) had/has been based on non/anti-religious selfish motives. True religious morality embraces all—perhaps Madina Charter can bee deemed as the genesis of plurality/universality in democracy. Because, all other (previous) prophets were sent to specific people/place/time. Thorough understanding/education/exercise in/among relevant religions is thus a must for solving paramount problems of mankind. 11 Mohandas Karamchand Gandhi (“Mahatma Gandhi”/“Gandhijee”) supported Khilafat Movement. Besides, I believe that India can be included Islamically. 12 Similarly, there are some who advance that if we were part of India and were struggling to secede, India would not have allowed that and we would have been like Kashmir. But such questions/comments can be made about (almost) every (un-Islamic) country (with differences in degrees)—Pakistani Military Regime’s role (in 1971) against us is a vivid example. The fact is: the election results of 1970-71 (, absolute majority of AL in the east wing and of PP in the west wing,) mainly made autonomy of the wings of Pakistan

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Pakistan made it impossible to stay together. India had accommodated humongous number13 of our refugees without which their survival was at terribly high risk—no people of sound conscience can forget such history of crisis. Qur’an teaches14 Muslims to be on the side of the oppressed Muslim(s) against the oppressor Muslim(s)—the Muslim countries (along with the USA) which remained silent (or supported the atrocious military regime of Pakistan) during that period15 did so for un-Islamic/ignorant reasons. Because, government (/military regime) of Pakistan was neither Islamic nor their imposed war (against us) can be deemed as not to be unjust (by any acceptable standard of humanity). They were supposed to support Bangabandhu (with his “six points”) even if Pakistan had to be converted into a confederation—but instead they supported genocide committed by the military regime (, without asking them for letting AL form the government as the winner party,) and helped the breaking of Pakistan, (then) the largest/strongest Muslim country. In fact the election results (of 1970-71) made it clear that solidarity of Pakistan could not be saved without the adoption of six points—because PPP (of Z. A. Bhoottoo) won the overwhelming majority seats in the West Pakistan and AL (of Bangabandhu) won the overwhelming majority seats (, with a score much higher than the PPP,) in the East Pakistan. Even what remains as the Pakistan today (, i.e. the West Pakistan of 1971,) should adopt majority of the six points16 to secure her solidarity. But (in March of 1971) the impudent (ruling) military regime (of the West Pakistan) disastrously cracked down on us for clearly no good/sound aims/objectives—actually they wanted to continue their practice of unjust discrimination against East Pakistan and unfairly exploit17/deprive/dominate us.

almost inevitable—and six points were (indeed previously) advanced to resolve such interrelated problems peacefully. But the invasion (and genocide committed) in the east wing by the military regime of Pakistan (dominated/influenced by the representation from the west wing) pushed the crisis to the extreme limit of severing solidarity. Unfortunately, (like what usually happened in any war between the involved sides elsewhere in human history,) some confused/greedy people of the east wing too (wrongfully) collaborated the military regime in that anti/un-Islamic (unfair) invasion/genocide. 13 Probably the largest such exodus in human history. 14 See Qur’an/49:9. 15 Even though Pakistan was created because of religions, it did not properly install religions as an Islamic Republic. Besides, the leaders were not thoroughly matured enough about the all-embracing (/universal) nature of Islam and committed many grave mistakes. Those were the highest ordered reasons for which Pakistan broke up in 1971. 16 The six points are: (1) Adoption of Federation of Pakistan on the basis of Lahore Resolution (of 1940) (in which the legislators would be elected by universal adult franchise instead of Basic Democracy adopted by Ayub Khan); (2) The federal government should deal with Defence and Foreign Affairs only; (3) Constitutionally flight of capital (from the East Pakistan to the West Pakistan) should be stopped with an option for two separate currencies (, if feasible); (4) The power of taxation and revenue collection should vested in the federating units (only)—the federal central would be entitled to a share in the state taxes; (5) There should be two separate accounts for the foreign exchange earnings of the two wings—foreign exchange requirements of the federal government should be met by the two wings in appropriate proportions, indigenous products should move freely between two wings, and both wongs would be empowered to establish trade links with foreign countries; and (6) East Pakistan should have a separate military or paramilitary force [whether the West Pakistan wants (/is allowed) it or not], and the Navy head quarter (of Pakistan) should be in the East Pakistan (—this point was advanced apparently because East Pakistan was not properly/fairly secured against India during 1965 Indo-Pak war). 17 During the period of 1947-1971 the inhabitants of East Pakistan made up much more than fifty percent of Pakistan’s total population and exports from the East Pakistan was much more than that of the West Pakistan. But East Pakistan did not get a fair share of political/military power and economic benefits within (then) Pakistan. For instance,

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(e) There are some who spread that Late President Zia-ur-Rahman was an agent of Pakistan. On the other hand, there are some who say that since Late Bangabandhoo went to Pakistan (by being arrested in March, 1971) instead of escaping to India, he wanted the existence of undivided Pakistan in some form, or wanted to restore his political leadership if military regime of Pakistan overpowered us. The fact is, both of these great souls were patriots to the bone. Even though they were both fully concerned about our emancipation, they both knew that like all other Muslim countries, our country is very poor in Military defense in the prevailing wilderness of brute forces. Besides, like every other third world country, we do not have suitable economic defense either. Also, Bangabandhu might have thought that if he was personally present in India (for coordinating freedom struggle), he would had been compelled to unsuitable agreements/concessions. Therefore, such speculations must not be advanced (without concrete proof) about the golden sons of our soil—not many of us have lined up to sacrifice our lives for protecting our country18, or even for protecting our Faith. (f) BNP-front committed a big mistake (in 2013) which is similar (, and in a different set up,) to the mistake committed by the military regime of Pakistan (in 1971). Secular capitalism has divided the world into two poles: zalims (oppressors) and mazlooms (oppressed)—today no country can aspect a just solution of any problem (, not even by the UN,) unless such solution delivers substantial material/strategic benefits to the secular capitalists who have already won the race of capitalism. Since Islam has the highest potential to lead moral resurgence, the core echelon of the secular capitalism will always resist (, at least by hypocrisy,) against the delivery of justice to any Islamic uprising—otherwise, problems of Palestine and other similar places would have been solved long time ago. Today, overwhelming majority of the global work-force is employed in “service” sector. A large portion of this sector is in a form of subsistence slavery to serve the class of unproductive lavish consumers (with their un-necessary/superfluous toys, appliances, and equipments), and another large portion is engaged as unproductive/counterproductive parasites in the manipulative enterprises of secular capitalism. Such production relations work as dashpot19 against any government spending on the West Pakistan was more than double of the spending on the East Pakistan. (See the Reports of the Advisory Panels for the Fourth Five Year Plan 1970-75, Vol. I, published by the planning commission of Pakistan). 18 Protecting one’s own country is a binding religious duty. In 1971 our school (, Katgar G. N. B-L High School, Katgar, Sandwip, Chittagong,) conducted classes till August, 1971. Then it became a camp for freedom fighters, and stopped conducting classes. But optional sessions of drills/parades were being given (in our magnificent school-field) for students of class-VI to class-X. As the class captain (and the “first boy”) of class-VI, I attended those sessions regularly for to become a freedom fighter (in future), if the war continued longer. I also marched behind the freedom fighters in all the parades/processions held for celebrating our independence (after December 16, 1971). But since I was too young to be certified (, and probably none of those students were certified), I can not claim that I am a veteran freedom fighter. 19 Moral order of the resourceful Muslim countries (, especially the Arab World,) is crumbling. Because, secular capitalists have succeeded to corrupt (at least a part of) the superstructure of these countries (by converting them to become used to usurious/unfair/extravagant/wasteful lifestyles)—this class has become the agents/spoons for unfair exploitation by the capitalists. On the other hand, the superstructure has succeeded to corrupt (at least a part of) the elite class by giving them unfair socio-economic advantages (, thus to become used to lavish/unfair lifestyle,) in the forms of money, positions, rules/policies/practices (for unfairly exploiting the lower classes, especially the foreign workers), etc.—this class has become the dogs/supporters of the corrupt superstructure and barks/guards against any movement to replace the system. This is why they rejoice (, or remain silent,) at any event that removes/smashes/represses the Islamists (, such as brutal/unfair ousting of the Islamic Brotherhood front from their legitimate power in Egypt, genocide

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movement to replace unjust capitalism, with/by moral distributive justice—the scenarios of external debts20/deposits, natural resource/market exploitation, etc. of nations are even more horrendous. (g) I put out my first relevant major work (of education system) in 1995. Since then conspiracy against me started to rise (in the Islamic center of Norman, Oklahoma, USA). Since 80’s I was against misuse of funds, behind the screen planning of some individuals for persisting as the dominating group, mishandling of the affairs of the Society, and prohibition against Iranian Muslims to become members, etc. Besides, my logical/just proposal (in that work) for Bangla21 to become the second language of the Arabic domains was disliked by some non-Arab Muslims—even though Arab Muslims were silent about it. During the last couple of years of my stay in Norman (before I came back to Bangladesh in the middle of 1998), one of the Presidents (of the Society) happened to be from Punjab (Pakistan), and the last one was from Bihar (India). It became very apparent that they (and some others) joined hand with a Libyan22 to make my life unbearable in Norman—even threat was sent to destroy23 me. I continued with my mission by praying to Allah SWT, by practicing patience, and with many other committed by Israel in Gaza—they do not want to see an Islamic state in Palestine or in anywhere else). The (secular) capitalists have also succeeded to derail the democratic sense of the USA government/people to shamefully vote on behalf of the Israel (against overwhelming majority of the Member States of the UN)—this has happened because secular democratic capitalism is immoral/amoral. It seems like Shaitan/dajjal (/“anti-Christ”/“asoor”?) has grown up its muscle (in the guise of secular democratic capitalism) to spread mischief (as confusion/conflict/in-fights/pollution) on earth (see Qur’an/30:41). I humbly request the President of the USA (, honorable Barak Hussain Obama,) to accept my challenge for calling upon the people of the USA and of the world to study my works—all good ideas are mutually compatible and world problems can be solved. My same humble request also goes to all the religious/social/professional/political leaders worldwide, especially to the honorable Presidents of India and P. R. China, the Pope of the Vatican City, and the Secretary Generals of the OIC and UN. Hon. Barak H Obama (etc.) can also add that if Muslim countries together form a confederation on the basis of moral democracy (such as proposed by me) then USA should apply to join it as an allied member (as because the number of Muslim inhabitants in/of the USA is also significant). 20 According to some report, one of the western country’s external debt is an equivalent amount which is around 600 (six hundred) times of the government budget of Bangladesh. Many other western countries’ per capita external debt is much higher—these loans will never be paid off. But not necessarily they are in economic/financial crisis. For instance, around sixty richest persons control around half of the total world’s fortune—more than half of them are Americans and more than quarter of them are Europeans; and the remaining only around 20% are citizens of the countries outside the Europe and America. Besides, these countries are enjoying the advantage of printing money/currency which are used globally thus (also) letting them to (subtly) confiscate the fortunes of the other countries. This is the consequence of the secular democratic capitalism—this is no surprise that loan capitalists pamper Noble Lauriate Prof. Dr. Muhammad Yunus so much. 21 Because, if Arabic regions adopt English/French as the second language, then the non-Arabic Muslim regions would also choose English/French/Russian as the second language thus pushing down Arabic as the third language of the non-Arab Muslim regions. But since Arabic is the language of the Qur’an, Muslim World could not allow that to happen. 22 He was a President of the Association/Society in 80’s in the same session when I was the General Secretary. He clearly falsified (inside the masjid) by establishing a “resolution” by using a sheet of paper with the signatures of the attendees of a past meeting as the endorsement—and I strongly protested it. I had many other problems with him as because I opposed the cancellation of memberships of the Iranian Muslims (of Ja’fari Madhaab), lending/abusing of funds etc. 23 It is very possible that this obnoxious axis (, ideological descendants of Yazid bin Mu’awiya bin Abu Syfyan, of those who are used to haram practices,) along with those (, both domestic and external,) who have impeded/plagiarized my works, have remained terribly persistent to disturb/isolate me in many ways, including by apparently misleading/buying and black-mailing (, for using against me,) some of my near ones. They have succeeded/attempted to use almost everyone around me for regularly insulting/teasing/disturbing

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super complexicities. But due to these greedy few24 I can not be prejudiced against all the people of any particular (geographical) region. I believe Pakistan is one of the most important countries (, if not the most important,) of the Muslim World. (h) Riots of 1946 (in Calcutta), sufferings of Kashmiries, genocide of 1971 (in our country), artificial constriction of natural flow of our fresh water, frequent attacks/intimidation (from other sides) along our border, sufferings of Rohyngas, etc. are the unfortunate facts which have shaped up the mistrust among the nations in our region. Until a stronger “UN” (, such as proposed by me,) succeeds to guarantee the sovereignty of every State and eliminate all the nuclear and other terrible weapons of mass destruction from this planet, weaker nations will constantly be targets of aggression, intimidation, and concession against their self determination. In the current scenario, every such nation is contemplating to erect their military defense as equal to the nuclear powers. If a hypothetical question is asked such as which country is our regional best friend, the hypothetical natural answer would be one who is most likely be willing to help us to be decorated with nuclear capabilities. I advance this so that the crooked advisors are resisted against misleading their respective governments (for creating turmoils within our border) and their agents are resisted against misleading our people any more. I believe, if my models/ideas are implemented (with required corrections), this subcontinent can be transformed into a “safe heaven” for all. (i) Moral political practice is impossible without religions. Those who emphasize that religions must be kept above/outside politics are actually advocating for immoral politics and such politics is bound to lead the civilization toward collapse. Those people are either ignorants or are of criminal/corrupt character and must be shunned out. If democracy means people’s policy/beliefs, then Democracy in Bangladesh must give topmost priority to religions because overwhelming majority people of our country are religious. There are some who fashionably argue that State has no religion. They do not know what they really mean. Would our State allow a husband and wife mating nudely in public? They would advance that our law25 would not allow such a disgusting act. But law is nothing but the reflection of socio-ideological values of a society—and religions taught mankind what is good and what is evil. If the State is belonged to all and religions are belonged to the respective individual adherents, then State has the duty to nurture the people to let them flourish according to their respective religions and by not /harming me (so that my relations break up one by one and I remain under continuous tension—may Allah SWT help me, amin). I have returned to Bangladesh in mid-June, 1998 and got married on December 30, 2004. For around the first seven years (from the mid-June, 1998,) I was free from such disturbances—most of that period I lived alone. 24 I can give a full account of the ordeal—this is an open challenge. If required, I am ready to expose those mean/low individuals insh’Allah (in a large gathering). Any one who is in clear violation of Qur’an/49:12, what type of believer is s/he? 25 Court must judge according to law and fairness/morality—that is why court has the duty to repel unfair/immoral laws. National Constitution is supposed to be the embodiment of the socio-ideological consciousness (/morality) of the people of a country—it can not exclude any natural (/God-given) right as recognized by the people of the land. Thus, people may have right(s) outside the National Constitution—that is why it can be ammended. Since overwhelming majority of our people is religious, our socio-ideological consciousness is religiously deep-seated. Therefore, religions must be embraced by our social institutions because state has the duty to nurture people according to the existing profile of our socio-ideological consciousness—hence, state can not be separated from religions. For the purpose of expediency, religion of the majority should lead, like any pluralistic society. If explained clearly, overwhelming majority of our people will agree with these contentions. Sophists/secularists/atheists/corrupts must not be allowed (any more) to mislead/cheat our people with their subtle tactics.

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making any law against religion. Therefore, the religion of the majority must coordinate all the existing religions of a society for setting up standards so that equity and justice can be guaranteed for all. Otherwise shapeless secular beliefs would be pushed (, in a very subtle way,) by the sophists as an Oligarchy or Fascism in the guise of Democracy (by repressing/misleading the religious aspirations of the majority) and the society would become like a boat without rudder. Similarly, there are some who advance that “State has no gender” without clearly knowing what they actually mean but apparently to emphasize that a State is indifferent (“lingo niropekkho”) of genders26. But if a wife file a lawsuit against her husband claiming that her husband (like herself) should also become pregnant and she would earn the maintenance, would the court say that it is not fair that only the wife will get pregnant and therefore husband must also get pregnant—of course not. That is, every State must recognize the genders (“sex”) and properly place them respectively27. Similarly, every existing religion must also be recognized and be placed properly, with the religion of the majority as the State Religion28. If a community can be compared with a house then humanity is the 26

Women have not been created to compete with men to perform equally/better in everything men can do. Instead, they have been created for excelling in everything that men either can not do or can not do as good as women (and vice versa). Besides, the opposite genders have been created for getting peace and tranquility in each other. 27 In this regard equality does not mean same, like: NH3 + H2O ↔ NH4+ + OH-. That is, man and women are equal with their respective advantages, and suitable privileges and responsibilities; and Islam has correctly determined those—men and women are of equal dignity, and (in the sight of Allah,) superiority of anyone (, man or woman,) depends only on his/her righteousness (/Allah consciousness) [Qur’an/49:13]. Equality does not necessarily mean yielding of the same result at every instance. For example, (1/3) = (2/6); but (8)(1/3) = -2, and (-8)(2/6) ={(-8)2}(1/6) = [64](1/6) = 2. Also, see Qur’an/2:228; 3:195; 4:32, 34. What is essential is the emphasis for implementation of the Divine injunctions for protecting due rights of the respective genders. For instance, in Bangladesh the amount of unpaid Mehr (dowry) of the wife must be mentioned in 21K/22K gold (, and as well as in the form of per capita national income,) so that if the payment is delayed the actual value (, instead of the amount of taka at the time of solemnization/consumation of marriage,) is paid off (by the husband). That is, if the amount of unpaid Mehr is equal to five times of the per capita national income, then whenever the actual payment is made the husband must pay five times of the per capita national income of that (later) time (or the wife may choose the same amount of gold to be paid off). Likewise, the celebration cost (waalima) must be given by the husband (and/or his side) instead of by the side of the bride. 28 There are some dough-heads who advance that a state can not have any religion. I ask them (, if so then,): (i) what would be basis of law and moral principles?, (ii) how could a court deliver correct judgments on the basis of law at one hand and moral equity and justice at the other?, (iii) how could an immoral law be prevented?, (iv) how could we identify what is good/right and what is evil/wrong?, (v) if these questions are nonsense then how could the Law protect the weak (from unfair exploitation/intimidation) to secure the peaceful continuity of human race?, etc. The fact is, religion(s) of the natives is/are the religion(s) of the (relevant) state. A state usually contains many types of pluralism. In the case of religion, like any other plurality, the religion of the majority will coordinate/lead the religiosity realm by properly accommodating all relevant religions on the basis of humanity. Such accommodation will be guaranteed because Religion in original form contains concrete natural/essential features of standards for safeguarding abstract humanity— and this is the only such possibility. Religion inculcates maturity and wisdom for properly/naturally adjusting in every situation. Even though the people had/have repeatedly deviated from the original form of the Religion, the socio-moral principles of all the widely practiced/humanized religions are very similar—this is the universal platform on which we can interact for finding out the natural norms (and there exists no other way). Without such a set of norms society/civilization is destined to be doomed—because, otherwise, neither can a continuous progressive pace be properly guided nor can any progress be accurately measured. The (air-headed) thoughts such as: “a state has no religion” has emanated from the socio-psychic confusion of secular world view—those who are well grounded in the socio-ideological world view of spirituality must shun it out very strongly. Otherwise, such a (bubble-headed) world view of secularism would dominate/intimidate (the spiritual world view) by taking the position of the de-facto religion of the state (even though its advocates contend that “a state has no religion”). In many countries (, such as in the Muslim World,) the socio-ideological consciousness is based on spiritual world

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defining abstract plane just above the concrete roof surface and religion is the total structural frameworks underneath which makes/supports the shape of the house—more correct/complete the structure29 remains, more perfect will be the concrete roof surface (, i.e. more closure to that abstract plane,) from which “light” (/humane values) will emanate/reflect in all directions. From the day one, Allah (SWT) (God Almighty) has repeatedly renewed the same religion: Islam, which means submission (to the Truth)/peace. This process gradually abrogated some older practices to bring up the religion to completion/perfection to match the maturity of the mankind—if culture can have any history it is in parallel to the “history of the Religion”. The essential message of the Religion has always remained the same: ‘enjoining good and forbidding evil’ and Allah (SWT) has instilled the imperitives of good and evil in the instinct of human being which become mixed up without proper religious exercises. Here, I must also add that this “history of culture” and history of civilization30 are not similar. (j) Religion (/Islam) is all-embracing—believers and non-believers. It delivers equity and justice to all in the temporal life—but only the good-dooer believers are favored in the eternal life. It is the function of the State to guarantee the proper delivery of the equity and justice to all—from this perspective Islam is deemed to have endorsed a form of secularism. But this “secularism” (, “Islamic Secularism/Universalism”,) is neither atheism nor obliteration of religions. It is the temporal shadow of the implemented/instituted Islam—without the bi-polar [= subjective (faithful/convictional/devotional) and objective (= rational + empirical)] erection of Islam (, i.e. by properly placing political institutions under Islam by duely accommodating all other relevant religions,) this shadow will not be seen {, and Madina Charter implemented (whole) Islam in a pluralistic society}. If AL and BNP publicly announce the endorsements of my works, at least in principle, then Hefazot-E-Islam31, and Ahle Sunnah wal Jamaa’h can be in a united front with the AL, and all other Islamic groups with a similar front with the BNP, so that view. In these countries every relevant faith (, including secularism/atheism,) must be properly harnessed together under the umbrella of the religion of the majority. No matter what the secularists/atheists say, many states (, like Vatican City, and many other countries,) with official state religion will endure as states. The secular/atheist bone-heads have mixed up the mutually exclusive ideas and are advancing the myths like: “secularity promotes freedom of religion”. Under such ambiguities/confusions they are causing turmoil for selling their arms while the entire mankind is being antagonistically divided (by making room for inter-communal mistrust) on the basis of religious identity: Hinduism, Buddhism, Christianity, Islam etc.—along with the creation of in-fights within religious communities (specially in the Muslim World). But I believe my The Republic Reengineered is a vital and viable prescription for continuously promoting unison among religions—the only way for establishing enduring world peace. 29 Also see Qur’an/5:32—certainly there can be no better characterization of humanity. Allah SWT has sent perfect Religion to match the human nature, humanity. This “structure” can be thought as the humanized form of the Religion—as human can not be perfect, humanized form of the Religion, likewise, can never be perfect. Continuous religious practices and understandings will take humanized form of the Religion to the possible closest point of ideal Humanity—without religion this is impossible. Since the genesis of every divinely revealed religion is Islam, sincere and honest exercises in any such religion (and within Islam) will continuously reduce gap between Islam and that religion (by sorting out misinterpretations/misgivings from every side). This way the makind will be in the journey toward arriving at the highest (possible) form of temporal harmony/peace— there can be no acceptable political ideology without this goal. This is the only way to success—even though some will/may fail. This diversified platform is mankind’s tribulation through which each of us is individually tested (by Allah SWT) for our honesty and sincerity so that we can succeed temporarily/eternally. From the day one, man has faced such tribulation in one form or other. 30 Please study my complete relevant works. 31 Unless they have strong reservation against AL about the incident of Shapla Chattar.

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proper process32 of moral democracy is promoted. If one of them endorses but the other does not then all the Islamic groups should be with the one that endorses my works, at least for the time being. If neither of the two endorses, then all the Islamic groups and those who endorse my works should be in a united front, at least for the time being for thoroughly implementing my works (with required Islamic corrections/completion, of course). To extend this Preface I now add33 the following (my) email message which has been circulated (both in hard and soft forms) worldwide since July 13, 2013 C.E. (and has not been changed much): May peace be on them who follow the Guidance. Hello! If you get this message please deliver it to your links. I feel it is a duty to prop/promote/protect/propagate my hard works/thoughts/spending of over two decades. This message is intended to convey the following requests/comments/information: (i)

If my ideas/models (as given in my mammoth work, The Republic Re-engineered) are implemented then the course, face and pace (of progress) of civilization and human society will be led toward the attainment of an all-embracing world peace. Therefore, suggest the governments and/or qualified institutions/individuals to nominate my works (included in The Republic Re-engineered) for Nobel Prize(s). Even if no prize is awarded, the nominations will have bona fide influence for effective studies of my works. This will promote understanding about Islam (and harmony among religions) and will encourage the governments to implement my models/ideas to guide the progressive march of the mankind in the right direction (for the correct world order).

(ii)

Please expose and penalize each if any can be identified to have impeded/plagiarized/stolen my works/efforts, or if any can be identified to have harmed (or attempted to isolate) me, or if any can be identified to have proliferated misgivings/ill-ideas about me and my works. I have done nothing significantly unIslamic/unacceptable—this is an open challenge.

(iii)

The following nomination(s) can be submitted:

32

In the long-run party-based balloting system will/may not be necessary—individuals will be elected according to their respective personal merits (by using independent symbols). Such legislators will function more freely according to their respective conscience thus by obliterating/minimizing democratic fascism. The democratic process of checks and balances will be guaranteed by the inherent nature of the inter/intra-house debates in the upper and lower houses. The minority groups can eventually have their respective proportional number of legislators elected, if they choose to, in both houses—most likely lesser in the upper house (than the lower house). Please see my relevant works. On the other hand, an election system on the basis of party symbols polarizes the people maliciously—it is an equivalent of (/worse than) devious communalism, in disguise (of democracy). Such process promotes excruciating tension/antagonism and breaks up families, communities, and society by encouraging intragroup (/interpersonal) jealousy (for authority), inter-group conflicts (for domination), nepotism, corruption etc. The election process becomes conducive for the politics of votes for acquiring power and becomes ineffective for controlling corruption and tyranny—family, community, social, and national solidarity gradually crumbles, and socio-moral values maliciously reduces continuously (for ever increasing acceptance of the diabolic doctrines such as Machiavellism). 33 The contents have not been unaltered much so that those who have read it before can skip, if they do not want to re-read.

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(a) Nobel Prize- Peace: For coming up with the most comprehensive/effective models/features for social system as a road-map toward all-embracing everlasting world peace with continuous progress and prosperity by replacing diabolic brute forces with the attributes of wisdom; (b) Nobel Prize- Economics: For producing the most effective (bona fide for all) (models/ideas for) economic features for continuous growth, sustainable development, stability, fulfilling needs, and just distribution by eradicating poverty and maladies of usurious/harmful economic activities; (c) Special Nobel Prize- Interfaith Harmony (/Religion): For coming up with the most harmonious socio-political models/ideas (for any country, proper confederation, and entire world) by properly harnessing/promoting all religious pursuits and creeds for ever increasing maturity and wisdom by removing/preventing terrorism; [Note: According to the Holy Qur’an Allah SWT sent Messenger(s)/Prophet(s) to every people34. Every such Messenger/Prophet and his true followers are Muslims. Whenever any people deviated another Messenger/Prophet was sent (by Allah) to them—those among them who rejected such Messenger/Prophet became nonMuslims thus creating a religion other than Islam. Muhammad s. a. w. is the final Prophet/Messenger of Allah (sent for the entire mankind) who was instructed/helped (by Allah SWT) to keep the revealed Message in the form of the Holy Qur’an]. (d) Special Nobel Prize- Philosophy: For successful installation of the most correct philosophical basis (for the continuous maturity of the entire mankind) under the ideas and created models which will be most effective for restoring/establishing/ensuring peace, progress, and prosperity; (e) Special Nobel Prize- Education: For coming up with the best Models/ideas for the education system for developing productive, responsive, articulated, knowledgeable, rational, peace-loving, creative, just, balanced, honest, and sincere individuals; (f) Special Nobel Prize- Political Science: For modeling the best government and political system for every country, proper confederation, and the entire world for accommodating security, spontaneity, freedom, duties, law and order etc., and for minimizing problems related to population, inter-group conflicts, immoral practices, etc.; [Note: Every Major religion organized life and society. Islam has Madina Charter by which a State was established under the leadership of Prophet Muhammad s.a.w. embracing all people—Muslims, Jews, Christians, Pagans, etc. If my model is implemented it will show other religious majorities how to form/reform true republics embracing Muslims and other religious minorities.] 34

Also see Qur’an/10:47; 16:36; & 30:47.

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(g) Special Nobel Prize- City/Regional/Country Civilizational/Developmental Planning: For successful planning/designing of the most effective/functional environment friendly model for city/region/countrywide physical infrastructure for continuous improvement of education, life standard, law & order, aesthetics, landscape, agricultural and other economic activities, and environment in order to lead the civilization in the right direction along with proper flourishing of sports, recreation, culture and ideals; (h) Special Nobel Prize-Social Engineering: For successful engineering of the most effective/suitable consolidated model for human society including all the main (tangible and intangible) features with top level attributes/configurations; (i) etc. (iv)

The following works are pending for years-decades for publishing (in the journals of the International Islamic University Chittagong, Premier University— Chittagong, and Southern University—Chittagong.):

1 ‘Test Scores and GPA—Mathematics of Letter Grades’ (of 12 pages, complete): This model has been developed for smooth and comparative ranking of examinees using scores/letter-grades by ensuring minimum learning, and as well as for computation of equivalent CGPA. The method(s) prescribed can be used for any examination anywhere. 2 ‘Universal Remuneration System—A Mathematical Model for GDP Based Adjustments’ (of 31 pages, complete): This model is developed for fair distribution and can/should be used by any/every organization/country. 3 ‘Interest-Free Micro & Macro Credits—Mathematics of Time-Trading Cash Flow’(of 22 pages, complete): This model has been developed to eradicate the maladies caused by usurious financing systems. Every Muslim country should urgently consider adopting this method, any country can adopt it. 4 Research Poem: ‘Biswa Sangeet’ (/World Anthem) (156 lines, in Bangla) (with English translation by the author himself): This poem contains the theme of The Republic Re-engineered. 5 ‘Utilitarianism, Egalitarianism, Dialecticism, and Justice—With Pan-Islamic Perspectives’ (of 20 pages, complete): This is meant to be an Islamic response to occidental non-religious philosophical contentions in order to justify Islam (/established religions) as the basis of social order. 6 ‘Universal Education System—Postmodern Muslim World Perspective’ (238 pages, complete): It is a quarter based abridged model created as a supplement to my own work: ‘Universal Morality and Modeling Progressive Education System’ (289 pages). Both these large works (with the cursory/detail attributes of syllabuses) can be utilized to construct a thorough formal education system on the basis of semester, trimester, or quarter—thousands of experts/scholars can be systematically engaged to refine and fully develop the syllabus. This book has the following contents: Abstract 4-5

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Introduction Background of Post-Modernization and Philosophy of Religion Based Education System for the Muslim Countries Weight Distribution for In-Session Course Conduction and Evaluation Commendable Pre-School Year Curriculum Curricular Outline Table for Semester System Curricular Outline Table for Trimester System Curricular Outline Table for Quarter System General Table for Curricular Path and Programs Student Age Table for Regular Program Table of Syllabus Nature & Program Completion Certificates Table of Distribution of Disciplines & Categories of Courses Table of Curriculum for Each Upgraded Program Table: List of Core Subjects and Corresponding Courses in E. S., P. S., S. S., & H. S.; and Each Major (of the Corresponding Degree Program) in the Undergraduate, Graduate, and Post-Graduate Colleges Table: Outline for Trade, Vocational, Technical, & Specialization Diploma, and as well as Skill & Professional Development Programs Class Conduction Schedules for High School & High Madrasa Class Conduction Schedules for Secondary School, Secondary Madrasa, & Undergraduate College Class Conduction Schedules for Primary School, Primary Madrasa, & Graduate College Class Conduction Schedules for Elementary School & Post-Graduate College Chart: Organization Structure (Education System) Chart: Implementation Work Force Distribution Conclusion Closing Remark Future Work References 7 ‘Moral Democracy—Unison of Ideals, Rationales, and Empiricals’(200 pages, complete): This book has the following contents: Abstract Introduction National Constitution For Proposed Islamic Republic of Bangladesh (291 Articles) Confederal Constitution For Proposed Confederation of the International Muslims and Islamic Countries (to reform/replace OIC) (299 Articles)

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5-6 6-28 28 28 29 29 30 30-31 31-32 32-35 35-39 39-58 58-216 217-218 218-221 221-225 225-228 228-232 232-236 236-237 237 237 238 238 3 4-5 5-57 57- 104


Universal Charter For Proposed Charter for the United Human Forum (to reform or replace UN) (133 Articles) 104 - 125 Socio-economic Comprehensive 50-year Development Plan for Bangladesh (with detail parameters, configurations and outline drawings) 125 - 199 Infrastructure Closing Remarks 200 References 200 8 ‘Socio-economic Justice and Modeling Growth-Distribution Effective Common Market’ (192 pages): It presents thorough discussions (with detail socioeconomic data for all the Muslim countries) on the philosophical & expediency problems, challenges, prospects, and solutions related to the twenty-first century socio-economic trends of all the Muslim countries. Since 1997 (many versions) of its hundreds of copies have been distributed in over sixty countries. 9 ‘Universal Morality and Modeling Progressive Education System’ (289 pages): It presents a thorough model for complete formal education (based on the philosophy of moral equity and justice) from the beginning to the post-graduate (doctoral) level and consolidated for the Muslim Ummah in particular and for the mankind in general. Since 1995 (different versions) of its hundreds of copies have been distributed in over sixty countries. Item-6 above [, ‘Universal Education System—Postmodern Muslim World Perspective’ (238 pages, complete),] is its supplement. Both of these works can be used by any country with necessary modifications in their contexts. (v)

In usual format/fonts the above works together will take around fifteen hundred pages. These works are waiting to be published/implemented (for years-decades). This is why I have taken this desperate/unusual step to draw the deserved attention. Please download, protect, study and propagate my above works [which have been uploaded (years ago) in the Research section of my website: www.numakramulkabirkhan.zxq.net]. I have undertaken this arduous task for the benefit of Bangladesh, Muslim World, and mankind. However, I expect due benefit for myself (also)—both temporal and eternal (, and every success comes from Allah SWT alone). By the Grace of Allah SWT, I have already spent in millions (from my savings and resources) and my works worth much more—no one helped me with any financial amount (in any form).

(vi)

Please, request Hon. Sheikh Hasina (as a daughter of Late President Bangabandhu Sheikh Mujibur Rahaman) and Hon. Begum Khaleda Zia (as the widow of Ex President Zia-ur-Rahaman) to jointly advice (nationally) the scholars, intellectuals, experts, policy makers, and politicians to thoroughly study my above works. Leaders of the political/social groups can do the same thing (publicly). If properly adopted (after necessary corrections/Islamization), we can invite the whole world to inaugurate.

(vii)

Islam-religion has prohibited burdening the women with the responsibility of the Head of State/Imam. However, manuscripts of the Holy Qur’an was kept under the custody/hefazot of Hafsa (r. a., Oommul Moo’minin), who herself was a hafiza of the Qur’an. Men and women are different but are of equal dignity and rights even though each side of the equality sums up different terms and conditions (Qur’an and Hadith made it clear). In some matters men will play their roles differently/separately than women (—such as due to physical reasons women participate separately in Olympic Games). For example, men have the responsibilities

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to maintain and protect the women (because of physical reasons) and women have the responsibilities of motherhood (because men are unable to play this most crucial role).Woman (xx) was created from man (xy) (Qur 4:1)—their origin/essence is same. Allah SWT knows the best ways to secure the integrity and solidarity of personal, conjugal, family, community, and social life. (viii) The following incidence have happened after I have distributed my works (including similar/same ideas) (after the submission to different levels/addresses of Bangladesh Government/society): # 1 2 3 4

Ideas Advanced By Me Friday and Saturday as weekly holidays; School-based evaluation Multilateral or Unilateral (with separate for Quawmi Madrasa) educations system; Different ranking method for course-work, comprehensive exam, and overall program;

5 6 7 8

Events Occurred (afterwards) Adopted Proposed Unilateral proposed (multilateral system already existed) Course-work ranking method (with extra addition of optional course points) has been applied for overall ranking—consequently over ninety thousands students (in SSC exam) have been categorized to be at the same rank; Proposed Enlarged stipends/scholarship program; Leadership experience program in schools proposed; Public examinations after completion of Primary School (class-V) (newly adopted), Junior School (class-VIII) (newly adopted), Secondary School (class-X) (already existed), Higher Secondary (class-XII) (already existed), … Hon. Prime Minister (, Sheikh Hasina) also referred the Madina Charter (?, probably with opposite interpretation to justify the creeds of secularism);

All female teachers at the lower levels Scholarships and high risk interest-free loans for students; Rotational leadership experience method for empowering the people at large; Comprehensive examinations (in addition to school based course-work evaluation) at the end of Elementary School (class-III), Primary School (class-VI), Secondary School (class-IX), High School (class-XII), Bachelor Degree (UGC) (class-XV), Master Degree (GC) (class-XVIII), and Doctoral Degree (PGC) (class-XXI) programs. 9 Referred and accommodated the spirit of the Madina Charter for modeling republic under the leadership of the religion of the majority (Islam, in Bangladesh) by properly accommodating religions of the minorities, and thus to eliminate the creeds of secularism; 10 Proposed GDP based remuneration system for automatic adjustments. Abruptly increased pay-scales which brought the salary/wages closer to my proposed ranges; 11 Etc., etc. Etc., etc.

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(ix)

In 2004, late Prof. Dr. Iazuddin Ahmed (then the President of Bangladesh) invited me (along with Prof. Dr. Mahabubullah & Prof. Monirul Hoq of UGC) to discuss about my research/creative works [Scheduled discussion held on 17-May-2004 (12:15 P.M.-01:00) P.M. at Bangabhaban]. But offices/individuals at the lower level did not cooperate (afterwards) and no progress was made (even though the President was pleased with my works). On December 09, 2004 I was hit during my morning walk (by a 4-seated sedan motor vehicle)—the car came to (its) right side to hit me from my back (on the sidewalk at the wrong side of the road). All the circumstances around that “accident” and many other separate events made it very apparent that it was a deliberate hit.

(x)

Rich people should raise a large fund immediately for implementing my ideas of time-trading interest-free (non-usurious) micro-credit system to eradicate poverty in Bangladesh. Government of Bangladesh (and every developing country) should do the same. Such governments should also immediately discuss with the loan capitalists to finance according to my ideas of time-trading interest-free (non-usurious) macro-credit system.

(xi)

Immediate implementation of #2 (enlisted in iv above) will properly benefit women (specially garments workers in Bangladesh), will provide extra benefit for teachers (specially in higher education of developing countries as incentives to improve/enhance the education quality/capacity by minimizing brain-drain), and will fairly compensate/promote/tax/benefit every wage/salary /honorarium earner.

(xii)

Education system35 of every SAARC and OIC country should be reformed/replaced urgently according to my related models/ideas.

(xiii) People (Muslims & non-Muslims) of Bangladesh were inspired by religious conscience to engage in freedom war (of 1971) (in order to stand against injustice/atrocities). They were not inspired by secularism/Marxism—because common people neither understood these terms nor secularism/Marxism were in the socio-ideological consciousness (/basis) of Bangladesh. AL probably used the creeds of secularism/Marxism (, then in vogue,) to get the external (foreign) supports for finding an alternative to Democratic Capitalism (which creates excruciatingly painful disparities). If people knew that the ultimate goal of secularism/Marxism is expulsion (, in the guise of indifference/apathy/inattentiveness,) of religions they would not have supported. Almost all of our people (, Muslims & non-Muslims,) are of religious consciousness and were (/are being) grossly deceived/misled against their faith (, by creating confusion in the socio-psychological consciousness,) in a very sophistic/subtle way due to their ambiguities/ignorance about secularism/Marxism (or, the advocates of secularism/Marxism were not themselves clear about the related meanings/consequences). Those who advocate for democracy must support nurturing of religions (by honestly/clearly explaining what is secularism/Marxism,) as because almost everybody in Bangladesh believes in his/her own religion. Those who want morality and religious values must have the courage to abandon (openly) the creeds of secularism. Those who are atheists must also be properly accommodated as because even anarchists must also be suitably 35

In addition a SAARC financing institution/bank can be established for non-usurious time-trading micro/macro credit financing according to my related models/ideas. Besides, such an institution could also be established by OIC—alternately IDB can be reformed/replaced. Similarly, ADB, IMF, WB, IBRD, etc. can also adopt (/adapt to) my related models/ideas so that mutually inclusive/beneficial programs can also be established between (/among) the Muslim World and its outsides. All these domains can also adopt (/adapt to) my remuneration system (included in this book) and other inter/correlated models/ideas.

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accommodated in an organized state. The creed should be for a pluralistic Islamic society of inter-faith harmony. The creed of secularism is the root of almost all (political) conflicts (/evils) in Bangladesh (even in individual psyche). (xiv) Bangabandhu always meant freedom of religions36 and just (, not equal,) distribution by secularism37/socialism [—because cultivation/nurturing of (all) religions and Islamic social justice could not be accommodated along with the creeds of secularism]. However, at different points he (also) emphasized that he wanted to 36

Bangabandhu knew very well that Islamic phenomenon is truly/thoroughly progressive (both in essence and attributes)—any other phenomenon is lesser progressive than Islam. Because, Islamic phenomenon is meant to be in pace with the continuous modernization of the universe through continual creation of Allah SWT (“Khalqin Jadeed”). Through proper nurturing/education of Moojtaheeds and Moojaddeeds to continuously modernize Islamic systems by adopting Islamic juridical process of interpretation by Quiyas (analogy), rule of adapting to something that is more beneficial than harmful, adapting to something that becomes essential or necessary (having no better alternative), consensus etc. Foundation of every Islamic basis of standards (of prohibition and permission) is Allah consciousness for attaining the highest goal of salvation in eternal life. For this reason continuity of sound education system is essential. A system can make any amount of progress if and only if it starts from some point (of standards). Secularism, thus, can not be progressive because it can start with no well defined set of standards of its own—it itself can not be well deifined at all. Western secularists/atheists/corrupt politicians started to use the term fundamentalist/fundamentalism to mean resistance to progress—due to lack of proper (religionized) education fanatic/whimsical aspirations (in the name of religion) failed to eradicate such a trend of unfair stigmatization. 37 The originators of the creed of secularism do/did not mean freedom of religions in secularism. Recently (, September-2016,) French policeman (officially) stripped off Muslim women’s burkini dress under the pretexts of secular value(s) (of nudity/promiscuity) in France. Unless French society promulgates law prohibiting all forms of clothing (in a public place) such stripping off can not be tolerated (—of course, a policeman must not even enter into a private place without official warrant). This is because human society is inclined for clothing in opposition to the nude state at birth and not the other way around (for obvious reasons). In these regards, a societal public place is not same as a community public place (such as Makka, mosque, church, temple etc.). That is (in any place), people must be allowed to be over covered (, in particular for religious reasons, unless security is destroyed,) even though they may not be allowed to be under covered—social contract restricts government how much freedom can be taken away (from individuals) but does not limit (individuals’) freedom within expediency. If burkini/niqab indeed interfere security and no compatible measure is found, then hijab must be allowed—because it is an essential Islamic requirement. French history is particularly notable for brutality (such as in Algeria during colonial period)—(above mentioned) forcing of a (Muslima) women to take off her Burkini so that her body becomes exposed is a horrible ifidelity. In fact, even if presence of such Muslima implicitly reminds the semi-nude people (around her) that promiscuity is worse than animality, she has the right to do that (under the basic right for freedom of expression). Even if majority people believe in their freedom for promiscuity they must also secure the freedom of others who want to be conservative/religious. If the international/religious institutions fail to guarantee such freedom in France, then Muslims must try to escape from such a hideous society. Such ordeals clearly expose the incompatability of secular democracy/sociocracy as compared to moral democracy/sociocracy. Recent (some of the) campaigning creeds of Presidential candidates (in the USA) are neither moral nor democratic. Besides, President Barak Obama’s remark that Donald Trump is not fit for the Presidency is important: if there existed specific such requirements of (moral) qualifications for such candidacies, then unfit nominations could be screened out. In addition, the public reaction after the election also demonstrates the hollowness of secular democracy (/democratic capitalism). However, Muslims should rest their trust in Allah SWT alone—if they are (actually) driven out of the countries like France, USA etc. then reciprocally the presence of (unsuitable) French and American (etc.) people (, i.e. the greedy democratic capitalists,) will also be minimized in the Muslim countries (and hopefully the related unfair exploitation and problem creation will also be minimized). What is most important is that the Muslims must be truly sincere and honest in Islamic practices/exercises/prayers/supplications in their every conduct—only then they will able to rescue

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establish/culture the dictates of Islam (along with proper accommodation of other relevant religions) in the right ways—that is, he was not comfortable with secularism/Marxism. On (the historic speech of the) 7th March (1971), he uttered that, “… will emancipate this country insh’Allah …”. That means the Will of Allah SWT was declared to be the spirit of Freedom Fight. The leftist/atheist segment of AL (/other leftist groups) always tried (/is trying) to (undemocratically) manipulate the situation to undermine the deep-seated religious basis of Bangladesh—Bangabandhu knew it very well. That is why he established Islamic Foundation. Not including the subject of Islamiat and Arabic (and respective equivalents for religious minorities) among the compulsory subjects was (/is) the plan of leftist/atheist sophists—they want the people to forget that every major religion is the origin/foundation of the respective education system/contents. BaKSAL was instituted as a faulty alternative to Democratic Capitalism. If models/ideas given by me were available then, Bangabandhu would have adopted them. (xv)

If AL adopts my models/ideas it will be best for the country and for them. People from other creeds will join them and most leftists will also accept as because religions teach just (, not equal,) distribution. Only those who take secularism/Marxism/atheism as their religion may not support. Religious minorities will be benefited most from my models/ideas. Since AL is the largest political party of most diverse people, their adoption (of my models/ideas) will face least/no resistance. After adoption, if they succeed to handle wisely/maturely/morally, will get the opportunity/responsibility to continue with popularity (, and there exists no problem in that). On the other hand if they fail, due to lack of knowledge/complicated socio-economic constraints/character, other political party/front will be supported (and vice versa). This way Islamization process will advance properly, insh’Allah. Therefore, other political/social groups should also declare their supports (for my models/ideas) with or without the endorsement of AL.

(xvi) Secularism is driving the mankind/world toward all-out chaos, environment pollution, and ultimate extinction. Its materialistic (“progressive”) nature is conducive for the diabolic muscle force to occupy decision-making positions (by suppressing/repressing the qualified/wise/matured ones). Materialistic/“progressive”/secular themselves and the mankind (by the Mercy and Grace of Allah SWT). Despite of obvious eventualities of secularism some leaders of the the Mulsim countries are still working like (some of the) dogs of their secular overlords—these idiots/criminals are repeatedly usurping/resisting Islamists by labeling them as fundamentalists (in the tones of European/Western materialists/atheists). We, the Muslims, must seek refuge in Allah’s Mercy so that we can avoid His possible wrath due to factionalism. The individuals (whether educated in Quawmi Madrasa, or Alia Madrasa, or Quom, or Madina, or elsewhere,) who promote factionalism can neither be ulama (/scholars) nor successors of the Prophet Muhammad (s.a.w.)—because they clearly violate the commandments in the Qur’an for unity (Q/3:103). In this connection we must remember the followings also: (i) Qur’an and Sunnah (of the Prophet Muhammad s.a.w.) are inseparable; (ii) Qur’an and Ahle Bait (, the household of the Prophet Muhammad s.a.w.,) are also inseparable (according to sahih hadith such as in Bukhari)—and they must be found out from both Shi’a and Sunni sects [for the purpose of unity of those who are (/must be) the “adherents” of Qur’an, Sunnah, and Ahle Bait only—along with others who integrate/harmonize/consort/confederate /make treaties/agreements with those “adherents” (/Muslim Ummah)]; (iii) there are good Muslims in every Islamic group—deviant 72 categories (out of 73) refer to the categorization on the Day of Judgement; (iv) according to sahih hadith (such as in Bukhari, Muslim, Abu Dawood etc.) the rightly guided Caliphs/Ameers/Imams are twelve and not 4/5 as identified by us (, the sunnies)—this matter must be reviewed to reconcile (/mutually reciprocate) with the Jafari Madhhaab [who have separately enlisted the names of twelve with only one (i.e. Ali r.) being common between Shi’a and Sunni]; (v) all the (~7) (sub-sectarian) Imams of Sunni schools of Islamic thoughts (such as Abu Hanifa, Malik, Hanbal, Shafi’i etc.) are directly/inderctly (among the) pupils of Imam Ja’far al Saadiq; and (vi) every Muslim is responsible for propagating complete Islam (/uniting Muslims).

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theories are incomplete/wrong/disastrous. Because rationales and abstract ideals are also inseparable parts of human nature (, even though these are not attributes of animals). That is: empiricals, rationales, and ideals are needed to be properly harnessed together to be in an expedient (/truly progressive) unison—by the Grace of Allah SWT, that has been accomplished in my The Republic Re-engineered38. (xvii) India and China will also be highly benefited by my models/ideas [especially from proposed (/concept of) confederation]. Aims and objectives of my works are not anything less than making the entire mankind winner (against the diabolic trends)—please cooperate with me. May Allah SWT extend His Mercy on me, on my close ones, and on those who help my genuine and sincere efforts (, and may He guide the entire mankind of our lifetime on earth). Eid Mubarak. -N. U. M. Akramul Kabir Khan, Associate Professor, CSE, Premier University, Chittagong, Bangladesh; [website: www.numakramulkabirkhan.zxq.net; email: [email protected]; Phone: 0155 434 7583;] Addendum (February 09, 2014): (xviii) Nothing can replace freedom—it is an innate want of everyone. For our liberation war (of 1971) the Bengali column(s) which is (are) deemed/disgraced as antiliberation force(s) should be re-considered for being delivered political justice (for our own sake). Because, they too advocated for transferring of power so that (the winner party) AL could form Government (in 1971). But as war broke out they took wrong decision and sided with the occupying forces because they believed: (i) Agortola Conspiracy Case to be true, (ii) we would loose independence to India, (iii) religion-based political parties would be banned and religions would gradually be obliterated by atheism/Marxism/ultra-materialism in the guise of secularism, etc. They failed to foresee the potential fact that if they had sided with AL/freedomfighters, independent Bangladesh could quickly/easily become an Islamic Republic. Also, the list of the main root causes included secularism. (xix) The occupying military force of Pakistan was the main column to be blamed for the atrocities/genocide in 1971. Here, some non-Bengali people were their faithful collaborators of the first rank. All other local collaborators (of the occupying force) were of lower ranks. If the military personnel (of the occupying forces) who were enlisted for committing war crimes had been judged for their crimes, the anger (, against the Bengali collaborators,) of our people would have been substantially reduced. But the phenomenon that have been recently watched from the “Gonojagorn Moncho” exhibited a picture as if all the heinous crimes were committed by the Bengali collaborators—here, even few-year old toddlers chanted for hanging the defendants (and media widely publicized such scenario)—do such toddlers understand/know who is culprit and who is innocent? Politicians are repeatedly using/exploiting the young generation (with incomplete knowledge) for their political 38

Some early versions of ‘Universal Morality and Modeling Progressive Education System’, ‘Socio-economic Justice and Modeling Growth-Distribution Effective Common Market’and ‘Importance of Sunnah’ had been completed in Norman, Oklahoma, USA. All other relevant works (i.e. parts of ‘The Republic Re-engineered’,) have been completed after my return to Bangladesh in mid-June, 1998.

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gains—society is not necessarily benefited from such crooked practices as because a segment of people becomes unfairly cornered. On the other hand, activists must not get carried away while protesting. The Bengali individuals who have been recently charged/sentenced for such (war-time) terrible crimes (of rape, murder, setting fire, looting, force conversion, persecution, etc.) had not been enlisted as war-criminals originally (when the complete list was made and the defendants were punished/being judged/acquitted/forgiven during the time of Bangabandhu: 1972-75)—prosecutors need to explain why they were not initially accused. Is it acceptable that some people are encouraged to dishonor court’s verdict? Besides, more severe second judgment (of the court) which coincided with the want of the “Gonojagorn Moncho” created speculations/doubts about the integrity of the court. Terrible crimes must not go unpunished—those who committed similar crimes in the disguise of freedom-fighters must also be judged. Maulana Dilwar Hussain Syedee has been accused/ convicted of committing crimes like raping women and converting non-Muslims to Muslims by force. Qur’an and Hadith clearly forbid use of force for reverting (“converting”) people to Islam. Those who attempt such criminal act are bigot/fanatic and usually aspire for reward in the hereafter from erroneous pre-conceived notion of self-righteousness. Such individuals usually try to stand as virtuous and do not rape women. The accusation has depicted Syedee as a total criminal—question remains why he was not accused initially (during 197275). (xx)

Terrible crimes such as grenade attack (of August 21, 2004?) [due to which the wife of the Late President Zillur Rahman(r.) died] must be handled separately (instead of arbitrary revenge).

(xxi) Individuals/groups who advance that the high educated people who incline to religion become bigot (dharmandho39), are actually taking the side of brute force as because the main difference between beasts and human is religion. Those who contend for secularism (in the guises of democratic capitalism, communism etc.) are actually anticipating for matured/wise/just conduct of people for making/implementing proper laws. Secularism can start from only a suitable point where society has acquired such wisdom/maturity nurtured by religion. [For example, if we get anything good in Universal Declaration of Human Rights, it is because of religion—if we get anything bad in that document, it is because of human confusion; even if such document had been produced to shun out bigotry of some people who claimed to be religious.] But then if we separate religion from the societal systems, the society will gradually crumble and social institutions will soon become inoperative/ unsuitable. As because socio-moral degradation will gradually magnify due to diversion of socio-psychological consciousness from socio-ideological 39

There are some so called (“progressive”) elites who use the word “dhormandho” to create a perception that religion makes people blind/ignorant. They augment this by adding that those who want to upheld religion(s) are actually living in the “fool’s heaven” (with an overtone to create an impression that they are backed up by external power). In fact these are small number of social criminals/con artists/cheaters who are (systematically) manipulating/confusing the majority against the value system of the majority. They must be exposed and shunned out (, because they are the root cause of the most of our educational/political/social troubles/evils). In fact, religion(s) have brought all the lights. Many religions have successfully organized lives and society—true religion does not make blind fanatics. Blind fanatics are not “dhormandho” even though some of them can be blinds in the name of religion (due to lack of true religious piety/knowledge)—such blindness/fanaticism is a secular (/anti-religious) phenomenon. Therefore, the word “dhormandho” is actually repeatedly used unfairly against sound religion. If the usage of this word is compared with the wrong usage of the word “falosrooti” one can easily find that the former is deliberately used to unfairly repress religions and the later is used by mistake.

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consciousness—un-natural laws such as legalization of homosexual marriage will be made. Mankind has been brought up to the present level of maturity by religion—religion will continuously be required for nurturing human character so that crimes remain under control and people do not become timid. Our deficiencies/corruptions are due to alienation of religion from educational/economic/legal/ political systems, abnormal circumstances etc. Man is vulnerable to give in diabolic ways and means without continuous remembrance of higher values in the eternal life hereafter. Such remembrance must be coupled together with the social frameworks so that no conflict can persist between the two, because all the aspects of our daily life together make up our nurturing/security process. If man becomes true slave of Allah SWT (God Almighty) only then s/he becomes free from all other types of slavery (including evil desires). (xxii) Secular democracy is a process of making laws out of whims: such a law can be moral, or amoral, or immoral—is a government of the people, for the people, and by the people with arbitrary desires (/secularism). Wherever secular democracy (, or democratic capitalism, or communism) has been experimented with some success, it is because of the fact that socio-ideological consciousness was religious. In contrast, moral democracy is a process of finding laws through religious prescription: such a law can never be immoral—is a government of the people, for the people, and by the people with religious guidance (for finding suitable religious law instead of making whimsical law by the mob whether the minorities/some are usurped or not). Every major religion organized life and society—their socio-moral principles are similar. In any domain, religion of the majority must coordinate all other religions properly so that freedom of all religions is ensured. In this regard, equality has the meaning like Newton’s second law of motion: F = ma, where ‘F’ and ‘ma’ are equal but have different appearance and presence. Even if no other domain follows, domain(s) of Islam must adopt moral democracy (such as my work number 7—even a wise non-Muslim will feel comfortable to promulgate it). Because, such an Islamic State will also benefit (instead of harming) other States even without Islam, and secular domains will be influenced for not making unnatural/immoral laws. In fact such an Islamic State will induce other religions to find out correct universal orders within (the external/objective principles of) their religions by shunning out extraneous interpretations (and vice versa). This way all religions will eventually join in an orchestrated march and underlying lumped conscience (for peace/success) of the communities will eradicate communal antagonism—without installation of religion in the educational, economic, legal, political systems, etc. such conscience can not be built. Consorted march of religions and minimization of communal antagonism is not possible by adopting the ambiguous40 concept: Religion is belonged to each, and State is belonged to all (“dharma zar zar rastro sovar”). In fact, Religion is inseparable from the people, the owners of the State—therefore, State and Religion are inseparable from each other. Hence, religion must be installed correctly/completely. On the other hand, accorded progression of religions can/will promote communal fraternity when communities will compete among each other for outdoing bona fide deeds. Such accord is a must (in any State) among different creeds/views/ideologies—but religious groups can outperform all other groups as because religion occupies deep-seated place in human aspirations. The faith (of internal/subjective principles) about the salvation in the hereafter can remain separately intact for each religion within the scheme of freedom of religions (in a 40

If the state is areligious/anti-religious and the people follow their respective religions then there will always be conflicts between the state and the people. Therefore, meaning of such a creed can not mean anything less than the protection and nurturing of all the relevant religions. That is a concrete demand for (politically) institutionalizing relevant religions—expediency and democracy demands the coordinating roles played by the religion of the majority. Likewise, the creed “dharma zar zar ootsob sobar” should mean religious freedom (for all) augmented by due security for observing respective religious rites/festivals—such a creed must not anticipate/insist for mixing up religions (; instead, we should make a list of common principles, especially socio-moral, of religious teachings from all the relevant religions).

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society of all communities—sob somprodai, instead of osomprodai). There exists no other way for optimizing personal, family, regional, and global peace—please evaluate my ideas/model(s). (xxiii) Some people assert that through secularism they will establish a non-communal (“osomprodayeek”41) society of religious freedom by ensuring individual’s firm religious faith (as well) and equality of all religions. They add that ‘religion is for everyone and the State is for all’ (“dharma zar zar rastro sobar”) for emphasizing the need for separating religion and State. They actually do not know what they really mean. Democracy and secularism together can not bring all religions in any domain to equality because such a phenomenon (/secular democracy) is actually a rule by the majority (/mob rule)—in that situation equality would mean bringing down every religion to ground zero so that no separate community can exist. Those who preach that there must be no law against Qur’an and Sunnah (of the Prophet Muhammad s.a.w.), and simultaneously advocate for secularism are actually playing with words instead of publicly accepting the fact that the creeds for secularism are wrong and incompatible with human nature. Indeed, Qur’an and Sunnah are the essential standards of a Moral Democracy in which Islam is the religion of the majority (which guarantees due reciprocation of other religions for taking their own side: not dhormo niropekkho, but dhormo sopokkho; Qur’an-109:1-6). On the other hand, those who commit infidelity by supporting secularism so that the path/chance for undermining/eliminating religion may remain open will be accountable on the Day of Judgment—whoever does not want to be a party/victim of the devil’s empire must engage his/her abilities to shun out such trend. Those who believe in religion must also believe that religion protects everyone (including those who identify themselves as atheists)—otherwise, faith can not be justified. Because, religion is from Allah SWT (God Almighty), Who is the provider of life, belongings, sustenance, dignity, and free-will (of everyone). If they agree to replace religion with secularism, will be the party of those who want to deceive/mislead people for establishing reign of Shaitan on this earth—and Shaitan is the devout enemy42 of human who is persistent to use subtle tricks for confusing us to be into troubles. Religion includes all the useful features of secularism excluding all drawbacks— secularism requires religions to imbue good qualities because religions teach what is right and what is wrong (but secularism does not, because it has no set of standards of its own). If all the communities/people are properly engaged/organized together, unsuitable/unjust interpretations within religion will be avoided—life, belongings, dignity, liberty, earnings, and pursuits of happiness/serenity of the people will be secured/nurtured. This way only a State can truly be successful.

41

They should (instead) use the word “samprodayeekotamookta” (communalism-free)—because “osomprodayeek” could/can mean obliteration of every/all religion/religions. There are some who advance that “(my) enemy’s enemy is (my) friend”. This is actually is an amoral/immoral pragmatic/political creed on the basis of the (un-Islamic) creed: “End justifies the means”. If such practice increases then the society will also advance (in the same pace) toward a horrible eventuality of all out chaos—because an immoral/bad person has no true friend at all. Plato pointed out that: (i) a bad person has two types of enemies: bad people (because theyare unfairly arrogant/greedy), and the good people; and (ii) on the other hand, a good person has only one type of enemy: bad people. Some people assert that morality can be inculcated (areligiously) through culture—by culture they mostly mean (un/anti-Islamic) songs, music, and dance. But fine arts are just a small fragment of culture and frequently deviates from decent norms of culture (which is inwardly belonged to religion). Morality must be instilled through every possible way: education, politics, economics, festivals, observances, arts, religious exercises, social works, ceremonies, governments policies etc. Ego of the secularists/atheists/corrupts persists to oppose morality/religion based social institutions even though some of them realize that their way is driving the civilization toward eventual extinction—they just want the immediate indulgence/domination (because of their sick/ill/adamant mind/bone-headedness). 42

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(xxiv) Recently media got carried away in proliferating Allama Ahmad Shafi’s some controversial/unacceptable statements. Even though the publicized contents are excerpts from his preaching in the past it seems like those statements did not face any criticism during and immediately after the delivery in public gathering. Perhaps, if Hefajot-E-Islam has not recently protested against some anti-Islamic matters, such statements would have never been condemned—at least not in such an imprudent/vigorous way. Contrary to the propaganda through BTV and some others TV channels etc., he did not say that saliva secrets in the mouth of men when they see women. He said that when someone sees tamarind saliva comes in the mouth, and separately said that when someone sees opposite gender s/he usually gets fantasized/attracted to the other side. The phrase “tetooler moto” had been (unthoughtfully/figuratively/metaphorically/allegorically) used (by him, a very old man) as disjoint without linking any sentence which would mean saliva comes in the mouth of men when they see women. He wanted to uphold the fact of sexual instinct43 which is a crucial property instilled by the Creator for the continuation of species. He wanted to advance that this instinct in human must be governed by religious prescriptions so that problems related to sexual promiscuity, flirting, pervertness, permissiveness do not become rampant. He advised (in some context?) primary education only (for women) and for staying within the precincts of household (by considering prevailing environment). It is very apparent that he delivered wrong messages regarding educating women and their coming out of the household precincts. Misgivings/misunderstandings magnified as because he was not sophisticated, precise, and concise in his speech. He has not been seen to have expounded the following facts: (i) like chastity, education (for every man and woman) is compulsory (fard) in Islam; (ii) women even participated in holy wars during the time of the Prophet Muhammad (s.a.w.); (iii) Ayesha (r.a.) (, wife of the Prophet s.a.w.,) even led an Army (in the Battle of Camel); (iv) Islam accommodates necessities; etc.. Umar (r. a.) stopped coming of women to mosque (for praying in congregation) due to advent of unfavorable environment. But joining congregation is optional for women—they can complete required/extra prayers alone in privacy, even Friday’s 43

In the matter of love duty must supercede lust/union. True love can not allow irresponsibility of any kind to any other one. Love is universally sacred/pure/solemn good feeling for other(s)—mother, sister, daughter, wife, father, brother, son, friend, etc. If such feeling develops between two suitable persons (of opposite gender) only then organic/socioeconomic planning should augment the love to become married together.Otherwise, love must not be defiled. Conjugal peace is possible with sincerity, honesty, dutifulness etc. by following morality—besides, organic/socio-economic satisfaction/flourishing is physical/physiological/societal matter and it is not essential that such satisfaction/flourishing is possible only with the (purely) loved one. In fact, pure feelings (of love) and organic fantasy/attraction are two different things which may coincide in highly scarce occasions and appearance of mutual such feelings as well as attraction/fantasy (between two indivual of opposite genders) is extremely infrequent. Thus, if an unrelated bachelor likes an unrelated maiden (and vice versa), first of all he must verify whether it is organic or pure feeling—pure feelings are rare and are usually one-sided [as because a co-incidence of two such reciprocal rare (pure) feelings (between two rarely suitable opposite genders) are even highly more rare]. On the other hand, moral practice at every point is the part of Jihad which is much larger than (required) armed struggle for ultimate sacrifice for upholding morality—unless a person is morally sound s/he is not truly ready for becoming a martyr even though s/he may die erroneously out of hatred, arrogance, ego, accident, aggression, greed etc. Practice of morality is a life-long Jihad and martyrdom is the lofty emancipation/end/success from/of (that) jihad/life. Armed struggle must be done/designed correctly so that one’s continuity of accumulation of rewards (from performing good deeds) is not intended to stop due to the end of this life—it must follow the guidelines of Islamic Sha’ria. Human is innately good/moral unless an individual is out of order. I think this is a pervasive belief emanates from the essential human quality of morality. From my own intuition I can say that I can recall no first meeting with any individual in which I believed s/he disliked me instantly—even though my postion might have changed afterwards from the counterpart’s subsequent expressions/actions. This process advances in the sequence of like/dislike, kind/unkind, and love/hate—every such position is taken by moral decision. An individual with moral disorder only (, due to inappropriate nurturing,) can take wrong position.

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first afternoon (Jumu’a) prayer. Many of our predecessors/contemporaries committed similar mistakes (like Allama Ahmad Shafi) since the entry of western education and lifestyle. Abul Kasem Nanootabi (r.) and Sir Syed Ahmad (r.) took different paths for coping with the situation. Ulema should come to an Ijma on a set of consolidated guidelines about these matters. However, the critics of Allama Ahmad Shafi should have also suggested the Islamic measures for improving the environment to secure women’s rights for education and employment without jeopardizing chastity and dignity [—because, this is compulsory (fard) for Muslims]. Secularism (“progressive” socio-psychosocial scruples/confusion) does not have any limit/standard about these matters—even homosexual marriage is allowed (worse than animality: …asfala saafeeleen, Qur’an-95:5). Even though criticism is allowed, insult/distortion is not. Those who ridiculed Allama Ahmad Shafi as “tetool hoojoor” insulted him. Nothing had been seen to blame that Allama Ahmad Shafi taunted women by saying that saliva secrets in the mouth of men when they see women. My ideas/models which have accommodated relevant features should be thoroughly examined. Even if an “atheist” suggests any dressing/segregation limit/standard regarding these matters it would be of religious origin—because secularism has no standard: it can even allow people to walk nude in public, or one’s husband committing adultery (jina) with another’s wife. Even if it is argued that secularism does have standard, the measures/standards/features/limits adopted for these matters must conform to Islamic prescriptions (with freedom of religions)—because majority of our people have consented for to be Muslims (/are adherents of Islam). (xxv) What is prevailing in our country is democratic fascism in the guise of democracy—no matter which group ruled so far. Here, Head of the Government, Leader of the Parliament, and Chief of the ruling party is the same person. Besides, no M. P. can vote against the party in the Parliament. Thus, decision of the few top leaders are implemented through an iconic figure. Such iconic figure is deemed required for guiding the matters in appropriate ways. The concept of BaKSAL was adopted for somewhat similar reasons. This is because secular democracy (without moral guidance) can stray. But no type of totalitarian system is suitable for ensuring freedom of people appropriately, and morality requires religion for accuracy/completeness. If moral democracy is adopted people will not become such powerless means (instead of ends)—now the Government becomes owner of the State instead of server of the people (, but people should be the actual owner of the State). Both AL and BNP should nationally announce to examine my works (specially by the experts of education system, political system, economic system, philosophy, religions, law, global peace, architecture, industrialization, engineering, agriculture, aquaculture, city/regional planning, infrastructure development, power development, mathematics, social engineering, etc.). While first round election will determine the formation of the lower house, second/multiple round election may be required (among the top candidates who received more than fifty percent votes of those who voted, at least in some constituencies) for determining the membership of the upper house by the votes of more than half of those who are voting. My models/ideas accommodated the facts: (i) Even Prophet Muhammad (s.a.w) was required to consult with his companions (Qur’an-3:159), (ii) Madina Charter secured the rights of all existing religions (under the leadership of the Prophet s.a.w.), (iii) during the time of Prophet Muhammad (s.a.w.) complete Islamic phenomenon involved revelation (wahi), Prophet (s.a.w.), and the companions of the Prophets (s.a.w.), (iv) now complete Islamic phenomenon must include Qur’an, Hadith, and all Muslims, (iv) believers must enter into Islam completely (Qur’an-2:208), etc. (xxvi) Any/each segment of freedom fighters must remember that almost all our people are religious, and no such segment can assume a position to represent the view of the entire freedom struggle by ignoring this fact and the views of the other freedom fighters (such as Late President Zia-ur-Rahman).

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(xxvii) The event of Bangabhanga (1905) and birth of Muslim League (1906) should be deemed as the precursor/genesis of Independent Bangladesh. In 1971, we have separated because of imposed war. We are Bangladeshi Bangalees, Tribes, and others: Muslims, Hindus, Buddhists, Christians, and others. (xxviii) AL and BNP must succeed to resolve their differences to recognize the respective political/leadership heights of Late President Bangabandhu Sheikh Mujibur Rahman (r.) and Late President Zia-ur-Rahman (r.). Considerations could be given to confer on them the titles of Architect and Constructor (/Builder) (of Bangladesh) respectively. If insisted and Islamic jurists come to an Ijmah, the question of Father of Nation can be resolved by referendum. (xxix) Jamaat-E-Islami Bangladesh seems to be getting used to committing major wrongdoings/mistakes. Recently they have exhibited gross insincerity44 as well as big political mistakes by not promoting my works45. Did they think that my works are overwhelming and if promoted there will not be much left of their own (in current contexts)? But those who strife for justice are belonged to each other, both inwardly and outwardly—because justice is not matter of personal belief only. My works contains nothing significantly un-Islamic. Besides, necessary revision can be made for completion/correction. Other relevant individuals/groups /institutions who profess Islam but do not employ their abilities to support/disseminate/promote my works are neglecting some of their moral duties. Even people of other religions will feel obligated (, if they explore my works thoroughly,) to support my related contentions/proposals. If Jamaat-E-Islami fails to unite all the Islamic groups how are they going to minimize the antagonism between the “members of their house” and other Islamists (about the temporal matters related to greed for materials and power)?

44

It is very apparent that the leadership of the Jamaat-E-Islami Bangladesh is very reluctant to even proclaim Bangladesh as an Islamic Republic (and much less to talk about Islamic khilafah). This is, perhaps, because they do not want to make the monarchs of the gulf countries angry. The fact is, Islamic Republics and Islamic Khilafah will/must be blessings for everyone—in particular for the gulf Arab countries. For instance, according to some estimates the ruling family of a gulf country owns an amount of wealth which equivalent to fifty years’ government budget of Bangladesh—this amount is so large that the (American) family which has the second place in the world ranking owns only about one-tenth of that ruling family. If this wealth is accumulated in the outside of Muslim World, then it is very likely that they will loose this wealth. But if the Khilafah is established then such resourceful Muslim countries will easily be able to build up a huge fund for distributing as non-usurious time-trading loans (to benefit the Muslim World) such as the models included in my (this) work. But before Khilafah is established gulf countries must take initiatives to resolve Shi’a-Sunni discords. 45 For example: I requested the authority of one of the Islamic universities to arrange seminar(s) on my works. For this purpose I had made repeated circuits among the topmost three (relevant) officials (, say: the highest official = X, middle official = Y, and the third official = Z). At one point X said to me that he will be present in the seminar at any day fixed by Y (and I informed that to Y). Y sent me to Z who at one point told me that if he fixes a date for the seminar, Y cancels it—in this way long time passed. At one point, Y told me to negatively criticize (in that to be held seminar) a specific political party for some of their wrongdoings/shortcomings—I repeatedly mentioned that my works are meant to correct/benefit everyone and specially the Islamists. Once, I informed them (=Y) that I should not be made to run behind them in such a manner as if I am trying to get a million taka loan from them—I also expressed to them (=Z) that even though they can get away dealing with me in such (a frustrating) way, they will not be able to get away from the Justice of Allah SWT. At one point I proposed to one of my relatives (who is a younger adherent of them and a rural neighbor of Y) to arrange for seminar(s) (on my works) in their rural region or within their village/para—he declined (with the meaning that Ys would not have done/supported that either).

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(xxx) For many years my works are available in my website. Mass media seriously failed to be morally/professionally sound about propagating my works—I repeatedly contacted most of the major newspapers of Dhaka and Chittagong. How many single individuals in the human history have put out such amount of creative ideas/models? No idea is worthless—every idea induces more ideas and this way society progresses. If my ideas are implemented/promoted properly our country will quickly be at the leading edge, inshaAllah—this claim must fairly be debated out. But journalists are seemed to be serving the purposes of such a group/gang or other who are more involved in the infringement of the national interests/integrity. What are the remedies of such ill journalism (/dhandha)? (xxxi) Modern Islamic great thinkers/leaders such as Bediuzzaman Said Nursi Hayati (r., 1877-1960), Ayatollah Ruhollah Khomeini (r., 1902-1989), Abul A’la Maududi (r., 1903-1979)46, Hassan al-Banna (r., 1906-1949), Sayyid Qutb (r., 1906-1966), and many others have contributed tremendously for advancement of Islam. Past struggles of every Islamic organization/institution/individual made it possible for producing my works. My contributions are smaller compare to many of them. But by the Grace of Allah (SWT), my creative works are crucially required compositions (suitable for this century) which have not been done by any of them. Some of 46

Those who (want to/) ask me to make comment(s) about the works (/ideology) of Abul A’la Maududi (r.) (to find out if I follow him or not) I want to put forward following questions to them (to find the answers for themselves/me): (i) Do they themselves strictly (/clearly) adhere to (/understand) the philosophy of Abul A’la Maududi?, (ii) How much differences/deviations/extentions my works/roles have accommodated in comparison to the works/roles of the above mentioned several Islamic thinkers?, (iii) Has my The Republic Re-engineered accommodated any un/anti-Islamic feature?, (iv) Does my The Republic Re-engineered contain any content which could have been opposed by any of these great Muslims?, and (v) Could they have any reason to not to follow my The Republic Re-engineered (in our post-modern contexts)? I am routinely/regularly in contact with the Jammat-E-Islami Bangladesh [since I first put out my base design (MSS) of this mammoth work in August, 1995]. But they (so far) have done almost nothing to promote/publish/protect/implement my (these extremely impotant and viable) works (of Islamic/human interests). It is usually easier for a group to promote/hurt such works of an individual (and not the other way around). Those who claim to be (true) servants of Islam must support/promote/publicize any Islamic work without any precondition. Roles of Jamaat-E-Islami Bangladesh (with other Bangladeshi Muslims) are seemed to be somewhat similar to that of the dominant/military regimes of Pakistan (who mostly represented West Pakistanies) with the people of (then) East Pakistan. Pakistani dominant/military regimes acted in (some) ways as if they have assumed the dealership of Muslimhood/Statehood in Pakistan and since East Pakistan is surrounded by India [and Bangalee Muslims are intimidated/looked down by the superiority complex of the elites (“dada bhai”) of the West Bengal] we had no choice but to remain as subservient to the West Pakistani military/dominant regimes/groups. Similarly, Jamaat-E-Islami Bangladesh (, being the largest Islamic group here,) seems to have assumed the position of the sole agent of Islam (in Bangladesh) and thought that since the majority of the Bangladeshies are misled by the undemocratic manipulation of the tiny group of secularists/atheists and are unaware about the true objectives/end-results of secularism, the concerned/aware Bangladeshi Muslims have no choice but to be (fairly/unfairly) subservient to the hierarchy profile structured within the Jamaat-E-Islami Bangladesh. The facts are: (i) Jamaat-EIslami Bangladesh have miserably failed to unite all the Islamists in Bangladesh; (ii) if hierarchy structure is not dissolved (or suitably revised) such unity is neither attainable nor sustainable; (iii) Islam must be the topmost priority instead of party-interests; (iv) promotion of works such as my The Republic Re-engineered can easily be deemed to be highly Islamic and helpful for the party; (v) questions, therefore, arise: (a) if the high ranking intellectuals (of Jamaat-E-Islami Bangladesh) are spiritually void and un-piously jealous/bottle-neck against the works of others? and (b) if such hierarchy system (, which is somewhat like the birth identity in Judaism/Hinduism,) is Islamic enough and conducive for attaining true Islamic Republic? (vi) people do their works (: either humane/Islamic or inhumane/un-Islamic,) and Allah SWT does His—He is never unjust and His mercy exceeds His justice; and (vii) in human history, fastest pace not always finished (/has finished) the race first and successes came (/have come) for all different (apparent) strengths.

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what our great younger/contemporary brother (in Islam) Dr. Zakir Abdul Karim Naik (1965-, and many other scholars/thinkers of Islam and other religions) has (/have) been preaching in the recent years (such as cooperation/coordination among religions), I started producing systematic similar crucial ideas/models with outlines/configurations much earlier (since 1987, and completed several years ago, alhamduLillah). (xxxii) Hefazot-E-Islam should endorse my works. Because, Quaomi Madrasa System’s independence has been safeguarded in my models—existing syllabus has not been reduced at all, and the curriculum has been enhanced to be equivalent to the respective programs of the consolidated education system. If necessary any person can be allowed to enroll in any course (except the courses of regular programs) without compromising the degree conferring requirements. (xxxiii) Tableeg Jamaat should support my works—in my related models, requirement of tableeg internship for the highest level of university program of Mujtahid will greatly enrich tableeg activities. (xxxiv) Madrasa based non-political/social organizations such as Hefazot-E-Islam, Ahle Sunnah wal Jamaa’h, etc. should get united and/or come forward to explore/disseminate/promote my works and to put out their own views regarding the ideas/models and related ramifications. If Egypt can be labeled as the land of Fir-aoon, Arab of Abu Jahel/Abu Lahab/Yazeed, etc., then can Bangla be similarly labeled as the land of Meer Jafor/Jogot Shet?—they should try to answer this. They should advise the politicians that friendly countries and development partners can be persuaded for their cooperation in implementing my ideas/models. Besides, politicians should stop allowing concession against our sovereignty for their own power. (xxxv) I have proposed higher remuneration for some categories: (1) Teachers, (2) Military, (3) Police, (4) Judges, (5)Imams & Journalists, (6) Physicians & Surgeons, (7) Architects and Hardware/Software Engineers, (8) Chartered Accountants, (9) Lawyers, (10) Mathematicians, (11) Physical Scientists & Life Scientists, and (12) BCS cadre. Government should thoroughly examine/acknowledge/implement my relevant works (#2). (xxxvi) The Shapla Chattar (Lily Circle, Motijheel, Dhaka City) incident of May 05-06 (2013) requires thorough clarification—the Government must exhibit the audio-visual film of the full operation time of police/combined force (in the night between May 05 and May 06, 2013) by which supporters of the Hefazot-E-Islam were pushed out from there. Again, it was very apparent that secularism is the main cause of that very unpleasant incident. Many questions have remained to be answered: (i) Was the operation pre-meditated (at least within a limited circle of anti-Islamic individuals) for which those ulema and their supporters were allowed/manipulated to be trapped there? (ii) If Hefazot-E-Islam had plan (/were part of a plan) to overthrow the Government how the Government failed to foresee that before letting them enter there? (iii) Why Allama Ahmad Shafi was stopped from coming to the Shapla Chattar (where he was supposed to deliver a speech) for whom the ulema and their supporters were waiting (before dispersing away on their own)? (iv)Could not the Government bring Allama Ahmad Shafi there for delivering his speech so that the gathering dissolved on their own afterwards? (v) If no casualties took place (/no unacceptable brute forces were used) how an operation of only “ten minutes” period pushed out around a million (/several lakhs of) people from the Shapla Chattar? (vi)Why electricity was cut off during that time? (vii) Could the Government not guarantee the supply of electricity at the Shapla Chattar during that night? (viii) Did government shut down some particular TV

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channels during that night? (ix) Is it believable that ulema/Muslims would burn Qur’an intentionally?—in fact, they were protesting against those who are against Qur’an (/religions). (x) Did the enemy of Islam/religion manipulate the matters for smashing Hefazot-E-Islam? (x) It was heard that supporters of some other groups (such as Jamaat, Shibir, BNP, etc.) left the Shapla Chattar before the operation—did they anticipate the operation? (xi) How they failed to help Allama Ahmad Shafi to reach the Shapla Chattar or to advise him for announcing dissolution of gathering? (xxxvii) AL/Mohajote claims protecting democracy and constitution because both are to secure the interests of the people (, the owners of the State). But can any group claim that they have protected democracy while more than half of the populations have been kept out of the national poll? Could they not agree with BNP/18-party Alliance about the caretaker government even by taking an extra step (for the sake of national solidarity)? If ruling party takes constructive initiatives solution of such problems becomes easier, even if there exist shortcomings in the roles of the other side. It was clear that everything in the existing Constitution was not acceptable to the other side. Could the ruling party not bring suitable amendment(s) and thus guarantee the constitutional transfer of power—if not in the parliament, could it not been done/resolved by referendum? The way the matter has progressed was it the best solution? Why the both sides fail to promote my works as these deserved (with potential to minimize such antagonism)? (xxxviii) India/Indians had/has/have been deemed (by the common people) to be linked with many unpleasant incidents in our country especially since the creation of Pakistan (in 1947). In the recent years there has been wide-spread speculations about their involvement in BDR mutiny, anti-Islamic resurgence, share market manipulation, Shapla Chattar smashing of Hefazot-E-Islam (May 05-06, 2013), some other Police/RAB/combined force operations, etc. Whether such speculations are reasonable or not, these are very unfortunate. Some how there had/have been mutual failure which had/has caused the advent of such trend. If India supports promotion of my ideas/models in the SAARC forum (etc.) such trend will disappear, and India/Indians also will be directly/indirectly benefited in many ways. If my proposed confederation (CIMIC) becomes a reality, India will be benefited tremendously—even if India does not take initiatives to form a parallel confederation of Hindu World. If India becomes an Allied Member of the CIMIC, then as a country of one of the four largest Muslim populations her benefits will become much more. (xxxix) All the political parties, social groups, religious communities should take effective initiatives for exploring/disseminating/promoting my works. My ideas/models can be implemented without a single drop of bloodshed—we need to emancipate ourselves from the existing vicious cycles of evil politics. I wanted/want AL to reform for accommodating my works for Islamic/religious (and not secular) reasons because: (i) they are the largest and most diverse political party, (ii) most of their supporters too are religious and are not aware of the consequences/ramifications/destination of secularism; (iii) if they take initiatives to promote my works there will be least resistance from the anti-religious individuals/groups, (iv) extreme antagonism will disappear, (v) there will appear well balanced political popularity among different fronts, etc. If they had accepted my gesture, there would not be so much political turmoil and bloodshed. Their leadership needs to find out (/correct) the causes of their failure in recognizing the potential vitalities and viabilities of my works. BNP could have also promoted my works alone for much better political ramifications.

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(xl)

Specialists/experts of science, arts, technology etc. should not necessarily be ranked as the best people—however, everyone’s contribution/sacrifice must be recognized properly. Those should be regarded as the best whoever have developed their spiritual, rational, and empirical abilities/qualities in well-balanced form and are judicious/matured enough to morally guide the society for the whole success. My ideas/models on education system have included features/programs for nurturing such individuals—all my relevant works are interlaced so that societal institutions supplement/exhort each other for continuously developing harmony among individuals/communities/groups. If this world is going be a success story, it will only be because Allah SWT has repeatedly sent Guidance.

(xli)

Religious scholars need to come up together to an Ijmah whether we should avoid labeling the dead people as martyr (shahid), marhoom (rahmat prapto), etc. They can/should promulgate the names of those who had been clearly identified (by names) in these categories and related criteria mentioned in the Qur’an and Sunnah of the Prophet Muhammad (s.a.w.).

(xlii) The slogan ‘joi Bangla47’ is deemed to have genesis in the Hindu temple: such as “joi Narayan”, “joi Shivoshambhoo”, etc. Is the word ‘joi’ synonymous to ‘zindabad’? Is the meaning of the phrase ‘joi Bangla’ acceptable Islamically? Even if yes, will it not be better to replace this slogan with something else with which 47

Whenever we chant “joi Bangla” (/victory of Bengal) it implies porajoi (defeat) of some other nation(s)/group(s)—it carries narrow nationalistic/antagonistic sentiment (in which everyone is not accommodated/re-conciled as a winner) and carries negative sentiment of conflict/devastation. But if we chant “Bangladesh Zindabad” (long live Bangladesh) it implies no immediate death to any state/group—everyone can be allowed (by the sentiment it carries) to live long thus by (commendably) assuring/requiring peaceful co-existence. In fact, true religion accommodates even the atheists. The word joi/jai had/has been (appropriately) used by the temple to mean victory/endurance of virtuous force over evil force(s). In our relevant contexts “joi Bangla” is not a suitable/great slogan—even in India, people use the word Zindabad in many similar contexts. Therefore, the proponents of “joi Bangla” can neither label their opponents as communals nor they can claim themselves to be neutral. In fact, such proponents create antagonism/discords/mistrust among communities—out of the greatness of their hearts they should acknowledge their errors and accept the correct way (for promoting harmony among the communities). In our country, Muslims do not oppose many practices/rites which had/has originated in other religious/cultural history as because those do not deliver immoral/inappropriate sentiment. For example, “Gaye Halood” (turmeric function) is celebrated (as a part of wedding ceremony) by the Muslims too even though it had started from wedding ceremony of (Hindu god and goddess) Shiva and Parvati/Sati—all true teachings of every religion are belonged to each other, at least inwardly [, and likewise, all true cultural observances (from every community) are also inwardly belonged to each other—because true cultural activities are belonged to religion and as well as to humanity, both inwardly and outwardly]. Yes, some Muslims label this ritual as mehedi function as because use of mehedi (henna) is a sunnah of Prophet Muhammad (s.a.w.)—such a modification must not be labeled as communal either. In fact, in every country culture of the religious majority must be promoted properly with appropriate accommodations for the cultures of the other communities. In official observances, culture of the majority group must neither be repressed nor the relevant claimants/advocates (from the religious majority) be labeled as communal (samprodayeek) persons. Even if jai/joi in Hindi meant long live, joi in Bangla means victory. If jai/joi in Hindi means victory then slogans such as “Jai/Joi Hind” is equaly wrong—wrong is wrong no matter which people introduces it (and if wrong is done by a stronger people then it can cause larger damage/confusion/anxiety). Even if Indians/Hindus/“secularists”/atheists argue that such a slogan (, whatever its meaning may be,) is correct as because temple used/uses it. Then there can be no reason why the religious majority of Bangladesh (, the Muslims,) can not feel uncomfortable with it. It should be noted that the phrase “Joi/jai Hind” introduced/used by Ayyappan Raman Pillai (born: 1880)/Chempaka Raman Pillai (born:1891)/Subash Bose (“Netajee”/born: 1897) was either erroneous too or can at best be

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the religious majority will feel more comfortable? Of course, if the religious minorities want to chant ‘joi Bangla’ they must be allowed to do so. Similarly, rituals such as bare-footed walk, exaggeration in the practice of wasting flowers on elevated alter/platform /pulpit/ground/grave (or to welcome people), use of candles, image, un-Islamic dance/music/songs, etc. should be revised. If some of these matters are Islamically acceptable then ulema should clearly expound that to the people. This way inter-communal trust will be elevated through freedom and spontaneity. Besides, more and more lands are allocated for flower cultivation which could otherwise be used for economic activities related to basic needs. We can properly observe/celebrate every event/festival/national day (even with more enthusiasm). (xliii) Secret programs/policies of any State against other State are the main causes of mistrust. The SAARC countries should sincerely agree to stop such programs— otherwise perpetual uncertainty will hinder mutually conducive relationship. Every country should exhibit their honesty about these matters so that people stop negative speculations about their neighboring countries. (xliv) My works are meant for solving the paramount problems of Bangladesh/Muslim Ummah/Mankind. It will take (an equivalent amount of) tens of Doctoral Dissertations and thousands of pages to exhaust discussions on all the relevant theoretical/analytical aspects/corollaries of my ideas/models—such tasks can not be completed by any single person. I have criticized/approached many on related matters. Do they have the courage to honestly/sincerely study/disseminate/promote my works and will they advance suggestions for essential/necessary/commendable corrections/completions? Or, do they want to be narrow minded and pretend as if they have not known anything about my works (and thus neglect social/moral duties)? Also, if any one wants to know about my beliefs/aspirations s/he can study my works thoroughly—there will remain nothing significantly unclear (about my relevant aims). My works may also be extrapolated/interpolated for understanding my views about the issues which I have not expounded explicitly. If government or any group wants to discuss about my works with me they should first consider the height of my works for determining discussion level—discussion at lower levels may not make deserved progress, especially by those who have not explored my works thoroughly. However, any group/institution can arrange for seminars at open forums (or can propose to publish my works) for wide publicity. -N. U. M. Akramul Kabir Khan, Associate Professor, CSE, Premier University, Chittagong, Bangladesh; [website: www.numakramulkabirkhan.zxq.net; email: [email protected]; Phone: 0155 434 7583;]

deemed to be suitable for a specific context/period of history [and similar arguments can also be made about our national poet Kazi Nazrul Islam (born: 1899)]. Those who advance that the opponents of “joi bangla” slogan do not believe in the spirit of freedom/independence do they claim that independence/freedom movement (communally) started from the temple?—they are wrong because freedom/independence movement started to eradicate imposed injustice on us. Bangali Muslims initiated/supported it because Islam teaches to resist injustice. Every religion teaches to advance justice—consorted struggle (by all the relevant communities) against injustice is essential/necessary/commendable. This is why harmony among the communities is a pre-requisite for the attainment/endurance of peace/freedom/independence—and for this purpose all the relevant religions must be properly harnessed/accommodated together under the coordination of the religion of the majority.

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Before closing this Preface, I would like to add the followings: (k) The concern authorities should accept (, at least in principle,) my (this) work for implementation, and should initially provide me enough money so that I get (, after taxes etc.,) at least an equivalent amount of one crore of Kuwaitee Deenar48 (, ~over twenty five million U. S. dollars,) for my efforts of around twenty seven years. No one so far has provided me any amount in any kind. The sophists/secularists/atheists (, the fuzzy minded one-worlders,) may resist my works because: (i) it will go against their ego/corrupt-desires, and (ii) it will go against the ego/greeds of their overlords. Some of them may even behave like mad dogs (to repel my works) because false/weak/corrupt theories of ultra materialism/secularism have been exposed/reformed/replaced (in my works) in the following ways: (i) my comprehensive models/plans/ideas for replacing existing civilization have integrated religious features/cultures; (ii) my models/plans/ideas for replacing/reforming the existing education system has interlaced religions; (iii) my models/plans/ideas for replacing/reforming political system has mutually intertwined the freedom (= privileges + responsibilities) and religions; (iv) my models/plans/ideas for replacing/reforming economic system has included religion based financing and other features to eradicate unfair continuous pumping of wealth from the poor to the capitalists; (v) my The Republic Re-engineered is a complete road-map which has thoroughly embraced religions to continuously optimize an integrated phenomenon for essential/necessary/commendable restoration/protection /development of all the basic structures/features of education, politics, social units, agriculture, communications, industries, commerce, services, utilities, fresh-water, health care, physical fitness, environment/ecosystem, sports, recreation, cultures; etc. It will not be impossible to come up with a better integrated whole. However, two things must be remembered while considering an alternate “road-map”: (i) Is it really better? and (ii) If yes, it is because of my The Republic Re-engineered (, alhamduLillah)—such a complete (human) work never existed before. (l) If properly decided, a referendum can be held for ‘State Father’ (of Bangladesh), instead of ‘National Father’—this will be a better decision. (m)

The income tax rate proposed (by me inside) can be implemented gradually by starting from half of the proposed rate. Thus a taxpayer whose income is equal to the per capita income will pay [(1/2)=] 0.5% of the total income, the one with 1.5 times of the per capita income will pay [(1.5/2)=] 0.75% of the total income, the one with 10 times of the per capita income will pay 5% of the total income, and so on; and everyone equal to or above 98 times of the per capita income will pay 49% of the total income.

(n) For Marx and Engels (, according to their Dialectic Materialism,) change was inherent in the nature of the material world alone. In other words, material world itself is transcendent and independent of mind and spirit. To understand a society or culture, therefore, it is crucial to understand its economic conditions. This way Marxists replaced Allah, the Absolute, the Eternal, the Omniscient, the Omnipotent with their god, the material world, on which depends (as they claim) the mental 48

At this stage I unilaterally advance this so that my works are properly evaluated without further delay. If any individual/group contends that I demanded too much money, I like to cordially challenge them to participate in an open forum discussion/debate (of large gathering) in which will also be present a good number of competent/suitable intellectuals/scholars who have thoroughly studied and understood my relevant works.

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and spiritual process. This is the underlying idea for Secularism which means indifferent (or exclusion i.e. free) of religion, and not ‘freedom of religion’. That is, to be a Marxist is synonymous to be an atheist. But these sophists (or themselves ignorant) politicians (occasionally) fool common people without telling them the real goal of Marxism, in order to buy them enough time to abolish religions through indoctrination. However, as Marxism has been enforced in the society it has been humanized to accommodate religion by proving its delusion. In fact, Marxism is not compatible with human qualities endowed by the Creator, the Transcendent, Allah SWT. That is why it is failing to organize human life (or to persist), even though it can be enforced (by brute force) and made workable in some societies for few decades (due to pre-existence of religion). (o) At one extreme, cooperative (communistic/egalitarian) socialism needs more and more inclusion of competitive/individualistic/utilitarian (capitalistic) features so that the common people do not become too passive and its superstructure does not become too corrupt (due to loss of morality). On the other extreme, competitive/proactive/utilitarian capitalism needs inclusion of more and more cooperative/socialistic/egalitarian features so that the common people do not become too timid (and constricted at subsistence) and its capitalists become too individualistic (due to loss of morality). In these ways disastrous socioeconomic trends are reversed in each system. Because both the extremes are detrimental toward establishing a growth and distribution effective socio-economic system—in fact, both these systems repeatedly stagnate. There exists a point between these to extremes where combination of the ideas (, in some unknown proportion,) from these two schools would work best of its (amoral) kind (as the optimally “mixed system”, for a certain period only). Even though such a mixed system will work as long as preexisting religious morality endures, gradually the morality will crumble due to alienation of religion from the socio-economic institutions and from production relations. The mere mechanical mixed system will then stagnate, then will decelerate, and eventually will become chaotic. Because, opposing ideas in the absence of moral force will be unable to establish a unified system for exerting continuous positivism. The spiritual/moral/religious force can somewhat be compared with the Strong Force which keeps repelling particles harnessed together in the nucleus of an atom. One could, however, argue that, well, moral mechanical features can expediently be added in the mixed system to eradicate social maladies and to boost up the productive efforts. I would decline either to negate or to affirm such contention. But, we can all agree that, in the course of such trials and errors, long time would pass away and many difficulties would be caused. I would also add that such a true mixed system (without deep-seated morality) will still be inferior to that of mere mechanical Islamic system (without exhortation and volition for moral functions). Because, mandatory moral features in Islam are pervasive ornaments of Islamic justice—both distributive and retributive. Even without exhortation for voluntary moral conducts, Islamic justice is based on the balance of due measures and guidance imbued by Allah SWT in the creations. It is not possible for human to comprehend that basis and perfect emulation is most unlikely (because all the aspects of Islam are perfectly intertwined by the Wisdom of Allah SWT). Even if those functional moral elements are successfully added to produce the same results as that of the mere mechanical Islamic system (without exhortation for supererogatory/ commendable moral conducts), then such a mixed system will not be distinguishable from mere mechanical Islamic system—because such a system is unique. Therefore, it will be foolish to go through a lengthy complicated process of trial and error to “re-invent the wheel”, specially when one is not sure whether the process will end up with the “re-invention of the wheel” or not. Mandatory moral elements in Islamic system not only keep the ideas of the opposing interests held together (in addition to letting them nullify the evil effects of each other), these also act as the catalyst to convert the opposing forces as an augmentation for each other. For example, mandatory charity (zakat) contributes critical role for maintaining overall economic vitality of the society which itself is a benefit for the persons who gave out zakat. Thus giving of zakat not only creates competitive motivation (, for pleasure and higher reward in the hereafter,) of the donors, it also

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builds up cooperative motivation of the receivers along with the augmentation of their competitive strength due to more even distribution of the wealth. In fact, Islam has included such features to interlace cooperation and competition in a well-balanced phenomenon by which, along with commendable conducts, a believer can ceaselessly struggle for excellence (which is the Jihad at large). Through such struggle only a society can attain the maximum possible all-embracing prosperity. (p) Scientific results are expressed with the help of mathematical equations. These equations tell us about the way certain phenomenon is observed without proving the actual existence of the physical parameters (deemed necessary behind that phenomenon). For example, Newton’s law of gravitation is no more than a thoughtful mathematical formula describing in which ways bodies move—Newton made a crucial assumption that some force called gravity exists (, and scientific theories are many such inexact equations and are accurate enough within some limits only). If gravity is a force as the way we understand by the term “force”, how come velocity square of a falling body is always double the product of the acceleration due to gravity and the vertical displacement (regardless of the amount of mass)? It seems like gravitation is a “smart force” which can readily determine the amount of mass it is acting on, and accordingly varies the amount of force to be exerted on it in direct proportion. Not only that, it also has “hands” by which it determines the distance of the object to vary the amount of the initial force to be exerted in inverse proportion (to the square of the distance). On the other hand, planetary motion obeys different laws (given by Kepler). Heavenly bodies move in curved path—to explain this phenomenon, again assumption is made that there are “spatial bumps/humps” which planets can not penetrate and, therefore, have to go around them on curved orbits. It appears that such humps/bumps have been designed very smartly too. Also, if this means that the space is curved, then obviously the question arises: curved in what? We can also add: where/how did such forces exist before “big-bang” and especially when particle (/matter), point (/space), and instant (/time) were lumped together as one entity? Besides, if the space does not get distorted then force field due to presence of a body would have been constant for infinite distance. We can also ask: how can a body move from one point to a distant point (in finite time) by passing infinite number of points between the endpoints?—because, before coming to the end-point it must reach the previous point and so on for inexhaustible number of times. It appears that matter, space, and time accommodates each other in way so that physical universe exists as apparition of motion—its existence is by the will of Allah only and according to the Law given by Him. By this Law physical universe is, perhaps, in continuous/instantaneous oscillation between the “existence” and “non-existence” with a period not measurable by us, and by which it is changing (by the motion of the matter) and vice versa. That is, motion has been made possible due to this existence/non-existence alternator. We can make many such assumptions. Is there any essentiality of the existence of forces?—why could it not be that everything that exists (and, therefore, in constant motion,) are ceaselessly governed by the laws given (by Allah SWT) in them, and such laws have the capacity to appear as forces (and work differently for different set up of matter, space, and time). Thus, science itself is based on a set of beliefs and inexact equations. But unlike the set beliefs based on the divine revelation, science is continuously modifying/refining its theories and equations, and thus is coming closer and closer to the true teachings of the divine revelation, and not the other way around49. 49

For example, (by writing differently:) if we follow three-tyred static syllogism (of major premise, minor premise, and conclusion,) then we find motion impossible. Because, before a particle P can move from a point A to another point B, it must arrive at the point M, which is just before B. But before P can arrive at M, it must arrive at the point N, which is just before M, and so on. Since, this is an inexhaustible phenomenon, P will not be able to touch infinite number of points in finite interval of time; and, therefore, motion is impossible. But if we follow four-tired Islamic evidential logic we will attest to the exhibited motion with the fact that we really do not understand the true phenomenon by

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(q) We live in a uniform (/“isotropic”) universe (instead of multi-verse)—same “global” laws/properties work/exist in every representative corner (“manifold”/“subspace”) of the universe. Similarly, essential human nature is the same for every human—we are all descendants of a single pair of parents (; i.e. Adam and his only wife “Eve”/Haowa). Therefore, Allah SWT has repeatedly sent the same essential Guidance for mankind to relate with the Creator, other human, and the nature—that is for maintaining proper relationship between self and not-self. Physical universe is continuously changing without altering its essential uniformity, and since the appearance of human here, his physical surroundings have basically remained the same. However, complexities of human life are continuously changing—because it is the transient life for carving out eternal success. That is why He has repeatedly renewed the Guidance by abrogating the previous ones and by refuting the false innovations/interpretations in religion. In spite of the process of abrogation the essential Message of religion (sent by the Creator of mankind) has always been the same—the name of the religion is Islam means submission (to the Truth), and its true followers are all Muslims means those who have submitted (before, during, and after Prophet Muhammad s.a.w.)—the process of abrogation had been adopted even within the Prophet-hood of Muhammad s.a.w. This way the Guidance has come to finality (i.e. perfect and complete for all time to come in the transient life of mankind, or for until the Doom’s Day)— Muhammad s.a.w. is the final Messenger of Allah. (r) Islam teaches man to make juridical decisions (ijtehad) (, if explicit solution can not be found in the Qur’an/Sunnah,) through qiyas (analogy), shu’ra (mutual consultation), and ijma (consensus) on new issues under the guidance of Qur’an and Sunnah. Thus, Islam is truly progressive as because man has been given both which matter, space, and time accommodates each other (in micro/macrocosm) and, therefore, can not use true premises to draw accurate conclusion (in three-tyred) static logic. The fact is, at every instant, at every point, every particle is subject to “be” (“koon”) order and “it is” (“faiakoon”) done by Allah SWT (i.e. by the “hookoom” of Allah)—He is continuously changing the universe (“khalqoon jadeed”) yet maintaining its objectivity and allowing the eternity of soul. Perhaps, this is how motion/change is taking place through the oscillation between the disappearance of particle and reappearance of (changed/displaced) particle in a way not comprehendible by us. If we want to discover the final/primary theory (of united microcosom and macrocosom) about the physical universe [by combining General Theory of Relativity (given by Albert Einstein) and Standard Model of Particle Physics/Electroweak Force Theory (given by Sheldon Glashow, Steven Weinberg, and Abdus Salam)], we will require first to improve/clarify (in broader scope) Quantum Electrodynamics, Quantum Chromodynamics to reconcile with this (“Koon-Fiakoon”: appearance/disappearance oscillation) concept of natural philosophy. For this purpose the statement/proposition, “speed of light is constant” could, perhaps, be the first target for review; because, it will have to reconcile with the spiritual philosophy that Allah SWT is the only unchanged Being—He has given eternity to human soul. Even though physical science at the final theory also will not be exact/complete [as because it is defined within the limits of “tangible” Planck length (“smallest” space), Planck time (“smallest” time), and Planck mass (“smallest” matter), only; its accuracy/consistency could not be optimized without the guidance/compatibility of/with the scriptural messages about the complete reality (which can not be disproved)]. No empirical process (, including natural science/technology), for instance, can construct a tangible material surface which is a perfect plane (without microscopic distortions)—a perfect plane exists only in our instinct. No (set of) empirical experience can integrate any such (perfect) ideal—existence of such perfect notions (in our intuition) along with our vulnerabilities carries a proof of the existence of the perfect invincible Being. There exists many ideas (in intuition) without which empirical process can not be guided. Acquirement of (inexact) scientific knowledge is essential for maintaining a proper pace of the march of civilization—and such a march must be guided by the intuitive/religious ideals/values for the attainment of peace, prosperity and progress up to the possible/desired level of precision.

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freedom and guidance. It should be noted that necessity (of the discouraged/forbidden things) has been accommodated in direct proportion to dire needs’ intensity, and altruism of the enjoined/encouraged /commendable things has been exhorted in moderation and direct proportion to capacity. In general, things that are more harmful/impure than wholesome/pure are prohibited, and that are more wholesome/pure than harmful/impure are lawful in Islam. That is why acquiring of thorough knowledge/experience about the reality (self, universe, and the Creator) is made compulsory in Islam (according to abilities “from the cradle to the grave”). It is, therefore, commendable that Legislative Assembly is kept open to accommodate all kinds of knowledge (along with substantial understanding of respective religions). Islam has acknowledged and suitably accommodated the ‘free will’ of everyone (believers and non-believers), and has properly embraced every religion/creed politically through Madina Charter. Thus, Islam is the ever progressive, positive, accountable, complete, and most suitable universal phenomenon. This is why Muslim World must not be forced to adopt any theory like (secular) utilitarianism, egalitarianism, democratic capitalism, Marxism, etc. –Islam includes all the good features of every possible theory without including their drawbacks. (s) The wealth of the resourceful Muslim countries had/has continuously been deposited to the banks/institutions which are under western control. Western countries have borrowed so much money from these banks that their debts are not payable—even if were payable, they would not have paid off, and if those Muslim depositors want to withdraw their money they will not be allowed and instead they will face military attack from the western powers. On the other hand, poor borrower Muslim countries had/have been paying more than enough as usuries (even though usury is unlawful in Islam,) and their burden of debt is used as pretext for allowing more and more unfair concessions (, against borrowers’ self determination,) for the western hegemonies. Not only that, most of these borrowed money are used to buy western consultancy and commodities. Besides, substantial part of the remaining borrowed money are stolen and deposited in the western banks by the corrupt officials/politicians of the borrower countries (and these individuals look after western interests). Developed countries should really help the under-developed countries. (t) This desperate situation has following five possible ends: (i) capitalist hegemony will succeed to continue their unfair exploitation and will first annihilate the Muslim countries, then other militarily weak countries, then the peripherial countries within their own circle, and these gradual process will eventually consume themselves— it is a consumption disease; (ii) every country will acquire the weapons of mass destruction for annihilating each other—human civilization will be on the verge of extinction; (iii) capitalist world order will eventually collapse due to worldwide spread of militant/reactionary terrorists thus by bringing all out chaos; (vi) the secular democratic capitalism will try to cause/win another world-war to persists with their current methods (without clear peaceful goals) of ambiguous/paradoxical/hypocritical/wicked/diabolic world order; and (v) moral democracy50 will replace secular democratic capitalism to establish retributive and

50 I have repeatedly heard people suggesting me to write up this work in the styles of articles published in journals—they are actually insisting on some memorized creeds out of proper contexts. This is a social engineering design work put out mostly from my natural comprehension. Since, the discipline of social engineering is not well developed enough (yet) such suggestions are mere nonsensical nuisances. Plato integrated society and politics (only) in his The Republic. Karl Marx harnessed together society, politics, and economics (only) in his Das Capital. Islam is all embracing—no comprehensive social engineering design on the basis of spiritual world view exists. I believe my The Republic

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distributive justice based on religions for the peaceful continuation of mankind (by totally eliminating weapons of mass destruction, and by adjusting/re-writing the external debts/deposits of nations on the basis of non-usurious financing mechanisms such as invented by me). Shaitan will try to use/mislead its all loyal/unwise human agents to cause any of the first four scenarios. That is why even though the last possibility is the easiest, simplest, beutiest, and truest solution for the mankind, it will take a lot of sincere and honest courage for accomplishing. The largest religious group, Christianity, lives (, as the main religious group,) within the domain of secular democratic capitalism. It is not very likely that they will lead the initiatives toward the last possibility for the following reasons: (a) there are some Christians who believe that state is evil by nature is different from the Church, (b) they are afraid of persecution/harassment by the secularists/sophists/atheists/skeptics, (c) most of them are grossly submerged in the system of secular democratic capitalism and are constricted to live at the subsistence level, (d) most of them are not religiously wise/matured/aware enough due to incomplete education system prevailing in their respective domains, (e) some of them are comfortable/satisfied/passive with the indulgence of their share of the cake of the secular democratic capitalism, etc. Similarly, different sets of reasons can be listed for the Buddhism and Hinduism for their unlikelihood to lead the initiatives for the last possibility listed previously. Therefore, Muslims must take the initiatives as a part of their compulsory Jihad to rescue the mankind once again. Once they take meaningful steps, the entire mankind with their respective religions and creeds will come out to join them directly or indirectly because, human is by nature inclined for the good with aversion for the evil. Without such universal phenomenon, Shaitan may not be defeated—may Allah SWT help us. (u) Recent inhuman sufferings/murdering of common (/any) people during political hartal/blockade are absolutely unacceptable—people have been indiscriminately killed (in Bangladesh) even in the times outside the hartal period. There can exist no issue/hikmah which can justify such haram acts—no matter whoever committed such heinous crimes. If political/social parties/groups disseminated/promoted51 my works (included in The Republic Re-engineered) all our paramount problems could have been solved—may Allah SWT guide us (ameen!). (v) In the final analysis: (secular) democracy should be replaced with moral democracy, socialism/free-market with Islamic/moral distributive justice, secularism with freedom of religions coordinated by the state religion (of the majority), and nationalism52 with socio-ideological consciouness. With these, I want to close this long Preface. Re-engineered is comprehensive/correct enough (even in our post-modern contexts). It will (insh’Allah) help/encourage to develop the (highly needed) discipline of Social Engineering by disseminating its design patterns, and linguistic terms and attributes (as the sound beginning of the discipline). 51 But istead they left me for to be “eaten up by the vultures”. In the jungle society deer is a very low profile animal. But there are too many predators which are deer’s enemy— because, flesh of deer is very wholesome. Even human is also its predator. Human society can be even worse—evil humans are greedy, sly, jealous etc. I am continuously facing such harsh realities because of my these valuable works—may Allah SWT protect (and guide) me, my offsprings, and my well-wishers (ameen!). 52 Nationalists should not (generally) blame that Islamists are communalists (/“somprodayeek”). Because, nationalism (without the universality of Islam/religion) is a pure chauvinism (and/or a type of communalism). Those who profess for Bangali nationalism to repress Islam/religion are a type of communalists in disguise. Similarly, those who are religious communalists are a type of nationalists/chauvinists in disguise—they abuse the name of religion. But Islam (and every major religion) teaches universality to repel

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May Allah help us (ameen!). [N. U. M. Akramul Kabir Khan] April 07, 2015

communalism/chauvinism—that is communalism/chauvinism is a nationalistic/secular phenomenon against which Islam (and major religions) sets up standards. In contrast, nationalism/secularism can not set up such standard without the help of prevailing standard [brought up by religion(s)] and/or (different/original) religion(s).

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Overall Abstract If we want the Law to protect universal human rights, that is, if we want the Law to protect those who can not protect themselves (, such as weak/meek individuals/groups,) then we must not advocate for secular democracy (/democratic capitalism). Because, secular democracy is a form of mob rule and has no well defined (/moral) standard other than the “will of the people” (~“will of the majority”)—is a “might is right” phenomenon. Erroneously, the advocates of secular democracy anticipate a universal security for all through the Law made by the “will of the majority” by assuming that they will not make “immoral” laws. That is, they are (unknowingly) expecting amoral democracy to make moral laws [even if such a law can be against the apparent/immediate/temporal interest(s) of the majority]. Such anticipation is a moral expectation (instead of amoral/immoral desires) which emanates from the deep-seated socio-ideological conscience nurtured by religious values (during the past centuries). Thus, without the pre-existence of religious values in socio-moral principles secular democracy would have lead the society to end up in something worse than wilderness. Therefore, religious nurturing of human beings through formal/informal education, political institutions etc. is essential—religion and state can neither be mutually exclusive nor be separated from each other. That is, we need to institute moral democracy (instead of secular democracy)—state and religions are mutually inclusive and belonged to each other, both inwardly and outwardly. In moral democratic process we find out essential, necessary, and commendable laws (through religious guidance) instead of making laws (out of whims). It is a coupled phenomenon in which immoral laws (/socio-psychological disorders) are shunned out (through the religious arbitration) (in one hand) and pseudo-religious notions are purged out (through the process of natural humanization) (on the other)—because exercises/exhortations of a true religion must suit/flourish/raise innate human attributes, and essential human nature must properly be nurtured (through religion) toward full flourishing of humanity. Failures of secular democracy/socialism/communism have repeatedly upheld the truth that essential human nature can/must not be denied/ignored/suppressed and must properly be nurtured (instead). Immoral laws are harmful for all (in the long run). But such a comprehension by an individual is impossible without comprehensive wisdom—it demands thorough awareness about the moral standards (imbued by the religion) (and their respective benevolence), and about the arbitrariness of amoralities/immoralities (and their respective malevolence). Therefore, education process must inculcate thorough understandings/articulation in religious principles and skills to derive their respective ramifications/interpretations in every new context in the progressive march of the civilization. That is religious education and overall education in the light of religion(s) are both essential and inseparable from each other. The main (common) features of religious beliefs are: fortitude (“sabr”) and thankfulness (“shookoor”), and the main (common) features of anti-religious beliefs are: (unfair) greediness and (unfair) doubt. On this basis all (major/successful/enduring) religions are exactly/almost similar/same. Socio-moral principles of all of the widely practiced religions are similar—because to organize life, family, community, civilization, and society, the respective (original) religion had to be humanized through the (universal) essential human nature with (the same set of actual) basic human rights (at every point of human history): food, clothes, shelter, health,

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Overall Abstract/The Republic Re-engineered/By N. U. M. Akramul Kabir Khan

education, freedom, and dignity. In fact, Religion in original form had/has always been the same: Islam means (submission to the Truth/) peace. But repeated misinterpretations, non-preservation, ignorance, and deviation have made different religions. Even then there exists a common set of socio-moral principles upon which every (plural/singular) society and the entire mankind can be united. In these regards, the religion of the majority (in respective societies) must play the coordinating roles by properly accommodating the other relevant religions and by securing the (actual) basic human rights of every individual living in that society. On the other hand, every religion will be a proper part of a body which will guide the entire mankind in the inter-State/international/global forums such as the United Nations. In between the entities such as a State and UN there should/could be confederations—each of such confederation can be consisted of the states/people with the same religion of the majority (along with an essential exception). There are some who advance that anyone who wants to be religious should not be a politician—they emphasize that religion and politics are separate/different (from each other). Actually they either do not know what they are uttering (and making such fashionable statements), or they are shrewd and make such cunning publicity to aid corrupt politics by misusing religion, spreading conflicts/confusions/intimidation with/among/against religious people, for their endurance in unfair exploitation/domination/confiscation. They adopt the strategy of asserting repeated emphasis on ‘an actual lie as a truth’ to produce strong enough (erroneous) perception in their favor so that (in reality) a falsehood is perceived as a truth. In fact, every (such) political creed/doctrine is (also) a belief and, therefore, is a (short-term) religion (in disguise). In juxtaposition, every (established) religion is actually a long-term political phenomenon because it commands individual, family, community, and social/global life. Islam exhorts to (ever) continue in research so that the items which are more harmful (than beneficial) can be sorted/avoided out. If one arrives with any erroneous conclusion (ijtihad) through sincere/honest utmost efforts, s/he will receive (, in the hereafter,)half of the reward (in comparison to the reward for a correct inference). This is why Islam is the truly continuous/progressive political phenomenon, instead of just an advantageous short-term political revolution/reaction [for temporary/temporal amoral/immoral gain(s)]. Today politics of most of the countries have been given in infamous Machiavellism—through hypocrisy, deception, tyrany, corruption, nepotism etc. these societies are becoming unfit for suitable living. Because, either the doctrines of Niccolo Machiavelli (1469-1527 C. E.) have been adopted in politics in contradiction to the ideologies of the State, or the ideologies (/main pillars) of the State have been tried (, by taking extraneous steps,) to be set up for devious accommodation of Machiavellism. But, Machiavellism is a set of reactionary/diabolic political doctrines which had been put out to (wickedly) suit the particular anarchic situations of his time. It is neither suitable for the politics of every period nor is a complete enough set of theories capable of defining a State (of any period)—in fact, his doctrines actually aimed to immorally guide the rulers (on the basis of his wrong assumptions about human nature). But no state can succeed to deliver universal justice and peace through immoral politics (because such politics infringes/confiscates actual basic human rights). Machiavelli’s theories are/were so dangerous because he was not a thoroughly wise individual with enough of well-balanced maturities in three distinct realms of human personality: spiritual (/soul: metaphysics), rational (/intellect: mathematics), and empirical (/physical senses: natural science). We, therefore, must/can review the conditions of the existing states and the relevant prescriptions of great Plato (427-347 B. C.) to solve our relevant paramount problems in our post-modern contexts. During this long period of human history Islamic period followed by the Prophet Muhammad (s.a.w.) is the most successful one and the Holy Qur’an is the only Book which contains no error. This book (, The Republic Re-engineered,) is an attempt to put out a (postmodern) unified comprehensive social engineering design for the replacement of the

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other similar (complete/incomplete/unsuitable) works such as The Republic (authored by Plato) and Das Capital [authored by Karl Marx (1818-1883 C. E.)] on the basis of the (inherent) set of standards conforming to the Qur’an and Sunnah [of the Prophet Muhammad s.a.w. (570-633 C. E.)]. The objective is to gradually replace every form of existing states (, by conforming to the attributes of this mammoth model, or respective relevant equivalent attributes,) including the republics. This tall aim needs consolidation/congruence of/among all the (respective) empirical/physical, rational, and ideal/spiritual aspects of every relevant domain (in a way to match the essential human nature) so that the entire mankind can be brought in a unison. Hence, the name of this work is: The Republic Re-engineered. Even though this work has been accomplished from within Islam (for the Muslim World/Muslim countries), equivalent such models can be constructed/induced even without Islam (for the non-Muslim World/non-Muslim countries in their respective contexts) for to be (voluntarily) harmonious with The Republic Re-engineered. All of the above understandings/ideas have been kept in focus to integrate each of the parts in this mammoth work: The Republic Re-engineered, and the respective Abstract of every relevant part has also been included for a quick overview (in the respective relevant pages). The ‘Theme Poem’ included in this work depicts the common human aspirations for peace, progress, and prosperity. The poem appeals for protecting universal human dignity (with equal dignity for all: regardless of genders, religions, races, complexions, creeds etc.). It exhorts for consorted efforts of all (along with the protection of individual/family/community identity) to successfully build up a (so much desired) peaceful society with continuous journey (through interpersonal/interfaith corrective dialogues/competitions for universally bona fide excellence) toward (the Truth to attain) the possible level of perfection. This poem (partially/wholly or a similar/equivalent one) can be accepted as the World Anthem (/State~“National” Song). The part titled: ‘Utilitarianism, Egalitarianism, Dialecticism, and Justice—With Pan-Islamic Perspectives’, has explored both external and internal notions (and the consequences of some of the applied phenomena) of utilitarianism, egalitarianism, dialecticism, and their corresponding theories of justice etc. and how they correspond to the relevant Islamic teachings. Even though a utilitarian theory of justice would punish (, if required,) an innocent for the benefit of majority, in Islam such a punishment is absolutely prohibited. In Islam justice must deliver universal benefit—everyone must be guaranteed peace of total security. Likewise, egalitarian theories of justice render that all human beings are equals—they mean that all humans are same (by this equality) and must enjoy/obey same (man-made) rules for privileges/responsibilities. In Islam, the dignities of all the humans are same but the rights/responsibilities of all the humans are not same (even though the net results/effects of the sum of these privileges/responsibilities are equal for any two human beings)—such equality can not be guaranteed by man made law (such as in secular democracy/socialism/communism etc.). That is, justice in Islam is an all embracing underlying idea of the Islamic phenomenon—if laws are found out through Islamic guidance only then a delivery of true justice can be guaranteed. The part titled: ‘Importance of Sunnah’ has expounded about the indispensability of the traditions of the Prophet Muhammad s.a.w.—that is about his do’s, don’ts, and silence on the matters in Islamic phenomenon. In one hand, Qur’an contains the complete message of Islam in a set of literal, metaphorical, allegorical, and figurative lessons. On the other hand, Sunnah (of the Prophet Muhammad s.a.w.) contains the (extra Qur’anic) essential supplements/interpretations of Islam for humanization of Qur’anic lessons. However, Sunnah of the Prophet Muhammad (s.a.w.) can not contradict Qur’an—if any such “tradition” contradicts Qur’an then

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that must not be accepted as an actual tradition—it must be deemed as an outcome of mal-preservation/concoction (and erroneously/wrongfully transmitted for acceptance as a genuine “tradition”). The long part titled: ‘Socioeconomic Justice and Modeling Growth-Distribution Effective Common Market’ has expounded about a Muslim common market to ensure economic freedom by preserving private ownership as a part of the personal freedom; assure basic necessities of life for all; expedite continuous redistribution of wealth by preventing its making circuits and accumulation in the hands of the riches only; promote free market under proper guidance; guarantee freedom/spontaneity for earning beyond the basic needs without tempering the moral interests of others; exhort for moral spending/investment/lending by preventing hoarding/conspicuous consumption/waste; promote the creed: ‘from everyone according to his/her ability and moral will/responsibility, and to everyone according to his/her (moral) needs with dignity and (moral) work-efforts/cooperation’. To better understand human history and the essence/attributes of true justice, the theories of Dialectic Idealism (of Hegel) and Dialectic Materialism (of Karl Marx) have been refuted/replaced by the (author’s) theory of Three-tyred Islamic Trialecticism. By this substitution author has exhibited that human history is actually an ongoing process of contentions/reconciliations among the three different motivational drives related to (the three realms of human nature:) soul, intellect, and body exercised within the (general area) of (religious/spiritual) faith, (reason/philosophy based) logic (/mathematics), and (physical sense based) natural science (/experience) respectively. To comprehend about the viability, expediency, and prospects of the (proposed) common market detailed relevant data (and related analysis) have also been exposed/presented.The features of this political-economic model have been carefully integrated together with an aim to reverse/avoid (, with the aid of non-usurious time-trading financing mechanism,) any substantial development of a scenario in which the most resourceful ones become the worst debtors and/or the most powerful ones become the worst terrorists. The long part titled: ‘Universal Morality and Modeling Progressive Education System’ has presented a model of complete education system (with outline/format of curricula/syllabuses) of seven phases in which each phase is of (nominal) three years period. The main objective is to thoroughly nurture the (all three) spiritual, rational, and empirical realms of human individuals so that wisdom of the society increases with the attainment of the required (essential, necessary, commendable) maturities. This work has given the specifications for semester system academic years even though trimester and quarter system can also be easily derived from it. For accommodating interactions among the intuitive, rational, and empirical learning narrow overlaps have been allowed (among the closely related programs) along with emphasis for specialization in the higher education. The long part titled: ‘Universal Education System—Postmodern Muslim World Perspective’ has presented a model of complete education system (with outline/format of curricula/syllabuses) of seven phases in which each phase is of (nominal) three years period—it is a supplementary model to the ‘Universal Morality and Modeling Progressive Education System’. The main objective is to thoroughly nurture the (all three) spiritual, rational, and empirical realms of human individuals so that wisdom of the society increases with the attainment of the required (essential, necessary, commendable) maturities. This work has given the specifications for quarter system academic years even though trimester and semester system can also be easily derived from it. For accommodating interactions among the intuitive, rational, and empirical learning broader overlaps have been allowed (among the faculties/programs) along with emphasis for specialization in the higher education. The class conduction routine has also been included so that male/female and/or regular/irregular programs can be operated separately (in the same physical

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facilities) without conflict/overlap (in the instruction periods). A complete structure for operational organization has also been included. Besides, a schedule of around four thousand scholars has also been included for implementation of the model. These two models can be used directly to derive 36 (thirty six) models (as shown) by differently combining the following modes: (i) Period Type (quarter/trimester/semester), (ii) Inter-Faculty/Inter-Disciplinary Overlap Type (broad/narrow), (iii) Institutional Evaluation for Certification? (: yes or no), (iv) Public Exam Evaluation for Certification? (: yes or no), and (v) Unilateral or Multilateral High School Program? (: yes or no). A true unified system can be implemented (by using these two models) with the inclusion of (additional) developmental programs (as outlined herein) in basic job skills, vocational training, trade courses, technical diploma, professional certification (and/or membership/fellowship) etc. The part titled: ‘Test Scores and GPA—Mathematics of Letter Grades’ has presented a thorough model for fair evaluation of examinees (of statistical groups) in a way to effectively motivate students in the learning process by involving them in comparative competition. Suitable absolute scales have also been included for the evaluation of non-statistical groups. A feature of evaluation of the performance of the educational institutions has also been included to reward/punish them on the basis of their results. The model covers almost all types of examination in formal education system along with a feature for determination of equivalence (of results from other systems).The features of the examinations system have been meticulously integrated together for assuring (qualitatively and quantitatively) optimum learning (in height, breadth, and strength) by not over-burdenning the students with lower abilities beyond their abilities, and by accommodating suitable opportunities for the maximum learning by the students with superior abilities. The part titled: ‘Interest-Free Micro & Macro Credits—Mathematics of Time-Trading Cash Flow’ has presented two non-usurious time-trading financing models (invented by the author)—one for micro credits and the other for the macro credits. The models for the loans of mini/other sizes (between the micro and macro credits) can also be interpolated for every specific context. The terrible (financial) scenario caused by the usurious lending methods adopted by the loan capitalists can be reversed by adopting these models—the existing loans can (, most likely,) be re-written for an all-out change over to emancipate the world from the curses of usurious vicious cycles in which (, with the aid of unfair econo-political systems,) the most resourceful ones become the worst debtor and the most powerful ones become the worst terrorist. The part titled: ‘Universal Remuneration System—A Mathematical Model for GDP Based Adjustments’ has presented a thoroughly unified model for remuneration, scaling, promotion, special recognition, over-time works, regional living cost, health care, taxes, retirement benefits etc. Here, an eighteen-year old adult without any formal education and work-experience would be the base point which would be assigned the entry-level seniority points (of 25), and all other scales should be constructed by comparing with this scale. The work-place seniority points have been computed on the basis of: (i) Education and Certificates/Degrees, (ii) Job Experience, (iii) Quality of Higher Education, (iv) Publications, and (v) Extraordinary Merits/Contributions. The points for formal education has been added on the basis of height, width, and strength of the education obtained. Likewise, the points for other qualifications have also been added on the basis of Islamic equity and justice. Besides, provisions have carefully been kept for deducting the seniority points.

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The minimum remuneration for the base point (and different scales/ranks) has also been determined on the basis of weekly (nominal/full-time) work-hours, per capita GDP, per capita GDP rank (in the world), and local cost of living. The remuneration rate has been adjusted on the basis of overtime work load, professional category (with very special category for teachers), and outstanding talents. Provisions have (also) carefully been kept for deducting the remuneration points. Besides, remuneration can also be adjusted on the basis of severe inflation/deflation. Bonuses have been determined on the basis of seniority, and surplus share has been determined on the basis of earned money during the relevant period. The issues related to Income Tax, Health Coverage, and Retirement/Disability Benefits have also been resolved in a very consolidated/unified way. The long part titled: ‘Moral Democracy—Unison of Ideals, Rationales, and Empiricals’ has presented a thorough model for establishing political, social, physical infrastructural, expediency, and government system for (what is now) village/ward, union, sub-district, district, division, and state (within the proposed education system) on the basis of moral democracy (instead of secular democracy). Besides, a model constitution for the confederation of all the Muslim/OIC countries, and a model constitution for an alternate UN have also been presented (along with a model constitution for proposed ‘Islamic Republic of Bangladesh’). For physical infrastructural model, seven different sized campuses have been outlined with detailed relevant sketches/analysis to accommodate (up to the end of) elementary, primary, secondary, high, undergraduate (Bachelor degree), graduate (Master degree), and post-graduate (Doctoral degree) educational programs respectively. While the elementary, primary, and secondary school campuses will accommodate mostly educational, housing, commercial, service, and agricultural activity features, the other campuses will also include features for industrial activities. That is, the entire spectrum of the socio-econo-political activities will be decentralized within a unified decentralized-centralized education system. In it there are three elementary school campuses under every primary, five primary under every secondary, seven secondary under every high school, nine high schools under every under graduate college, eleven undergraduate under every graduate, and thirteen graduate colleges under every post-graduate college campus—for Bangladesh only one post-graduate college campus (, as the “mother campus”,) has been proposed. If all the (proposed) campuses of the post-graduate, graduate, undergraduate college, high and secondary schools are built, it will accommodate around 220 (two hundred twenty) million population within only around 12 (twelve) percent area (of Bangladesh) in which no building will (be needed to) rise above “fifth floor” (choi tola). The probability of failure of the plan is almost zero as because within only 45 (forty-five) percent area (of Bangladesh), all the proposed campuses can be (similarly) built to accommodate a population of around a billion (100 crores)—of course, such a huge population (of such a high density) is (most likely) not sustainable biologically. Therefore, the project can end by building all campuses of the post-graduate, graduate, undergraduate colleges, high, and secondary school programs. Such an undertaking can be (planned for to be easily) completed within 25-50 years period with an anticipation for the population growth rate to become almost zero after reaching around 260 (two hundred sixty) millions (at the end of 21st century, in Bangladesh). Along with extensive concrete attributes this work has also been substantially based on intuition/thought-experiments. The work has demonstrated the existence of inseparable link between physics/science & metaphysics/metascience (by using intuition/thought-experiments). I believe that religion, philosophy and science must be brought into unison for solving post-modern paramount human problems. Toward that direction, it will be a too long arduous path if one strictly follows the prevailing research methodology of reference and extension of modern extraneous thoughts, theoretical jargons, and

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conclusions. So, I have taken the short-cut path of my own methodology for conveniently addressing all the relevant issues (, by including my own/common terminologies,) so that I can finish this (original) creation (within my lifetime) in a reasonably complete form.

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The Theme Poem cig KiyYvgq Amxg `qvjy Avjøvni bv‡g wek¦ msMxZ -bv. D. g. GKivgyj Kexi Lvb (mnKvix Aa¨vcK, Kg&wcDUvi weÁvb I cÖ‡KŠkj wefvM, wcÖwgqvi wek¡we`¨vjq) (4/†m‡Þ¤î/2002-31/gvP©/2005Bs ) (156 jvBb) me© gwngv I M~~Y-KxZ©b ïa–B me©©-mªóvi; ¯§iY, eiY I wek¡vm Kwi Zuuvi me AeZvi| cvnvo, b`x, giy , eb ‡Niv ‡gv‡ì ivóª-f~wg; G gvwU‡K De©i iv‡Lv, ‡n gnvb cªf~ Zywg| wn›`y, ‡ŸŠ×, L„óvb, gymwjg PvB m‡e mykxjZv; AvKzj ‡gviv H‡Kï Z‡i j¶¨B gvbeZv| PvB exh©¨, PvB âh©¨, PvB wbôv AwZ; PvB gnË¡¡, PvB PwiÎ, PvB D`vi bxwZ| me© Mwigv, Ávb I ab, m„wóI Zvui GKvi; AZxZ-eZ©gvb-fwel¨Z wZwbB, †bB Zvui Askx`vi| Z…Y, evqy, Rj, KxU-cZ½ ‡gv‡ì Z‡iB `vwg; cwi‡ek‡K `ylY K‡ivbv e‡j‡Qb AšÍh©vgx| D‡aŸ© MMY, Pvwi w`MšÍ I wek¦ gbylË¡ ; Avw¯ÍK, bvw¯ÍK ZuviB ev›`v--meB Zuvi ‡fŠgË¡| bq msNvZ, bq eR©b, PvB cÖÁv I cÖxwZ; we`¨v wk¶vq cÖK…ó n‡ev BnvB †`k MxwZ| GKzk kZ‡Ki cÖhyw³-`vbe mK‡ji nB‡e `vm; †Kvb †`k Avi mvwR‡ebv cÖfy, †KD Qov‡ebv Îvm|

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In the Name of Allah, The Beneficent, The Merciful World Anthem - N. U. M. Akramul Kabir Khan (Assistant Professor, Computer Science & Engineering, Premier University) (Author Completed Translation: 11/November/2008) (156 Lines) The Almighty Creator only owns the Glory and Praise; (we) Believe, recall, and admit all His apostles. Our State portrays mountains, rivers, wild and forests; Keep our land fertile, oh our Lord! The Kindest. Hindu, Buddhist, Christian, Muslim want virtuous society; We are all eager for harmony with total humanity. Want valor, want tolerance, want much sincerity; Want nobility, want character, want rule of liberty. All vanity, wisdom and wealth, creations are His unaided; Past-Present-Future is Him, He has no associate. Shrubs, air, water, bugs are valuable to our fate; No adultery with the environment, said the Omniscient. High sky, all the horizons, and Human world; Theist, atheist—are His slaves, all is His command. Not conflict, not sanction, want amiability and wisdom; Will be most auspiciously learned, is the state anthem. Techno-giant of this era will be slave to everyone; No state shall play lord, no one shall frighten.

Theme Poem/The Republic Re-engineered/By N. U. M. Akramul Kabir Khan

mK‡j PvB myL, kvwšÍ, †kŠh©, mg„w× I cÖMwZ; cv‡_q Av‡Q wek¦vm, eyw×, Bw›`«q, kw³ I mygwZ| †Kvb Kv‡jI euv‡Pwb†Kv mgvR Qvwoqv ˆbwZKZv; gvbe BwZnvm Gfv‡eB Mov--a‡g©i ¯^vaxbZv| weÁvb I `k©b a‡g©iB cÖ”Qvqv--hv mf¨Zv, ms¯‹…wZ; mylg e›UbB ag©xq wePvi, †bB Avi †Kvb MwZ| Kvwoebv †KD A‡bï ab, cÖxwZ‡Z Kwie evm; LvwUe †gviv m‡e wbôvq, ¶gZv Kwiebv bvk| cÖ‡Z¨‡Ki wgUv‡ev †gŠwjK Pvwn`v G Avgv‡ì bxwZ ; KvR Abymv‡iI gvwjK n‡ev †KD Qov‡ebv fxwZ| cÖwZ¶‡Y Kuvc‡Q we›`y‡Z KYv, ev Abvw`- AbšÍ myZv; Bw›`«q-ÁvbB ïay mwZ¨--Bnv eoB AÁZv| me©¯Í‡i kvk¦Z AvBb, MwZB Zvi wb‡Pi cÖK…wZ; ïb¨, Ro I Kvj ZvnvB gv‡b, hyw³i QvqvUvB MwZ| ˆbwZK AvB‡bi mve©RwbbZv nqbv msKzwPZ; msweav‡bi wfwË n‡e mevi Askx`vwiË¦| RM‡Zi †mŠ›`h©¨ ZuviB m„wó--Ro, Ziæ, cÖvbx, gg; bv msL¨v¸iæi, bv †ckxi kvmb, kªóvB mve©‡fŠg| bi I bvixi mg gh©v`v, hwÌ f~wgKv wfb& ; G‡K †gviv A‡bï c~iK, bv e‡yS Aev©Pxb&| bvixi ¯^vZš¿¿-gvY b‡iiB mg--Kwiebv GKvKvi; G‡Ki c`v© A‡b¨ †gviv, BnvB mywePvi| `viv, †evb, gv I K‡Y m`„k¨, Ges Ab¨ bvix; ¯^ ¯^ ¯’v‡b _vwKe mK‡j--Kwiebv evovevwo| b‡ii Av‡Q †`n-myweav, AwaKZi †ckx-ej&; bvix‡KI w`‡e fiY-†cvlY, Df‡q n‡e mej| wKš‘ bi `vm b‡n bvixi, bvix cvq gvZ…Z;¡ cyiæl iÿK nB‡e bvixi, w`‡e †m †bZZ¡| bvixI b‡n `vwm, b‡n iwÿZv--Df‡q Df‡qi mv_x; G‡Ki m¤§v‡b A‡b¨ Z¨vMx AevwÂZ gvZvgvwZ|

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All crave for peace, pleasure, pride, progress and prosperity; Provisions are faith, intellect, sense, might, and empathy. Never survived a society abandoning morality; This is human legacy— freedom in religiosity. Philosophy, science but religion’s reflection—is culture & civilization; Equity in sharing is religious justice—has no other option. Won’t usurp what is not own, will dwell in harmony; Will work with sincerity, won’t spoil our potency. Will provide everyone’s sustenance, is our policy; Will too own what we earn, won’t spread anxiety. Particle dancing at every point-instant, or all-embracing sequence; “Empirical knowledge is the truth”—is but a big myth. Eternal Law in every facet, motion is the Nature beneath; Motion is reason’s shadow—space, matter, time obey it. Completeness of moral law doesn’t bring constriction; Everyone’s partnership be the basis of Constitution. Natural beauty is His creation—matter, plant, animal, me; No mob’s rule, nor of force, Sovereign’s the Creator only. Man and woman have same dignity, though unlike roles; We complement each other, realize it not the fools. His uniqueness is similar to her—won’t muddle as one; One is screen for the other—is the good conclusion. Wife, sister, mother, daughter like, and other women; All will conserve self rank—won’t give in intemperance. Men have physical advantage, with more muscle power; Will provide for women too, both will be muscular. But man is not her slave, she gets motherhood; Men will protect women, he will move to lead. She too not slave, not concubine—is men’s partner; One avoids indecent approach to save other’s honor.


bvixi †`n †KvgjZvq Mov, †m nq Mf©eZx; bvixi Avwa‡K¨ eû-m¿x fv‡jv, evo‡eI ¯^ ¯^ RvwZ| †Kvb Kv‡jB b‡ii msL¨v nqwb †Zgb AwaK; bvixi mviv Zby ms‡e`bkxj, †Lvjv ivLvUv waK&| bvixi gvZ…Z¡ jvjb K‡i cyiæ‡li †bZ…Z;¡ wkwÿZv bvixi †bB weKí, eyS Zvi ¸iæZ¡| bi I bvix GKB--K_vvUv wfwËnxb, †bB ev¯ÍeZv; Df‡q mgvb †hvMdj cvq--ZeyI wfbœZv| bvix-b„Z¨ MY-m¤§y‡L--gvZ… gh©v`vi nvwb; iƒ‡ci Ky-eënvi eëmvi Z‡i--Bnv mvgvwRK Møvwb| †Kvb ag©B cÖkªq †`q bv‡Kv AkøxjZv †nb; ag© Av‡b †h myKzgvi køxjZv--†bB weKí †Kvb| gv‡qi Dc‡`k, m¿xi †cÖg, †ev‡bi mnvbyfywZ wg‡j; mgvR KvVv‡gv gReyZ _v‡K, bvix mn‡hvMx n‡j| bvixi mg&åg Le© K‡iv bv‡Kv, Avm‡e åóZv; bvixi gh©v`vq mvgvwRK gyw³ I wek¦-gvbeZv| bvixi civgk © Acwinvh©¨ ‡R‡bv-†m-B gvwjK n†e wbR kª‡gi| my¯’ bvix-mgvR †Zvj M†o-m‡ZRZv Avm†e wbR Rv†Zi| wn›`y e‡j mbvZbx †m, ZË¡-Ávb AR©‡b gk¸j; Kg©B ag©--†bB weKí, wb®‹v‡g †bB f~j| fw³nxb AvZ¥vi †bB gyw³-- wg‡jbv cigvZ¥vq; Rxe I ci‡gk¦i GKB mË¡¡v c~bR©‡¤§i PvKvq| ey× Kq: my-`„wó, mr-msKí, evK-mshg I cÂkx‡j wÎkiY; my-RxweKv, mr-wPšÍv I wVK Z‡Ë¡i a¨v‡bB cÖÁvjv‡fi Abykxjb| bq AwZkh©¨ †gv‡n I wbMÖ‡n, Z‡eB cv‡e wbe©vY; gy³ n‡q ïayB Kwi‡e wb®‹vg--kvwšÍ n‡e bv ¤øvb| Lªxóvb e‡j A‰bwZK AvBb bq--PvB Dnv †cÖg wkLv‡Z; b¨vh¨-cÖvc¨ †cuŠvQv‡bvB ag©--†cÖg evu‡P mZZv‡Z|

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Women is raised bodily soft, becomes she too pregnant; Polygamy is good in surplus women, will too grow nation. Never became the number of men so large to count; Her body is sensitive at large, disgrace to keep exposed. Only motherly affection raises leaderships in men; No alternative for learned women, know what it mean. “Man, woman are identical”—is baseless talk, not a fact; Both get the same total—however, are different. Lady-dance for a crowd—a blow to maternal reverence; Glamour’s abuse by exposing for sale—is a social disgrace. No religion encourages a promiscuity so vulgar; Religion brings graceful decency—has no choice other. Mother’s affection, wife’s love along sister’s sympathy; Social scheme remains sound, if women accompany. Do not lower women’s decorum, else will stray surely; Women’s dignity is social emancipation, is the humanity. Women’s counsel is indispensable know— She is the owner of her own works. Ensure a society of healthy woman— Jubilant will be your nation’s folks. Hindu is an Orthodox, absorbed to in-depth wisdom; Action is but Faith—has no option, no fault in altruism. No salvation for un-devout—no union with Supreme Soul; Living and God are same Being in re-incarnation wheel. Buddha’s right view, resolve, word; and Ritual Guides; Good live, thought and wisdom by introspective exercise. No excess in lust and refraining, then comes salvation; Be altruistic by emancipation—peace doesn’t darken. Christian disclaims immoral law—wants it for love; Faith is but giving just share—honesty brings up love.


cÖwZ‡ekxi Kj¨vY hv cv‡iv K‡iv--kvwšÍ cv‡e AvZ¥vq; cvkweK †gvn k„sLwjZ K‡iv, ‡cÖg ‡bB Dk„sLjvq| Dc‡hvMev`x Kq: myL evovI mK‡jiB--hviv mswkøó; eyw× I cÖÁvjvf K‡iv--cvkweK Aí †fv‡MB nI mš‘ó| weÁB ey‡S my‡Li e¨vwß--AvZ¥vi kvwšÍiB AwaK ¸iæZ¡¡; cwiYwZ fv‡ev †cÖlYvi Av‡M, Mfx‡i hvPvB K‡iv my‡Li MyY& Z¡| mvgëv`x e‡j cÖ‡Z¨‡K cv‡e AwaKvi I my‡hvM mg; cÖ‡Z¨‡K n‡e mgvb ewjô--`ÿB weÁ G aviYvUvI åg| cÖ‡Z¨‡K w`‡e cv‡i †m hvnv--cv‡e ïay cÖ‡qvR‡b; wÌbv Kf‚ wbivm³ kªg-- Pvcvq hvnv ¯^v_©ci R‡b| fveev`x Kq: Ávb, ÿgZv, †mŠ›`h©¨ I bxwZ‡ev‡ai Av‡Q ¯^KxqZv; cÖ‡Z¨‡K GKB--†mB Abb¨, Av‡Q hvi m„wó-web¨v‡mi m‡PZbZv| ¯^Zš¿-mËv mg~‡n weg~Z© m¤úK© Bw›`«qMªv‡nï †P‡qI ev¯Íe; kªóvi AvB‡b cÖÁvjvf Qvov myL, kvwšÍ, cÖMwZI `~jf © | hyw³ev`x e‡j D™¢vwmZ nI ˆbmwM©K Av‡jvq--KviYB Kvh©¨wbY©vqK; †Kvb NUbv ev¯Íe bq, eY©bvI mZ¨ bq--hyw³B PzovšÍ wbwiÿK| wb‡i‡Ui AšÍiv‡j hyw³i dêyaviv--Ávb Av‡m ¯^Ávq mivmwi; mskqUv kyiæ‡ZB Qvo--hyw³i wbðqZvq Bw›`«qB evovevwo| AwfÁZvev`x †KD Kq: Bw›`ªqB Ávb-Dcv‡Ëi g~j Drm; Kvh©¨B KviY wbY©vqK, aviYv m„wó‡Z Bw›`ªqB me©m¡| Avi †KD e‡j Dcv`vb Av‡m Bw›`ªq †_‡K--eyw×B †`q iæc; Av‡ivn c×wZ‡Z wbwðZ K‡iv, mskqvb‡KI K‡ivbv we`Œc| iÿbkxj e‡j eZ©gvb mvgvwRK cÖwZóvbMy‡jvB fv‡jv; kZeQ‡ii Av_©-ivR‰bwZK aviv weeZ©b K‡i‡Q GMy‡jv| †Kvb cwieZ©b PvBbv, hw` bv nq µgk: ax‡i ax‡i; wbLyuZ bq gvbe, bv ¯^qsm¤ú~Y©--PvB ag© I êfe ¯^cwiev‡i| cÖ‡qvMev`x Kq: eûË¡B ev¯Íe, w¯’i-ZË¡ bq--Kvh©B Dc‡i; weg~Z© aviYv Qvo, hw` Zv ev¯Íe‡K wb‡`©k bv K‡i| Kvh©KvwiZv I mymva¨ZvB bxwZ-Kg©mw~Pi †hvM¨Zvi gvcKvwV; Bw›`ªq I hyw³i evB‡iI mZ¨ Av‡Q--bvI hLb jv‡M †hwU|

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Do all you can for neighbor’s well—soul remain calm; Control your baser lust, reckless craving is love none. Utilitarian says: Expand happiness for all are involved; Acquire intellect and wisdom—be content with less treat. Wise knows bliss’s extent—serenity is more important; Consider end before impulse, know joy’s quality in-depth. Egalitarian wants for all the equal rights and opportunity; All will be equally strong—“skill is wise” is an idea faulty. From everyone as one’s ability—to each as one’s need; Never do labor you despise—if a greedy has pressed it. Idealist says: distinct is wisdom, power, morals, beauty; All are same—one is unique, who is aware of creativity. Abstract relation among unique is more than sensible; Without Divine Law peace, joy, progress impossible. Rationalist says: Grow with innate facts—cause brings effect; No event or report is real—reason is the last to inspect. Logical profile underlies matter—intuition comes directly; Leave doubt at first—sense is irritant if firmed rationally. Empiricists some say: sense is the only source of data; Effect only assures the cause, sense is all to create idea. And some say: sense gives data—form given by intellect; Confirm it by induction, do not taunt also the skeptic. Existing social institutions are good, say the conservatives; Socio-political course of centuries has evolved these. Want no change, if not done in a slow pace, gradually; Man is imperfect, interdependent—want faith, wealth and family. Pluralism is real to pragmatist, no static theory—but effect; Leave abstract idea, if it does not reflect the concrete. Effectiveness and expediency is the fitness for policy; Truth is beyond sense and reason too—take one is easy.


gvYeev`x e‡j kªóvi Zzwómn e¨w³-¯^vaxbZvB gnË¡; B”Qvkw³‡Z m`vPiY I my›ì m‡Zï mÜv‡bB †kªóZ¡¡| ag©xq †Muvovgx, Aeiy×Ki `k©YI weg~Z© hyw³ bq; gvbexq gyj¨‡eva--¯^vZ‡š¿¿i gvcKvwV‡ZB beRvMib nq| be¨Zš¿¿x Kq: bxwZ weeZ©bkxj--gy³ we‡eK Pvq we‡Kw›`ªKib; wKlvY-cjøx bq--K‡iv ag©wbi‡cÿ hvwš¿¿K bMivqb| `vI weg~Z© I e„wËg~jK wkÿv-- we‡kl‡Ái mgvR Mo; D‡Ï‡kï Dc‡i c×wZi MyiæZ¡--K…wói †P‡q mf¨Zv eo| gymwjg e‡j: kªóv GKB-- wZwb Abvw` AbšÍ I Aeqe; bvw¯ÍK myKg©x‡KI †`b wewbgq--nq‡Zv wbivcËv wKsev êfe| wek¦vwm‡K ciKv‡jI †`b--mevi Kv‡Q cvwV‡q‡Qb `~Z; evovevwo bq ag© wb‡q, AwePvi †k‡l n‡eB civf~Z| †KD gwi‡ebv cvIqvi Av‡M Av‡Q hv wba©vwiZ; AmZc‡_ PvB‡j Dnv, AkvwšÍ‡Z cvIqUvB AeavwiZ| †h PvB‡e Zv mr-K‡g©, cvB‡e m¤§v‡b I kvwšÍ‡Z; m¤ú` w`‡q c~b¨ evovI--bq Dnv Ace¨vq Kwi‡Z| mvgvb¨ wek¦vmI gyw³i KviY n‡e c‡iKv‡j; hZ †ekxB hvi c~Y¨, ¯^‡M© †m hv‡e A‡Mª P‡j| hv‡e hviv A‡MÖ, cv‡e my‡hvM Kwi‡Z mycvwik; mr-msM I c~b¨R‡bi my-eÜ‡b _v‡Kv Anwb©k| bq mskq mw`”Qvq, bq AwZ‡jvf m‡¤¢v‡Mi; cy‡iv ÿgZvq `vI kªg, bq mvdj¨ Ab¨v†qi| âh©¨ a‡iv `ytL K‡ó, †kvKi K‡iv cÖvwß‡Z; ciKv‡jI kvwšÍ cv‡e, w`‡eb Avjøvn ¯^-mvÿv‡Z| avwg©K‡Zv Kv‡iv kÎy bq--eÜyyZ¡ Zvi mK‡ji Z‡i, ag©-wbi‡cÿ ¯^-evÜeI bq--‡m GK wb‡iU ü`q; ¯^-m¤cÖ`v‡q avwg©K n‡ev--wbR‡K cy‡iv gvbe M‡o, PvB ˆbwZK wek¦-åvZ…Z¡--A m¤cÖ`vwqK ag©nxbZv bq| mgvR-ˆbwZK jÿ¨ me a‡g©i GKB-evwn¨K ‡mZy Dnv gvbeZvi eÜ‡b|

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Humanist says: liberty with God’s bliss is indeed nobility; Honesty in free-will and query for good truth, is enormity. No devout fanaticism, abstract logic, choking philosophy; Renaissance’s yard-stick is human values and individuality. Modernist says: Rule evolves—free conscience wants decentralization; No Peasant-Commune—do secular mechanical urbanization. Give abstract and vocational learning—raise society of experts; Civilization exceeds culture—system surpasses the aims. Muslims say: Creator is One—He’s eternal, here no appearance; He rewards atheist too—either security or affluence. Rewards believers in Hereafter too—sent Apostles to all; No excess by religion—unjust shall be defeated after all. No one will die before getting whatever been lotted; If wants that in evil way, shall come life commotted. Whoever wants in honest work, gets in upright peace; Raise your virtue by wealth—not it for over indulgence. Minutest faith will be the cause of salvation in Hereafter; One that is more virtuous, will travel to paradise faster. Those who reaches before, will be allowed to intercede; Convoy the honests, always toil in virtuous bond indeed. Never doubt good inclination, no craving for indulgence; Employ your full in work, no triumph for any offence. Be patient in difficulties, thank Him in affluence; Will get peace in Hereafter too, will give Allah in Own Presence. Pious isn’t a foe to any—friendship is his for all, A secular isn’t self’s friend either—his is desert heart; Community grows religious—raising human in full, Want world of moral fraternity—acommune infidelity not. Socio-moral aim is same in all religions— External bridge is that embraced by humanity.


ciKv‡ji c_ cÖ‡Z¨K a‡g©iB ¯^Kxq-bq nvbvnvwb AšÍiZg wek¦v‡mi Kvi‡b| gvbegvÎB m¤§vwbZ--MvI RqMvb my›ì åvZ…‡Ë¡i; m¤ú` mK‡ji Z‡iB--cy‡iv wewbgq w`‡e kª‡gi| gh©v`v ZviI Dci, Z‡e mywkÿvi Dci b‡n; mZ I AmZ `yÕ‡q cvcxi kµ--gvbeZv m‡e©v‡”P i‡n| cÖMwZi Z‡i cÖÁvi mwnZ AvwR Mvwn H‡Kï Mvb-gvb‡e gvb‡e bq msNvZ b‡n Avi eëavb| G‡Ki AwaKvi A‡bïvI iwÿ I gy‡P Afve-AbUb-gvbe ‡cÖ‡gi ag©xq wgj‡b euuvwP‡e G f~~eb| cÖ‡Z¨‡K PvB cy‡iv mvdj¨-- cv_©xe kvwšÍ I ciKv‡j gyw³; Mnxb wek¦vmUvB g~j cv‡_q-- ï× gvbeZvB mwVK kw³| Dcvmbv Kwi ü`‡qi Uv‡b-- Pwj wbR wbR ag©-g‡Z; †cÖg, mZZv, I wbôvq ‡k‡l wgj‡ev m‡e weKv‡ki c‡_| G‡K n‡ev †gviv A‡bï Aviwk--†`L‡ev Ab¨‡ZI cÖwZwe¤^ †gvi; ‰bwZKZvq n‡ev cÖwZ‡hvwM, mZK‡g© mn‡hvMx--wnsmv I AnsKvi Kwi‡Z `~i| mZÜv my›ì, mnR, I AwØZxq-- euuvPvI me gvbevaxKvi; kvk¦Z, c~b©, weï× m‡ZïB Rq-- Dnv‡Z Pvq †gv‡ì GKvKvi|

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The path for the hereafter differs among religions— No battle because of innermost sincerity. Each human is dignified—sing victory of lovely fraternity; Means for everyone—pay for labor, always completely. Dignity is above means, not above education virtuous; Honest, dishonest dislike sinner—humanity always victorious. Let there be a song of unity with wisdom for progress— Let neither be any discord nor barrier among peoples. Let one’s rights be saved by others too and gratify dire wants— Let the world endure by the humane love’s union of religions. We want full success—temporal peace and eternal salvation; In-depth faith is main reliance—true humanity is right strength. Worship is but feelings of heart—follow rules of own religion; Love, honesty, and sincerity will end us in the flourishing path. Each will become other’s mirror—will too see own image in others; Will compete in virtue, assist good deeds—to drive grudge, bigotry far. Truth is unique, beautiful, and easy—protect all human rights; Eternal, complete, pure Truth prevails, and draws us to unite.

Utilitarianism, Egalitarianism, Dialecticism, and Justice—With Pan-Islamic Perspectives By: N.U.M. Akramul Kabir Khan, Assistant Professor, Department of Computer Science & Engineering, Premier University, Chittagong, Bangladesh [This article is a revised form of author’s relevant previous works and the author may re-include this (or revised form of it) in his future work(s).] A. Abstract: Man is tri-wheeler bipolar being—he is both objective and subjective. Man’s religious (and similar other) faith53 (/fantasy) is a manifestation of the subjective (/spiritual) pole (at soul54). The objective pole, on the other hand, is again bi-pedal—the empirical and rational. The empirical realm55 exercises through (physical) senses like ear, eye, nose, tongue, skin, kinesthesis (for body position and limb movements), semicircular canals (for body balance), vestibular sacs (also for body balance), etc. Finally, the rational activities are but manifestation of mind (in brain) with the reasoning power56. Soul, mind, and body are lumped together as psyche57 which represents the self58 (with free-will) to interact with the not-self—the universe minus the psyche is the not-self. If this psyche losses its innate imperatives of perfect balance and intensity among soul, mind, and body then individual may make wrong choices (/conclusion) and vice versa—and, indeed, this coupled process is the continuous struggle in our temporal life. Through this struggle, any (/two/all three) realm of our being may become more than half corrupted by which self may become an ill/erroneous/wrong-doer. All three realms of human being must be nurtured in accordance with the commandments/intentions of the Creator, Allah SWT so that self do not become over biased/confused (and get carried away by one particular drive or other) in encountering the not-self. While dealing with the day to day problems, self makes circuits among spiritual, rational, and sensual imperatives in making decision—and self can come up with proper integration through this three-tyred59 “dialectic”(, might better be termed as triolectic, trialerratic, integralectic, aggregatic, or iteratic,) psychicism if and only if all three realms of the self remain in proper harmony. Once such integration puts out appropriate thesis it serves in the relevant contexts, and with the advent of new 53

Haqq-ul-yaqin. Occidental philosophers (, in general,) failed to distinctly acknowledge this realm—frequently, it appears as if they have alternately used the terms soul, and mind to mean the same realm of human being. Oriental philosophers, on the other hand, apparently have not tried to make distinction among three realms of human being, and identified the self as a kind of transient flux. But, nonetheless, socio-moral aims remain identical in all human societies. 55 Ain-ul-yaqin. 56 Ilm-ul-yaqin. 57 Compare with the tripartite theory of Plato (427-347 B. C.): emotion (spirit of soul) + appetite (sensual desire of body) + reason (rationality of mind) in which Plato stipulated that reason must drive the emotion and appetite. Also, compare with the tripartite theory of Sigmund Freud (1856-1939): id (seat of sexual, aggressive, and preservative instincts) + superego (seat of conscience for iron-fist restriction of gratificational instincts of id) + ego (seat of intelligence which mediates between id’s unrealistic demand for immediate gratification and superego’s punitive constraints upon id’s unrealistic demand). 58 The Islamic (replacements for the) terms of soul, intellect, body, and self are (/can be) ‘rooh’, ‘aql’, ‘gism’, and ‘nafs’ respectively. 59 Compare with the theories of Dialectic Idealism advanced by Georg Hegel (1770-1831), and of Dialectic Materialism contended by Karl Marx (1818-1883). 54

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Utilitarianism, Egalitarianism, Dialecticism, and Justice—With Pan-Islamic Perspectives /The Republic Re-engineered/By N. U. M. Akramul Kabir Khan

situations/parameters, the same process repeats. On macroscopic scale this phenomenon manifests as the characterizing dynamics of a society, as an aggregate prodigy of its members. This is how human history is being traced out. Time and again man, nay, society as a whole deviated from the path prescribed by the Creator and faced difficulties in managing societal affairs. To cope with these situations man exerted this three-tired “dialectic” process of trial and error (, without following concrete Divine Guidance60 as the ideological basis, and without possessing properly balanced psychological consciousness). Since the advent of the industrial revolution, western philosophers61 have been debating about the profound problem62of the theory of justice. They differed with the (classical) Greek philosophies63 and viewed theory of justice on the egalitarian basis of the creed: “all people are equal by virtue of their being human beings”. This creed apparently has the root in the subjective realm (of human being) and immediately encountered the (rationally objective) creed (of liberalism): “individual should be left free to pursue their own interest and fulfillment as each chooses”. The three-tyred “dialectic” process continues and encounters the (empirically objective) creed: “economic reality and need for social utility/expediency can directly and/or indirectly limit/alter the extent of liberty and imperatives of equality”. But yet, the relevant thought process has failed to properly integrate (“synthesize”) these three categories of creeds to come up with a one that shall endure to work without ever ending to stagnation and/or disorder. This is: firstly because, they did not abide by the concrete Divine guidance; secondly because, they did not possess the properly nurtured/balanced psychological consciousness; and thirdly/mostly because, no man can come up with a comprehensive theory of justice that will perfectly work for any society or for the entire mankind. Man’s inability for such conception rests due to the fact that man has not succeeded (and never will succeed) to comprehend the total mystic linkage among the past, present, future, human nature and free-will (Ikhtiar), Divine Decree (Qada), Divine Providence (Qadar) and ‘a priori’ knowledge (Fahada), Divine Command (Hukum), and role of the unrelenting tempter devil. For all practical purposes man must turn to Divine Guidance for continual proper nurturing of all three realms of human being, and as well as for installation of properly designed social institutions. This paper has elaborated the theoretical discussions on the dynamic phenomenon of human history as being traced out through three-tyred dialectic process (discovered by the author) on the basis of the Islamic concept of human nature and its functionalities to the progressive pace of civilization to continually modernize societal institutions. B. Introduction: In designing any social institution whether legal, political, educational, economic etc., the most basic question that arises is: what should be regarded as the proper relationship between individual and society. That invites a more general question: what is good and right in our lives and in our societies. The second 60

Since the day one Allah SWT has been sending Messengers with essentially the same set of messages to guide mankind—time and again some men through their whims interpreted the messages wrong way and created their creeds and rejected the renewed Divine Messages and Messenger/Prophet(s) came to them, and thus different religions are created. However, Qur’an is the final (and complete) revelation of Allah SWT (, the “God Almighty”,) which has remained unchanged from which guidance will emanate (through Islamic process of derivation) to cope with the situations in every context—for every people who accept it and for all time to come. 61 Such as Thomas Hobbes (1588-1679), John Locke (1632-1704), David Hume (1711-1776), Jeremy Bentham (1748-1832), John Stuart Mill (1806-1873), Karl Marx (18181883), John Rawls (1921- ), etc. 62 No single theory of justice advanced by the philosophers (so far since Plato) has received universal endorsements. Some of these theories (, such as classical Greek theories,) defined the justice on the basis of merit, some on the basis of individual liberty and social utility (/expediency) (known as liberalism), yet some on the basis of equality of all people and social utility (known as egalitarianism), etc. 63 Such as Plato (427-347 B. C.) and Aristotle (384-322 B.C.).

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question can not be answered without answering the question: what the sources and limits of our knowledge are. Finally, none of these questions is inseparable from the questions: what it means64 to be human being; and what the fundamental nature of God and reality are. All these questions have been answered by different philosophers and we possess all those knowledge with an evidence that each of the philosophers exhausted their efforts to critically and rationally examine the reasons behind the prevailing most fundamental assumptions and axioms of our human lives. Even though all these quests have been done to come up with postulates by which the universe can be conceived “as a universe and not a multiverse”65, but yet, many basic questions including the paramount question of justice remained unresolved out of these hair-splitting discourses. Nonetheless, the pace of civilization has not stopped (for such a philosophical resolution) from tracing out the ongoing progress of the human history. Justice deals with retribution in particular and distribution in general. Concerns of distribution includes entire gamut of human wants/culture—wealth, goods, knowledge, skill, morality, health care, security, privileges, power, incentives, dignity, etc.; and even punitive (/corrective) measures of retributive justice must also be viewed as to be inwardly belonged to the distributive justice at large. Proper distribution of benefits and burdens is a very crucial matter of each family, community, organization, society, etc.—it is the vital concern in setting up a state’s relationships with its members. Islam has not included the concepts of justice merely as an isolated set of dictates—the profile of justice has been imbued in the entirety of Islam as an interlaced basis among the different aspects of the religion (both externally and internally). Before expounding on this pan-Islamic foundation and its inherent characteristic of three-tyred dialectic process for continual creation of ideas to cope with every situation, we need to formalize our discussion by first alluding on some of the relevant sophistic terms (found in the text-books on Philosophy) in the following paragraphs. C. Individualism: Individualism is the social theory that emphasizes the importance of the individual, his/her rights and freedom of action [Ref-2, p-513]. Some of its proponents66 assert that unchecked competition between individuals is nature’s way of improving species by eliminating67 the unfit. An economic theory, known as laissez-faire, convoyed the industrial revolution which cultivated the tendency toward individual freedom. In economics, politics, and social philosophy, laissez-faire is a concept of government non-interference68 [Ref-2, p-513]. According to this theory, business and commerce should be free from government control so that 64

See Qur’an-30:30. William Halverson. 66 Such as Herbert Spencer. 67 Also known as social Darwinism. 68 Adam Smith (1723-1790) insisted that if commercial enterprises are left free (from government interference) to pursue self-interests, then the forces of supply and demand (of a free market economy) will discipline them into producing efficiently those goods that society most needs and wants. According to Thomas Malthus (1766-1834) and David Ricardo (1772-1823), like laws of mechanics, a natural law also operates in social affairs which would regulate price and wages. John Stuart Mill (1806-1873) advocated that government should interfere only when society itself cannot find solutions, and such matters must be resolved on the premise (of the principle of social utility) that what is good is that which produces the greatest happiness for the greatest number of people. 65

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entrepreneurs can pursue free enterprises. This theory adds that egoistic pursuits, including ownership of real estates, will produce the greatest happiness for the greatest number of people. Thus, according to these proponents, justice will be served. D. Collectivism: Collectivism is a social theory that emphasizes the importance of freedom from economic exploitation [Ref-2, p-540]. According to this theory freedom from government interference and persecution do not necessarily guarantee freedom from economic exploitation as because it promotes exploitation of the working (proletariat) class (of the largest majority) by the ownership (bourgeoisie) class (of few). In spite of closeness of political and social freedoms of speech, religion, and governance, (the advocates of collectivism contend that,) unchecked freedom for egoistic pursuits alienate greatest number of people from the fruits of their labor, from social relations they create, and ultimately from oneself. For the proponents of collectivism, freedom means freedom from such alienation initially through formation of the state which allow/nurtures humans to be unselfish and nondestructive. At the end, they want to replace69 such a (socialist) state with communes to guarantee the justice through a fairer distribution of wealth and defend that means of production be (collectively) owned by everyone in the community concerned. The distributive creed of collectivism is, ‘from everyone according to his/her abilities, and to everyone according to his/her needs’. E. Utilitarianism: Unlike egoistic70 pursuits promoted by individualism, utilitarianism asserts that justice means [Ref-2, p-423] promotion of everyone’s best interest. This theory claims that we act morally when our action produce the greatest possible ratio of good to evil71 for all concerned. Some of its claimants72 maintain that only pleasure or happiness have intrinsic value. 69

Karl Marx (1818-1883) advanced that due to lack of such commune (community), working class can not see their work as contributing to a group of which they are belonged. However, he stipulated that, before such communes can be established (as communism), the wealth must be transferred from the hands of the few (owners of means of productions) by nationalizing land, factories, transports, and banks as a way of attaining freedom from alienation (to establish socialism as a prelude to communism). Such prescription (of socialism plus communism together) is better known as Marxism. Marxism allows no ownership of property except for those products a person makes directly. It thus abolishes distinction between worker and owner by making everyone a laborer who shares in the benefits of his/her labor. After establishing socialism through the nationalization of above mentioned sectors, Marxism prescribes for decentralization of state in genuine communes which would be characterized by the abolition of currency, specialization, and privately owned means of production. Marx believed that the universal laws operating in history are economic in nature. He predicted that the class struggle between the ownership class and the working class will continuously increase, as because gradually the working class will be increasing in numbers and will be cornered to live with less and less means for subsistence. The unavoidable eventuality is a revolution (of socialism) through seizure of power (or Bolshevism) by the workers which will be followed by the establishment of a new communist phase in history. 70 Some egoists [such as Epicurus (341-270 B.C.)] are hedonists who believe that sober thinking rather than sensual gratification is the pleasure that is intrinsically worthwhile and is the human’s good. 71 As with all consequentialist position, here good and evil are taken to mean nonmoral (or intuitive/psychological) good and evil. Ethics is a subject that studies moral conducts on the basis of obligation and values—morality refers to rule of conduct by which people live. 72 Jeremy Bentham (1748-1832) and John Stuart Mill (1806-1873) are most famous among them. According to Bentham, nature has placed mankind under the governance of two sovereign masters, pain and pleasure; and principle of utility recognizes this subjection. He added that by the principle of utility is meant that principle which approves or

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F. Liberalism: During eighteenth and nineteenth centuries, characterization of philosophy of individualism included the beliefs [Ref-2, page-514] that: (i) individuals should be free to pursue their own interests without interference, providing they do not impinge on the rights and interests of others; (ii) individuals should be allowed to earn as much money as they can and to spend it however they choose; (iii) individuals should not anticipate the government to aid their economic growth, (iv) individuals should not be inhibited by the government73 from pursuing their economic growth, etc. So, in order to combat the colonialism, imperialism, antiquated laws and regulations that fettered humans; to keep pace with the scientific discoveries of natural law; and to burry the last vestiges of feudalism; classical thinkers74 elevated the importance of individualism. These thinkers were termed liberals and their political philosophy liberalism. Things, however, changed radically and modern liberals75 disagree with their classical forerunners. They contend for stronger government roles and advance that it is that very “rugged individualism” preached by classical liberals had caused many of our social maladies such as monopolies, ruthless competition, slums, disapproves of every action whatsoever, according to the tendency which it appears to have to augment or diminish the happiness of the party whose interest is in question. Thus, Bentham approves an action (instead of rule governing such action) if its tendency to augment the happiness of the community is greater than any which it has to diminish it—that is, the end justifies the means. Thus, according to Bentham even an innocent can be punished if such a punishment leaves a multitude better off. Later John Stuart Mill added that action ‘A’ can not be approved instead of action ‘B’ even if action ‘A’ produces greater happiness than action ‘B’, if action ‘A’ is morally inferior to action ‘B’. That is, according to Mill an innocent must never be punished. Thus, Mill advances that, quality of pleasure and happiness also carries intrinsic value (along with the quantity). Many modern utilitarians contend that besides happiness and pleasures, things such as power, knowledge, beauty, moral qualities etc. also have intrinsic worth. A number of ethicists argued that we get into dilemmas when we apply to “greatest happiness” principle to a particular act (, rather than general rule that the act implements,). These ethicists prescribe that we should act so that the rule governing that action produces the greatest happiness for the most people. In corollary, they advance that an innocent should never be punished except in those instances when punishing the innocent will leave everyone better off. According to John Rawls (1921- ) utilitarianism is neither fair nor acceptable to everyone, since it may allow practices that increase the general utility at the expense of minority groups. 73 John Locke (1632-1704) believed that men are by nature free, rational, and social creatures; and any form of government is an encroachment on that freedom and integrity. According to him state power is inherently at odds with individual liberty: They govern best who govern least. He contended that government does not decree mutual respect for the freedom and liberties of all—nature does. He also inferred that men establish governments (to preserve their inherent rights of life, liberty, and estate), as because three things are missing in the circumstances of nature: (i) a firm, clearly understood interpretation of natural law, (ii) unbiased judges to resolve disputes, and (iii) personal recourse in face of injustices. 74 Classical Liberalism fostered the economic trend of industrial revolution which was characterized by relatively free and open competition among numerous small businesses. But gradually it crumbled, and today’s economy is dominated by relatively few enormous corporations possessing immense economic and political power, and by this power they are not only unjustly monopolizing industries and exploiting the workers, but they also misuse this power to stave off government regulations that are in the interests of the citizens. Modern liberals, therefore, although would agree with Locke that individuals are perhaps by nature free, they would emphasize that individuals are in fact un-free. It is not surprising that some of today’s liberals feel that in many sectors the best government is the one that governs most. 75 Such as John Rawls (1921-), Philip Slater, etc.

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unemployment, and social gross inequalities. They conclude that these circumstances can only be improved by the government. In the following brief table some comparative76 characteristics are listed to understand the similarities and differences between the classical and contemporary liberals: # 1 2 3 4 5 6

Classical Liberals Believe that humans are social beings greatly influenced by environment; Claim that the job of government is to promote general welfare; Uphold the sacredness of life, liberty, and the pursuit of happiness; Tried to limit government77

Modern Liberals Same Same Same Want to expand the roles of government to ensure individual cooperation and opportunity; Paid only symbolic attention to the government’s roles in promoting individualism, Think that strong communal bonds are necessary to preserve individual and advanced that community or association membership is an unfortunate life, liberty, and pursuit of happiness, and that government must play a restriction78 on the individual’s creative power; vital role in strengthening these bonds; Held individuals ultimately responsible for their own liberty and prosperity; etc. Generally hold political authority responsible for these things, and try to

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Unlike classical liberals, classical conservatives such as Edmund Burke (1729-1797) emphasized institutions rather than individuals. They advanced that society represented an organic and mystic link binding the past, present, and future; and that state is an organic (, instead of artificial,) structure nourished by religious fervor, patriotism, and faith. They wanted the government to preserve tradition, to nurture respect for established institutions such as religion, family, private property etc. and to honor whatever had survived for generations. According to them social progress requires reform, not revolution. On the other hand, unlike modern liberals [such as John Rawls (1921-)], contemporary conservatives [such as David Reisman, Robert Nozick (1938-)] are inclined to define individualism in terms of economic rather than political freedom. The modern liberals want greatest possible equality among individuals. In juxtaposition, modern conservatives (, unlike their classical precursors,) want the greatest possible respect for the individual rights and advance creeds such as “no ideology can justify the sacrifice of an individual to the needs of the group”. At the core of this difference the problem of justice clearly stands out unresolved, along with the question what constitutes the just society. However, both groups (, the modern liberals and modern conservatives,) want to belt a proper balance between private and public interests—both groups espouse the middle way between the anarchism and totalitarianism. Besides, both these groups believe that government should positively assist private initiative for the common good. They want law, for the exercise of government’s rights and duties, to distinguish between private and public rights and interests, and in order to articulate the basic tenets of social contracts such as national constitution. 77 This is because, classical liberals viewed individuals as self-sufficient, moral, and rational beings; equipped with instincts and reason; and capable to be autonomous, independent of the influence of social group to which they belonged. Clearly, this rationalist image of classical liberals have proven to be inadequate—today we all realize that an individual is not self-sufficient in social isolation, s/he is vitally connected to social groups. The end result of ruthless competition among individuals is, at least theoretically, elimination of all but only the finalist winner; and none of us want to purge out that result as because nobody can be sure about who will be that unfortunate solitary champion anyway. Our challenge is to create a society that allows people to live private lives without harming others along with the accommodation of their communal and social desires and protection—a society that allows us to establish a proper balance between individual and society. 78 Such as John Stuart Mill (1806-1873) in his ‘On Liberty’.

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strike a proper balance between private and public interests; etc. G. Egalitarianism: Egalitarianism is the view [Ref-2, page-492] that all people are equal79 by virtue of their being human beings—it even objects to snobbery with the belief that one person is not necessarily better than another because of wealth, family, and intelligence. While the egoism80 is akin to individualism and liberalism, altruism81 (, on the other hand,) is akin to egalitarianism and collectivism. All forms of utilitarian theories have their roots in egalitarianism which starts from the premise that “all men are created equal”. These utilitarian theories have been adapted differently by different ideologies such as liberalism, collectivism, etc. Both liberalism and collectivism have included the concept of egalitarianism in different guises of social utility to erect their respective theoretical and operational features. The liberals, on one hand, are continuously increasing distance from individualism by adapting to more and more features inwardly belonged to social utility. On the other hand, the collectivists are gradually accommodating more and more individual82 liberty. This way, the gap between liberalism and collectivism is reducing.

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Classical Greek philosophers such as Plato (427-347 B. C.) and Aristotle (384-322 B.C.) believed in the natural inequality of individuals, and held that justice is giving unequal individuals their unequal due (on the basis of merit). However, in Aristotle’s view, justice was most important for the poorest and least powerful humans of the society as because, unlike the rich and powerful, they could not fend for themselves. 80 According to Thomas Hobbes’ (1588-1679) psychological egoism, human beings are so constituted that they must always act out of self interest. Thus, Hobbes advanced that human nature is fundamentally self-interested and anti-social (instead of being fundamentally loving and prosocial). According to Kurt Baier (1917- ) (ethical) egoism can not resolve the issue of conflicting of interests, and introduces inconsistency in moral counsel. Besides, other critics add that ethical egoism undermines the moral point of view—the impartial attitude of one who attempts to see all sides of an issue without being committed to the interests of a particular individual or group. 81 According to Joseph Butler (1692-1752), desires for gratification are primary desires and people do have other kind of desires known as desire for our own good; and that is why our two kinds of desires often conflict to each other. He added that it is false that people desire things because they are pleasurable or satisfying; rather, we get satisfaction from objects because we desire them. For example, we do not desire the pleasure then try to get food; rather, we must first desire the food if we are to get pleasure from eating it. Similarly, we do not desire pleasure first and then try to do good to others to get the pleasure. Rather, we must first desire to do good for others, and only then will we get pleasure from doing good to others—that is, altruism and egoism are mutually exclusive to each other, and each human has the potential to be both egoist and altruist. In fact, according to Francis Herbert Bradley (1846-1924), satisfaction is only possible when one achieves self-realization, that is, harmonious integration of all one’s desires. Similarly, Aristotle (384322 B.C.) stressed the harmonious development of all functions of the human organism. For Plato (427-347 B. C.), when each of the three active principles (i.e., Reason, Appetite, and Spirit) in human work together, they result in personal harmony, order, and peace—self-realization. 82 Like John Locke before him, and John Rawls and Robert Nozick after him, Karl Marx concluded that individuals have a legitimate claim to the product of their own product— however, he rejected the ownership of any property which one has not produced personally. Despite of his denial of individualistic human nature (, within his claim that humans are but socially created beings,), Marx agreed that: (i) humans are active and predictive beings, (ii) humans are different from other animals because of the fact that they produce their own means of subsistence, and (iii) life of productive activity is not only naturally and morally binding on a human, it is the right one for the humans. In one hand, collectivists are gradually driven toward liberals by the individualistic flavor consorted as a supplement to the egalitarian principles; on the other hand, liberals are steered toward

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H. Dialectic Idealism: According to Goerg Hegel (1770-1831) reality is not [Ref-2, page-534] fixed and static, but changing and dynamic—and there are three components to this phenomenon: inert matter, life with idea, and the Absolute [world self, or (pantheistic83) God]. Hegel believed that the change proceeds conforming to a well-defined pattern, termed a dialectic—which means contradiction; and that there is only one reality: idea or rational, which is thought itself thinking itself out. The process of thought thinking itself out is the dialectic. Hegel’s dialectical procedure can be represented as follows: Thesis: assertion of position or affirmation (by thought or idea) Antithesis: in thinking itself out thought doubts the thesis (given earlier by itself) and come up with opposite position or negation Synthesis: union of two opposites performed by thought According to Hegel, life is the first sign of synthesis of thought with the main antithesis to itself, inert matter—thought reappears in matter, organizing plants and displaying conscious instincts in animals; in humans, thought keeps on changing as self-consciousness and continues performing the dialectic process in human history. Hegel thus advanced that each period in the history of a society has a distinct characteristic which stands in as a stage (in the dialectical process) between what preceded it and what follows it. A culture has a personality of its own indeed, because (dialectical) development proceeds by mental or spiritual laws. Hegel generalized his dialectical idealism and claimed that the universe or all of reality can be identified as a single character or personality: the Absolute, world self, or God (in pantheistic sense), and all of human history is, indeed, the progressive realization of this Absolute Spirit through the dialectical synthesis of the thesis: Idea thinking itself out, with the antithesis: Idea spread out into Nature. I. Dialectic Materialism: Initially drawn by Dialectic Idealism [of Goerg Hegel (1770-1831)], Karl Marx was greatly influenced by (anti-Hegelian works of) Ludwig Feuerbach (1804-1872) and eventually developed aversion [Ref-2, page-534] for religion. He became convinced that dialectical philosophy would avoid idealism by starting from human reality rather than from an ideal Absolute Spirit, or God. Also, he could avoid mechanistic materialism84 by taking the concrete nature85 of the collectivists by the egalitarian flavor (, in the guise of social utility,) consorted as a supplement to the egoistic principles. This way the original theoretical and operational schemes of both liberalism and collectivism are crumbling, and this gradual process of correction will eventually replace the main creeds of both ideologies. 83 Pantheism is the belief that everything is God; compare: (i) polytheism (, many gods), (ii) panentheism (, belief that all is in God Who is beyond experience), (iii) monotheism (, belief in a single God distinctly independent of His creation), (iv) mysticism (, belief that reality can be known only when we surrender our individuality, and experience a union with the divine ground of all existence), (v) monism (, belief that reality is reducible to one kind of thing or one explanatory principle), (vi) Henotheism. 84 According to Thomas Hobbes (1588-1679) every part of the universe is matter; and that which is not matter is no part of universe, therefore, is nothing and exists nowhere. He believed every event in the universe is but mechanical motion, including the mental activities. On the other hand, mechanistic determinism is a theory which advance that the universe and its parts participate in and are governed by an orderly causal sequence—every event follows conditions with predictable regularity. Some of its proponents [, such as B. F. Skinner (1930-)] contended that, what a person does depends completely on causal factors over which the person has no control: he is fated to do what he does once these causal factors are at work. They add that people are not ultimately responsible for what they do since they are not responsible for the causal factors that make them act as they do.

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human being as its initial principle. So, Marx contended that historical development through dialectical process was material in character, not spiritual—the key to all history lay not in the individual’s Idea, but in the economic conditions of his or her life. Marx’s this philosophy is known as dialectic materialism. Marx denies the existence of any human nature; instead, he claims that humans are social beings, that to speak of human nature is really to speak about the totality of social relations. Like Hegel, he held that each period in a society has its own character and personality. However, unlike Hegel, he claimed that this personality is dialectically shaped up by the economic forces, instead of Absolute Spirit, or God. Therefore, the only true universal laws in history are those concerned with the process by which one stage gives rise to the next, and these laws are working with iron necessity toward inevitable results. He viewed this developmental process as roughly divided into the Asiatic, the ancient, the feudal, and the “bourgeois” or capitalist phases—when conditions are right, claimed Marx, each stage must give way to the next; ultimately, capitalism will give way to communism. If we critically and rationally examine both the theories on (so called) dialectically synthetic (/artificial/plastic) expansion of the universe it will be evident that both the dialectic idealism and dialectic materialism have failed to overcome many (conceptual) pitfalls such as incongruence, incompleteness, etc. Even though Dialectic Idealism sounds more congruent and complete than Dialectic Materialism, each one has theoretical failures and successes (in comprehension). I now like to add my observations in these regards in the following paragraphs. J. Weaknesses of the Theory of Dialectic Idealism: Dialectic Idealism has apparently failed to clearly identify the followings: (i) whether the Absolute itself (or God Himself) get synthesized with the opposite or not, (ii) reason why man should be responsible for his action; (iii) abrupt change may occur in human history due to sudden natural, supernatural, political, economic, climatic, epidemical, educational, or spiritual incidents, etc. which apparently does not maintain links with what preceded, etc. We can briefly expound these objections in the following paragraphs. Firstly, on one hand, if the (self-caused) appearance of the Absolute (as “thesis”) precedes everything else (as the very first thesis), than assertion of the “opposite” (or antithesis), the very first “inert matter”, must not contain any organization/design/plan within itself—else, the very first “inert matter” itself would be identified as a synthesized entity failing to stand as an “opposite”, because synthesis supposed to follow (, according to the theory,) the appearance of antithesis. On the other

In contrast, atheistic existentialists [such as Jean-Paul Satre (1905-1980)] contend for a theory known as libertarianism, which is the view that people are free to choose to act other than they do; and therefore, right to freedom from restraint takes priority over all other rights. They, however, add that, “we are condemned to be free”; “we are free because we can rely neither on a God—because he does not exist, nor on society to justify our actions or tell us what we essentially are; we are condemned because without absolute guidelines we must suffer the agony of our decision making and the anguish of its consequences”. 85 Despite of his denial of individualistic human nature (, within his claim that humans are but socially created beings,), Marx agreed that: (i) humans are active and predictive beings, (ii) humans are different from other animals because of the fact that they produce their own means of subsistence, and (iii) life of productive activity is not only naturally and morally binding on a human, it is the right one for the humans.

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hand, we do not know what it means by the terms “inert matter” without any organization/design/plan in it—that is, the so called inert matter or any other entity does not qualify to stand as an antithesis (to either idea/thought, or the Absolute). This argument alone is enough reason to discard dialectic idealism. Secondly, if universe or all of reality can be identified as the progressive realization of the Absolute Spirit through the so called process of dialectical synthesis, then how do we accommodate human’s ‘free-will’? Even if we overlook this question, how do avoid the question like: how does ‘free-will’ (and many such attributes) essentially remain same in all time and space. That is, again, the concept of so called dialectic synthesis (representing continuous progressive pace of human history) falls apart. Thirdly, there could be so many kinds of natural calamities such as terrible earthquake, famine, epidemic, severe atmospheric disorders, etc. causing heavy devastation. Similarly, all of a sudden huge amount of mineral wealth could be found or a scientific/technological breakthrough (of tremendous and abrupt economic uplifting) may be invented. Even, a leader of great spiritual influence may appear. All such events may radically change the course of history—a theory of so called dialectic synthesis is not alone (, if not at all,) adequate to explain such phenomenon. K. Weaknesses of the Theory of Dialectic Materialism: Most of objections which could be brought against the dialectical idealism can induce similar objections in the contexts of dialectical materialism. Even if human is taken as the initial principle of synthetic human history traced out by dialectical materialism, certain attributes of human do not change due to surrounding economic forces—paradoxically, Marx himself acknowledged these (directly and/or indirectly). These are: (i) humans are active and predictive beings, (ii) humans are different from other animals because of the fact that they feel the moral obligation to produce their own means of subsistence, etc. In fact, these attributes are inseparable from the ‘free-will’ possessed by human beings which is an essential element of human nature and, therefore, can not be changed through the so called process of synthesis of dialectic materialism. Human history is not a synthetic zig-zag ongoing progress of dialectic idealism or dialectic materialism. However, sophists of dialectic synthesis theories have shot in the dark and missed the actual target (, enigmatic to them,) which aroused their inquisitive thirst for comprehension. They missed because: (i) none of them followed divine messages in pondering to grasp it; and (ii) none of their wisdom was an outcome of a life which had been properly nurtured enough by divine lessons—their psychic process was not sufficiently well balanced among the sensual, intellectual, and spiritual realms. No matter whatever theory we come up with it must accommodate ‘free-will’ parameter of human being—otherwise, human will not be accountable for any of his/her action, and almost all objective dimensions of human history will be lost; i.e. we will loose the objectivity for even pondering to comprehend the human history itself. In the following paragraphs I am extending my understanding on the relevant dimensions within the phenomenon of human history on the basis of my pan-Islamic comprehension (, May Allah SWT Forgive my shortcomings, ameen!). Humans are neither totally free nor under total compulsion—our position is in between these two extremes. This is why philosophers are so divided on this enigmatic matter—some of them tried to make human completely free, while others forced that there exists no such thing as ‘free-will’ of human being. The fact is: human’s

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free-will (Ikhtiar)86, Divine Destiny (Qada), Divine Measures plus ‘a priori’ knowledge (Qadar and Fahada), Divine Command (Hukum), time, space, matter, and role of (ever tempter) devil (Shaitan) are all creations of the Allah SWT (, the Uncreated God Almighty). His creations are harnessed together in which every part is playing its role in a way which makes it neither necessary nor possible for total comprehension (by any of His creation)—as because none of the creations can be equal to the (transcendental) Creator. Even though the existence Allah SWT can be known from our reason, instinct, and intuition; our physical senses are not capable for empirical experience of Allah SWT—all our objectivities require (, by reason,) the existence of Allah SWT, and our spirituality craves87 for His existence. Once we truly enslave ourselves to Allah SWT, only then we emancipate ourselves from all other kinds of slavery—we will neither be slaves to our brutal passion (and develop intimidating tendency), nor will we be intimidated by others. When the natural imperatives of the Master-slave relationship between Allah SWT and human being truly grasped, there remains no other master and, therefore, no other category of slave. There had always been people who wronged against these imperatives by exercising free-will given by Allah SWT—Allah SWT created man in His image and imbued soul (in human) from His Spirit. We are not able to sensually experience the totality of Allah SWT and likewise, we are unable to empirically comprehend the totality of the nature of ourselves (His image). However, we must warrant that our free-will and soul’s eternity are not independent, but are dependent on Allah SWT—so, without the existence of Allah SWT, neither our free-will nor our soul’s eternity exists. This is indispensable because, if the question of our (such) free-will and question of such salvation of our souls are deemed nonsense, then our total moral system, nay, the complete set of objectivities endures no more—this way question of justice also becomes meaningless. In the final analysis, we all want to worship (and abide by the commandments of) the One, Who is without any: equal, partner, error, and opposite—He is Allah SWT. In the following paragraphs I am going to allude a gist on the ideological profile of Islamic Social Philosophy, by keeping our (these) objectives and expectations in focus.

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Sophists of determinism such as B. F. Skinner (1930-) denies the existence of human’s free-will but does not deny that we feel free—they maintain that this feeling (of freedom) is itself a conditioned response. They reject the possibility of the existence of any inherent rational force in the human make up—they view people as innately neither good nor evil but as neutral, highly educable creatures that can be markedly influenced or even controlled by environmental conditions. 87 According to Friedrich Nietzsche (1844-1900) there exists neither any God nor any cosmic order—he added that everything that has ever happened happens again and again into infinity; but nothing in the universe could provide a rationale for the recurrence and whatever happens is in the final analysis inconsequential. Nietzsche assumed that nothing is real except individual’s world of desires and passions, and that all the various drives that appear to motivate our actions are variants of one basic drive, the will to power. Nietzsche inculcated these assumptions in his ethical systems and claimed that there are two kinds of popular moralities: (i) “slave moralities”, devised by weak people (, and it exalts groups,) to acquire power over the strong, and (ii) “master moralities” devised by the strong to assert their power over the weak. In one hand, a slave morality is fashioned to admire the “herd” of weak people, and it values whatever is useful or beneficial to the weak such as sympathy, kindness, pity, patience, humility, and helping those in need—in it, the good person is the one who helps the weak, while the dominating individual is seen as evil. On the other hand, a master morality develops in a strong individual, one who is born with the power to dominate others—it values strength, intelligence, courage, revenge, and power seeking. In master morality (, which praises the individual,) a person is good to the extent that he has the strength to overpower others.

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L. Islamic Basis of Social Philosophy: Islam teaches us that human history is not synthetic and the universe is neither plastic nor incomplete—to Allah SWT past, present, and future are all known. However, man has been placed in this universe in a relation of relativity with the not-self. This relativity imposes ignorance (on human) about the future. In the same time through this (relative) process of continual creation88 or modernization (‘khalqoon jadeed89’ by Allah SWT), history unfolds to us, and expansion of the universe proceeds. Human nature has been fashioned (by Allah SWT) in a way befitting to the intended dynamic exercises of man’s free-will by keeping pace with the ongoing progress of the history. Within this plan, ever tempter devil has been included as a misleading challenge for us in our functional relations. In the functional relations, human being interacts with the not-self physically, rationally, and intuitively. The complement of these three realms together forms the self or psyche which has been further instilled (by Allah SWT) with free-will. It is by this free-will human makes choices—the very first mistake man (Adam a.) committed was by being tempted by Shaitan which has caused his expulsion from paradise to land on earth for completing temporal life to carve out his own success of salvation to return to paradise. That is, first mistake has not been counted for reckoning (, as the “original sin”,) on the Day of Judgment—rather, it worked as the causality function for coming to earth. The final analysis about the life on earth is that it is a period of test for human’s free-will—if man did not commit mistakes (repeatedly) and returned to Allah SWT repeatedly (by asking for His forgiveness), He would have replaced mankind with another type of creation (for this purpose). This is the underlying idea without which there exists no meaning to human history; and, of course, there exists no objective reason for asking why Allah SWT should want such a way. After (the test through) the journey of the temporal life some ‘selves’ will get salvation (to return to the bliss of paradise), some will be chastised, some will continue in the torments of hell, and some will be changed to other lower creations. This purgatory process (for man) on earth has been programmed to be the function of man’s free-will, even though Allah SWT is the beginning and the end of everything (and “pen has completed writing”). In one hand, the knowledge of Allah SWT about the past, present, and future performance of the self does not put the self under compulsion without leaving him/her any option to make choice. On the other hand, with the free-will the self could not escape the dominion of Allah SWT. This can be the meaning of the statement that man is neither totally free nor under total compulsion (, Allah SWT knows the best). What is the most crucial for the salvation of the self is his/her intention—with good intentions his temporal life will be peaceful and will get salvation in the hereafter. A self with even the smallest amount of faith in Allah, will eventually be taken out of the hell and be sent to paradise (by Allah SWT)—this is the purpose of creation (by Him). This higher value is central overriding impelling force behind the exercise of free-will—the selves who 88

According to the second law of thermodynamics, (ordained) mechanical processes are contiuously increasing the entropy (or the degree of randomness) in the universe by which the universe is gradually becoming (stagnant or) of lower energy state. But, the process of continual creation (by the absolute power of Allah) loss of orderliless, on the other hand, is counterbalanced which is the only probable answer as the reason behind the continuous orderly dynamism of the universe. 89 According to sahih (sound) hadith of the Prophet Muhammad s.a.w., there will come a mujaddeed (renewer/reformer) in every century after the Prophet, to modernize Islamic phenomenon in the contexts of the time—this reform includes expunging of bid’aah (diabolic innovations) both in external and internal principles of Islam, expounding of correct Islamic solutions in the contexts of the time, establishment of correct political system befitting the man as Allah’s vicegerent (on earth) in the contexts of the era, etc.

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will intend otherwise will bring harms to themselves. This is the paramount idea of justice in Islam—this idea embraces all functional characteristics of justice some of which can be located within the philosophical creeds of liberalism, collectivism, utilitarianism, egalitarianism, etc. However, unlike those philosophical creeds, Islamic basis of justice is neither incomplete nor ever can get carried away (in any unbalanced direction). Now, we turn to the question of how the Islamic basis of justice interfaces with human aspirations and conducts. It has already been mentioned above (and in my other works) that human-self (psyche) is a lumped system of soul (spirit), intellect (mind), and senses (body)— his/her free-will (instilled by Allah SWT in human-self) makes human’s life different than other creations (except the Jinns90). If human uses this free-will to keep his motivation (psychological drive) properly balanced, s/he will be successful (both here and in the hereafter). For this accomplishment, Islam teaches us: (a) to avoid, (i) our doubt for bad inclination, and (ii) greed for over indulgence; and (b) to practice, (i) fortitude in difficulties, and (ii) thankfulness in affluence. Even though this prescription seems to be hard to follow, it is, in fact, not only easier than any alternative but also the only way to make life peaceful. For example, rizk (providence) for every person is fixed and s/he will not be able to die before owning and/or consuming what have been allocated for him/her (by Allah SWT). However, if s/he wanted to earn that in wrongful way it will neither be more than what have been allocated for him/her for him nor will bring his peace (in this life) and the salvation (in the hereafter). It should, however, be noted that life of correct socio-economic activities is a moral duty for every person—an idle life of an able person is not an Islamic life. External principles of Islam must be followed for these activities. Therefore, it is binding on an Islamic State to thoroughly instill the Islamic principles in every social institution in accordance to every particular context. Besides, an Islamic State must provided thorough lessons on the principles of Islam (both internal and external), and must guarantee all the required Islamic purposes only for the entire spectrum of the education system—this way every self within an Islamic State will be exposed to Islamic phenomenon. Within this phenomenon, a human-self will be able to exercise his free-will to deliver an action by using his senses, mind, and faith well-balanced together with normal strength in each realm. With this brief relevant pan-Islamic background we can now scrutinize the question of dialectic synthesis on the basis of Islamic principles and accordingly, expound on the nature of human history. M. Three-Tyred Dialectic Pshychism: Allah SWT has initially taught us (our rooh, or spirit) about the nature of our surroundings and Shaitan, before our coming to this life on earth. This knowledge works as our intuition. He also has sent His Messengers with revelations for our safe guidance. Besides, He continuously reinforces our good intentions with his inspirations in the forms of sound insights, foresights, dreams, awareness, etc. Our pious intention is of paramount importance for our success—and, of course, piety requires knowledge and wisdom. If we honestly and sincerely want to acquire knowledge and wisdom, we can easily achieve that— with wisdom and knowledge we can maintain purity in our actions. In fact, reaching the state of wisdom means the attainment of proper strength and balance among spiritual, intellectual, and sensual drives.

90

According to Islamic teachings humans are made out of soil, Jinns are made out of fire, and (passive) angels are made out of light.

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Once we want to do something (motivated in the free-will91), such desire is verified by our sensual, rational92, and intuitive faculties. If all these faculties are in sound state, only then we are able to make correct decision. This iterative process of verification is carried out due to the cooperative (, and not antagonistic,) drive of each of the three realms—intuition, reason, and body (of senses) follow their inherent imperatives (imbued by the Creator, Allah SWT) to supplement and complement each other so that our free-will remains in congruence and coherence with the Will of the Creator. This process is neither repetitive, nor synthetic (of thesis and antithesis). However, our fundamental duty and right (of free-will) is to continuously and properly nurture our all three realms of being according to the divine imperatives (of Islam93). Otherwise, one of the realms may overpower others by which we may get carried away for making wrong decision. This well balanced psychic phenomenon can be rendered as a helical path wrapped around/about three non-coplaner lines: one is body (senses), one is mind (reason), and the other one is intuition (spirit)—as long as our decision remains on this path we remain more correct than wrong. However, depending on the nature of the event and character of the self (, the psyche), our decision will be either pro-sensual, or pro-rational, or pro-spiritual—a human can neither be perfectly balanced nor be totally disordered. Thus, if a decision made is represented by point (on the helical path) from which the distance to the intuition line is the shorter than remaining two distances from the lines representing mind and body (respectively), then such a decision is pro-spiritual. As I have already mentioned that: (i) depending on the character of the self and the nature of the event, a decision is either pro-sensual, or pro-rational, or prointuitive; and (ii) three realms (, i. e. body, mind, and soul,) follow the cooperative imperatives (instilled by Allah SWT) in the exercises of the free-will. These cooperative imperatives are crucial for dynamism and pro-social pace of individual human life (in particular) and human society (at large). The free-will and three realms (of being) follow a coupled phenomenon and intermittently puts out decisions (in an enigmatic way)—(because,) hookoom94 of Allah is the inseparable part of actual occurrence, whereas the free-will is responsible for the motivation.

91

Man is imbued with limited free-will, see Qur’an-10:99. Rational faculty (, the mind,) is seated between tangible (bodily) senses and intangible spiritual intuition. 93 Religion from day one is Islam—means submission in peace. 94 For example, if a man is murdered it is not outside the hookoom of Allah but the murderer will too be punished (by Islamic law) for his crime—i.e. such an action is a misfortune for both the victim and the criminal. Now, one may ask why then an infant suffers the agony of ailments, deprivation, etc. The question is not much different than asking why anyone must ever go to the hell for his/her wrong doings (, since everyone is created by Allah SWT). The fact is, the standard of justice for governing human life and society is not (and can not be) identical with the standard of justice that Allah SWT uses for governing the universe. Besides, the Creator, Allah SWT can shower His Mercy on any one in a way by which all his/her past suffering can be wiped out or can more than be compensated—of course, (also,) what may seem to be suffering to me, may not be the same for the “sufferer”. If such (“unjustifiable”) events were not introduced as vivid examples for us, how could we remind ourselves about the Absolute Power of Allah SWT— would we not mistakenly ordain the Governance of Allah SWT within the narrow and relative concept of justice prescribed for us (, the creatures)?. Besides, our burden is intention (from our free-will)—an infant could have intended wrong (in the knowledge of Allah and accordingly been chastised in her/his infancy in lieu of greater loss), certainly when mistake of Adam (a.) was caught he had no (previous) life on earth at all. The fact is, things those happen outside our control/explanation is not subject to the Islamic Sha’ria. 92

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Every choice made up by the self has inertia toward the next realm. The process should follow the sequence: soul95 to free-will to mind to free-will to body to freewill to soul, and the path is helical—however, the free-will may amplify the inertia and skip a realm onward to the other (by following the helical path around which the free-will performs the cursory role)96. Thus, if a decision is pro-spiritual its inertia tends to drive forward to the mind, and so on—it is due to this dynamic inertia, we some time give up our opinion and agree with others instead. Besides, due to the existence of this inertia of motivation we adapt ourselves with compulsive situations. This dynamism of decision making process in individuals aggregate together in a societal domain (of people) to manifest as the decision making process of the society which is endlessly headed forward by the remainder inertia. Thus, if the individual selves in a society are in properly balanced state of three realms of being, the society will neither be chaotic nor be stagnated—it will be able to continue with prosperity and peace. On the other hand, if the three realms of being are not in properly balanced state then the free-will may get carried away and repeatedly make wrong choices—the aggregate of such individuals of the dominating group (of a society) may, thus, drive the society in wrong direction. However, if all of a sudden (by the Will of Allah) a spiritual leader of strong enough charismatic power appears in the midst of such a society, then society will immediately be cured from such maladies and what follows is not dependent to what preceded (it)—that is, the inclination for maintaining proper balance97 of being is an essential part of human nature. Besides, the supplementing and complementing nature of the three realms of being, that persists as remainder inertia of curiosity for contingencies, makes human an individualistic being that is able to identify him or herself only in a society. That is, human (, in the state of fitra,) does not posses split/dual personality—s/he can be egocentric only because s/he is pro-social and vice versa. Man is of lowly origin but blessed (by Allah SWT) with favors to be His vice-gerent (above all other creations98). This blessing of Allah on man has been balanced with the burden99 of free-will—if human fails to use this free-will properly, s/he may be doomed100 (, may Allah SWT guide us—amin). N. Pan-Islamic Basis of Justice: I have already mentioned that justice is the all-embracing fundamental basis of Islamic principles (both internal and external). Many verses101 of the Holy Qur’an have directly emphasized on the solemnity of justice. Islamic purpose and meaning of justice is man’s wellbeing—his/her free-will should also be geared to his/her welfare. The innermost ideas of Islamic social justice are: (i) assertion of equal and reciprocal respect for each human by another; and 95

The soul is the initial realm of knowledge which endures as intuition. If our senses are nurtured enough according to the principles of Islam, then bodily need aid our free-will to properly correspond with the relevant guidelines of Allah SWT—the interactions between the mind and free-will, and the soul and the free-will work in the similar manner. In these cases, our free-will works like the (algebraic) functional between body (or any of the three realms) and divine guidelines, and between any two of the three realms (i.e. body, mind, and sould). The set of these functionals together form a category (like as an algebraic dual space) which works as an impeller for the free-will. 97 See Qur’an- 30:30, 82:7, etc. 98 See Qur’an- 16:4-8, 26:77-78, 32:79, 35:11, 76:1-3, 77:20-24, 80:17-32, 86:5-8, 95:4, 96:2-5, etc. 99 See Qur’an- 90:4. 100 See Qur’an-95:5-6. 101 For examples see the Holy Qur’an- 2:111, 2:282-283, 4:3, 4:58, 4:135, 4:148, 5:9, 6:152, 16:90, 22:18, 22:39, 26:227, 27:64, 42:42, 46:12, 57:25, etc. 96

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(ii) contention that nothing else transcends the sanctity102 of any human life in the world. It is human’s free-will which has made human so worthy as Allah’s vicegerent on earth (above all other creations, including angels)—however, human can maintain such dignity only if his free-will are exercised through the guidelines of justice (given by Allah SWT as His Mercy for human’s benefit). That is, dignity of a human (to Allah SWT) transcends that of any other creation (both in this life and in the hereafter) if and only if his/her self is properly well balanced103 (among all three realms of being) to impel his/her free-will conforming to Allah’s guidelines of justice (even though he can choose the wrong ways to his/her own ruins104). This articulated view embraces the following three basic rules/ideas in relation to human’s interpersonal conducts: (i) human being is neither totally free nor totally under compulsion, (ii) that human’s free-will can not be encroached under the pre-text of guidelines/justice (of welfare), and (iii) Allah’s guidelines must not be encroached (by human) under the pretext of (his/her possession of) free-will. I have already expounded (above) on the idea-(i). In the following paragraphs (, by seeking Allah’s forgiveness for my shortcomings,) I am going to briefly elaborate my understanding on the inherent meanings of the other two rules. Like rule-(i), rule-(ii) above must embrace both the external and internal principles (of Islam)—it is related to both temporal and eternal life. There are matters which are totally belonged to internal faith—no other person or group has any right to apply force for changing an individual’s faith, whatever the faith is (, and such abstention is a part of the negative duties). Even in external matters no action of an individual can be prohibited until such action mutilates any due entitlement and/or interest of other creation, including one’s kith and kin. However, if an individual is trying to commit suicide, then such a person (should be deemed to be unable to help him/herself and) must be interfered105 for saving his/her life (as the way s/he had been brought up during infancy)—of course, any good counseling can be rendered to anyone without coercion (, as a delivery of positive duty). Similarly, rule-(iii) also should tie up both the external and internal (codes of Islam). No person has any right to use his/her force against the established order of Islamic Sha’ria. This clearly demands a democratic process, whichever may the suitable form be, by which it will be determined whether the Islamic law should be instituted or not. Once, however, Islamic law has been established, any person has the (societal) entitlement to express (, without creating chaos,) his faith in any doctrine (, other than Islam also). Now, I have reached at a point where I should mention how we warrant what is Islamic or not. But, before getting involved in that

102

See Qur’an- 5:32, 17:33, etc. See Qur’an 82:7. 104 See Qur’an 42:30. 105 This measure may save that life and change his/her attitude by converting into a bona fide member of the society. Besides, such principle will create positive hope and sense of reliance toward the society—if a society rejects such an agreement then on what basis an infant without any guardian (or any infant in general,) can be taken care of, until s/he becomes grown up. 103

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area, I now, in the following paragraphs, want to review some well known philosophical theories on justice in juxtaposition to relevant Islamic alternatives/supplements [—Oh Allah (SWT)! help me]. (1.) Justice on the Basis of Merit: Classical Greeks (including Plato and Aristotle106) associated justice with merit, in the sense that individuals are treated and expected to act according to the kinds of persons they are, according to the roles that “nature has best fitted them” to perform. They even justified slavery, and did not endorse universal equality. But in Islam, all people are equal on the questions of basic needs and rights—society must ensure the fulfillment of these needs and preservation of these rights. In the sight of Allah, the only criterion of superiority is consciousness (with fear and hope) of Allah SWT (taqwah). Besides, Islam renders that an educated and an ignorant are not equal. Therefore, duties should be distributed107 on priority basis of piety, knowledge, physical fitness, and skills; and accordingly compensations should be delivered on the basis of performance—gross disparity, extravagance, conspicuous consumption, and waste are neither permitted nor can become rampant in an Islamic system. Besides, in the court of justice and in every interpersonal conduct even a head of State must neither be deemed as superior nor as inferior to a person from even the lowest social strata—of course, everyone commands an authority (as his/her responsibility) at his/her own level (, and each of these authority is vested as a test to carve out his/her own success as a part of the bona fide and/or non-intruding cause to all other people). Islamic imperatives of justice, thus, renders that individual success and social utility are belonged to each other—both inwardly and outwardly; and promotes the individual growth and public interest as a coupled phenomenon. A pious man will persist toward his success egocentrically because earning of livelihood for himself (and his dependents) is a moral duty on him. Besides, (with an expectation for higher reward in the hereafter,) he will exert his efforts in fair ways and will enjoin altruistic sharing (of his earnings) with others. (2.) Justice on the Basis of Social Utility: The concept of justice on the basis of social utility is fundamentally different from the classical Greeks. It starts from the assumption that all people are created (and that they remain108 as) equal. However, frequently the public interest clashes109 with the demand of equal treatment. Occidental (, mainly the British,) philosophers had been engaged for the last several centuries to solve this problem (of tension between civic concern and demand of egalitarian conduct), and ended up with the theory of justice on the basis of social utility.

106

Even Bernard Shaw, who advanced that if Prophet Muhammad (s.a.w.) was alive today he could have solved all the problems of the world, said: “you have no more right to consume happiness without producing it than to consume wealth without producing it”. According to Samuel Johnson, “it is better that some should be unhappy, than that none should be happy, which would be the case in a general state of equality”. 107 See Qur’an- 2:213, 2:228, 6:165, 49:13, etc... 108 According to Abraham Lincoln, “Equality in society beats inequality, whether the latter be (are) of the British aristocratic sort or of the domestic slavery sort”. 109 For example, a vote of an unaware person is regarded to be equal in force to a vote of an aware person. For another example, in a class room an instructor maintains his/her instructional level for the average students by which the slowest may not learn and the swiftest may get bored.

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Thomas Hobbes, John Locke, David Hume, and John Stuart Mill although endorsed the premise that everyone is equal, they also recognized that unequal treatment can not be eradicated in every context. In fact, they associated justice with what assures peace and security for all—that is, justice means the public interest or social utility; or equivalently, justice is promoting the well-being of the society or of at least the majority of its citizens. Unlike the classical Greek view (of delivering to every individual on the basis of his/her natural merits), here an individual would get his/her due only if it inculcates the well-being of the society, or of the majority of its citizens. According to John Stuart Mill, equality is the dictate of the justice except in the cases where expediency requires inequality. Thus, in the view justice on the basis of social utility, even an innocent can be incriminated or punished if the mob, otherwise, would murder many. Similarly, if a canoe of 15 person capacity is overloaded and is sinking in the ocean which can only be saved by pushing anyone out (, for to be drowned in the ocean,) of the canoe, then justice on the basis of social utility would require that the person with the least qualifications for the benefit of the society should be sacrificed—for example, in this case a 35-year old neurosurgeon would be saved and a 70-year old coolie would have been drowned instead. Islam does not accommodate any such concept of justice (on the basis of so called social utility)—in Islam, primacy of individual’s rights of life, property, and honor; and as well as that of universal basic human rights have been categorically asserted as an integrated parcel for the well-being of the society. In Islam all lives are equal in worth, and a good end never justifies a haram (prohibited) means. Islamic law will not permit punishing an innocent under any circumstance. On the other hand, Islamic law would use lottery110, for example, to select who is to be sacrificed111 for saving 15 other people in the canoe as mentioned above. Outside the categorical injunctions, Islamic principles teaches to deliver justice on the basis of social utility by guaranteeing that such delivery carries more benefits than harm as determined by a thorough evaluation according to the relevant standards of the Islamic categorical imperatives. This way only, justice will deliver universal benefit— this benefit ranges from immediate societal expediency to social utility in the ever lasting long run (, by which everyone will feel secure without the fear of injustice). In fact, according to many, politics is short term religion and religion is long term politics. (3.) Egalitarian Basis of Justice: The concept of equality of all (people) has (also) impelled the assertion of egalitarian basis of justice. However, while the justice on the basis of social utility implies that society exists for the sake of its members, the egalitarian basis of justice seems to entail that the members of the society are but for the benefit of the society. This standard of justice (on the basis of universal equality) got carried away in freeing people from the sense of alienation (due to economic exploitation in reckless individualism). According to egalitarian justice, foundation of human liberty is freedom from material need—however; it should not be misunderstood that this doctrine of justice advances the ascetic creeds such as: “the richest is s/he who has the least needs”. On the contrary, the pioneers of egalitarian justice such as Karl Marx contended that people must liberate themselves from alienated works. Besides, according to Marx, work is humanizing,

110

In such a case if more than one (concerned) agrees, lottery can be used among them only; otherwise, all must wait for the final outcome together—that is, for the decision from Allah SWT. 111 See Qur’an 5:32.

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ennobling—that is, man can regain his/her dignity of natural equality through rejection of alienated work, and by exerting his/her most to produce in the enterprises owned by everyone. Toward the universal establishment of this order they advanced the creed: “from everyone according to his/her ability, and to everyone according to his/her needs”. Thus, in the name of liberating people from alienated work, egalitarian justice grossly compromised the individual liberty and, in effect, undermined the (indispensable) foundation of egocentric motivation for required level (positive) productivity. Besides, without exhortation for religiosity (of higher goals in the hereafter), the people’s character in a so called egalitarian (collective) society becomes debased and its superstructure (of the collective) becomes brutally autocratic and corrupt. Islamic principles imply that human as the vicegerent (of Allah) on earth is inseparable from pro-social conducts. In the same time society must be erected on the premise that the society is a means for the human activities suitable for his/her success—both temporal and eternal. That is, in Islam, society exists for the advantage of the people, if and only if, the members of the society aspire to benefit the society. Whenever a social duty is imposed (by Islamic imperatives) on individuals (as a flip side of the rights of the authority of the society), it is balanced by a reciprocal extention of security for the individuals [as an obligation of the societal authority toward the (flip side) rights of the individuals]. Indeed, the egalitarian creed, “from everyone according to his/her ability, and to everyone according to his/her needs”, must have been revised to the creed, “from everyone according to his/her moral will and ability, and to everyone according to his/her moral needs and work-efforts”, in order to make it compatible to the Islamic principles. This revised creed implies that: (i) Islam discourages begging (by the able persons), unlawful planning and owning of wealth, etc.; and (ii) Islam encourages for training and instrumentation instead of undignified alms; and for lawful work-efforts, enterprises and ownership of fortunes. Of course, all these implications (in Islam) are embraced within (and not without) the imperatives on the primacy of human’s life, honor, and rights. (4.) Justice as Fairness: Modern liberals, such as John Rawls and his followers argue that utilitarianism is neither fair nor acceptable to everyone (in the society), since it may allow practices that increase the general utility at the expense of minority groups. Rawls, therefore, proposes the doctrine of ‘justice as fairness’ to replace all other theories. The doctrine of justice as fairness includes Rawls’ two112 principles: (i) the (egalitarian component in the guise of) principle of equal liberty, and (ii) the (expediency component in the guise of) difference principle. Firstly, according to (Rawls’) the principle of equal liberty, each person is to have an equal right to the most extensive basic liberty compatible with a similar liberty of others. Secondly, according to (Rawls’) the difference principle, social and economic inequalities are to be arranged so that they are both: (a) to the greatest benefit to the least advantaged and (b) attached to offices and positions open to all under conditions of fair equality of opportunity. Rawls argues that everyone in the society would accept the first principle as it requires equal political freedom for everyone, because everyone wants to at least be equal to everyone else in the political sphere. He also claims that everyone would agree to allow social and economic inequalities as incentives for more prodictive 112

See A Theory of Justice by John Rawls, Cambridge, Massachusets, Harvard University Press (1972), USA.

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efforts (by the ones with more talents and abilities) which would benefit the whole society, only if they are protected, with reciprocal welfare etc., in case they turn out to be among the least advantaged. Unlike Marx, Rawls is not advocating for a socialist state in which individuals are not free to own and exchange private property, and in which free markets are prohibited. According to Rawls, justice does not require an absolute equality—justice requires freedom, offset for the disadvantaged, and political equality. Thus, John Rawls has upgraded the liberalists’s view of justice to (strongly) reciprocate the view of justice advocated by the collectivists such as Karl Marx. They are both artificial as beacuase all three realms of human self have not been properly considered in concluding these theories—in fact, no human can finish that job113. Both these theories have tried to reconcile together the components of merit, liberty, social utility, and equality. But yet, the same old profound challenge remains pending: to effect a proper balance between public and private interests. In political arena of Rawls’ universal equality, even a secular society prefers to give priority to intellect and experience for helding important political offices. So, difference principle is required in that arena too—in this case stratification process for helding political offices will work as incentives (, as because it adds to socioeconomic advantages,) for human’s egocentric drive for intellectual actualization, and gaining of pleasure from societal works (thus adding to the whole society). However, this will be acceptable to everyone only if enough special facilities (for intellectual actualization) and affirmative regulations (for reserved political offices) are ensured for the least adavantaged. But even this modification is (, in effect,) not any better than collectivists’ concept justice—this is still the same old libertarian concept of justice (, accommodating reckless individualism,) in the guises of difference principles. The gap between “educated elite” and ordinary people, and as well as between the rich and the poor will still continue to increase—besides, poverty and backwardness will tend to continue among the same group of people. No theory of justice can be planted artificially (like an outlandish idea) to the effect of satisfaction—the order of justice and the order of the society must be in proper harmony for establishing a just society. Rawls’s justice as fairness has not embraced, at least not explicitly, many indispensible elements which inherently contribute to the positive pace and stability of a just society. Some of those are: (i) sense of dignity, integrity, and self-confidence of the reciepients of the special provisions, (ii) equal share (of all) to the natural resources, (iii) equal rights (of all) for having a stable and harmonious society, (iii) sense of (intrinsic) satisfaction (of achievements) in creating more—whether of intellectual property, or consumable/usable goods, or services, etc. The difference principle must ensure that the recipients of the special provisions are not categorically identified in a way by which they would be looked down; their sense of moral obligation for productive work-efforts is crumbled; and their self-confidence is fettered. The factors involved in all socio-economic activities are 113

Albert Einstein (unsuccessfully) tried to come up with a unified field theory combining all the four physical forces (i.e. gravitational, electromagnetic, weak , and strong) known to men—he failed because each of these four “forces” exists in different vector fields which are independent of each other. But regardless of Einstein’s failure, we know that Allah SWT has made these forces to go along in coherence (by accommodating each other). Similarly, every substantive factor of justice (such as merit, liberty, social utility, and equality, etc.) has been concisely and precisely has been integrated (by Allah SWT) in the Islamic imperatives of justice.

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natural: self and not self—and productivity/creativity of self usually involves not-self. Not-self includes other people also—everyone deserves equal claim to these resources (as the not-self). The people who make higher fortunes usually take un-fair advantages (on the natural resources). For this reason a portion of their (higher) fortunes should be diverted toward general welfare for propotional improvement of the universal standard of living, and of intellectual actualization. Islam exhorts to spend (in good causes) the entire amount beyond one’s needs114. Everyone has equal needs, duty, and rights for establishing a harmonious society—no individual or group should be allowed to repeatedly hold important political offices. There must be a rule of rotation, training, and facilities for leadership experience for all so that society does not get divided as rulers and ruled. Besides, everyone has equal right to be inwardly harmonious among his three realms of self: body, intellect, and soul so that he/she gets intrinsic satisfaction in creating more (goods, or intellectual property, or services) as deeming it to have fulfilled his/her moral duty for productive work-efforts. For this reason a just society will facilitate religious education and practice of piety in a way so that the least advantaged people are not impeded from religious growth due to lack of maintenance and intellectual provisions. Since without such piety and religiosity, the order of justice and the order of society will not truly be belonged to each other (, which is a universal want), justice also requires that influence of wicked and anti-religiuos practices must not be permitted. Islam teaches115 that a Muslim is a mirror for another. Islam also tells116 that some people have been raised in ranks above others as a test in the gifts (given by Allah SWT). Besides, Islam emphasizes117 that humen are made into nations and tribes for knowing each other—and that, in the sight of Allah SWT, he is the most honored one who is the most righteous. Moreover, Islamic principles teaches to consult118 each other in order to come up with a consensus (among the knowledgeables and pious) in the matters about which Islam has not explicitly laid down any categorical concrete rule—in every such instance, thing/decision that carries more119 benefit than harm is permissible (halal). On the other hand, the things which are (normally) prohibited (haram), can also be permitted under compulsive120 situations such as desperate need for saving life—of course, only up to that amount only which is essential for saving life. Besides, Islam does not allow an unlawful means for a lawful end even though Islamic principles permit a lesser evil to remove a greater evil if and only if two (evil) compulsive choices are (only) available—however, under no circumstances (not even for saving the life of many) can an innocent life be taken, as because Islam equates taking of an innocent life with the killing of all people (and such a misfortune should be deemed/faced as Allah’s test on the relevant unfortunate people, instead of murdering an innocent). 114

See Qur’an 2:219. According to an authentic tradition of the Prophet Muhammad, s.a.w. 116 See Qur’an-6:165. 117 See Qur’an-49:13. 118 See Qur’an 42:38. 119 See Qur’an 2:219. 120 See Qur’an 2:285. 115

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Above all, Islam has categorically prohibited certain things, and has laid down clear methodology for making the rules for sorting out the permissible (or tayyib) things from among the things which are not clearly prohibited. If the Islamic principles are entirely cultivated in the society only then society will become just; because, through these principles Islam has properly placed the injunctions of justice on every possible basis in their respective contexts including merit, individual freedom, universal equality, social utility, etc., (as an interlaced phenomenon of the entire message of Islam) by safeguarding the genuine interest(s) of everyone (, whether a Muslim or otherwise). In its entirety, Islamic Sha’ria is justice, mercy, and wisdom. Allah SWT is the only Sovereign in the universe and, therefore, is the only One to command justice. However, as the vicegerent of Allah SWT, man also possess limited temporal sovereignty (bestowed on him by Allah SWT)—for this reason only man has been authorized to make laws conforming to the intention of the original Lawgiver, Allah SWT. In the following paragraphs, I like to briefly expound on the Islamic objectives and sources used for finding or deriving rules to deliver justice. (a.) Qur’an: Qur’an is the principal source of justice in Islam (or Islamic Sha’ria)121. Islamic law and Islamic ethics can not be separated from each other as because Islamic Sha’ria defines relationships between Man and Allah SWT in one hand and between the man and man on the other—thus, no matter how a law is codified in an Islamic State, the judge has the responsibility to adjust it according to the entirety of the letter and spirit of Islam in every particular context. Besides, every related verse of the Qur’an must be considered in order to sum up a verdict. (b.)Sunnah: Authentic traditions of the Prophet Muhammad (s.a.w.) is the second authority (after the Holy Qur’an) of Islamic justice. Authentic traditions of the Prophet Muhammad (s.a.w.) includes his commands, approvals, disapprovals, exemplary conducts etc. by which Qur’anic injunctions are further explained and translated into practice. Thus, authentic traditions (or sunnah) of the Prophet (s.a.w.) can not be contradictory to the teachings of the Holy Qur’an—in fact, Qur’an makes it obligatory to follow the sunnah of the Prophet Muhammad (s.a.w.) as supplements to the Qur’anic messages. Any Islamic juridical rule derived through other means of Islamic Sha’ria (, as described in the following paragraphs,) must not contradict the Qur’an and/or the Sunnah of the Prophet Muhammad (s.a.w.). (c.) Ijmah: Ijma in Islamic law means consensus of the learned scholars and jurists of Islam. In any matter in which Qur’an and Sunnah are silent, Islamic jurists have the responsibilities to derive rules without contradicting Qur’an and Sunnah. Such a rule must receive the consensus of all the Islamic jurists. The period of the rightly guided Caliphs adopted such rules through universal consensus, such rules are inseparable parts of the Islamic law. But, such rules derived after the period of the rightly guided Caliphs are controversial. However, Muslim World can re-introduce the reconstruction of Ijma through the process of universal consensus. The validity of the process of Ijma is warranted by the Qur’an and the Sunnah.

121

According to an enumeration, there are no more than around five hundred (, out of the total of 6666) verses of the Qur’an directly related to Islamic law. They have been further sub-categorized as: (i) 70 verses on family law, (ii) 70 verses on civil law, (iii) 30 verses on penal law, (iv) 13 verses on jurisdiction and procedure, (v) 10 verses on constitutional law, (vi) 25 verses on international law, (vii) 20 verses on economic and financial order, and (viii) 150 verses on sources of law in general.

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(d.)Qiyas: Qur’an and Sunnah also recognize the derivation of juridical rules through process of Qiyas which means analogical deduction. In the cases where Qur’an and Sunnah have not given any clear rule but some rule exists for somewhat comparable cases, then such principles can carefully and strictly be applied (in new situation) without altering the cause and effect relationships within the exixting rules (in their comparable contexts). If, however, contexts (in the new situation and in the existing rules) are not comparable, then no analogical rule can be derived and must be considered it as a new problem—and solution must be searched through other means of Islamic Sha’ria. (e.) Istimbat: There are matters about which no specific rules have been given in the Qur’an and Sunnah; but, there exists general principle in the Qur’an and/or Sunnah which covers such matters. Such general principle should be used (without altering the objectives of the Lawgiver, Allah SWT) to derive specific rules in each particular context. Such a process is known as Istimbat. (f.) Ijtihad: Ijtihad (in Islamic Sha’ria) means to exert utmost efforts to understand and know about the precise objective and imperative of Islam about any particular matter. A person qualified for exerting such efforts is known as a Mujtahid. Any rule derived through the process of Ijtihad becomes a part of the Islamic law only after such rule has been endorsed by all the scholars and Mujtahids of the Muslim Ummah or of an Islamic Republic. Qur’an and Sunnah endorse such a process. (g.)Istihsan: If a rule derived through the process Qyias goes against the general principles of Islam and/or against a stronger rule of Islamic Sha’ria, then such a rule must be discarded and instead a different rule must be given only if a strong and congruent enough reason is present for deriving such a different rule. Such a process is known as Istihsan or juristic preference. (h.)Al-Masalih al-Mursalah: Al-Masalih al-Mursalah is the process by which rules are derived to determine the specific quantity and quality of sentence about the matters which are not specified by Islamic Sha’ria. These rules must not be against the general principles of Islam and must be in consonance with the general pattern of the Islamic Sha’ria. Besides, these rules must be aimed to remove genuine difficulty and/or to fulfill genuine necessity. Whenever such a rule is placed to the common people, it must be agreeable to their common sense. In short, excepting the Qur’an and the authentic Sunnah of the Prophet Muhammad (s.a.w.), all other rules become parts of the Islamic law (, contained in the general area of Ijtihad,) only if derived under the thorough guidelines of these two sources and are endorsed according to the relevant Islamic prescriptions of Ijma (as iterated in the Qur’an and the authentic Hadith of the Prophet). O. Conclusion: Islam is not a mere philosophical theory. Likewise, justice has not been isolated as a theory (, like all different relevant philosophical thoughts,) on the basis of merit, liberalism, egalitarianism, or social utility. Justice in Islam is an all embracing idea which has integrated both temporal and eternal aspects of human lfe—for this purpose it has properly placed the question of merit, individual freedom, universal equality, social utlity, etc. in the relevant contexts under the guises of

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explicit rules or general principles. Islamic phenomenon of continuous derivation will solve every question of justice in coherence to internal and external principles of Islam. P. Closing Remarks: This work is no more than a presentation of possible matching arguments from within Islam for to be used as a mirror for other thoughts (without Islam). Like all other philosophical thoughts this work is neither complete nor accurate—but process of debate and progress of consensus can improve its internal coherence, completeness, and accuracy. This work is neither essential nor sufficient for justifying the establishment of Islamic system. Islam stands out clearly distinct from all erroneous theories—it has all the necessary elements well placed within it which are sufficient to govern the human society in the correct direction in all situations. Q. Future Work: Write a book on comparative analysis of Logic, Epistemology, Metaphysics, Ethics, and Social Philosopy among relevant occidental, far eastern, subcontinental, and Islamic schools of thoughts. R. References/Bibliography: 1. Philosophy—A Text with Readings: 4th Edition, by Manuel Velasquez, Published by Wadsworth Publishing Company, Belmont, California, USA, ISBN 0-53414994-4. 2. On the political System of the Islamic State: 2nd Edition, 1978; by Mohamed S. El-Awa, Published by American Trust Publications, Indianapolis, Indiana, USA; Congress Library Number 80-65481. 3. Non-Muslims Under Shari’ah [Islamic Law], 1979, by Dr. Abdur Rahman I. Doi [Professor and Director, Centre for Islamic Legal Studies, Ahmadu Bello University, Zaria, Nigeria]; Made and Printed in the United States of America by International Graphics, 4411 Forty-First Street, Brentwood, Maryland 20722, USA. 4. Punishment in Islamic Law, 1981; Published by American Trust Publications, 10900 West Washington Street, Indianapolis, Indiana, 46231 USA; Library of Congress Catalogue Card Number 80-65482; ISBN No. 0-89259-015-7. 5. Islami Rastro o Shongbidhan, first edition, June 1997, by Sayyed Abul A’la Maudoodi; Published by Abdus Shaheed Naseem, Director, Sayyed Maudoodi Research Academy, 491/1 Elephant Road, Moghbazar, Dhaka – 1217, Bangladesh.

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Importance of Sunnah (of Prophet Muhammad s.a.w.) By N. U. M. Akramul Kabir Khan (Prepared on November 15, 1997) Allah (SWT) says in the Qur’an: “And remember Ibrahim and Isma’il raised the foundation of the House (with this prayer): …“Our Lord ! send amongst them an Apostle of their own, who shall rehearse Thy Signs to them And instruct them in Scripture and Wisdom, and sanctify them …” ” (Q/2:127-129) “…And (now) We have sent down unto thee (O Muhammad) (also) the Message; That thou mayest explain clearly to men what is sent for them, and that they may give thought.”

(Q/16:44)

It is not possible for any scholar to explain many Qur’anic texts without the help of the Sunnah of the Prophet Muhammad (s.a.w.). The last verse (above) is a proof to this fact. In this verse, Allah (S.W.T.) is commanding the Prophet (s.a.w.) to carry out two duties. Firstly, he should communicate the Qur’an to the people without concealing anything, and secondly, he should expound on the Qur’anic verses for the people so that they can plainly understand the Message and ponder over it. The explanation of the Qur’anic Messages by the Prophet (s.a.w.) includes his words, actions, and as well as his approval, disapproval, and silence about certain words and actions of other people including his companions. All these together make his Sunnah. Here, I am going to briefly discuss on the status of the Sunnah of Prophet Muhammad (s.a.w.) in Islam, insh’Allah. Allah (SWT) could communicate with each individual directly in one way or other to guide human being. But He selected Messengers who are human being and revealed His Messages in stages so that complete letter and spirit of the Messages can be demonstrated in appropriate contexts during the period of Prophethood. It also signifies that Islam is not mere a personal matter. It spiritually unites believers through the internal faith, and outwardly through the organized social system under the guidance of the external principles. The period of the Prophethood constitutes Islam and the roles of the Prophet Muhammad (s.a.w.) is the ideal humanized translation of it. Ibrahim and Isma’il (a.) made supplication to Allah (SWT) to make of their progeny a Muslim people. They also invoked to send an Apostle to their progeny of their own. Their plea detailed that the function of the Apostle will include three duties. These are teaching of the revelation, instructing them the wisdom, and establishing

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Importance of Sunnah /The Republic Re-engineered/By N. U. M. Akramul Kabir Khan

them through purification by his by his supplication and righteous mobilization. While teaching of the revelation includes the Qur’anic texts, the other two components include the tradition of the Apostle. The advent of the Prophet Muhammad (s.a.w.) is the answer of the prayer of Ibrahim and Isma’il (a.) Allah (SWT) says in the Qur’an: “… And that I may complete My favors on you, and ye may (consent to) be guided: A similar (favor have you already received) in that We have send among you an Apostle of your own, Rehearsing to you our signs, and sanctifying you, and instructing you in Scripture and Wisdom, And in new knowledge.” (Q/2:150-151) “Allah did confer a great favor on the believers when He sent among them an Apostle from among themselves, Rehearsing unto them the Signs of Allah, sanctifying them, and instructing them in Scripture and Wisdom, While, before that, they had been in manifest error.” (Q/3:164) “It is He Who has sent amongst the Unlettered an Apostle from among themselves, to rehearse to them His Signs, To sanctify them, and to instruct them in Scripture and Wisdom, …” (Q/62:2) Few matters are made plain through the above verses. Acceptance of the guidance of Allah (SWT) necessarily means the acceptance the roles of His noble Prophet, Muhammad (s.a.w.). These roles included conveying of the divine revelation, establishing his followers by correcting and purifying them, and demonstrating and explaining the knowledge and spirit of the Qur’anic messages. Both the Qur’anic verses and the roles of the Prophet (s.a.w.) must be accepted in totality as the favors of Allah (SWT). Allah’s Message is for the benefit of the entire mankind including the ignorant and the illiterates. Allah (SWT) says in the Qur’an: “Say (O Muhammad!): “If you do love Allah, follow me: Allah will love you and forgive you your sins:…”” “Say: “Obey Allah and His Apostle”: but if they turn back, Allah loveth not those who reject Faith:”” (Q/3:31-32) “He who obeys the Apostle, obeys Allah: but if any turn away, We have not sent thee (O Muhammad!) to watch over their evil deeds.”

(Q/4:80)

“… he that obeys Allah and His Apostle, has already attained the highest Achievement.”

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(Q/33:71)


Love for Allah (SWT) must be shown through the obedience of the Prophet (s.a.w.) in order to be loved and be forgiven by Allah (SWT). Obedience to the Prophet is the obedience to Allah (SWT) indeed. On the other hand disobedience of the Qur’anic messages or disregard for the Sunnah of the Prophet (s.a.w.) is akin to rejection of the Truth (or Kufr). And Allah (SWT) does not love disbelieves. He has not appointed the Prophet to be responsible for the evil actions of the people. The Prophet’s duty is the full use of the available ways to persuade people—not to impel them to good. In fact, those who obey Allah and His Messengers are the most successful ones. Allah (SWT) says in the Qur’an: “O ye who believe! Obey Allah, and obey the Apostle, and those charged with authority among you. If ye differ in anything among yourselves, refer it to Allah and His Apostle, If ye do believe in Allah and the Last Day: …” (Q/4:59) “But no, by thy Lord, they can have no (real) Faith, until they make thee judge in all disputes between them, And find in their souls no resistance against thy decisions, but accept them with the fullest conviction.” (Q/4:65) “It is not fitting for a believer, man or woman, when a matter has been decided by Allah and His Apostle, To have any option about their decision; If any one disobeys Allah and His Apostle, he is indeed on a clearly wrong path.” (Q/33:36) The believers must obey the instructional authorities established through the Islamic guidelines—i.e. the Qur’an and the Sunnah of the Prophet Muhammad (s.a.w.). In case of any dispute, each party must bear the burden to clarify the truth value of their position through the Islamic principles—any difference must be resolved with the help of the Qur’an and the Sunnah. Islam allows no sharo distinction between its moral principles and socio-political rules. The individuals in charge derive their authority from Allah (SWT)—the ultimate authority rests in Him. Islam enjoins obedience to only the righteous authority for maintaining order and discipline. There can be no true Faith without the acceptance of the Sunnah of the Prophet (s.a.w.) without any resistance in one’s heart, and with the utmost conviction. No believer is allowed to exercise his own opinion against a matter which has already been decided by the Qur’an and the Sunnah of the Prophet (s.a.w.). We must make our will conformant with the divine will. The decree of Allah (SWT) must be accepted loyally, and we should try our best to translate to translate that in our actions. The previous verses made it clear that the obedience to the Prophet (s.a.w.) means obedience to Allah (SWT). Therefore, those who disobey Qur’an and/or Sunnah are clearly misguided. Allah (SWT) says in the Qur’an:

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(Q/3:159)

“…And (O Messenger!) consult them (i.e. your companions) in affairs…” “O Apostle! Proclaim the (Message) which hath been sent to thee from thy Lord; If thou didst not, thou wouldst not have fulfilled and proclaimed His Mission; And Allah will defend thee from men (who mean mischief); For Allah guideth not those who reject Faith.” (Q/5:67) “And say: “I am indeed he that warneth openly and without ambiguity.””

(Q/15:89)

“Therefore expound openly that thou art commanded, and turn away from the polytheists.” “But teach (thy Message) for teaching benefits the Believers.”

(Q/15:94)

(Q/51:55)

Allah (SWT) gradually established the Islamic principles through actual demonstration by the Prophet (s.a.w.) instead of sending the whole Qur’an in the form of a book. This process made it clear to the believers the way in which the divine guidelines should be humanized. Even though the Prophet (s.a.w.) was under the direct guidance of Allah (SWT) and needed no help from anyone else, yet He commanded the Prophet (s.a.w.) to consult his companions in making decisions on the temporal affairs. This is just one of the ways of teaching the believers by demonstration. The Prophet (s.a.w.) was also dictated by Allah (SWT) to go out to the populace and actually proclaim his Prophetic mission by delivering the divine Message in person—otherwise his duty of Prophethood would had not been fulfilled. This is why he preached to the people personally. Besides, he can neither practice slyness nor ambiguity in his religious preaching. He clearly denounced evil without any compromise. As a Messenger of Allah (SWT) he must follow the clear and straight forward way—Allah (SWT) helps him in his actions. In the course of his divine mission he had to face many difficulties, and had to avoid many dangers and adversaries. He carried his duties with complete reliance in Allah (SWT) without being afraid of the threat and rejection of the evil or the ignorant people. These demonstrations are the examples to be followed by the Muslims in their temporal matters including the practice of enjoining the good and forbidding the evil. Besides, he had been dictated by the Allah (SWT) to continuously teach his followers as because teaching benefits the believers.

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The phenomenon of the Prophethood has three essential components. These are: (i) the divine revelation, (ii) the roles of the Prophet (s.a.w.), and (iii) the roles of the companions122 of the Prophet (s.a.w.). Since the Prophet (s.a.w.) was under the direct guidance of Allah (SWT), his roles are ideal cases. While the roles of his companions approved by the Prophet constitute the best form of humanized Islam. Allah (SWT) has directly and indirectly attested this fact in the Qur’an. The verse 3:159 taken above includes any companion of the Prophet (s.a.w.) to be consulted by him in the temporal affairs. In verse 9:100, Allah (SWT) mentioned His pleasure on the Muhajireens (i.e. the immigrants) and Ansars (i.e. the local helpers) for their sacrifices. In verse 9:40, the companion (i.e. Abu Bakr, r.) who was with the Prophet (s.a.w.) during hiding in the cave from the enemies has also been acknowledged by Allah (SWT). In verse 33:37, the name of Zaid (r.) is mentioned. Verse 24:22 was revealed regarding certain action of Abu Bakr (r.). According to Imam Ja’far al-Sadiq verse 33:39 indicates Abu Bakr (r.) as the one who testified to the Truth brought by the Prophet (s.a.w.). Now I want to come back to more points on the status of the Sunnah. Allah (SWT) says in the Qur’an: “No prophet could (ever) be false in his trust …”

(Q/3:161)

“…Say: It is not for me, of my own accord, to change it (i.e. the revelation): I follow only what is revealed to me: If I were to disobey my Lord, I should myself fear the Penalty of a Great Day (to come).” (Q/10:15) “Nor does he say (aught) of (his own) Desire. It is no less than inspiration sent down to him:”

(Q/53:3-4)

Allah (SWT) affirms that a Prophet is absolutely trustworthy in his divine mission. He never changes the divine injunctions on his own accord. He follows exactly to what is revealed to him from Allah (SWT). Prophet (s.a.w.) is responsible to be truthful and will be accountable on the Day of Judgement to Allah (SWT) for his 122

The Prophet (s.a.w.) said, “Do not insult my companions. By Him in Whose Hand is my soul, if any of you spent in charity as much gold as (the mountain of) Uhud, it would not amount to as much as a Mudd (~pound) of the charity of one of them, or half of it.” (-Bukhari & Muslim) He (the Prophet) also said, “(Fear) Allah, (fear) Allah, regarding my companions! Do not make them a target (of criticism and satire) after me. The one who loves them does so out of love of me, and the one who hates them does so out of hatred of me. The one who injures them has injured me; the one who injures me has annoyed Allah (SWT); and the one who annoys Allah (SWT) will soon be punished by Him.” (Tirmidhi) The Prophet (s.a.w.) also said, “The sign of faith is love of the Ansar and the sign of the hypocrisy is hatred of the Ansar.” (-Bukhari & Muslim) Similarly, many hadith has been reported in the 5th volume of the Sahih al-Bukhari mentioning the virtues of the Muhajeerins, Ansars, relatives of the Prophet (s.a.w.), and the individual companions like Abu Bakr, Umar, Uthman, Ali, Ja’far, Al-Abbas, Az-Zubair, Talha, Sa’d bin Abu Waqqas, Zaid bin Harith, Usama, Ammar, Hudhaifa, Abu Ubaida, Mus’ab, Al-Hasan, AlHussain, Ibn Abbas, Khalid, Salim, Ibn Mas’ud, Mu’awiya, Fatima, Aisha, (Ansars) Sa’d bin Muadh, Usaid bin Hudair, Abbad bin Bishr, Muadh, Ubai, Zaid bin Tabith, Abu Talha, Abdullah bin Salam, Jarir, etc. (r.). Muhammad bin Uthman Adh-Dhahabi (rh.) listed the cursing or insulting any companion of the Prophet (s.a.w.) as one of the 70 (seventy) major sins in his book, ‘AL-KAB’R’.

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actions. He never teaches anything out of his own desire—all his actions and words are divinely inspired. These verses testifies beyond the shadow of doubt that Rasool (s.a.w.) have fulfilled the trust of the Prophethood. During the Prophethood whatever Muhammad (s.a.w.) conveyed were either Qur’anic texts revealed to him by Allah (SWT) or his action and words inspired by Allah. In his actions and words there had been few occasions in which Prophet Muhammad (s.a.w.) committed some small errors. This was also by the will of Allah (SWT) by which Prophet’s human limitations are made clear so that people do not attribute divinity to Muhammad (s.a.w.). But unlike the mistakes of an ordinary person, mistakes of the Prophet (s.a.w.) had been immediately corrected by Allah (SWT) during the Prophethood. Thus, he left behind no wrong teaching. Everything established through his Prophethood is the Truth sent by Allah (SWT), and must be taken in totality. Allah (SWT) says in the Qur’an: “You have indeed in the Apostle of Allah, a beautiful pattern (of conduct), for anyone whose hope is in Allah and the Final Day, and who engages much in the praise of Allah.” (Q/33-21)

“…So take what the Apostle assigns you, and refrain from whatever he forbids you …”

(Q/59-7)

The life of the Prophet (s.a.w.) is the best example to be followed by the Muslims. Allah (SWT) command us to establish the matters made lawful by the Prophet and prohibit the matters made unlawful by the Prophet. This means no one can either add (to Islam) anything contradicting Qur’an and/or Sunnah, or subtract anything from the teachings of the Qur’an and the Sunnah. From the early period of his life, the Prophet (s.a.w.) was well known for his honesty and gentleness. His magnanimous and moral character was of highest order. These are some of the virtues must be present in a leader—otherwise, he is not worthy of following. Allah (SWT) says in the Qur’an: “Thus have We made of you an Ummah justly balanced, that ye might be witness over the nations, And the Apostle a witness over yourselves; …” (Q/2:143) “One day We shall raise from all peoples a witness against them from amongst themselves: And shall bring thee as a witness against these (thy people): And We have sent down to thee the Book explaining all things, A Guide, a Mercy, and Glad Tidings to Muslims.” (Q/16:89)

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“…It is He Who has named you Muslims, both before and in this (Revelation); That the Apostle may be a witness for you, and you be witness for mankind !...”

(Q/22:78)

On the Day of Judgment every people will find a witness from among themselves against them (who conveyed them the divine Message and was rejected by them). Allah (SWT) will raise Muhammad (s.a.w.) against those people who rejected the Divine Message proclaimed by him. Likewise, Muslims have the prophetic responsibilities to convey the Message of Islam to the mankind. The best way for the Muslims to convey the Message of Allah (SWT) is by exhibiting the nature of Islam in our own lives. On the Day of Judgment those who reject the Message of Islam will find a Muslim witness against them from among themselves who called them unto the Guidance of Allah (SWT). The Qur’an has been sent to the Prophet (s.a.w.) explaining all things as a Guide, a Mercy, and Glad Tidings to the Muslims. The basic points derived from the above Qur’anic verses make it clear that Sunnah (of Muhammad s.a.w.) is essential in Islam. In fact, according to the Qur’anic texts and relevant required interpretations make it obvious that Sunnah is the supplement and the commentary of the Qur’an in particular, and the second most essential source of Islamic principles in general. Those who advance that they follow Qur’an and, therefore, do not have to worry about the Sunnah, they are not following the Qur’an either. Because, Qur’an itself commands to follow the Sunnah of the Prophet (s.a.w.)—Qur’an has explained everything by including Sunnah as the mandatory supplement. To make the scope and indispensability of the Sunnah more vivid, below I am going to extend this discussion with some more concrete examples from within the external principles of Islam. Some verses of the Qur’an can not be correctly interpreted without the help of the prophetic tradition. For example, Allah (SWT) says: “It is those who believe, and confuse not their beliefs with wrong— That are truly in security, for they are on (right) guidance.”

(Q/6:82)

The companions of the Prophet (s.a.w.) understood the word “dhulm” in its general sense to mean every wrongdoing from this verse—even if it be little. The said, “O Messenger of Allah (SWT), which of us did not involve his faith with obscurity?” The Prophet (s.a.w.) said, “It is not that. It is only the “shirk” (i.e. polytheism). Have you not heard what Luqman said (in the Qur’an): “…Verily, shirk is a great dhulm.”

(Q/31:13)

Here, the Prophet (s.a.w.) has taught us the use of another verse of the Qur’an to understand some particular verse. This methodology is general and all embracing for the entire Qur’an. Sunnah also works as the supplement to determine the specific meaning of some verses. For example, Allah (SWT) says:

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“As for the thief, male or female, cut off their hands …”

(Q/5:38)

In the above verse or in any other verse, Qur’an does neither specify how much to be stolen for the punishment nor what portion of the hand is required to be cut off as the punishment. But these details can be found in the tradition of the Prophet (s.a.w.). As an another example let us review the following verses: “And establish regular prayers at the two ends of the day and at the approaches of the night:…”

(Q/11:114)

“Establish regular prayers—at the sun’s decline till the darkness of the night, And the morning prayer and reading …” (Q/17:78) “…And celebrate (constantly) the praises of thy Lord, before the rising of the sun, and before its setting; Yea, celebrate them for part of the hours of the night, and at the sides of the day:…” (Q/20:130) “So (give) glory to Allah when you reach dusk and when you rise in the morning:… And in the late afternoon and when the day begins to decline.” (Q/30:17-18) The first verse above enjoins prayers at the morning, afternoon, and (at least) three more (i. e. plural and not dual form “zulafun”) at the approaches of the night. The next verse commands prayers from the zenith till the fullest darkness of the night, and at the morning. The third verse ordains prayer before the sunrise and before the sunset. It also requires prayers at the part of the night. Besides, it prescribes prayers (plural and not dual form “atraf”) at the sides of the day—may mean the prayers between the sunrise and the late afternoon prayer. The last verse commands prayers at the nightfall, dawn, late afternoon, and just after the zenith. These verses clearly enjoins at least five daily periods for prayers—dawn, mid-afternoon, late afternoon, just after the sunset, and during early dark period of the night. Besides, the verses allude for other periods. But these verses or any other part of the Qur’an neither make it crystal clear whether obligatory prayers are five or more nor about the exact length of the periods. These verses force us to seek for supplementary teachings from the Prophethood of Muhammad (s.a.w.). In fact, hadith provides us about the exact timings and number of compulsory prayers, number of units of each prayer, the detail procedure of the prayers, and the details about the optional prayers. Now let us pay attention to the following example on lawfulness and prohibition about the foods123 as Allah (SWT) says in the Qur’an: 123

For more details please see my work: “Socioeconomic Justice and Modeling Growth-Distribution Effective Common Market”.

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“They ask thee concerning wine and gambling: Say: “In them is great sin and some profit for men; but the sin is greater than the profit.”

(Q/2:219)

“For the inequity of the Jews We made unlawful for them certain (foods) good and wholesome— Which hath been lawful for them …” (Q/4:160) “Forbidden to you …God; That which hath been killed by strangling or by a violent blow, or by a headlong fall, or by being gored to death; That which hath been (partly) eaten by a wild animal; unless you are able to slaughter it (in due form); That which is sacrificed on stone (altars, shrines); (Forbidden) also is the division (of meat) by raffling with arrows: that is impiety; …But if any is forced by hunger, with no inclination to transgression, Allah is indeed Oft-forgiving, Most Merciful. They ask thee what is lawful to them (as food); Say: Lawful unto you are (all) things good and pure: And what ye taught your trained hunting animals (to catch) in the manner directed to you by Allah: Eat what they catch for you, but pronounce the name of Allah over it: And fear Allah; for Allah is swift in taking account. This day (all) things good and pure are made lawful unto you; The food of the People of the Book is lawful unto you, and yours is lawful unto them …”

(Q/5:3-5)

“Eat not of (meats) on which Allah’s name hath not been pronounced: that would be impiety; But evil ones inspire their friends to contend with you; If ye were to obey them, ye would indeed be Pagans.” (Q/6:121) “Say: “I find not in the Revelation received by me any (meat) forbidden to be eaten by one who wishes to eat it, Unless it be dead meat, or blood poured forth, or the flesh of swine;—for it is an abomination—or, what is impious, (Meat) on which a name has been invoked, other than Allah’s; …

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For those who followed the Jewish Law, We forbade every animal with undivided hoof, And We forbade them the fat of the ox and the sheep, Except what adheres to their backs, or their entails, or is mixed up with a bone: This in recompense for their willful disobedience: …” (Q/6:145-146) “Those who follow the Apostle, the unlettered Prophet, Whom they find mentioned in their own (Scriptures)— In the Law (Torah) and the Gospel— For he commands them what is just and forbids them what is evil; He allows them as lawful what is good (and pure) and forbids them from what is bad (and impure); He releases them from their heavy burdens and from the yokes that are upon them; So it is those who believe in him, honor him, help him, And follow the Light124 which is sent down with him,-It is they who will prosper.” (Q/7:157) “It is He Who has made the sea subject, that ye may eat thereof flesh that is fresh and tender, …”

(Q/16:14)

The following notes can be made out from the above verses: (i) (ii) (iii) (iv) (v)

Lawful foods from among the good and pure things are permitted to be eaten. Dead meat, blood (gushed out), flesh of swine, and meat from sacrifice by invoking any other name besides Allah’s are unlawful for consumption. Limited amount of unlawful things can be consumed to fulfill dire necessity. Wine and gambling are forbidden because harms from these outweigh the benefits. Some lawful and wholesome foods had been made unlawful for the Jews due to their unfair preference. 124

Also see Q/5:15, and Q/18:110. In these three verses “noor” is the guidance in the character (sunnah) of Muhammad (s.a.w.), kitab is the Qur’an, and Muhammad (s.a.w.) is a 100% man except he received revelation and direct guidance/correction by Allah (SWT). Those who advance that Muhammad (s.a.w.) was made of noor (light) and not of matter like us, are actually referring to his existence in the plan of Allah when no matter existed. But when he was sent down on earth he was born and lived as a 100% human being. Otherwise, he could not be the best example for the Mankind. Also see Q/14:10-12, and Q/33:21. To expound more about “noor” and “rooh” also see Q/4:174, Q/6:122, Q/9:32, Q/15:29, Q/24:35-36, Q/57:28, Q/61:8, Q/15:29, and other related verses of the Qur’an.

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(vi) Slaughtering is required for meat of the animals to become lawful for consumption. (vii) Meat from the animals sacrificed on altars (of shrine etc.) is also unlawful. (viii) Meat from the (lawful) animals caught and killed by the trained animals are lawful if the expedition is done in the manner directed by Allah, and if the hunting animal has not eaten from it’s killed. (ix) A live catch of the trained animal is lawful only if it has been slaughtered properly even though the hunting animal might have eaten some part from the live catch. (x) Some ignorant people are impelled by desires to mislead people about the lawful and prohibited foods. (xi) Consumption of meat from the animals without slaughtering by pronouncing the name of Allah (SWT) is equivalent to polytheism. (xii) Meat from the animals with undivided hoofs is unlawful. (xiii) We should consume wholesome (tayyib) things only from among the lawful things—all the bad and/or impure (khabaais) things must not be consumed; (xiv) All the flesh from the aquatic animals that are fresh and tender125, are lawful for consumption. The above verses have broadly embraced all the general aspects of dietary Law in Islam. They also have explicitly prohibited certain things for consumption. The verses reflect general principle of the permissibility of things. However, this is also warned (in these texts) that many people try to mislead others in dietary practices due to ignorance and impelled by harmful cravings. Besides, these verses lay down another general principle that the things that are more beneficial than their harmfulness are permitted for consumption. Things that are made explicitly unlawful in the above verses must not be consumed except under the compulsion of dire necessity. On the other hand, only the wholesome (tayyib) things are to be consumed from the things that are not categorically made unlawful. Bad (khabaais) things are not generally permissible for consumption—whether they are categorized as unlawful (haram) or not. There are four deterministic levels of wholesome foods. Firstly, names of many wholesome things are mentioned in different verses of the Qur’an. Secondly, Qur’an instructs to follow the Prophet Muhammad (s.a.w.) as a supplement. Thirdly, Qur’an refers to the dietary Law of Allah (SWT) sent to His previous Messengers—especially the ones sent to the Jews. And fourthly, Qur’an and hadith teaches to make Ijtehad through the process of Qiyas for establishing them as rules by the process of Ijmah (consensus). In fact, the authoritative prerogatives of these four levels are all embracing in this sequence—no level can supersede any higher level. In this case we can see that sunnah of the Prophet Muhammad (s.a.w.) is playing two crucial roles. Firstly, hadith acts as a supplement to the Qur’an to explicitly categorize certain foods. Secondly, hadith clarifies the Qur’anic provision for Ijtehad including the interpretation of the verse 42:38. It is through second aspect that 125

Also, it has to be wholesome (tayyib) (Q/7:157), and not harmful (khabaith). Tender also means caring. Everything not categorically forbidden (haram) is lawful (halal) in general. But only wholesome (tayyib) things from among the lawful things are permitted to be eaten/used. That is, things which are not specifically forbidden should be judged critically (through empirical, rational and intuitive analysis)—if its benefits outweigh its harms only then it can be considered as wholesome (also, see Q/2:229). Therefore, continuous nurturing process for acquiring wisdom on the basis of scientific, logical, and intuitively congruent knowledge and skills is essential.

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Islam is ever living and everlasting religion. This provision allows Muslims to derive new rules in the light of Qur’an and Sunnah for universal application of the external aspects of Islam. None the less, there where lies the vitality of Islam and as well as hurdles on its way due to the differences of opinions in the process of humanization. However, Islam accommodates these differences as check-points for following the right course instead of division. If the process of Ijtehad is conducted universally, then Ummah will remain united, insh’Allah.

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Socioeconomic Justice and Modeling Growth-Distribution Effective Common Market

-By N. U. M. Akramul Kabir Khan [Fourth Edition (March, 2001) had been submitted as the proposed Thesis and complete final work toward obtaining M. Phil. (Master of Philosophy) degree] [Submitted through (1) Prof. Fazlee Hussain, Vice Chancellor—Chittagong University, and the following academians of the Chittagong University: (2) Prof. Imran Hussain—Dean of the Faculty of Arts, (3) Prof. Nurul Mostafa—Dean of the Faculty of Science, (4) Prof. S. M. Ather—Dean of the Faculty of Commerce, (5) Prof. Saleh Uddin—Dean of the Faculty of Social Science, and (6) Prof. Shah Alam—Dean of the Faculty of Law, to the Graduate Faculty and Research, Chittagong University, Hathazari, Chittagong, Bangladesh.] First Edition (as the Muslim Material Management)—February 16, 1997 Second Edition (as the Muslim Material Management)—September 21, 1997 Third Edition (as the Muslim Material Management)—October 12, 1999 Fourth Edition (as this title)—March 26, 2001 (ÅBangladesh Independence Day!) Fifth Edition (as this title)—February 04, 2015


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Socioeconomic Justice and Modeling Growth-Distribution Effective Common Market /The Republic Re-engineered/By N. U. M. Akramul Kabir Khan

DEDICATION With my complete humility to Allah SWT, this work is dedicated toThe Muslim Ummah …

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In the Name of Allah, Most Beneficent, Most Merciful Preface................................................................................................................................................................................................................................................................................ 8 Overall Abstract ............................................................................................................................................................................................................................................................. 51 The Theme Poem ............................................................................................................................................................................................................................................................ 51 Utilitarianism, Egalitarianism, Dialecticism, and Justice—With Pan-Islamic Perspectives ............................................................................................................................... 64 Importance of Sunnah ................................................................................................................................................................................................................................................... 88 Socioeconomic Justice and Modeling Growth-Distribution Effective Common Market .................................................................................................................................. 100 Preface to the Last (/Fourth) Edition .................................................................................................................................................................................................................... 106 Acknowledgement ................................................................................................................................................................................................................................................... 107 Abstract...................................................................................................................................................................................................................................................................... 108 Introduction .............................................................................................................................................................................................................................................................. 109 The Paramount Human Problem .......................................................................................................................................................................................................................... 131 The Contemporary Muslim Problem .................................................................................................................................................................................................................... 151 The Conceptual Solution ......................................................................................................................................................................................................................................... 158 Some Islamic Socio-Economic Features ................................................................................................................................................................................................................ 204 Some Essential Initial Steps .................................................................................................................................................................................................................................... 211 Global Muslim Prospects and Challenges ............................................................................................................................................................................................................ 224 Strategic Muslim Prospects .................................................................................................................................................................................................................................... 246 Local Muslim Prospects .......................................................................................................................................................................................................................................... 248 Closing Remarks ...................................................................................................................................................................................................................................................... 258 Epilogue..................................................................................................................................................................................................................................................................... 266 APPENDIX-1: TABLE OF POPULATION, AREA, AND INCOME ................................................................................................................................................................ 306 APPENDIX-1A: TABLE OF POPULATION, AREA, AND INCOME(ppp)(BY ZONE) ............................................................................................................................... 309

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Socioeconomic Justice and Modeling Growth-Distribution Effective Common Market /The Republic Re-engineered/By N. U. M. Akramul Kabir Khan APPENDIX-2: TABLE OF LAND & WATER AREA .......................................................................................................................................................................................... 312 APPENDIX-2A: TABLE OF LAND & WATER AREA (BY ZONE).................................................................................................................................................................. 314 APPENDIX-3: TABLE OF LABOR, TRADE, GDP, & EXTERNAL DEBT [$ = U.S. DOLLAR] [Part 1] ..................................................................................................... 317 APPENDIX-3: TABLE OF LABOR, TRADE, GDP, & EXTERNAL DEBT [$ = U.S. DOLLAR] [Part 2] ..................................................................................................... 320 APPENDIX-3A: TABLE OF LABOR, TRADE, GDP, & EXTERNAL DEBT [BY ZONE] ............................................................................................................................. 322 APPENDIX-4: TABLE OF TRANSPORTATION & INFRASTRUCTURE ....................................................................................................................................................... 325 APPENDIX-4A: TABLE OF TRANSPORTATION & INFRASTRUCTURE [BY ZONE] .............................................................................................................................. 328 APPENDIX-5: TABLE OF NATURAL RESOURCES ......................................................................................................................................................................................... 331 APPENDIX-5A: TABLE OF NATURAL RESOURCES [BY ZONE] ................................................................................................................................................................. 334 APPENDIX-6: TABLE OF EXPORTS .................................................................................................................................................................................................................... 337 APPENDIX-6A: TABLE OF EXPORTS ................................................................................................................................................................................................................. 340 APPENDIX-7: TABLE OF IMPORTS .................................................................................................................................................................................................................... 344 APPENDIX-7A: TABLE OF IMPORTS ................................................................................................................................................................................................................. 346 APPENDIX-8: TABLE OF EXPORT PARTNERS ................................................................................................................................................................................................ 349 APPENDIX-8A: TABLE OF EXPORT PARTNERS ............................................................................................................................................................................................. 352 APPENDIX-9: TABLE OF IMPORT PARTNERS ................................................................................................................................................................................................ 355 APPENDIX-9A: TABLE OF IMPORT PARTNERS ............................................................................................................................................................................................. 358 TABLE FOR APPENDIX-10: COMPARATIVE ECONOMIC STATUS [Rough Reference Works for Appendix-10(below)] ................................................................. 360 APPENDIX-10: TABLE OF COMPARATIVE ECONOMIC STATUS .............................................................................................................................................................. 363 APPENDIX-10A: TABLE OF COMPARATIVE ECONOMIC STATUS........................................................................................................................................................... 366 Universal Morality and Modeling Progressive Education System ...................................................................................................................................................................... 371 Preface to this (/8th) Edition ................................................................................................................................................................................................................................... 378 Acknowledgement ................................................................................................................................................................................................................................................... 379

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Socioeconomic Justice and Modeling Growth-Distribution Effective Common Market /The Republic Re-engineered/By N. U. M. Akramul Kabir Khan Abstract...................................................................................................................................................................................................................................................................... 380 Introduction .............................................................................................................................................................................................................................................................. 381 Philosopy of Post-modernization and Religion Based Education for the Muslim Countries (in Correspondence to Modern Concepts) ............................................ 384 Purposes and Goals of Formal Education ............................................................................................................................................................................................................ 407 Plan............................................................................................................................................................................................................................................................................. 409 Education Programs ................................................................................................................................................................................................................................................ 414 The Curriculm .......................................................................................................................................................................................................................................................... 421 The Curricular Tables .............................................................................................................................................................................................................................................. 422 Elementary to High School (including alternate)/High Madrasa (Core, Allied, and Inter/multidisciplinary Elective Courses) ......................................................... 423 Undergraduate to Postgraduate College (Majors, Allied, and Inter/multidisciplinary Courses): ............................................................................................................. 426 The Curricular Operation ....................................................................................................................................................................................................................................... 569 Top Level Attributes Selection for the Overall Formal Education System...................................................................................................................................................... 588 Course Identification Method ................................................................................................................................................................................................................................ 589 Remarks ..................................................................................................................................................................................................................................................................... 590 Epilogue..................................................................................................................................................................................................................................................................... 594 Bibliography ............................................................................................................................................................................................................................................................. 627 Universal Education System—Postmodern Muslim World Perspective ............................................................................................................................................................ 630 Abstract...................................................................................................................................................................................................................................................................... 636 Introduction .............................................................................................................................................................................................................................................................. 637 Background of Post-Modernization and Philosophy of Religion Based Education System for the (Con-current) Muslim Countries: ................................................ 638 Weight Distribution for In-Session Course Conduction and Evaluation ........................................................................................................................................................ 658 Commendable Pre-School Year Curriculum ....................................................................................................................................................................................................... 659 More Concrete Ideas for Thorough Reforming/Replacing: .............................................................................................................................................................................. 659

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Socioeconomic Justice and Modeling Growth-Distribution Effective Common Market /The Republic Re-engineered/By N. U. M. Akramul Kabir Khan The nature of the syllabus contents and certificates ........................................................................................................................................................................................... 663 Class Conduction Schedules .................................................................................................................................................................................................................................. 823 Organization Structure ............................................................................................................................................................................................................................................ 831 Working Personnel Distribution for Finalization and Implementation .......................................................................................................................................................... 837 Conclusion ................................................................................................................................................................................................................................................................ 838 Closing Remark ........................................................................................................................................................................................................................................................ 838 Future Work .............................................................................................................................................................................................................................................................. 839 References ................................................................................................................................................................................................................................................................. 839 Test Scores and GPA—Mathematics of Letter Grades ........................................................................................................................................................................................... 839 Interest-Free Micro & Macro Credits—Mathematics of Time-Trading Cash Flow............................................................................................................................................ 855 Universal Remuneration System—A Mathematical Model for GDP Based Adjustments................................................................................................................................ 886 Moral Democracy—Unison of Ideals, Rationales, and Empiricals ....................................................................................................................................................................... 927 Abstract...................................................................................................................................................................................................................................................................... 933 Introduction: ............................................................................................................................................................................................................................................................. 933 National Constitution .............................................................................................................................................................................................................................................. 934 Unity of Muslim Ummah (Confederal Constitution): ........................................................................................................................................................................................ 993 The Universal Human Forum (UHF): ................................................................................................................................................................................................................. 1044 Socio-economic Infrastructure ............................................................................................................................................................................................................................. 1067 Closing Remarks .................................................................................................................................................................................................................................................... 1162 Epilogue....................................................................................................................................................................................................................................................................... 1163 Overall Concluding Remarks ................................................................................................................................................................................................................................... 1277 Bio-data/Resume/Curriculum Vitae/Life Profile/Genealogy/Brief Biography of the Author ................................................................................................................... 1287 Overall Impression/Vision....................................................................................................................................................................................................................................... 1316

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Socioeconomic Justice and Modeling Growth-Distribution Effective Common Market /The Republic Re-engineered/By N. U. M. Akramul Kabir Khan Index ............................................................................................................................................................................................................................................................................ 1317

Preface to the Last (/Fourth) Edition

All praises be to Allah SWT, the Cherisher and the Sustainer of the Universe. It is only by His Mercy that I have been able to put out this book. For many years my thoughts are around the contemporary problems of the Muslim Ummah. Among all these problems, economic backwardness is the most discussed one. Muslim thinkers have already identified the root cause of the failures of the un-Islamic (i.e. “materialistic”) doctrines to solve the economic problems in the Muslim countries. Since the beginning of the twentieth century, Muslim thinkers, scholars, and activists have been increasing their campaign for instituting the economic system based on the principles of Islam as the only solution. During this period many thoughtful and scholarly literature have been published on this subject. In the context of this paradigm, I have undertaken this daring step to share my thoughts with the concern Muslims in general, and governments of the Muslim countries in particular. I am neither a scholar of “Economics” nor of Islamic Studies. In fact, I am just an ordinary Muslim who is engaged in search of knowledge out of my concerns for Muslims in particular, and for the mankind in general. My heart desires that I text a socio-economic model based on Islam which will accurately address all the related issues. But my abilities are inadequate for that kind of ambitious project. None the less, I think that is neither easy (if not impossible) nor is essential to come up with such a text. This discussion has focused on two areas. Firstly, I have advanced an analytic view on the abstract ideas of the System of Islamic Economics in juxtaposition with those systems of economics which are based on non-Islamic materialism, especially Capitalism and Marxism. During this discourse the differences between a School of Economics and the Science of Economics have been uphold to show that it is neither perceivable nor is necessary for the existence of the Science of Islamic Economics before instituting School of Islamic Economics in the contexts of the present world. Because, Science of Economics describes and analyzes economic events with their causes and effects. School of Economics, on the other hand, organizes economic life and evaluates an Economic System whether it conforms to its own standard of morality. At one extreme, school of economics is a set of morality; and on the other hand it defines the criteria for evaluation. That is to say, school of economics germinates from the human nature of morality and develops into a discipline which can be compared with the subject of Ethics. On the other hand, science of economics (analytically) starts from the evaluating edge of the school of economics and develops into a (descriptive) discipline which can be compared with the subject of History. Secondly, detail data on the resources and economic prospects (for the Muslim countries) have been presented. These included organization of some economic activities toward development of internal, regional, and global co-operation among the Muslim countries. Some specific suggestions also have been made for adoption in Bangladesh for enhancing her economic growth and development along with the process of gradual Islamization of the socio-economic system. I hope these will serve as examples for other countries to adapt similar suitable programs in their domestic pursuits.

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Islam is the only universal solution to the problems of mankind. However, it can not be implemented overnight. These are the facts already discovered by successful experimentation for centuries in the past. In the current contexts of enormous confusion, delusions, and complication in the affairs of human life, implementation of Islamic principles should be initiated in the Muslim countries. Because, non-Islamic doctrines are completely incompatible with the convictions and minds of the Muslims. On the other hand, Muslim genius and social structure are comparatively more suitable for adaptation to the Islamic Principles. Toward that direction, if my thoughts presented here can make any amount of affirmative contribution, my objective will be fulfilled. I seek Allah’s Guidance in all our endeavors. (N. U. M. Akramul Kabir Khan); March 26, 2001 Permanent Address: Mahabbat Khan House (West), Mahabbat Khan Para, 1st and 2nd Editions were completed at: 207D Wadsack Drive (Kraetli Apartments),University of Oklahoma, Norman, OK 73072, U. S. A. Bauria, Sandwip, Chittagong, Bangladesh Acknowledgement

I am really insolvent when it comes to obligations. Behind all my success many people have dispensed their moral and/or material supports. Among these, my parents’ unreserved sacrifice, affection, and guidance have been the most potent for my transient and spiritual pursuits through Islam—may Allah SWT be pleased with them. I also like to express my deep gratitude to my respected teacher Mvi. Moazzem Hossain, brother-in-law Janab Ansarul Hoq, well-wisher Janab Mohammad Nurul Islam, and my nephew Janab Mohammad Aktaruzzaman for their moral supports and cooperation. I am also grateful to many others for their friendship and encouragements which have been invaluable sources of inspiration in one or other stages of my life. Some of them are Advocate Tajul Islam, Sheikh Abu Mustafa, Br. Nasir Uddin Ahmad, Br. Sirajul Monir Chowdhury, Br. Abul Mansur Khan, Br. Javed Newaz, Br. G. M. Ahmad, Br. Syed Mohammad Mohsin, Br. Tuhin Islam, Br. Masudur Rahman Khan, Br. Zahid Hussain Mia, Br. Abu Hena Muhammad Mustafa Kamal, Br. Faisal Ahmad, Br. Zakir Hussain, Dr. G. M. Iqbal, Dr. Abu Lais Hoq, Br. Safdar Azeem, Dr. Musharraf Zaman, Br. Yaqoob Ali, Dr. Abdul Aziz Atiya Az-Zaharani, Dr. Ali Dalili, brother-in-law Ali Akbar, Prof. Muhammad Ibn Inam, Dr. Khaled Parvez, Dr. Fazlur Rahman, Dr. Omar Farooq, Dr. Mohammad Omar Farooq, Br. Sohail Sharif Malik, Dr. Tapan Kumar Paul, Br. Abdullah Nemecek, Sheikh Abdur Rahman, Dr. Mohammad Anwar, Br. Nazmul Gazi, Br. Liaqut Ali, Br. Mahbub Alam Khan, Dr. Sharif Sandhu, Dr. Moinuddin Malik, Br. Siddique Karim, Br. Khaja Khaleeluddin, Br. Matiar Rahman, Dr. Rashid Islam, Br. Muhammad Munir, Br. Amjad Awawdeh, Dr. Anas Al-Hajji, Dr. Mohammad Issa, community of Masjid-An-Nur, all my relatives, and many others. Along with these, my deep gratitude also goes to all my people in and around the village of Mahabbat Khan’s houses (i.e., Mahabbat Khan Para, Bauria, Sandwip, Chittagong, Bangladesh;) where I gathered my social experience during my secondary/high school years. Above all, I am eternally grateful to the All-Knowing, Allah S.W.T. for all my accomplishments. Wa ma tawfiqi illa biLlah (Qur’an/11:88).

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N. U. M. Akramul Kabir Khan; March 26, 2001. Abstract

Neither Marxism nor Democratic Capitalism has improved the economic condition (for optimum dynamism and distribution) regionally or globally. Whereas the former has eventually caused the decline in economic growth by loosing the capacity for sustained expansion and the later has caused the enlargement of gap between the rich and poor thus by bringing the economy to repeated stagnation—both domestically and transnationally. That is, the golden objectives of peace, progress, and pleasure in social and individual life is not achievable through any of these socio-economic systems—none of such systems can sustain harmony between socio-economic prosperity and permanence. This is because, while the former is based on erroneous interpretation of human nature, the later has been schemed in isolation from any clear interpretation of human nature. In particular, these outlandish ideas are terribly incompatible with the ideological basis in the Muslim countries. To be in tune with the spirit/aspirations/convictions of the people, the underdeveloped countries with the identical belief (of the majority) should be organized together in pursuit of socio-economic development through continuous integration of cultural values in production relations. To increase immunity from unfair exploitation by powerful nations, Muslim countries should form their common market by preventing enslaving loans and concessions. Such common market must ensure economic freedom by preserving private ownership as a part of the personal freedom; assure basic necessities of life for all; expedite continuous redistribution of wealth by preventing its making circuits and accumulation in the hands of the riches only; promote free market under proper guidance; guarantee freedom/spontaneity for earning beyond the basic needs without tempering the moral interests of others; exhort for moral spending/investment/lending by preventing hoarding/conspicuous consumption/waste; promote the creed: ‘from everyone according to his/her ability and moral will/responsibility, and to everyone according to his/her (moral) needs with dignity and (moral) work-efforts/cooperation’. To better understand human history and the essence/attributes of true justice, the theories of Dialectic Idealism (of Hegel) and Dialectic Materialism (of Karl Marx) have been refuted/replaced by the theory of Three-tyred Islamic Trialecticism (of the author). By this substitution author has exhibited that human history is actually an ongoing process of contentions/reconciliations among the three different motivational drives related to (the three realms of human nature:) soul, intellect, and body exercised within the (general area) of (religious/spiritual) faith, (reason based) logic (/mathematics), and (sense based) natural science (/experience) respectively. The common market should device mechanism for distribution/utilization/promotion of resources, knowledge, entrepreneurship, and skills on the brotherly basis of Islamic equity and justice among/within the member countries. Besides, each member country should seek economic growth and development by undertaking projects in tune with their resources, and socio-economic factors (/corresponding multi-sectoral economy). Toward this end gradual capital formation should be pursued, unnecessary/usurious borrowing must be avoided, pumping/transferring of wealth in external direction must be avoided (except humanitarian aids). The

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common market should gradually improve external relations in order to promote proper distribution of economic dynamism, benefits, and stability by preventing unjust exploitation/interference. The above understandings have been kept in focus and critical attributes to build a model of common market of the Muslim countries have been proposed in this work. This research/creative work is an outcome of author’s tenacious efforts of several years. Since 1997, hundreds of copies of four different versions of this work have been distributed in sixty-five countries, including the governments of sixty countries. The title of this work for the first three editions had been the ‘Muslim Material Management’ which had been revised in the fourth version and was submitted as the proposed thesis for the M. Phil. Degree. This version has been produced (by updating data) to become a part of the ‘The Republic Re-engineered’, the author’s mammoth work for gearing up the process of true emancipation of the Muslims in particular and of the mankind in general. Introduction

Allah SWT (, the God Almighty,) says in the Qur’an: “Behold, thy Lord said to the angels: “I am about to create man from clay: When I have fashioned him (in due proportion) and breathed into him of My Spirit, fall ye down in obeisance unto him.” So the angels prostrated themselves, all of them together: Not so Iblis: he was haughty, and became one of those who reject Faith. (Allah) said: “O Iblis! What prevents thee from prostrating thyself to one whom I have created with my hands? Art thou haughty? Or art thou one of the high (and mighty) ones?” Iblis said: “I am better than he: Thou createdst me from the fire, and him Thou createdst from the clay.” (Allah) said: “Then get thee out of here: for thou art rejected accursed; And My Curse shall be on thee till the Day of Judgment.” (Iblis) said: “O my Lord! Give me then respite till the Day the (dead) are raised.” (Allah) said: “Respite then is granted thee—Till the Day of the time Appointed.” (Iblis) said: “Then by Thy Power, I will put them all in the wrong— Except Thy servants amongst them sincere and purified (by Thy Grace),” (Allah) said: “Then it is just and fitting—and I say what is just and fitting— That I will certainly fill hell with thee and those that follow thee,--every one”.” (Q/38:71-85)

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“Then We said: “O Adam! Verily, this is your enemy to thee and thy wife: So let him not get you both out of the Garden, so that thou art landed in misery. There is therein (enough provision) for thee not go hungry, nor to go naked, Neither to suffer from thirst, nor from the sun’s heat.”” (Q/20:117-119) “O Adam! Dwell thou and thy wife in the Garden, and enjoy (its good things) as you wish: But approach not this tree, or ye turn into harm and transgression. Then began Shaitan to whisper suggestions to them, bringing openly before their minds all their shame that was hidden from them: he said: “Your Lord only forbade you this tree, lest you should become angels or such beings as live for ever.” And he sore to them both, that he was their sincere adviser. So, by deceit he brought about their fall: when they tasted of the tree their shame became manifest to them, And they began to sew together the leaves of the Garden over their bodies; and their Lord called unto them: “Did I not forbid you that tree, and tell you that Shaitan was an avowed enemy unto you?” They said: “Our Lord! We have wronged our souls: If Thou forgive us not and bestow not upon us Thy Mercy, we shall certainly be lost.” (Q/7:19-23) Then did Shaitan make them slip from the Garden, and get them out of the state (of felicity) in which they had been. We said: “Get you down, all (ye both), with enmity between yourselves; on earth will be your dwelling place and your means of livelihood—for a time.” Then learnt Adam from his Lord words of inspiration, and his Lord turned towards him; for He is Oft-Returning and Most merciful. We said: “Get you down all from here; and if, as is sure, there comes to you guidance from Me, whosoever follows My guidance, on them shall be no fear, nor shall they grieve”. (Q/2:36-38) “Behold, thy Lord said to the angels: “I will create a vicegerent on earth”;” they said: “Wilt Thou place therein one who will make mischief therein and shed blood? Whilst we do celebrate Thy praises and glorify Thy holy (name)?” He said: “I know what ye know not”. And He taught Adam the nature of all things; then He placed those before the angels, and said: “Tell Me the nature of these if you are right”. They said: “Glory to Thee: of knowledge we have none, save what Thou hast taught us: In truth it is Thou Who art perfect in knowledge and wisdom”. He said: “O Adam! Tell them their natures”; when he had told them, Allah said: “Did I not tell you that I know the secrets of heaven and earth, and I know what you reveal and what you conceal?” (Q/2:30-33) “Behold! We said to angels, “Bow down to Adam”: they bowed down except Iblis: He was one of the Jinns, and he broke the command of his Lord: will ye then take him and his progeny as protectors rather than Me? And they are enemies to you! Evil would be the exchange for the wrong-doers.” (Q/18:50)

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“O mankind! Reverence your Guardian Lord, Who created you from a single person (or soul), created, of like nature, his mate, and from them twain scattered countless man and woman—and (reverence) the wombs (that bore you): for Allah ever watches over you.” (Q/4:1) “I have only created Jinns and humans that they may serve Me.”

(Q/51:56)

“That which is on earth We have made but as a glittering show for earth; in order that We may test them—as to which of them are best in conduct.”

(Q/18:7)

We may list the following points from the above verses: (i)

Allah S. W. T. has created man from the clay—earthly minerals and water. He has fashioned man in a well defined proportion, and endued him with derivative from His spirit (i.e. the eternal soul of human). Human in his/her nascent stage of existence is superior to angels.

(ii)

Angels obeyed Allah’s command and prostrated before human (i.e. Adam). But Iblis (i.e. Shaitan) broke Allah’s command arrogantly, and refused to prostrate before human. Thus, he became disbeliever by exercising his free will wrongfully;

(iii)

Allah SWT asked Iblis why he disobeyed His command to prostrate before Adam. Iblis answered that as he was created of fire, he was superior to Adam. So Iblis was rejected by Allah SWT, and also was cursed by Him for until the Day of Judgment. He pleaded to Allah to give him respite for until the Day of Resurrection, and Allah SWT granted it. Iblis then took an oath to mislead every human being, except those who are sincere in their faith and are purified by the grace of Allah.

(iv)

Allah SWT then declared that He will fill hell with Iblis and those who follow him.

(v)

Allah SWT then told Adam and his wife (i.e. Eve) that Shaitan is their avowed enemy. He also warned them not to let Iblis lead them out of the abode of happiness into the abode of tribulations.

(vi)

Allah also assured both of them that their abode of happiness is provided with enough of everything they would ever need to eat, wear, drink, and shelter themselves. In addition, He forbade them not to approach a particular tree in the Garden.

(vii)

But Shaitan deceived them with an allure for eternal life pretending as their benefactor. Adam and Eve exercised their free-will wrongfully. They broke the command of Allah SWT and ate from the forbidden tree according to Shaitan’s advice. As a result, their shame (private parts) became exposed to themselves and they started to sew the leaves of the Garden to cover their bodies.

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(viii) Allah then reminded that He forbade that tree for them, and warned them about Shaitan’s vow against them. They confessed their wrongdoing and supplicated to Allah SWT for His Mercy and forgiveness to save them from being sure losers. Allah SWT decreed that they should be expelled from the Garden (i.e. abode of felicity) and for a time being earth would be their abode (of tribulations) where they would vie each other. But He returned to them with His Mercy, and gave Adam words of inspiration—He made a covenant that He would send His guidance for mankind on earth, and whoever followed His guidance they would have nothing to be afraid of nor would they have any grief. (ix)

Allah declared to the angels that He would place (mankind as) vicegerent on earth. The angels commended that they celebrate His praises and glorify His holy names; but mankind, on the other hand, would commit corruption on earth. Allah SWT said that He knew what they did not know. He then gave Adam knowledge about His creations, and placed those before the angels with a command to tell Him about their nature. They confessed to Him that they knew nothing except what He taught them. Adam then by Allah’s command exposed the knowledge of those things before the angels. Thus, Allah SWT admonished the angels by telling that He knows everything, revealed and secret, with every creation of the universe, whether living or non-living.

(x)

Iblis is a jinn and he has progeny of (his) same nature to misguide human being.

(xi)

Allah SWT created all human being from the first man. He created the first woman from the first man as his mate, and from this couple all other men and women are produced. Allah has the right of reverence on human being. He has vested mankind with certain rights on each other for mutual benefit. Mother is also to be revered. Allah is ceaselessly watchful over us. The sole purpose of creation of jinns and men is to worship Allah SWT.

(xii)

All the worldly attractions are but tests for mankind. Above discussion alludes some crucial maxims about the position and purpose of human life in the Divine Plan. Human body has been created in a unique combination of matters. Allah SWT endued each human body with the attribute of His Own (eternal) spirit which functions as the soul of every human being. Allah SWT also taught Adam (a.) the nature of all things. Besides, Adam and Eve realized that their wrongdoing could have doomed them and, therefore, they asked for Allah’s forgiveness and for His Mercy. This proves that they possessed desire to worship Him, and also the instinct capable to acknowledge the greatness of the Creator. In addition, the first man’s capacity to disobey Allah’s command bears the proof that human is endowed with free-will and curiosity. Since the entire mankind has been multiplied from the first man, these are some of the essential building blocks of human nature.

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Allah has prescribed for mankind certain mutual rights on each other testify that man is social being. Besides, Qur’anic teaching about the social duties to be started with the mother indicates that she should be the nucleus of the social units. On the other hand, His determination for mankind to vie126 each other on earth acknowledges the fact that human is also individualistic (or anti-social). In the Garden (of felicity) Allah provided Adam and his wife with foods, drinks, clothes, protection from heat, and shelter. Besides, He taught him about the nature of things to cope with the environments and necessities of life on earth. This establishes that maintenance needs i.e. foods, drinks, health care, and shelter; and the actualization need i.e. proper education127 are the essential necessities of life which are among the basic rights of every individual. The existence of the perpetual tempter, Shaitan, is also confirmed in the verses presented in the beginning. He is one of the jinns who has been doomed for ever by Allah’s curse due to his arrogance (and fallacious logic based on wrong premise) out of whims. He too possesses free will and rational mind. Due to his plea, Allah SWT has permitted him respite for until the Dooms Day, to mislead the mankind except those who are sincere and purified by Allah’s Mercy. Shaitan is performing a definite function in the Divine Plan. His role is associated with the human activities on this earth. In fact, man’s free will (Ikhtiar), Divine Decree (Qada), Divine Providence (Qadar), Divine Command (Hukum), and Shaitan’s enmity toward mankind, all are inter-related in a way not comprehensible by us. But Allah has repeatedly sent us His vivid guidance (, according to His covenant,) and has promised that if we follow this completely then we will be successful both in the transient life and in the hereafter. The final form of His guidance is the holy Qur’an which ties the traditions of the Prophet Muhammad (s.a.w.)—these two together is Islam128. Islam is universal—it can be humanized in any time and at any place without altering its basic principles. We, therefore, will expound (insh’Allah) on the socio-economic issues (here) based on the congruent laws, characterizations, and exhortations found in these two sources. For our frame of

126

Also see Qur’an/20:120. Shaitan seduced Adam by alluring him for acquiring a kingdom that never decays. This reveals that man’s egotistic nature compels him for contingency planning. Adam did not know whether his life in the Garden was eternal or not as because he had no concept of temporal life. So Shaitan apprehended Adam with doubt. Thus, man’s first curious violation against the command of Allah SWT was due to his desire and doubt. 127 Temporal education like natural science, arts, mathematics, technology, etc. is not only lawful but is required by Islam—to determine what is wholesome (tayyib) (and, therefore, is lawful), and what is harmful (khabaith) (and, therefore, is unlawful) from among the things which have not been categorically made unlawful (haram), acquiring of such knowledge is essential as a part of mu’amalat. What is forbidden is the pursuit of temporal knowledge in isolation from spiritual guidelines. We must not be carried away by our curiosity and desire for intellectual actualization. Some knowledge without the spiritual moderation is harmful. Adam and Eve (a.) out of doubt and desire were driven by curiosity and was deceived by the Devil, in order to explore the taste and effect of the food from the forbidden tree by neglecting the clear commandment of Allah SWT in the Garden of bliss. It caused their expulsion from there and landing on to the earth. But Allah again turned to them (, the mankind,) out of His Mercy, in addition to providing the knowledge about the nature of things. He promised that He would send guidance for us so that we may complete our transient life (on earth) successfully by following those messages. Therefore, if we neglect the guidance sent by Him while exploring temporal knowledge, or indulge in materialistic pleasures in isolation from His commandments, it will be the repetition of the same mistake committed by Adam and Eve (a.) in the Garden of Bliss. This idea is kept in focus throughout my relevant works. 128 Every previous Messenger/Prophet of Allah SWT and his respective true followers were Muslims and they practiced Islam.

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reference, we should take the concrete (and deliberate) human activities as the independent variables (“Ikhtiar”, “input”) which should be reflected by the Islamic standard of measurements for evaluating the respective outcomes (consequences, “outputs”, dependent variables) brought about through the ‘Divine Plan Function’. Adam and Eve were in the state of bliss in the Garden. Allah SWT provided enough of everything (without their work efforts) for their consumption. He warned them to abstain from certain consumption activity otherwise they would be expelled from the state of happiness into the state of trials and tribulations. Their curiosity for unknown pleasures overpowered their reasoning ability. They broke His command and were landed on earth for a probationary period. But out of Mercy, Allah gave them guidance to keep up their knowledge sound [out of their instinct (, i.e. lesson about the nature of things,) given by Allah SWT initially] to cope with the new situations. Our temporal life is a test and experience of our free will between the gravity of good and evil involved within socio-economic pursuits of mankind. Here, in addition to canonized prayers (ibadah) (including jihad in broader sense) and sensual pleasures/leisure, mankind has to correctly exert their work efforts in the land for productive outcome (mu’amalat)—these spheres together form the Islamic life. The way we choose to engage the two basic factors of production, land and labor, will determine whether we will obtain peace and happiness in this life as well as Allah’s Mercy (for salvation) in the Hereafter; or disorder and despair in this life, and condemnation (may Allah save us!) in the Hereafter. Allah SWT says in the Qur’an: “Fair in the eyes of men is the love of things they covet: women and sons, heaped-up hoards of gold and silver; Horses branded (for blood of excellence); and (wealth of) cattle and well-tilled land; Such are the possessions of this world’s life; but in nearness to Allah is the best of the goals (to return to).” (Q/3:14) “It is We Who have placed you with authority on earth, and provided you therein with means for the fulfillment of your life: small are the thanks that you give!” (Q/7:10) “Wealth and sons are allurements of the life of this world: but the things that endure, good deeds, are best in the sight of thy Lord, as rewards, and best as (the foundation for) hopes.” (Q/18:46) “In the case of those who say, “Our Lord is Allah”, and further, stand straight and steadfast, the angels descend on them (from time to time): “Fear you not!” (they suggest), “Nor grieve! But receive the Glad Tidings of the Garden (of Bliss), the which you were promised!”” (Q/41:30) “And no one will be granted such goodness except those who exercise patience and self-restraint,— None but persons of greatest good fortune.” (Q/41:35)

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“By the soul, and the proportion and order given to it; And its enlightenment as to its wrong and its right,— Truly he succeeds that purifies it, and he fails that corrupts it!”

(Q/91:7-10)

We may list down the following points from the above verses: (i) (ii)

Human being desire for women129, sex130, children, power131, money, minerals132, good conveyance, military versatility133, domestic animals, and agricultural land. These are worldly possessions only. The best provision is the achievement of nearness to Allah SWT. Allah is the one Who has vested mankind with the authority on earth and provided us with all the bounties for the maintenance of life. Therefore, we should be thankful to Allah SWT.

(iii)

Wealth and power are tests for us. But the best reward and hope lies in our good deeds.

(iv)

Those who believe in Allah SWT and remain steadfast, Allah appoints angels to inspire them by reminding about Allah’s promise for paradise as their reward.

(v)

Those who restraint themselves and maintain moral strength, are the ones who have been granted (by Allah) the goodness. They are the most successful ones.

(vi)

The human souls have been created with due proportion and guidance. Every soul has also been enlightened about the good and evil. Besides, it has been given the free will to corrupt itself (by doing wrong), or purify itself (by doing right). Allah SWT has created human soul with due proportions134 and also provided it with His guidance—soul has been taught about what is good and what is evil. Every human is created in the state of ‘fitra’—the ability to do good or evil through the exercise of his ‘free will’. We have already known from the earlier discussion that Shaitan vowed to mislead mankind. Now we know that for the steadfast believers, Allah SWT appoints angels to encourage them for doing good deeds.

129

Here “women” is taken as a symbol for family and partner for mutual sexual pleasure. Also see Qur’an/30:21. 131 “Sons” is taken as an expression for children and power. 132 “Gold and silver” represents money and minerals. 133 “Branded horse” represents conveyance and military mobility. 134 Also see Qur’an/87:2-3. 130

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Human beings covet for wealth and power. Here economic elements i.e. money, minerals, conveyance, domestic animals, and agricultural land represents wealth— sexual pleasure can be procured by spending wealth. On the other hand, social elements i.e. children, and authority establish by using intellect, vigor, and wealth represents power. These factors embrace the complete sphere of human socio-economic activities. Human being must acquire some wealth for his maintenance. Because, for the continuation of life and of the human species, every human must fulfill his/her needs arose out of hunger, thirst, sexual desire, fatigue, and sickness. Besides, human needs to have some power to discharge in order to maintain his/her authority as the vicegerent of Allah—otherwise the evil people and the inferior creatures will wipe them out. Therefore, the socio-economic activities are the means through which human being, in general, has to complete his/her temporal journey. The socio-economic activities, however, are not the purposes and the ultimate goal of human life. The success of human life is the attainment of pleasure of Allah SWT. We can be hopeful to obtain Allah’s pleasure through our piety—i.e. by worshipping Him in the form of pure rituals and appropriate socio-economic activities. All our good deeds can be divided into ‘sabr’ (/patience) and ‘shukr’ (/thankfulness to Allah SWT) in our encounters of life. On the other hand all our bad deeds (/‘kufr’) into grouchiness or haste135, and malevolence or unthankfulness to Allah. Angels encourage man to do good deeds in two ways. One of these ways is by whispering in the heart without the help of empirical surroundings. In this way heart’s good desire produces good thinking136 (/planning out of free will) and impels the sensory faculties for execution of the good deeds. The other way is from empirical 135

All the actions in haste are not necessarily disbelief (or ‘kufr’). Also see Qur’an/21:37; 12:53; and 70:19. There are two basic realities—the universe and the Creator. Some Muslims suggest that there are four degrees of existence of the universe. The first level is the physical world, the second level is the transient existence in the path between the empirical world and the imaginations, the third level is the image in the heart, and the fourth level is the original blueprint securely kept in the Heaven. But it seems to me that knowledge about the universe exists at least in seven levels. The first level is the empirical world, the second level is the transient existence of the knowledge in the path between the mind and the physical world, the third level is the mental image, the fourth degree of knowledge is the transitory level between the mind and the heart, the fifth degree of knowledge exists in the heart, the sixth level of existence of the reality is in between the heart and the seventh degree of existence of the universe, and the seventh level is the original blue print securely kept in the Heaven. But Allah SWT knows the best. The concept of the existence of knowledge in between the mind and the physical universe, or in between the heart and the mind, or in between the heart and the heavenly reality, can perhaps be thought by the mathematicians, to be analogous to the concept of the “dual space” (i.e. the path,) and the “functionals” (i.e. the transient knowledge). See Linear Algebra, third edition, page 126—by Serge Lang. Physicists, on the other hand, may advance that the knowledge about the universe is “quantized” and exists in four different degrees—empirical, mental, belief (i.e. in the heart or soul,), and heavenly. Like the transition of energy level of the sub-atomic particles, they may claim that between any two consecutive degrees of existence of the universe, i.e. between physical world and mind, mind and heart, and heart and the Heaven, knowledge about the universe do not exist (i.e. similar to the concept of “no man’s land” between two consecutive energy levels of the particles). But questions remain: (i) how each degree of the existence of the universe corresponds to the next degree? (ii) Where are the physical world, mental world, spiritual world, and the heavenly world placed in? (iii) Are they placed in within the ultimate reality? And (iv) Does the ultimate reality exists within every degree of existence of the universe? The answers are, of course, metaphysical. The ultimate reality is the Creator, Allah SWT—He has a central address: Al-Arsh; and every creation becomes instantly existent by His order (“koon”), and perhaps, are but sort of apparitions of the Law given by Him. His essence and attributes, and the “noumena” of the 136

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experience carried to the heart (through the mind/reason) and by showing the heart which experience is beneficial and which action is harmful. Heart, out of free will, uses mind to impel the motors for good deeds. Shaitan, on the other hand, seduces man to do bad deeds in two ways. One of these ways is by whispering in the heart (for evil action) without the help of empirical surroundings. In this way, heart’s bad desire produces evil thinking (or planning, out of free will) and impels the sensory faculties for the execution of the evil deeds. The other way is from empirical experience carried to the heart (through the mind) and by suggesting the heart that impure experience is beneficial137 and the pious action is harmful. Heart, in turn, uses (, out of free will,) the mind to impel the motors for committing bad deeds. That is, behind every action, human’s free will chose to follow either the good desire or the bad desire. This phenomenon is lumped with the ‘Divine Plan Function’ and, therefore, is not comprehensible. All human actions, good or evil, depends on the continuation of life which is impossible without consuming from the resources of earth. Therefore, exploitation of these resources in the way to get the pleasure of Allah SWT is essential for the true success of human being. In other words, man can not carve out the success in the Hereafter without appropriate economic activities (/mu’amalat) as prescribed by Allah SWT. Allah SWT says in the Qur’an: “By no means! But in their hearts is the stain of the (ill) they do.”

(Q/83:14)

“And among them are men who listen to thee, but in the end, when they go out from thee, They say to those who have received Knowledge, “What is it he said just then?” Such are men whose hearts Allah has sealed, and who follow their own lusts.” (Q/47:16) “Those who rest not their hope on their meeting with Us, but are pleased and satisfied with the life of the Present, And those who heed not Our Signs,—their abode is the Fire, because of the (evil) they earned.” (Q/10:7-8) “And there are men who say: “Our Lord! Give us good in this world and good in the Hereafter, And defend us from the torment of the Fire! To these will be allotted what they have earned: And Allah is quick in account.” (Q/2:201-202)

creation are beyond the scope of comprehension by our discriminative knowledge—but we know, for certain, that no creation or fantasy can be comparable to Him. Also, see Quran/17:36. 137 Also see Qur’an/17:64.

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“The seal thereof will be Musk: and for this let those aspire, who have aspirations.”

(Q/83:26)

We may list the following points from the above verses: (i)

Bad actions corrupt the Faith of the doers.

(ii)

The people who deliberately reject Allah’s commandments, Allah deprives them His guidance, and they commit themselves for the fulfillment of their greedy desires only.

(iii)

Those who do not follow Allah’s commandments, have forgotten about the Day of Judgment, and are busy in getting the temporal pleasures only; they earn evil and will be placed in the Hell in the life Hereafter.

(iv)

There are some people who supplicate to Allah SWT for His bounties in this life and in the Hereafter, and also for the protection from the torment of Hell. Their actions will be judged by Allah to allot according to their supplication (and intention).

(v)

Mankind is exhorted to compete each other for doing good deeds as much as they can. Materialistic pursuits without thankfulness (to Allah) and without restraint (by following His commandments) gradually diminishes one’s spiritual aspirations. Actions with good intentions and through pious means are important for the spiritual flourishing of human character. Due to lack of proper experience, moral aspects of an individual personality may remain dormant. That is why suitable knowledge, training, and pious activities are essential for the appropriate progress of faith. Human beings are neither invincible nor under total control of the circumstances. Man’s free will (out of his experience = knowledge + training + practice) and the surrounding material forces works hand in hand for his/her individuality development. Human should not be too busy for accumulating materialistic wealth for fulfillment of low desires only. Ultra materialistic aspirations are antithesis to thankfulness, patience, and higher aims. Competitive aspirations are in the instinct of human being. But if this instinct becomes corrupt then he will be driven for material pleasures only and his life will be given in waste. Because, this will doom his life in the hereafter which is eternal, and his serenity in this life will too disappear. In fact, if the mankind in general is given in this type of vies alone, they will destroy each other on this earth. There are some people who intend to obtain pleasure in this life and also in the Hereafter. Their intentions should be supplemented by their temporal activities in accordance to thankfulness (to Allah SWT) by being steadfast to His commandments. These are the deeds where mankind should compete to excel each other (i.e.

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Jihad at large). This type of efforts will benefit man in this life as well as in the Hereafter138. Because, in this type of competition, men commit themselves to “socioeconomic” pursuits not only for gaining material pleasures, but also for spiritual pleasure. Since, spiritual pursuits can not continue without the proper maintenance of the body and mind (with knowledge + training + practice), the individual will not become monastic either. As result, the doers will follow Allah’s commandments and will succeed both spiritually and materially to create benefits for oneself and for the mankind. Now, we are going to discuss some of the warnings and glad tidings given by Allah SWT (in the Qur’an) as a part of His guidance. Allah says: “Be sure We shall test you with something of fear and hunger, some loss in goods or lives or fruits (of your toil), But give glad tidings to those who patiently persevere,”— (Q/2:155) “What is the life of this world but play and amusement? But best is the Home in the Hereafter, For those who are righteous; will you not then understand?” (Q/6:32) “(Shaitan says) Then will I assault them from before them and behind them, from their right and their left: Nor will Thou find, in most of them, gratitude (for Thy mercies),” (Q/7:17) “If the people of the towns had but believed and feared Allah, We should indeed have opened out to them (all kinds of) blessings from heaven and earth, But they rejected (the truth), and We brought them to the book of their misdeeds.” (Q/7:96) “Most of them We found not men (true) to their covenant: But most of them We found rebellious and disobedient.” 138

(Q/7:102)

There is where the socio-economic positivism lies in Islam. Islam teaches materialistic pursuits for the maintenance of one-self and dependents, to help others, and generally to spend in the path of Allah. The goal of such competition is the earning of Allah’s pleasure. Islam does not allow adoption of wrongful means to accomplish a lawful goal. Therefore, man’s temporal race within the sphere of Islam is guided throughout by the norms and values determined through the Divine guidance. That is how Islam “normalizes” man’s competitive instinct into an asset which benefits him-self and the mankind—such asset is not achievable through amoral egalitarianism without higher (religious) goal. Pure materialistic greed, on the other hand, impels man to be engaged into a selfish race (for extravagant lower goals) without moral considerations for him-self and for others. Whether such (materialistic) drive is utilitarian or egalitarian, since the goals are of lower level, man will consider the cash benefits only thus by driving the spheres of economic activities to stagnation and corruption. This is why ultra materialistic endeavors become liabilities for others, and also for one-self in the long run. This idea of contrast is crucial in the discussions throughout this work.

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“But We did bestow of His bounty, they became covetous, And turned back (from their Covenant) averse from its fulfillment). So He hath put as a consequence hypocrisy into their hearts. …”

(Q/9:76-77)

“But after them there followed a posterity who missed prayers and followed after lusts: Soon, then, will they face Destruction;”— (Q/19:59) “Mischief has appeared on land and sea because of (the meed) that the hands of men have earned; That (Allah) may give them a taste of some their deeds: In order that they may turn back (from Evil).”(Q/30:41) The temporal life is a test for mankind to carve out the life in the Hereafter. Unlike the human examiners, Allah SWT has disclosed the “question paper” for us. He warned us that our faith (in Him) will be tested through many hardships. Those of us who remain steadfast during adversities and save themselves from the things prohibited by Him are the ones who are successful. In fact, pleasure of this life is insignificant to that of the life in the Hereafter. Sincere people can find every reason for to be steadfast in Allah’s commandments. But Shaitan knows our vulnerability and attempts to seduce us from all sides. Sometimes, even our compassion is used on behalf of the evil in the guise of goodwill. Majority of mankind do wrong by forgetting that Allah SWT is the Most Loving. Whereas Allah is the real provider of every blessing, most of the people are ungrateful and rebellious to Allah. Yet Allah provides everyone’s sustenance. We face hardship because of our misdeeds. Allah SWT gives us many favors from His bounty. We should utilize those according to His commandments as proof of thankfulness. Otherwise, Allah allows hypocrisy in our nature. The people who abandon prayers (prescribed by Allah) and spend their time in material pursuits instead, will not prosper. It is men’s ungrateful actions which are responsible for the spread of mischief and chaos on earth. We should take lesson from such scenario (, like today’s world,) and turn back from evil deeds. Allah SWT says: “And do not eat up your property among yourselves for vanities, nor use it as bait for the judges, With intent that ye may eat up wrongfully and knowingly a little of (other) people’s property.” (Q/2:188) “O ye who believe! Eat not up your property among yourselves in vanities:

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But let there be among you traffic and trade by mutual good-will: Nor kill (or destroy) yourselves: for verily Allah hath been to you Most Merciful!” (Q/4:29) Economic freedom is a fundamental part of personal freedom given by Allah SWT. This freedom guarantees and encourages earning and owning properties. This aspect of freedom by its nature restricts us from unlawful pursuits of wealth (which tempers the freedom of others for creating monopoly, or accumulates wealth from unpaid labors)—in fact, every economic activity must benefit every affected side. Trade and exchange out of goodwill should be encouraged—bad products must not be sold, price must not be manipulated, buyer must pay proper price, etc. Honesty and sincerity are the requirements set by Allah SWT in economic interactions— resources must not be spent in bribing authorities for gaining undue advantages. Besides, we must not exhaust our property in boastful/egotistic spending—such acts are tantamount to self destruction. These have been prescribed by Allah SWT as a part of His Mercy. Even if economic hardship arises, we must not become despaired (from the Mercy of Allah) and commit suicide, instead we should always strife in the ways that are conducive for the continuation of life139. Allah says: “And spend of your substance in the cause of Allah, and make not your own hands contribute to (your) destruction; but do good; for Allah loveth those who do good.” (Q/2:195) “They ask thee what they should spend (in charity); Say: Whatever you spend that is good: Is for parents and kindred and orphans and those in want and for wayfarers; And whatever you do that is good,—Allah knoweth it well.” (Q/2:215) “The parable of those who spend their substance in the way of Allah is that of a grain of corn: It growth seven ears, and each ear hath a hundred grains; Allah giveth manifold increase to whom He pleaseth: And Allah careth for all and He knoweth all things.” (Q/2:261) “O ye who believe! Give of the good things which you have (honorably) earned; And of the fruits of the earth which We have produced for you, And do not even aim at getting anything which is bad, in order that out of it ye may give away something, When ye yourselves would not receive it except with closed eyes; And know that Allah is free of all wants, and Worthy of all praises.” (Q/2:267) 139

Life is sacred. It is our sacred duty to be involved in economic activities for the safe maintenance of life This is the most basic foundation of Islamic social justice.

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“Those who (in charity) spend of their goods by night and by day, in secret and in public, have their reward with their Lord: On them shall be no fear, nor shall they grieve.” (Q/2:274) “And those who dispense their charity with their hearts full of fear, because they will return to their Lord: It is these who hasten in every good work, and these who are foremost in them.” (Q/23:60-61) “Those who rehearse the Book of Allah, establish regular Prayer, and spent (in Charity) out of what We have provided for them, secretly and openly, hope for a commerce that will never fail: For He will pay them their reward, nay, He will give them (even) more out of His Bounty: For He is Oft-Forgiving, Most Ready to appreciate (service).” (Q/35:29-30) We are supposed to keep spending our wealth in the path of Allah—that is the sole purpose of gaining wealth. But in the same time we are cautioned that we should use our judgment in spending. There are times when if we do not spend to defend ourselves, the adverse force may destroy us. On the other hand, we should not forget that Allah has given us wealth for our own maintenance. Besides, He has prescribed a share140 of the poor on the wealth of the rich. So, we should consider all these factors while spending. The parents and the close relatives have the precedence over other fellow human on our wealth. We are exhorted to spend according to our abilities in the good causes. Allah SWT does not waste our charity—i.e. spending in any lawful cause. He replaces the spent wealth by manifold increase up to seven hundred times or even more as He pleases. But any spending to be counted as to be virtuous must be from the wealth earned lawfully. Because, Allah has no need of our wealth. He only tests us whether we want to be righteous or not. Those who spend their honorably earned wealth in the path of Allah, whether secret or public, their tranquility is guaranteed by Allah. Their abilities for doing good deeds are increased, and Allah SWT gives them more from His bounty. Allah says: “O ye who believe! Cancel not your charity by reminders of your generosity or by injury,— Like those who spend their substance to be seen of men, but believe neither in Allah nor in the Last Day; They are in Parable like a hard, barren rock, on which a little soil: on it falls heavy rain, 140

This is social responsibility (at large) as part of the mutual benefit (, as discussed earlier,) out of every economic activity as because without society such activities can not be done.

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Which leaves it (just) a bare stone; they will be able to do nothing with aught they have earned; And Allah guideth not those who reject faith.” (Q/2:264) The soul of any good deed is the faith in Allah. He is the ultimate provider of our wealth. It is our good intention also, and only the wealth spent, is counted as charity. Therefore, we must not cancel our charity by reminder or injury to the receiver141. The people who chose to reject to believe in Allah are not guided by Allah—our material activities must always be guided by our faith in Allah. Allah SWT says: “What they spend in the life of this (material) world may be likened to a Wind which brings a nipping frost: It strikes and destroys the harvest of men who have wronged their own soul: It is not Allah That hath wronged them, but they wrong themselves.” (Q/3:117) “And let not those who covetously withhold of the gifts which Allah hath given them of His grace, Think that it is good for them: Nay, it will be the worse for them: Soon shall the things which they covetously withheld be tied to their necks like a twisted collar, on the Day of Judgment; To Allah belongs the heritage of the heavens and the earth; and Allah is well-acquainted with all that ye do.” (Q/3:180) “(Nor) those who are niggardly or enjoin niggardliness on others, or hide the bounties which Allah hath bestowed on them: For We have prepared for those who resist Faith, a Punishment that steeps them in contempt;”- (Q/4:37) “…Even though men’s souls are swayed by greed, but if ye do good and practice self-restraint, Allah is well-acquainted with all that ye do.” “But he who is a greedy miser and thinks himself self-sufficient. And gives the lie to the Best,— We will indeed make smooth for him the Path of Misery;”

(Q/4:128)

(Q/92:8-10)

Everything we own are gifts from Allah SWT. We should spend our superfluous belongings for those who need it for the purification of our character. Of course, such spending is not for bragging or showing off, rather for the pleasure of Allah. This way individual will refrain from adopting wrong means for earning, and as 141

So far every facet of the creed, ‘from everyone according to his/her ability and moral will/responsibility, and to everyone according to his/her (moral) needs with dignity and (moral) work-efforts/cooperation’ has already been unfolded.

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well as will be encouraged to exert his utmost for earning extra so that he can spend enough in the path of Allah SWT. In fact, if one adopts correct ways and spends142 enough in the path of Allah, then he will be provided more by Allah SWT—this is how Divine Plan Function is lumped together with our socio-economic activities. Allah strongly condemns withholding of the excess wealth. We must continuously repel our greed by good deeds and self-restraint. No man is selfsufficient—we are all interdependent. We should neither refuse other’s right nor should we be dishonest in recognizing qualities. Allah SWT does not compel man to misery, but He allows sufferings due to his own wrong doings143. Allah SWT says: “To those weak of understanding make not over your property, which Allah hath made a means of support for you, But feed and clothe them therewith, and speak to them words of kindness and justice.” (Q/4:5) The property ownership is not just privilege, it is also a responsibility. We can not do whatever we like with our wealth. Property must be managed and utilized in a way conducive for the owner and for the society. If any particular owner does not possess sound discretionary abilities, the property must be kept under appropriate supervision. However, the owner should be given nice treatment. Allah SWT says: “We (too) shall turn to (confusion) their hearts and their eyes, even as they refused to believe in this in the first instance: We shall leave them in their trespasses, to wander in distraction.” (Q/6:110) “Many are the Jinns and men We have made for Hell: They have hearts wherewith they understand not, eyes wherewith they see not, and ears wherewith they hear not; They are like cattle,—nay more misguided: for they are heedless (of warning).” (Q/7:179) “The Unbelievers spend their wealth to hinder (men) from the path of Allah, and so will they continue to spend; But in the end they will have (only) regrets and sigh: At length they will be overcome: And the Unbelievers will be gathered together to Hell;”— (Q/8:36) 142

Spending ways are specified, and the remaining wealth are for lawful investments, beautiful loans (qard hasana) to others, etc.; but not for hoarding. Such practices/nurturing are destined (, along with men’s sense/nature of individuality,) to develop a stable socio-economic system with continuous/smooth dynamism. 143 Also see Qur’an/34:14.

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The people who are obstinate in rebellion against Allah’s commandment gradually become confused about the reality and the purpose of life. Allah gives them respite in their trespasses for an appointed time. Many human and Jinns will be thrown in to the Fire. Because, they do not use their senses144 for true guidance. As a result of their heedlessness of the warning, they reduce to less than the cattle. The people who do not believe in Allah and the Last Day, they spend their wealth to drive the believers out from the path of Allah. But they will not succeed—at the end they will be overcome. This is a message from Allah SWT. Allah says: “O ye who believe! There are indeed many among the priests and anchorites, Who in falsehood devour the substance of men and hinder (them) from the way of Allah; And there are those who bury gold and silver and spend it not in the way of Allah: Announce unto them a most grievous penalty”— (Q/9:34) There are some religious clergies who are dishonest, and they economically exploit145 others by giving false hope of salvation or other benefits. This way they mislead the people away from the way of Allah. Also, there are some people who hoard wealth without spending in the path of Allah. These two extreme acts are strongly condemned by Him. People should neither be blind (/over generous) and be exploited by the preachers of false faith (or by dishonest preachers of Islam), nor they should be tightfisted (/over miserly) and hoard wealth without spending it in His path. Allah SWT says: “And He giveth you of all that ye ask for: But if ye count the favors of Allah, never will ye be able to number them; Verily, man is given up to injustice and ingratitude.” (Q/14:34) “Do they think that because We have granted them abundance of wealth and sons, We would hasten them in every good? Nay, they do not understand.” (Q/23:55-56) 144

We must employ our faculties of learning in the understanding of Divine guidelines—thus, education system bust interlace learning exercises of both objective (empirical and logical) and subjective (spiritual) knowledge and training. 145 We must be honest and sincere in religion. Besides, we must also be cautious and careful about those who abuse religion in the guise of religious clergies for material gains.

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We can not count off the favors of Allah—his favors are numerous146. Allah wants us to be just and thankful. That is the only way to success in this life and in the Hereafter. The people who are rich and powerful must neither think that everything will be easy for them, nor they are necessarily chosen to be virtuous. One’s virtue/success depends on how s/he uses his/her free will. Allah SWT says: “It is He Who brought you forth from the wombs of your mothers when ye knew nothing: And He gave you hearing and sight and intelligence and affections: That you may give thanks (to Allah).” (Q/16:78) “Do they not travel through the land, so that their hearts (and minds) may thus learn wisdom— And their ears may thus learn to hear? Truly it is not their eyes that are blind; But their hearts which are in the breasts.” (Q/22:46) “They know but the outer (things) in the life of this world: But of the end of things they are heedless.” (Q/30:7) “To any that desires the tilth of the Hereafter, We give increase in his tilth; And to any that desires the tilth of this world, We grant somewhat thereof, But he has no share or lot in the Hereafter.” (Q/42:20) “Verily Allah will admit those who believe and do righteous deeds, to Gardens beneath which rivers flow; While those who reject Allah will enjoy (this world) and eat as cattle eat; And the Fire will be their abode.” (Q/47:12) “And in heaven is your Sustenance, as (also) that which ye are promised.”

146

(Q/51:22)

Resources are unlimited and our actual needs are limited—this is opposite to the concepts of secular economic theories. We must neither be wasteful/unjust in exploitation nor miserly in spending. These are the acceptable creeds of economic activities in Islam—unjust activities which pollute environment are not allowed by Islam. Islam does not accept any creed such as “I will produce whatever I like and as much as I can”. Also see Qur’an/30:41.

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At a stage during embryonic development Allah SWT breaths human soul from His spirit. As the embryo develops gradually, the faculties of senses and mind are added. A nascent baby has no knowledge about the tumultuous life on earth. But his/her attributes formed by the combination of soul, mind and senses help to continue the journey. We should display our thankfulness to Allah SWT by deploying all our attributes according to His commandments. Man should wander through the earth and ponder on all the varieties of things on it, and contemplate on the signs of Allah SWT. This is how we have to train our senses and mind in order to understand the greatness of the Creator. Otherwise, our heart (i.e. soul) gradually becomes separated from the reality. The people who are always involved in the materialistic pursuits only, gradually develop their understanding about the external (i.e. physical) world. But they fail to develop their devotion for the Creator, and love and affection for the other creatures. They forget that even their materialistic progress is determined from the Heaven. Allah SWT has appointed a term for every creature. He is the most just, and does not let anyone’s efforts go waste. If a non-believer employs his work efforts for materialistic gains, Allah SWT grants that to him/her in one way or other. However, as they have chosen disbelief, they will have no share of the pleasure in the life Hereafter. On the other hand, those who strife to increase their good deeds, Allah grants that to them. Due to their faith in Allah, they will be admitted into the Paradise, the abode of eternal bliss. Allah SWT says: “O Consorts of the Prophet! Ye are not like any (other) women: If ye do fear (Allah), be not too complaisant of speech, Lest one in whose heart is a disease should be moved with desire: But speak ye a speech (that is) just. And stay quietly in your houses, and make not a dazzling display, like that of the former time of ignorance; And establish regular Prayer, and give regular Charity, and obey Allah and His Apostle; And Allah only wishes to remove all abomination from you, ye Members of the Family, And to make you pure and spotless.” (Q/33:32-33) Along with the restraints in the pursuits of wealth, Muslims must also restraint themselves in the way they interact socially. In fact, every action of a Muslim must reinforce and supplement each other—because Islam is a complete way of life. Our actions and expressions (whether bodily or lingual) must not be ambiguous—we must interact in a clear, responsive, and dignified way. Our worldly relationship (whether formal or informal) does not always have to construe material obligation or aim. An intimate relationship, like those of the wed-locks of the Prophet (s.a.w.), may be designed for more of spiritual purposes than empirical reciprocity. Allah SWT says:

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“The life of this world is but play and amusement: And if ye believe and guard against evil, He will grant you your recompense, And will not ask you (to give up) your possessions. If He were to ask you for all of them, and press you, ye would covetously withhold, And He would bring out all your ill-feeling. Behold, ye are those invited to spend (of your substance) in the Way of Allah: But among you are some that are niggardly. But any who are niggardly are so at the expense of their own souls. But Allah is free of all wants, and it is you that are needy. If you turn back (from the Path), He will substitute in your stead another people, Then they will not be like you.” (Q/47:36-38) “Know ye (all), that the life of this world is but play and amusement, pomp and mutual boasting— And multiplying, (in rivalry) among yourselves, riches and children … And what is life of this world, but goods and chattels of deception?” (Q/57:20) The temporal life is not the purpose of our creation—it is too short and deficient. But it is the means for achieving the serious purpose of our creation—the spiritual success. We do not have to give up the materialistic gains for spiritual purpose. In fact, it is through the socio-economic activities we have to prepare ourselves for the life in the Hereafter147. If Allah commanded us to sacrifice all our possessions in His way, we will fail to overcome the desire; and our greed for materials would be exposed. Instead, He asked us to spend from the wealth apart from our needs. But yet, some people are niggardly, and this niggardliness is against their own souls as because the superfluous wealth neither giving him empirical relaxation, not helping him in spiritual development (through spending for higher pleasure). Those who are given in the race for wealth, power, pastime, and ostentation are but deceived by the lower desires and the diabolic legacy. Allah warns us that, if such people do not repent to Him, He will replace them with other people who will not be so rebellious. Allah SWT says:

147

Also see Qur’an/34:13.

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“Of their goods take alms, that so thou mightest purify and sanctify them, and pray on their behalf. Verily thy prayers are a source of security for them: And Allah is one Who heareth and knoweth. Know they not that Allah doth accept repentance from His votaries and receives their gift of charity. And that Allah is verily He, the Oft-Returning, Most Merciful.” (Q/9:103-104) “O our Lord! I have made some of my offspring to dwell in a valley without cultivation, by thy Sacred House; In order, O our Lord, that they may establish regular prayer: so fill the hearts of some among men with love towards them, and feed them with Fruits: So that they may give thanks.” “See they not that Allah enlarges the provision and restricts it, to whomsoever He pleases? Verily in that are Signs for those who believe. So give what is due to kindred, the needy, and the wayfarer. That is the best for those who seek the Countenance of Allah, and it is they who will prosper.”

(Q/30:37-38)

“Say: “Verily my Lord enlarges and restricts the Sustenance to such of His servants as He pleases: And nothing do ye spend in the least (in His Cause) but He replaces it: For He is the best of those Who grant Sustenance”.” (Q/34:39) Those people who have committed evils along with their good deeds can be purified through the act of charity, regarded that they repent to Allah SWT. On the other hand, those people who are punctual in their observances of prayer, their sustenance is made easy by Allah SWT. Allah SWT increases or decreases His bounties for us as His Signs. Even if He withhold His gifts for a believer it is not necessarily bad. Because, in this way He tests and trains the believers to follow a virtuous course. The believers should always share their belongings with the relatives and other needy fellow human being, according to their means. They should remember that any spending they make by seeking countenance of Allah, is replaced by Him for prosperity. Allah knows what the best is for us. If He restricts our provisions that may be to protect us from wrong deeds. Allah SWT says: “Never did We send a Warner to a population, but the wealthy ones among them said: “We believe not in the (Message) with which ye have been sent.” They said: “We have more in wealth and in sons, and we can not be punished”.” (Q/34:34-35)

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“We showed him the Way: Whether he be grateful or ungrateful (rests on his will).” “By (the Token of) Time (through the ages), verily Man is in loss, Except such as have Faith, and do righteous deeds, And (join together) in the mutual teaching of Truth, and of Patience and Constancy.”

(Q/76:3)

(Q/103:1-3)

It is a universal fact that all the Warners sent by Allah (for the guidance of people) were resisted by the rich and powerful people. This is because greedy people are more conscious about their wealth—their fear is their poverty and weakness, and their hope is in their property and power. This is an antithesis of Allah consciousness—the righteous people are always in wavelet between the fear of Allah’s Chastisements, and hope for His Mercy. But the Messengers of Allah SWT have conveyed Allah’s guidance throughout the human history. Untiring efforts made by the virtuous people throughout the ages have established the religious guidance for mankind. The people of this age are responsible to choose to either be thankful to Allah by obeying His commandments, or be unthankful by following the misguidance. The person who lives for himself only, does not fulfill his duties ordained by Allah SWT. We are not only to share our material belongings with others, but also our spiritual understanding. Because, without spiritual growth it will be very difficult for anyone to cope with temporal life righteously. Whereas, sharing of material belongings purifies the donor and fulfills the needs of the receiver; the mutual teachings of Truth, Patience, and Constancy saves everyone from being strayed. Time waits for none—we can by no means recall the past. Time defeats everyone except the people who have Faith (in Allah), do righteous deeds; and mutually enjoin the Guidance of Allah, and Patience and Steadfastness. The above discussion has briefly embraced the complete set of crucial attributes of Islamic teachings related to socio-economic issues. It has made it clear that Islam critically addresses all the aspects of socio-economic life. All these principles are internally uniform and externally congruent to each other. Above all, they are all in complete consonance with human nature and needs. Besides, history teaches us that Muslim civilizations have successfully organized socio-economic life for centuries—it crumbled only due to deviation from the teachings of Islam. On the other hand, all the un-Islamic civilizations collapsed (or are bound to collapse) at the maturity of their ideological progress—that is, with the disappearance of religious profile. But in spite of these theoretical knowledge and practical experience, societies have repeatedly chosen wrong ways to organize socio-economic life which caused tremendous undue human sufferings. It is this aspect of human folly that we are going to unfold next—may Allah SWT help us understand!

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Socioeconomic Justice and Modeling Growth-Distribution Effective Common Market /The Republic Re-engineered/By N. U. M. Akramul Kabir Khan The Paramount Human Problem

In the very early period of Muslim history there was a fierce battle between the Muslims and infidels. At the end of the battle, three Muslims were found severely wounded. They were craving for some drink due to extreme thirst. The only available very little water was offered to one of the injured Muslims. But he declined to drink and indicated to quench the thirst of another injured Muslim who was also suffering near him. The drink was then offered to the second injured Muslim who also spared it completely for the third injured Muslim. Similarly, the third Muslim also did the same and requested to give it back to the first person. The drink was then brought back to the first. But, alas! He was found already dead. The second person was then re-approached and was also found to have already breathed his last. Similarly, before the drink could be re-offered to the third, he also became lifeless. This sense of altruism is essential for the continuity of the human values, delivery of the positive duties, protection of individual rights, establishment of moral laws, and for the true socio-economic prosperity of mankind. Every now and then it is found in the nests of the eagles that two eggs hatch by giving birth to two chicks. The parent eagles work hard in search of food throughout the day to give it into the mouths of the chicks. As the chicks grow bigger the demand for the food increases, and a time comes when the parents can not provide enough food for both the chicks any more. So, the youngsters feel the shortage of food. Eventually, the chicks take up to resolve the matter through combat between themselves while the parents are once again out in search of food. During the battle the stronger chick murders the other, thus by establishing itself to be the sole claimant to the meals supplied by the parents. When a parent comes back to the nest, it just simply removes the carcass out of the dwelling site and keeps it aside. This way the remaining living chick not only is protected from possible infection from the carrion, the savages could also use the carcass from cannibalism. This instinct is important for the survival of the (“fittest”148) species through the struggle for the existence in the wilderness. The human race is in a continuous struggle between the extreme gravity of altruism on one hand and of selfishness on the other. Both these phenomena are manifestation of the instinct of self-love and self-interest, i.e. egoism. The altruists, like the ones mentioned above, sacrifice their material pleasure with the hope to get spiritual pleasure in exchange, as they believe that the pleasure of the eternal life in the Hereafter is more important than the material pleasures of the brief life on this earth. The person, who beliefs on the life on this earth alone, on the other hand, can be driven by the instinct of egoism to behave like that of the eagles to some extent. This phenomena characteristically varies from one individual to the other, as well as from one particular (overall) community to another. The overall transverse cross-sectional magnitude of altruism (and, therefore, also of selfishness,) at every point on the time-line is non-uniform due to different impelling external factors present at every point of location at any time. Similar variation on the time-line makes overall longitudinal view of the egoistic (, altruism + materialistic crave,) phenomenon of the entire human race also non-uniform149. 148

“Survival of the fittest” through struggle works in the wilderness as because the animals are satisfied with the fulfillment of basic material needs. But human has the additional needs for intellectual actualization and spiritual serenity—he can not be happy with (rationally) wrong contention and can not feel peaceful by committing crime. 149 Human intuitive aspiration is a relationship between the “reality” and the soul (heart). Matters of love, faith, altruism, etc. are belonged to this realm. Reasoning capacity, on the other hand, is independently contained in the mind (which can be thought as a program in the brain cells with intrinsic ability to adjust itself). Matters of knowledge and freedom to

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In the course of the above mentioned struggle, mankind has engaged to device the most suitable disciplines of personal, family, and social life. But yet it still remains as the most urgent unresolved problem. Even though all the innate qualities are same for the entire mankind throughout the ages, various external factors at different time and space have influenced man to aspire differently. In our modern time we can see that while some societies are still governed by chivalry and feudalism of the middle ages, others are in the lead by the modern sophists, economists, technologists, and computers150. Being social creatures (apart from being individuals) we are all interdependent, and mutual cooperation is the essence of social system. Therefore, common set of rules (or equivalent) must be followed by each member to conduct interpersonal relations. To enforce these rules, to set social goals, and to facilitate to achieve those goals, a governing authority is also essential. All human intellectual endeavors have been directed toward these objectives to organize successful social system151. Numerous ideas have been prescribed since man started his conjecture on the purpose of life. Depending on his concept of success (in life) many ideas have been instituted at different times and places. Man being a unique creature, he has unique purposes of life and, therefore, the way to his success is also unique. Even though rarely a society was able to institute this unique school of thought152, every time numerous other prevailing false schools of thought overwhelmed the true one. This resulted the catastrophic social maladies of our time. Today, social life (/psyche) is more complex than ever. Even though small part of the mankind have materially make choices are belonged to the mind. Similarly, ability for empirical acquisition is a relationship between the tangible world and the senses—matters of value and law are belonged to the senses. None of these realms is self-sufficient or perfect. All three are somehow lumped together and are subject to external guidance. However, within the limit of variation, there exists some essential common humane attributes which I want to explore in this work in the contexts of socio-economic contentions. 150 The existence of man and his involuntary impulses are determined for him. On the other hand, under any circumstances man can choose whether to give in or to stand against it. This is because man is neither totally free nor under total compulsion (according to Ali r.)—the real position is in between these two extremes. Nurtured conditioning can though push man to a risky unbalanced extreme; it can not totally obliterate the genesis of human nature. It is on the basis of this dual phenomenon that we are going to expound on the suitable design for the human society. A suitable society is the one that properly nurtures the human (biological + societal) potentials—human being is neither absolutely biological nor is absolutely social. That is individuals’ destiny is neither biologically pre-determined nor is totally dependent on societal experience. However, human character can be either detrimental or beneficial depending on the process of nurturing—this educational process continues from the “cradle to the grave” (according to the hadith of Prophet Muhammad s.a.w.). Besides, the deep-seated human intuition for becoming a good individual can any time trigger by the Mercy of Allah S. W. T.—He guides us through revelation, dream, and inspiration. Certainly, His Mercy can make necessary biological/genetic adjustments at any time. Many (recorded) physical incidents (in human history) have positively altered/cured different health/psychological disease/abnormalities. 151 Human being has both spiritual and temporal needs. His spiritual need is the intuitive fulfillment through worshipping a supernatural entity. His temporal needs are of two kinds—physical maintenance and intellectual actualization. This is why morality, society, politics, art, beautification, meditation, science, religion, etc. have always been parts of the human activities. All the aspects of bipolar human needs (i.e. spiritual/subjective and temporal/objective) will be kept in focus throughout the discussion in this work. The objective needs are (again) of two kinds: empirical/physical and rational/intellectual. 152 By following the guidance sent by Allah SWT.

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prospered, the great majority is in miserable condition. Before discussing on the solution to this problem, I like to review the meanings and dictates of some of the Schools of Thought conceived (, excluding the Divine Revelations,) so far by mankind (as follows): Anabaptism (/Re-baptizer)- It is about five hundred years old reforming doctrine of a Protestant Christian sect which rejects infant baptization. They consider the public confession of sin and faith through adult Baptism, as the only proper baptism. In the first generation of movement, adult converts submitted to a second Baptism, which was a crime punishable by death under the legal codes of the time. They held that infants were not punishable for sin until awareness of good and evil emerged within them, and that then they could exercise their own free will, repent, and accept Baptism. The Anabaptists also believe that the Church, which to them was the community of the redeemed, should be separated from the State, which only existed for the punishment of the sinners. They refused to swear civil oath. Anabaptists believe that submission to the government is Shaitanic. Anarchism- It is philosophy which denounces every form of political authority and blames government as a source of all evils. The anarchists believe that the people themselves can manage the social and economic affairs through co-operatives. They also believe that political government not only bound to be corrupt but also prevents the society from proper development and corrupts the people. The Anarchists are distinguished from the Marxists in that the later believe that the state must first be taken over (i.e. Bolshevism in Socialism) before it can “wither away” (for Communism). The Anarchists are too suspicious of the corruption of power. Aristocracy- It means government of the ruling class whose political position is determined by such privileges as inheritance, wealth, military power, social status, etc. This ruling class is relatively small minority consisting of those felt to be the best qualified to rule. Politically, as conceived by Plato and Aristotle, aristocracy means the rule of the best few, the morally and the intellectually superior, governing in the interest of the people. Such a form of government differs from the rule of one (monarchy or tyranny), of many (democracy), or of the selfish or military ambitious of the few (oligarchy or timocracy). Unfortunately, because “the best” is an evaluative and somewhat subjective notion, it is difficult objectively to distinguish aristocratic from oligarchic and timocratic governments. In fact, aristocratic elements are present in monarchic and democratic regimes also. Therefore, aristocracy, in a more objective sense, means the upper layer of stratified group. The layer of the highest dignitaries constitutes the aristocracy of the Church. The richest captains of industry and finance constitute an aristocracy of wealth in many economic groups. In the United States of America, for example, among the living multimillionaires, the percentage of those born of wealthy parents is much higher than among the American multimillionaires born of the middle class. The Brahman caste in the caste society of India is an example of social aristocracy. Autocracy (/Absolutism)- It means absolute government where one person acquires all the power through people’s (or external) mandate or captures by force. All administrative authorities are belonged to one person and there exists no legal procedure to check his actions. Louis XIV, who ruled France during the late 17th and early 18th centuries, furnished the most familiar assertion of absolutism when he said, “I am the state”.

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Bolshevism- It is a doctrine that the Proletariat (i.e. the whole class of wage-earners) should capture political power as soon as possible with the help of strictly disciplined and centrally controlled local groups and should not wait for the exhaustion of capitalism. Capitalism (/Free Enterprise Economy)- It is a school of economics which allows unlimited personal ownership of means of production. This system provides unlimited freedom to make profits153—one can produce/manipulate whatever he likes and as much as he wants. It is characterized by the absence of moral principles and exclude the notions of public welfare. This doctrine is popular in the western world since the break up of Feudalism, in which most of the means of production are privately owned, and the production is guided and income distributed through the operation of markets (: consumption market, labor market etc.). Capitalism existed in the ancient world and in the middle ages too. Modern development of Capitalism started by the growth of the English cloth industry during the 16th, 17th, and 18th centuries. The feature of this development that distinguished capitalism from the past was the use of the (income from) excess production over consumption to enlarge productive capacity rather than to spend in unproductive projects such as Tajmahal, pyramids, cathedrals etc. This characteristic was encouraged by several historical events. In the ethics encouraged by the Protestant reformation of the 16th century, traditional disdain for the acquisitive effort was dismissed, while hard work and conservation was given a stronger religious sanction. Economic inequality was justified on the grounds that the wealthy154 were also virtuous. Another contributing factor was the increase in Europe’s supply of precious metals and the resulting inflation. Wages did not rise proportional to increase in prices during this period, and the main beneficiaries of the inflation was the capitalists. From that point on the capitalists gradually brought the wage earners under their economic control. Class Struggle- It is a theory which tells that economic society consists of several classes, namely the landlords, the capitalists, and the wage earners which is the cause of clash of interests and class struggle. Collectivism- It is the communist doctrine which teaches every individual to work for the benefit of the entire society alone and to do away with the government. Toward this end, Socialism supports larger government control, specially in economic affairs, and believe that individual interests and freedom may be sacrificed155 for the sake of the society. In general, Collectivism sees an individual as, being subordinate to a state, a nation, a race, or a social class. According to Marxists, no 153

Process of production = unity of production (production relations) = production relations among means + production relations between the means and capitalists = unity of labor process + commodity = creation of value (concrete labor) + surplus labor (unpaid labor). 154 Wealth = sum of use values = integration of work-efforts (of wage workers) over the nature. Wealth of capitalists = integration of surplus abstract labor over the nature. Sources of wealth = labor + nature = concrete labor + instrument of labor + object of labor. 155 Such ascetic nature can not be nurtured without extreme monasticism (which is a pseudo-religious view)—and if it is achieved then the individuals will not be productive anymore. Since, communism renounced religions altogether, such goal is totally nonsense as because an amoral individual will count on cash benefits and will become corrupt.

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government (for the state, race, or social class) will be required when true classless society is achieved through Collectivism. In contrast, Individualism emphasizes on the rights and interests of the individuals. Communism- It is the doctrine of classless community of property among all the people where institute of government could be abolished as result of successful long-term implementation of collectivism. In this school of political and economic organization, property is owned by the community, and all citizens share in the enjoyment of the common wealth. The creed is “from everyone according to their ability and to everyone according to their need”156. Following the rise to power of the Marxist-inspired Bolsheviks in Russia in 1917 and the consolidation of their power (as socialism) under Vladimir Lenin and Joseph Stalin, communism came to denote a totalitarian system in which a single political party controls the government, which in turn owns the means of production and distributes wealth with the professed aim of establishing a classless (and eventually a stateless) society. Democratic Capitalism- It is capitalism under parliamentary system of government. In this system, government is formed by the majority consensus of the people eligible to vote. Government has three distinct branches—Legislative, Executive, and Judiciary. Even though people (~‘sacred majority’) are the ultimate sovereign, legislative power is usually exercised by an assembly of representatives elected by the people. This assembly selects the Executives. The executives and the legislators participate in selecting the judges. Occasionally, direct referendum is held to ascertain public opinions, or to elect some top executives. In this system, the government does not intervene (, at least in theory,) with the economic affairs, and unlimited economic freedom (“laissez faire”) is given to every individual based on the maxim that ‘man is the master of his will’ and as such he should be allowed to the utmost possible extent to promote himself. This way Democratic Capitalism engages individuals in a materialistic race (without security and/or moral exhortation), to concentrate ownership of the means of production in fewer and fewer hands. Moral values are kept under personal freedom which is separated from legal reciprocity. In this system, “sacred majority” can choose to adopt immoral laws157. It is responsible for introducing injustice in economic life. Individual is the essence of this system and the only objective of the government is to safeguard the gains of the individual. Every individual has the right to participate in the legislation and formation of government. This system assures unlimited freedom to produce anything any thing by any means and to hoard any quantity, unlimited freedom to independent thinking and expression of opinion on any issue, and unlimited freedom to adopt any mode of personal life without 156

Compare the relevant creed developed in my works: ‘from everyone according to their ability and moral will and to everyone according to their (moral) needs with dignity plus (moral) work-efforts’. 157 It can decide to pollute environment, to drop atomic bomb (or weapons of mass killing/destruction, such as was done in Hiroshima and Nagasaki during World War II), to make profit on unpaid labors, etc. Even Democratic Capitalism has realized its theoretical shortcomings and has been trying to overcome those by making incongruent/paradoxical adjustments while persisting to remain within the system. Such acts/incongruence is not allowed/necessary in Islam. Whatever seems to be moral in Democratic Capitalism is due to pre-existence of religious profile without which its material success would have not been acceptable.

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affecting the freedom of others. Religious freedom is not part of the freedom of expression on external conducts; rather it is part of personal freedom. This system eliminated despotic form of government and separated158 religion from the state. It is an arbitrary159/whimsical ultra-materialistic system without giving any sound argument for the separation between the subjective (spiritual) and objective (rational160 and empirical) aspects of life. It deals with social issues pure materialistically without giving total material interpretation of life—it neither advances material interpretation of life nor refutes spiritual attributes of life. It addresses social matters somewhat in isolation of interpretation of life though it is materialistic in essence, and has made no provision for moral values. In making legislation, the majority can legally safeguard its own interests at the cost of the interests of the minority. Besides, this “sacred majority” are manipulated and controlled by the greedy rich minority (capitalists) who are the owners of the means of production. Because their ownership put them in an advantageous position to control economic life of the wage-earners. In addition, their financial contributions etc. (“legal bribe”) for the election campaign etc. provide them an easy access to influence powerful politicians and government officials. Democratic Capitalism imposes no restraint on economic exploitation, and allows unlimited investments161 in any enterprise. Gradually tiny minority accumulates major part of national wealth. This rich minority with modern capital appliances of production in their hands determines the destiny of the majority—a paradoxical coexistence with democracy. It is destined to divide the people into two main classes—the extremely rich exploiters who indulge in utmost luxury162, and the extremely poor who lives in misery. Pauperization process continues through systematic imposition of minimum subsistent standard (for the wage earners), and the

158

Thus, it is an amoral system in which pre-existing morality (/religious values) gradually crumbles as because it accommodates immoral/unnatural laws such as homosexual marriage. 159 Some capitalists even believe (erroneously) that ideology can not provide rational and/or scientific reflection of the existing reality. That means life can not be interpreted for any ideology. Which in turn implies that everything we are doing is either right, or wrong, or neither. That is we can not set criteria for determining whether an action is right or wrong. That paralyzes the ethical process completely. But in reality, ethical process persists because of moral attributes of mankind. These attributes become mixed up without proper nurturing by religion. 160 Even reason gets paralyzed and (their sophists subtly use wrong premises by which) they fail to deduce natural conclusion such as that sexual instinct is for the continuation of species and, therefore, homosexual marriage can not be legally acceptable (and also because such marriage is not suitable for proper sexual acts). Besides, it overlooks the fact that the social institutions have the responsibilities to nurture individuals according to the maxims of humanity (, which remains abstract without the acceptance of essential human nature,) for which a true religious framework is essential. Of course, it could have introduced a sound process for sorting out erroneous interpretations/records of religion (so that the society does not get carried away in either direction). 161 That is why we can see unnecessarily high number of toys, etc. which is not acceptable because there are some people who still suffers from hunger and also because such labor takes away time from our lives which is more precious than ownership of excessive toys by some people. 162 Socially useful form (of labor) corresponds to social want, and the average social expenditure (of labor) corresponds to production relations including waste and conspicuous consumption.

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gap between the rich and the poor always increases163. The rich class legally can lobby to purchase164 the government support, and this way they manipulate the government to bring other country under their hegemony to exploit165 their raw materials and markets. As this system is not based on spiritual values and its only objective is to fulfill the materialistic desires, it does not consider it to be unreasonable to promote even bloodshed in other countries for the sake of their interests. Capitalism induces greed in the society to engage people in mindless envy to accumulate materials thus enslaving people to materialism instead of promoting comfortable life as the people become too occupied to produce and procure superfluous goods without having enough time left to get utility/pleasure/peace out/because of those materials166. The maxim of Democratic Capitalism is “Freedom” at the cost of security/peace even then this ambitious “universal freedom” is not achievable through the way it pursues. Capitalists believe man to be the master167 of his own will, and give him positive freedom which unrestricted by any external force. This ruthless race promotes unjust exploitation without re-habilitation and compassion, and greed and hypocrisy without sincerity and honesty. The history of modern development of Democratic Capitalism is puzzling. Discovery of new scientific theories proved in-congruencies in many past religious and intellectual maxims of the occidental man. So western man began to look at religion with skepticism and as a consequence, basis of moral values in the walks of life began to lose ground. As ancient sophists had denied moral principles because they were skeptic about (mythical) religious beliefs, so began the modern western man, as more recently (i.e. after Christ) formulated many religious168 doctrines also appeared to be scientifically invalid, or intellectually incomprehensible, or subjectively unappealing. As a result, theories such as Dialectic Idealism169 (of Hegel) had been challenged by Dialectic Materialism (of Marx), and this way spiritual values have been considered to be obsolete.

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This requires paradoxical intervention of government from time to time (to bring back dynamism by removing economic stagnation). Which (contradictorily) undermines the foundation of democracy: government of the people, for the people, by the people. 165 According to some study, in 1770 per head GNP in European countries was around $210, and in the (corresponding to the present) developing countries was $170. But by 1870 the figures were $550 and $160 respectively; and by 1970 the corresponding figures became $2,500 and $340. According to UNCTAD the transnational monopolies’ profit (in the developing countries) in 1970s was more than double the total volume of foreign investments. 166 Even though average working hours are decreasing, stress is ever increasing. 167 This is one of the seriously wrong contentions. Because man possesses strong and ceaseless desire for power over others. This anti-social inclination must be supervised under the guidance of Allah’s Law. 168 We must note that time and again men failed to preserve original Divine messages and misinterpreted religious teachings/facts. But Allah SWT repeatedly renewed His guidance through His Messengers (sent to every nation) and the final form of the Divine Message has been preserved as the Holy Qur’an. 169 Like many human ideas Dialectic Idealism is not totally accurate but it is more accurate than Dialectic Materialism. 164

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This skepticism culminated into ‘freedom of opinion’ which transformed into ‘personal freedom’ and at the next stage of this cultural march, concept of ‘economic freedom’ was postulated to concentrate western attention on making full use of the opportunity provided by the present life and enjoying material pleasure to the utmost170. This way religious views about life, world, Creator, reward/punishment in the life Hereafter, have been replaced by materialism as the new god171 in the name of self mastery. At its climax, this cultural march of skepticism conceived secularism (exclusion/indifference of religion), and separated religion from the state in the political forum, and mob rule has been established in the name of majority opinion to infringe on the minority’s irrefutable rights of basic liberty (inalienable rights). In addition similar concept of distributive justice has been added as utilitarianism. But in fact, western man became slave to this monstrous materialism as he is now mindlessly over occupied to satisfy his craving172 to accumulate wealth (as capitalists) or to earn his minimum subsistence level (as wage earners) with hardly any time left for peaceful enjoyment of life. Now, even though many of the occidental men realize the curses from this materialistic slavery, they are unable to change it as because they have become helplessly accustomed/enslaved to this vicious cycle. He is now mainly controlled by his passions and is unable to use his reason to control his impulses, his real freedom has winded out. Besides, while hollow unlimited freedom is given for economic activities, real opportunities are not safeguarded for all on equitable basis—this has deprived the overwhelming majority. It is like asking a man to be a pilot without teaching him how to fly173. Due to lack of spiritual knowledge and aspirations, they can neither swallow nor throw up the harmful bait174 pushed by capitalism in their throat. Dialectic Materialism- It is a concept advanced by Karl Marx (and Friedrich Engels) in contrast to Dialectic Idealism of Hegel. While Hegel maintains that mind is the primary reality, Marx advocates that it is the matter instead. Hegel believed in historical compulsion, evolution, and the triple process of thesis, antithesis and 170

In which they failed too by becoming slaves of materialism without having enough freedom/time/serenity for pleasure/peace. No one can become truly free until he becomes true slave of Allah SWT. 172 Since morality has been divorced, they even dump (in ocean) produced food-grains or destroy crops (in the field) for increasing price or for strategic advantage (even though multitude suffers from hunger). 173 Islam teaches man to make juridical decisions (ijtehad) (, if explicit solution can not be found in the Qur’an/Sunnah,) through qiyas (analogy), shu’ra (mutual consultation), and ijma (consensus) on new issues under the guidance of Qur’an and Sunnah. Thus, Islam is truly progressive as because man has been given both freedom and guidance. It should be noted that necessity (of the discouraged/forbidden things) has been accommodated in direct proportion to dire needs’ intensity, and altruism of the enjoined/encouraged/commendable things has been exhorted in moderation and direct proportion to capacity. In general, things that are more harmful than wholesome are prohibited, and that are more wholesome than harmful are lawful in Islam. That is why acquiring of thorough knowledge/experience about the reality (self, universe, and the Creator) is made compulsory in Islam (according to abilities “from the cradle to the grave”). Islam has acknowledged and suitably accommodated the ‘free will’ of everyone (believers and non-believers), and has properly embraced every religion/creed politically through Madina Charter. Thus, Islam is the ever progressive, positive, and accountable complete most suitable universal phenomenon. 174 Mode of Production = production + production relations; superstructure = (political + juridical + ideological) notions + corresponding institutions; and socio-economic formation = mode of production + superstructure. 171

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synthesis as the process of continuous change through the conflict of opposing forces; and maintained that the ‘universal metaphysical reason’ works behind the world (/physical) events. Dialectic materialism, on the other hand, affirmed that ideas could arise only as products and reflections of material conditions175. Marx (i.e. Historical Materialism) also professed that the economic drive is the main motivating force and the basis of all events in the human history. Feudalism- It is a social system where King or equivalent Sovereign may bestow territory on his nobles on the condition of fulfilling certain obligations (including sending certain number of trained and equipped soldiers) to their overlord. Nobles are allowed to lease out lands to his subjects living in the territory. Nobles enjoy a large measure of financial, judicial, and political power within their estate. The serfs dwelling on the land would also render some services for their feudal lord in return to get protection, justice, and security for their lives and land. In a broader sense, the term “feudal society” denotes a form of civilization that flourishes especially in a closed agricultural economy and has certain general characteristics besides the mere presence of lords, vassals, and fiefs. In such a society, those who fulfill official duties, whether civil or military, do so not for the sake of an abstract notion of “the state” or of public service but because of personal and freely accepted links with their overlord, for receiving remuneration in the form of fiefs, which they hold hereditarily. Because various public functions are closely associated with the fief rather than with the person who holds it, public authority becomes fragmented and decentralized. Individualism- It is a doctrine which professes that individual prosperity is the ultimate aim of social work as well as of life. It advocates for unlimited freedom for every individual. It also tells that individual right of ownership of property and other freedoms should not be restricted for social welfare. It stresses the self-directed, self-contained, and comparatively unrestrained individual or ego. According to this philosophy all values are man-centered—that is, they are experienced176 by

175

Hegel saw change and development as the expression of the world spirit, or Idea (transcendent Being), realizing “itself” in nature and in human society. He thought that the reality is not stationery even though it is not arbitrary. According to him the world is a place of well patterned continuous change, called dialectic. The concept of his dialectic crucially presupposes that the reality is full of contradictory ideas only, which is thought itself to be rationally thinking itself out. In the process of continuous thinking itself out, thought arrives to its own antithesis and reappears in matter organizing life, and ultimately consciousness (in human being). The ultimate Hegelian reality is the Absolute Spirit (or God). All human history is the ongoing actualization of the Absolute Spirit that is the synthesis of the thesis (i.e. idea) with the antithesis (i.e. the matter). It is, therefore, essential to perceive the dialectical idea (i.e. the spiritual thesis) of the people at any point of the human history. For Marx and Engel change was inherent in the nature of the material world alone. In other words, material world itself is transcendent and independent of mind and spirit. To understand a society or culture, therefore, it is crucial to understand its economic conditions. This way Marxists replaced Allah, the Absolute, the Eternal, the Omniscient, the Omnipotent with their god, the material world, on which depends (as they claim) the mental and spiritual process. This is, the underlying idea for Secularism which means indifferent (or exclusion i.e. free) of religion, and not ‘freedom of religion’. That is to be a Marxist is synonymous to be an atheist. But these sophists (or themselves ignorant) politicians (occasionally) fool common people without telling them the real goal of Marxism, in order to buy them enough time to abolish religions through indoctrination. However, as Marxism has been enforced in the society it has been humanized to accommodate religion by proving its delusion. In fact, Marxism is not compatible with human qualities endowed by the Creator, the Transcendent, Allah SWT. That is why it is failing to organize human life (or to persist), even though it can be enforced (by brute force) and made workable in some societies for few decades (due to pre-existence of religion). 176 But not necessarily created.

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human beings177. The individual is an end in himself and is of supreme value; and the society being only a means to individual ends. It also holds that interests of the normal adult are best served by allowing him maximum freedom for choosing his objectives178 and the means for obtaining them. Negatively, it embodies opposition to authority and to all manners of controls over the individual179. It subscribes to the right of the individual to be different from, to compete with, and to get ahead of others. At the extremes it endorses anarchy, but in general, the slogan “The government that governs least governs best” is applauded. According to this theory, each person enjoys the maximum opportunity to acquire property and to manage and dispose of it as he sees fit. Full-fledged individualism seems to have emerged after the ideas of Adam Smith (/laissez faire) and Jeremy Bentham (/utilitarianism) were published. Although economic individualism and political individualism advanced together for while (in the form of democracy), eventually they proved incompatible as more and more demands for government intervention (in the economic process) are sought. Problems of monopoly and of technology, seasonal and cyclical unemployment, etc., frequently associated with individualistic economic theory caused wide-spread dissatisfaction in public mind. In fact, in one extreme, the Marxists’ idea of Collectivism was a consequence of the dissatisfaction created by individualistic approach180. Marxism- It refers to the philosophy of Karl Marx on the theories of Communism which include Dialectic Materialism, Economic Interpretation of Human History, Necessity of Class Struggle, Proletarian Revolution (Bolshevism), Formation of Classless Society, etc. Marx used these theories to strive in keeping his three interrelated ideas on: (i) ‘a philosophical view of man’, (ii) ‘history’, and (iii) ‘economic and political programs’ consistent and coherent.

177

Also review the theories of ‘Existentialism’ and ‘Creationism’. For instance, enrollment demography in the educational institutions mainly depends on the choices of the individual students. This phenomenon is the cause of materialistic trend and presence of scholars and intellectuals in unsuitable proportions among the different disciplines. Because materialistic freedom has been promoted by repressing religion (i.e. without promoting religion in suitable proportion)—religious freedom has not been part of the freedom of expression on/in external conducts. 179 This way transcendent Creator, Allah SWT is replaced (at least implicitly) by self-godhood. Similarly, Marxists attributed this god-hood to the matter. These are some of the ways Shaitan misleads human beings from believing in the true God, Allah SWT, as the ultimate reality. 180 Both Individualism and Collectivism aim (, at least in theory,) to do away with government—the former calls for anarchy and the later replaces with Collectivism (; both are chaotic and can not be corrected without turning to God). Any measure injected to protect any of these systems from collapsing (or for maintaining social stability) is an antithesis to itself. Islam has adopted a middle course between the extremes of anarchism and total government control, which has included (, among a much larger set of well balanced suitable features,) all the beneficial features of Individualism and Collectivism without including any of their drawbacks. Besides, Islam has strengthened this balance with moral elements—honesty and sincerity contributes tremendously to productivity. Islamic belief in Supernatural Cause, Allah (SWT), (Who knows what is the best for anyone,) behind all events prevents individual from moral breakdown due to (any) failure in spite of all possible lawful efforts (required and exhorted by Islam) are made. All these together generate persistent and multiplied positivism to motivate people in pursuit of prosperity continuously and smoothly. Besides, such pursuits are done by more and more people with much lesser disparities, wastes, and conspicuous consumption through much more enthusiasm and interpersonal trusts in production relations. That is why Islamic socio-economic system can cumulatively promote optimum productivity, prosperity, and stability. 178

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The philosophy behind Marxism is that creativity181, that is ability to exert labor on natural objects in order to satisfy one’s needs, is the defining characteristic of human nature. Man changes intellectually and spiritually182 with changes in the mechanism of production. Class war must pave the way to understand the latest idea before its implementation. Thus modern technology (of Marx’s time) made Socialism (as prelude to Communism) as the most suitable system for his age. Marxist concept that social system is induced by new implements of production is wrong as because Socialism, nationalization, communism etc. not only already existed as concepts for thousands of years, but also had been experimented from time to time in different corners of the world. Man’s creativity is independent of tools because a creative mind has to invent the tool first—first comes the creativity then tools, and not the other way around. This way creativity continues in creation—fashioning and emulating are different phenomena at different levels. Marxist theory of continuous forward march of human progress is wrong as there had frequently been setbacks and backward march of the history and disappearance of civilizations. History proved that the ideal situation of classless utopia is not achievable as because: (i) essential human nature can not be changed to fit that abstract situation, and (ii) many events, every now and then, are not under the control of mankind183. Gradually various interpretations imposed on these doctrines, as well as political pressures generated by the adoption of Marxism as the official ideology of the former USSR (1917-1991), led to many compromises and adjustments. The collapse of the USSR and many other similar events in the “Marxist World” proved the future dynamism of Marxism gloomy. Mercantilism- It says that money is the ultimate wealth and a nation can be economically strong only if its exports exceed imports. This was the common economic practice of the colonial Europe during 16th to 18th centuries. But the term was popularized by the Scottish economist Adam Smith in his ‘Wealth of Nations’ (1776).

181

This creativity is related to intuition (/soul) specially given to man by Allah SWT. I am surprised that Mr. Marx missed it all out. This is an indirect acceptance of the fact that man is imbued (by Allah) with essential nature, even though Mr. Marx apparently failed to realize it. In fact, if not nurtured properly, man becomes unbalanced—either ultramaterialistic or ultra ascetic. This is why a suitable education system is required to develop man’s spiritual, intellectual, and empirical attributes in proper balance. Marx apparently failed to understand this nature-nurture phenomenon and grossly mixed up the essence and the qualities. That is why he could not recognize that man is essentially a moral being. Due to lack of proper nurturing man’s essential nature my become dormant/overwhelmed, but can not be obliterated. 182 I like to make a remark: Our contemplation starts from the vastness of the universe which enlarges our mind, and thus, our “self” becomes united with the “not self” (= reality – self) which is termed as knowledge. Since the Universe is infinite, and, therefore, will always remain so, the spiritual, intellectual, and empirical reciprocity between the “self” and the “not self” will always remain the same. 183 This is the real difference between life on this earth and the eternal life. The temporal world is subject to continuous change through generation and corruption. Whereas the eternal life is absolute—its perfection, completeness, and purity can not be altered; neither there exists any phenomenon like metabolism (and there is no transmigration from it). This earth (or even part of it) can not be transformed into a paradise (heaven).

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Mercantilism contained many interlocking principles. Precious metals such as gold and silver were considered indispensable to nation’s wealth. If a nation did neither have mines of these metals nor access to them (such as by colonization), precious metals must be obtained by trade. Mercantilists advanced that colonies should serve as markets for exports and as suppliers of raw materials to the mother country. Manufacturing was forbidden in colonies, and all commerce between colony and mother country was held to be monopoly of the mother country. Thrift, saving, parsimony, etc. were regarded as virtues (by this theory) as because only by these means capital can be created. Thus, mercantilism (with its promise of profit) provided the conducive social conditions for rapid growth of capitalism. Political Determinism- It is one of the theories given by Karl Marx which says that the course of political history is determined by economic forces. As discussed earlier, this theory is false as because many events in the history were neither under human control nor determined by economic forces184. Socialism- It is a doctrine formulated by introducing changes in the doctrine of Communism. It adopted nationalization of the large factories, big businesses, and external trade. Small factories and retail trade have been left in private ownership in contrast to communism which advocates for complete state ownership. The communist principle of classless society had also been modified and various grades of wages were fixed for the workers. The communist principle of collectivism (, which replaces government,) had also been modified to allow government formed by proletariat. Though this government is supposed to be democratic within the sphere of the wage-earners, it will be dictatorial as far as general public is concerned. Socialism had been instituted to pave the way for Communism. Karl Marx explained human history (, Historical Materialism,) in coherent with Dialectic Materialism. He disclosed the contradiction of profit sharing between the capitalists and workers as capitalists cheated the wage-earners, and (erroneously) predicted that, this contradiction will synthesize Communism to replace Capitalism. He considered Socialism as the prelude to pave the way for Communism. According to Marxists, social development is driven by material forces by the phenomenon of conflict between the opposing interests. This struggle will continue until a classless society is established and individual interests are inseparably lumped in the collective interests. Capitalism is responsible for driving the society into two classes of conflicting interests where employers exploit the workers. This detestable scenario can only be removed by obliterating class system through abolition

184

For instance, renunciation of Buddha was not driven by economic forces. But it had tremendous impact on the course of the human history. Many kings and crown princes changed the course of the history by abdicating the throne due to emotional reasons like love, affection, etc. In the history of Muslims, many Umayyad and Abbasid nobles (designated for Caliphate) relinquished their claim due to moral reasons. We find many Muslims do not break down (mentally and morally) after suffering from financial losses and/or other calamities, due to their faith in Allah SWT. And how about the natural disasters?—are they controllable by human being or driven by economic forces? It seems like Mr. Marx got carried away in giving theory after theory to defend his fallacious thesis of Dialectic Materialism. Though he correctly identified the terrible inhuman problems (created) as the effects of capitalism, he miserably failed in diagnosing the root errors in capitalism and thus in prescribing the correct solutions.

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of private property where all products are to be distributed to fulfill the needs of everyone in the society according to the rule: ‘from each according to his ability and to each according to his needs’. And everyone must do his utmost185 for the continuation of life. Leaders of Communism themselves failed to enforce communist principles in their own lives and in the society when they came in power. They gave up the idea and proposed that before enforcing the principles of Communism it was necessary to bring about a change from personal motives and views to collective motive and thinking. So the communists adopted Socialism (, an intermediate doctrine for transition from Capitalism to Communism,) first, to gradually prepare the society for Communism. Communist principles were modified to shape it into Socialism, To avoid some of the problems peculiar under Democratic Capitalism, the government should control the quantity, form, and quality related to production and distribution. Marxist principle of total abolition of private property to unify all classes of people into one has been modified to adopt the nationalization of the large factories, big business, and external trade; small factories and retail trade have been left in the private ownerships. The principle production and distribution, the creed being: ‘from everyone according to his ability and to everyone according to his need’, has also been modified and various scales of wages have been fixed. Besides, even though interest bearing loan is regarded by the communists as one of the basic evils, they allowed this under Socialism. The principle of abolition of government to be replaced with Collectivism is also modified to allow government formed by the wage-earners; such government will though be democratic within the proletariat sphere, it will be dictatorial as far as general public is concerned. This kind of proletariat dictatorship is essential to bring about a change in the personal motives and views of the people to Collectivism. Both Communism and socialism thus manipulate to interpret life materialistically in totality, and no room is left either for spiritual/moral values or for belief in God and in any recompense/requital outside this brief terrestrial life. It does not address the concept of social security for those who can not participate in the process of production. Communism (or aim of Socialism) sacrifices individual totally (, at least theoretically,) for the sake of the society, and on the other hand, Capitalism sacrifices society totally (, at least theoretically,) for the sake of individual, though both are totally materialistic (, at least in practice). Besides, if we subscribe to either Dialectical Idealism or Dialectical Materialism, any of these two theories will necessitate the appearance of the other, and these two opposing forces are supposed to be in conflict to synthesize something different than the both, and so on. So, what is the human destiny is not clear. On the other hand, if we want to

185

That is, communism too offers no direct incentives for sincere and honest productive efforts. In juxtaposition, capitalism destroys spontaneity in productive efforts by stealing unpaid labors and gradually constricting them to timid subsistence level (without enthusiasm). Neither system includes higher goals (of rewards in the Hereafter) as a motivating factor (as both systems are ultra-materialistic). In contrast, in Islam, just/equitable share of private/personal ownership, spending in the path of Allah SWT (such as charity to the needy near ones and others), honesty and sincerity, quality of life (with equal dignity), minimum manipulative (parasitic) work-force, etc., and all for the rewards in the Hereafter (also) work as incentives for continuous smooth productive work efforts without ever stagnating the economy. Thus, whatever success is exhibited in the capitalism/communism is mainly due to the existence of religious value system [which gradually crumbles (, though can not be totally obliterated, except by special will of Allah SWT) without proper nurturing by education, production relations, observances, etc.].

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protect both individual and society by making adjustments186 we will either loose both (the society and the individual) in chaos (without morality) as the worst scenario, or will end up in a (moral) socio-economic system which is similar to that of Islam (thus by re-inventing the wheel) as the best scenario, or will be at any point in between these two extremes. In any case, there will occur a lot of suffering in the course of the changing path. Communism is only a faulty alternative to Capitalism as because it too failed to diagnose the root cause187 of failures by the capitalistic system. Replacement of private ownership by Collectivism at the cost of individual freedom is contrary to the human nature, and since it excludes spiritual motives too, self-love and selfinterest will drive the individual to adopt corruption in this system. Communists have been carried away in opposing Capitalism and adopted such a mechanical188 interpretation of life with the dream of miraculous change in human nature189 which would have paved the way for a robotic Utopia. While Communism could not 186

That is Collectivism (/Communism) will add more individual freedom, and Individualism (/Capitalism) will include more collective interests. Both have grossly overlooked the importance of spiritual pleasure and higher goal (i.e. the motive for reward in the Hereafter,) behind human activities. Because, they both theoretically divorced religion. 188 It is really pseudo-mechanical as because dialectic materialism starts from the man with his concrete nature of creativity and predictability as the initial principle (which is deemed to be driven by the economic forces). That is, Dialectic Materialism is out of work without Man with creativity (/idea) and predictability (equilibrium). Thus, Dialectic Materialism can not exist without Dialectic Idealism. 189 Rational existentialists hold that human is moral, rational, and free being endowed with (immaterial) soul. They also advocate the concept of the subjective “self” existing independent of the objective (i.e. empirical/rational) world. It is the “self” which holds the capacity to discern the truth, ideals, beauty, and the qualities of things, with its ability of freedom as self-awareness. Judeo-Christian essentialists supplement that human is created in the image of the Creator, God, Who imbued him (human) with purposeful, moral, and free self-consciousness due to which man has the ability to love and to be just. Psycho-social scientific view (e.g. Karl Marx, Sigmund Freud,) rejects the divine creation of human being and his essentiality of rational power. This view holds that material dynamics produce human nature and the societal habits. Reductionists’ scientific view (e.g. B. F. Skinner) holds that human being has no free will. His nature is pre-determined by the causal factors over which he has no control—man, therefore, is not responsible for his behavior and action. That is to say (, according to scientific views,) that we are totally led by the environmental and genetic factors (with unconscious instincts developed during early stage of life). 187

According to atheistic existentialism (e.g. Jean-Paul Sartre), existence of man comes before his essence—existence of man precedes before he can be defined by any conception. That means man is nothing to begin with and he will be nothing in the future. They add that there is no (fixed) human nature as because there is no God (as his Creator). Man defines himself after his own existence according to his own will. Man exists as a free, creative and active “self” and, therefore, is fully responsible for his attitude and action. According to many oriental views (e.g. Buddha), human being has neither any “self” nor any (real) fixed nature. The concepts of self and human nature are imaginary, and arise from deep-rooted desires. Human being, like everything else (including gods), is an aggregate composed of elements that inevitably change over time. The “self” is a composite of transient elements like form, matter, senses, perception, mental disposition, and consciousness. This composite is in state of constant flux which can not control its own dissolving changes. Every aspect of life involves suffering. We suffer due to our cravings for material, life, pleasure, and power—craving for these things leads to re-birth. The emancipation (nirvana) from this suffering (and re-birth) can be attained by putting an end to our craving—by controlling one’s conduct (body), thinking (mind), and belief (soul). This craving can only be stopped by following the ‘Noble Eightfold Path’—Right Views, Right Aspiration, Right Speech, Right Conduct, Right Livelihood, Right Effort, Right Mindfulness,

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yet be experimented, its prelude Socialism has already been experimented—tremendous force has been used to crush (only) a part of the personal motives (for gradual change), but yet it has proved to a failure. Man must not be deprived even fraction of his right (except what he himself needs to delegate for claiming and protecting his rights). Humanity must not stand on a cross-road of its wishes to choose between its moral rights and its material needs unless there exists no system which unites/reconciles the both. Man is born free, therefore, his personal freedom can neither be repressed nor be exploited190, and economic freedom can not be controlled by a particular class (of capitalists) or by a superstructure of few (socialism/communism)—man must not be used as means (instead of as an end). The degree of human demand to get pleasure depends on the degree of his natural physiological development and acquired experience/training—viz. demand for procreation and sensual pleasure is natural, the demand for a luxury cal is acquired through social experience, and wishes to feed the poor is nurtured through moral/religious training. In all cases there lies at the back of this demand the instinct of self-love or egoism. Human capacity to get pleasure from moral and emotional values remains dormant due to lack of favorable surroundings and training; this is why mere materialistic surroundings can nurture a man to get pleasure even by robbing/murdering others. On the other hand, spiritual training can impel a man to even sacrifice his life to safe others as because he aspects to get much pleasure in the life hereafter. Therefore, this fact of human potential to acquire capacity to get both material and spiritual pleasure through proper training must be considered in order to enforce a social system which will be conducive for inculcating both material and spiritual motivation. The consequence of materialistic and ultra individualistic practices developed capitalism, and its evil effects coupled with sole material interpretation of life climaxed Communism. Either Communism or Capitalism whenever enforced on bipolar (objective191 and idealistic) man, it created conflict as both failed to preserve the and Right Contemplation. Buddhism, thus like Hinduism, teaches the cycle of Karma and Samsara. But unlike Hinduism, it denies the existence of an immortal soul. According to Buddha, if there is a God then He is not concerned about man’s day-to-day affairs. Islam teaches that Allah SWT has created man with soul (or spirit, ruh), mind (aql), and body. Man has been created in the image of his Creator means that Allah SWT has endowed man with certain qualities which are imperfect emulation of His own attributes—only Allah SWT and His attributes are perfect. Allah SWT has created time Who only can see the past, present, and future; and, therefore, He is the only one Who can define Himself (and is the Sovereign). Man’s soul is eternal by His permission only, and He can destroy man’s human-hood (i.e. soul). Allah has transmitted very little amount of knowledge (to this world,) about ‘soul’—therefore, it is not a topic for objective analysis [; but we can ask: if man has no immortal soul then how he can achieve ineffable state of bliss (by nirvana)?]. In the Divine Plan, man is neither totally free nor under absolute compulsion—the real position is between these two extremes (, and that is why circumstances are considered while judging one by Islamic Law). Man is born free (Mukhtar) but not Sovereign (Mustaqlil). Every human baby is born in the state of ‘fitra’ with the equal potential to be good or to be evil—this fact will be taken as the basis to deal with socio-economic problems in this work. Also, see Qur’an/15:26, 29; 17:85; 58:22. 190 Sophists/secularists/atheists use subtle techniques to separate our people from religions, even though overwhelming majority of our people is religious to the bone. If the people knew that this group basically wants to replace their belief in God (Allah SWT) with the belief in materialism, this group would not have any chance to use manipulative subtleties to mislead people. 191 Objective = empirical + rational

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fundamental human rights192. It is impossible to ensure stability and peace in the society by (directly) enforcing Communism for abolishing private ownership and government. Because, without moral/spiritual motivation, if a person is at the cross-road of choosing between personal gains and collective interests, he will most likely choose the personal gains. On the other hand, if socialist government is established to bring about gradual change (of human nature) for eventual implementation of Communism, it is most likely that the materialistic officials and executives will be impelled by the selfish motives instead of safeguarding the collective interests. While in Capitalism the workers are exploited by their employers, in Socialism the citizens in general become the workers of a huge organization, the State, which is controlled by a handful of materialistic executives who work for their personal interests impelled by their innate instinct of egoism193. Capitalism is just a manifestation of human instinct of self-love; replacement of private ownership by collectivism may abolish capitalism, but it will not uproot the deep-rooted human instinct of egoism—thus, Communism will end up in total chaos. Replacement of Democratic Capitalism with Socialism, on the other hand, will mere be a substitution of the same reality as because formation of Management Bureau under socialistic system is also an individualistic phenomenon (related to proportional distribution justice). The maxim of socialism is “security” at the cost of freedom even then this ambitious “universal security” is not achievable through the ways it pursues. According to Marxism social security is not basic human right to represent universal brotherhood and unity, but is established through class struggle and violent conflicts. As long as means of production do not reach certain stage, the people who do not participate in class struggle has no share in it, and those who participate may also have to be content with less than the required amount (to support gigantic totalitarian government). When means of production reach certain level of development, then social security becomes necessary as a pre-requisite for further increase in production which will solely be determined by the socialist government. The socialist idea has been found to be anticipated as early as by Plato194 (The Republic). Among the Renaissance writers include Sir Thomas Moore (1516, Utopia) and T. Campanella (1623, City of the Sun). The term socialism was first used in about 1830, and up to that time, socialism was developed as a French and British movement. French theorists (such as Fourier, Saint-Simon) advocated for small cooperative settlement which was both an economic unit and a community of people joined together voluntarily for productive labor and joyful (non-egalitarian) life. They insisted on the duty of the State to plan and organize the utilization of the 192

Most important right/want is the well balanced flourishing of empirical, rational, and spiritual maturity through proper education and training/experience. Because, due to lack of religious training, his altruism will not be properly developed in juxtaposition to egoism. Communists believe in human’s creativity as a general rule, but yet they overlooked this egoistic self, even though perception of “self-hood” arises out of concrete human nature of creativity. 194 In Plato’s view, justice is the harmony among the individuals for the benefit of the society—that is interests of the individuals must be subordinated to those of the society. Besides, Plato’s concept of justice is blended with merit which means individuals are privileged and expected to act according to the kind of person they are. Aristotle too opined that justice is giving unequal individuals their unequal due—he even justified slavery. In Islam, no free man can be enslaved, emancipation of the existing slaves is made mandatory, and basic equal liberty is guaranteed for all. 193

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means of production. Toward that end, they advocated on the master function of industrial experts and organizers, as against politicians and mere “businessman”. The British theorists (such as Owen, himself a model and highly successful industrialist,) insisted on a co-operative and competition free system devoted to the spiritual and the physical well-being of all. In 1848, new type of socialist theory was published by Karl Marx and Friedrich Engels in their (co-authored) book: the Communist Manifesto. In it, they contrasted the romantic idealism of “utopian socialism” with their own “scientific socialism” which claimed to have demonstrated that, the victory of the working class (, the proletariat,) over the capitalists, and thus the appropriation of the means of production by the society as a whole, was historically inevitable (Historical Materialism). And this way the compulsive structure of the bourgeois State will “wither away”. In the course of the history, avowed “communist nation” with strictly centralized socialism of the USSR existed until it dissolved through re-structuring (perestroika, 1987). On the other hand, we can see the adoption of some socialist ideas (viz. national welfare,) with the avowed capitalist system such as the USA. Between these two extremes, socialism has been experimented in various models. This phenomenon of variation makes it difficult to define socialism195 (and its evaluation). 195

At one extreme, cooperative (communistic/egalitarian) socialism needs more and more inclusion of competitive/utilitarian /individualistic (capitalistic) features so that the common people do not become too passive and its superstructure does not become too corrupt (due to loss of morality). On the other extreme, competitive/proactive/utilitarian capitalism needs inclusion of more and more cooperative/socialistic/egalitarian features so that the common people do not become too timid (and constricted at subsistence) and its capitalists become too individualistic (due to loss of morality). In these ways disastrous socioeconomic trends are reversed in each system. Because both the extremes are detrimental toward establishing a growth and distribution effective socio-economic system—in fact, both these systems repeatedly stagnate. There exists a point between these to extremes where combination of the ideas (, in some unknown proportion,) from these two schools would work best of its (amoral) kind (as the optimally “mixed system”, for a certain period only). Even though such a mixed system will work as long as pre-existing religious morality endures, gradually the morality will crumble due to alienation of religion from the socio-economic institutions and from production relations. The mere mechanical mixed system will then stagnate, then will decelerate, and eventually will become chaotic. Because, opposing ideas in the absence of moral force will be unable to establish a unified system for exerting continuous positivism. The spiritual/moral/religious force can somewhat be compared with the Strong Force which keeps repelling particles harnessed together in the nucleus of an atom. One could, however, argue that, well, moral mechanical features can expediently be added in the mixed system to eradicate social maladies and to boost up the productive efforts. I would decline either to negate or to affirm such contention. But, we can all agree that, in the course of such trials and errors, long time would pass away and many difficulties would be caused. I would also add that such a true mixed system (without deep-seated morality) will still be inferior to that of mere mechanical Islamic system (without exhortation and volition for moral functions). Because, mandatory moral features in Islam are pervasive ornaments of Islamic justice—both distributive and retributive. Even without exhortation for voluntary moral conducts, Islamic justice is based on the balance of due measures and guidance imbued by Allah SWT in the creations. It is not possible for human to comprehend that basis and perfect emulation is most unlikely (because all the aspects of Islam are perfectly intertwined by the Wisdom of Allah SWT). Even if those functional moral elements are successfully added to produce the same results as that of the mere mechanical Islamic system (without exhortation for supererogatory/commendable moral conducts), then such a mixed system will not be distinguishable from mere mechanical Islamic system—because such a system is unique. Therefore, it will be foolish to go through a lengthy complicated process of trial and error to “re-invent the wheel”, specially when one is not sure whether the process will end up with the “re-invention of the

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Syndicalism- It is a doctrine which advocates for the control and ownership of all industries by the trade union in contrast to the socialist theory of state ownership. According to this doctrine trade union should be the back-bone of the society. Syndicate formed by the wage-earners of every factory will manage their economic and social affairs and representatives of these syndicates may form an assembly to look after the foreign affairs of the country. Thus there will be no need for a government. Syndicalist movement flourished in France mainly during the beginning of twentieth century, and had a considerable influence in Spain, Italy, England, Latin America etc. The structure of Syndicalist system would be based on locally organized units, the Syndicates. A local unit would be linked to other syndicates through the local “labor exchange” which would function as a sort of employment agency and the center for union activities. When all the producers were thus linked together by the labor exchange, its administration would be able to estimate the capacities and necessities of the region, could coordinate production, and could arrange for the necessary transfer of materials and commodities, inward and outward. Like the Marxists, Syndicalists too opposed capitalism, and the existence of state, which according them is an inefficient despotic bureaucratic structure and a tool for capitalist oppression. But unlike Marxists, the Syndicalists advocates for direct action (, without going through socialism, the prelude of communism,) by the working class to abolish the capitalist order, including the state; and to establish in its place a social order based on workers organized in production units. Technocracy- It is a doctrine which says that in this age of technology, the factors of production and the social as well as governmental affairs should be managed by the specialists and sociologists. It may be traced to have originated with the introduction of the concept of Scientific Management (by Taylor). This doctrine suggests that “businessmen” were incapable of reforming the industries in the public interests and the control of the industry should, therefore, be given to the engineers. This movement has been weakened by its failure to develop socio-politically viable programs for change and also due to fears of authoritarian social engineering. An economic system will not succeed if not in harmony with the history and aspirations of its people. Government can not assure economic growth and development without active cooperation of the people. Modern scientific discoveries and technological innovations make it more urgent to set up a social system which will assure wheel” or not. Mandatory moral elements in Islamic system not only keep the ideas of the opposing interests held together (in addition to letting them nullify the evil effects of each other), these also act as the catalyst to convert the opposing forces as an augmentation for each other. For example, mandatory charity (zakat) contributes critical role for maintaining overall economic vitality of the society which itself is a benefit for the persons who gave out zakat. Thus giving of zakat not only creates competitive motivation (, for pleasure and higher reward in the hereafter,) of the donors, it also builds up cooperative motivation of the receivers along with the augmentation of their competitive strength due to more even distribution of the wealth. In fact, Islam has included such features to interlace cooperation and competition in a well-balanced phenomenon by which, along with commendable conducts, a believer can ceaselessly struggle for excellence (which is the Jihad at large). Through such struggle only a society can attain the maximum possible allembracing prosperity.

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the equitable distribution of the fruits of the materialistic achievements before things go out of hand. For this, an economic system must be found which is universally suitable—or is at least sufficiently suitable for that society and is not detrimental to the just interests of the people living under other systems. Human nature is always the same. That means there exists a social system which is always the most suitable for mankind, even though on their journey forward mankind will invent many machines/techniques for production and for solving many problems of life. Every society must seek out that universally suitable social system, or a tolerable variation of it to be in consonance to the socio-ideological basis of that society. If such a version (of the most suitable system) is found to be detrimental to the just interests of the other system(s), then it must be concluded that the variation has (confusedly) included erroneous socio-psychological196 features not compatible with humanity. There is no such thing as history of humanity—baby’s smile, mother’s love, human capacity to become joyful from all the beauteous things in the nature, etc. had/have always been the same. In physical experiment one can discover natural laws which always remain the same, but no scientific experiment can develop the most suitable social order as because human’s virtues and vices are not measurable through scientific (/mathematical) means197. This reality necessitates the 196

Shaitan easily succeeds to mislead people if true moral/religious knowledge and training/experience is not thoroughly exercised by social institutions and education system. This phenomenon creates confusion in socio-psychological basis with the inclusion of doctrines not compatible with essential human nature. 197 Scientific results are expressed with the help of mathematical equations. These equations tell us about the way certain phenomenon is observed without proving the actual existence of the physical parameters (deemed necessary behind that phenomenon). For example, Newton’s law of gravitation is no more than a thoughtful mathematical formula describing in which ways bodies move—Newton made a crucial assumption that some force called gravity exists (, and scientific theories are many such inexact equations and are accurate enough within some limits only). If gravity is a force as the way we understand by the term “force”, how come velocity square of a falling body is always double the product of the acceleration due to gravity and the vertical displacement (regardless of the amount of mass)? It seems like gravitation is a “smart force” which can readily determine the amount of mass it is acting on, and accordingly varies the amount of force to be exerted on it in direct proportion. Not only that, it also has “hands” by which it determines the distance of the object to vary the amount of the initial force to be exerted in inverse proportion (to the square of the distance). On the other hand, planetary motion obeys different laws (given by Kepler). Heavenly bodies move in curved path—to explain this phenomenon, again assumption is made that there are “spatial bumps/humps” which planets can not penetrate and, therefore, have to go around them on curved orbits. It appears that such humps/bumps have been designed very smartly too. Also, if this means that the space is curved, then obviously the question arises: curved in what? We can also add: where/how did such forces exist before “big-bang” and especially when particle (/matter), point (/space), and instant (/time) were lumped together as one entity? Besides, if the space does not get distorted then force field due to presence of a body would have been constant for infinite distance. We can also ask: how can a body move from one point to a distant point (in finite time) by passing infinite number of points between the end-points?—because, before coming to the end-point it must reach the previous point and so on for inexhaustible number of times. It appears that matter, space, and time accommodates each other in way so that physical universe exists as apparition of motion—its existence is by the will of Allah only and according to the Law given by Him. By this Law physical universe is, perhaps, in continuous/instantaneous oscillation between the “existence” and “non-existence” with a period not measurable by us, and by which it is changing (by the motion of the matter) and vice versa. That is, motion has been made possible due to this existence/non-existence alternator. We can make many such assumptions. Is there any essentiality of the existence of forces?—why could it not be that everything that exists (and, therefore, in constant motion,) are ceaselessly governed by the laws given (by Allah SWT) in them, and such laws have the capacity to appear as forces (and work differently for different set up of matter, space, and time). Thus, science itself is based on a set of beliefs and inexact

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availability of metaphysical Guidance198 for organizing the affairs of mankind. Besides, man’s instinct to search for some being superior to him necessitates axiomatic existence of God, and his capacity to get spiritual pleasure obliges the existence of the life in the hereafter and of paradise (and, therefore, its opposite, hell). No science/mathematics can disprove these primitives/postulates—neither can they disprove the existence of God (Allah SWT) and of the eternal life in the hereafter. And since these exist essentially, it is, therefore, waste of time to take rational/empirical approaches to prove them. Because, compare to the universe we can perceive (, and perception is reality), our objective abilities are miserably limited for its comprehension. Let us, therefore, take the beliefs in transcendent God (Allah SWT), His Guidance, and our accountability to Him in the life hereafter as the basis of all maxims, syllogistic contentions, and empirical investigations/creativity. I do not have slightest doubt about these199 realities. I feel sorry for those who suffer from serious instability, confusions, insincerity, and dishonesty due to their lack of spiritual motives in life. The detail beliefs about the salvation (of soul) can/must be kept intact for every existing religion in a society—these are matters of direct relations between human and God. Their basic patterns are similar—because genesis of the every major religions is the same. The differences in the details are due to misinterpretations, abrogation, and non-preservations of revelations. Since every major religion organized life and society, their (objective/external) socio-moral principles are even more similar—because they established relations among human beings (with essential/universal nature), and between human and the (isotropic) nature. Even though due to differences in materials, space and time, these principles had/have been applied through different models, the corresponding aims and objectives had/have equations. But unlike the set beliefs based on the divine revelation, science is continuously modifying/refining its theories and equations, and thus is coming closer and closer to the true teachings of the divine revelation, and not the other way around. 198 We live in a uniform (/“isotropic”) universe (instead of multi-verse)—same “global” laws/properties work/exist in every representative corner (“manifold”/“subspace”) of the universe. Similarly, essential human nature is the same for every human—we are all descendants of a single pair of parents (; i.e. Adam and his only wife/ “Eve”). Therefore, Allah SWT has repeatedly sent the same essential Guidance for mankind to relate with the Creator, other human, and the nature—that is for maintaining proper relationship between self and not-self. Physical universe is continuously changing without altering its essential uniformity, and since the appearance of human here, his physical surroundings have basically remained the same. However, complexities of human life are continuously changing—because it is the transient life for carving out eternal success. That is why He has repeatedly renewed the Guidance by abrogating the previous ones and by refuting the false innovations/interpretations in religion. In spite of the process of abrogation the essential Message of religion (sent by the Creator of mankind) has always been the same—the name of the religion is Islam means submission (to the Truth), and its true followers are all Muslims means those who have submitted (before, during, and after Prophet Muhammad s.a.w.)—the process of abrogation had been adopted even within the Prophet-hood of Muhammad s.a.w. This way the Guidance has come to finality (i.e. perfect and complete for all time to come in the transient life of mankind, or for until the Doom’s Day)—Muhammad s.a.w. is the final Messenger of Allah. 199 Every major religion embraces these beliefs (or analogous beliefs)—either explicitly or implicitly. These are the internal orders of religions directly related to the faith for salvation. The list of the Islamic beliefs includes: (i) Allah SWT, (ii) His angels, (iii) His Messages, (iv) His Messengers, (v) Day of Judgment, (vi) Qadr (of fortunes and misfortunes from Him, attached to human conducts), and (vii) Eternal Life (in the hereafter). The list of the basis of Islamic Observances includes: (i) Pronouncement of the belief in Allah SWT (Who has no associates,) and no other deity, (ii) five daily prayers, (iii) fasting in the month of Ramadan, (iv) obligatory charity, (v) pilgrimage to Makka, and (vi) Jihad.

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always been equivalent/same. Thus, for expediency purposes, religion of the majority must lead to organize the social institutions in coordination with all the existing religions to guarantee suitable education/training, freedom (= privileges + responsibilities), equity, justice, and appropriate reciprocities in all private and public matters. Also since, matter of salvation (of the soul) is kept intact as personal belief; atheism could also be adapted as a religion, if necessary. Thus, like in any pluralistic system, atheists too will suitably be accommodated in an Islamic (/religion/morality based) republic—this is because an Islamic Republic can either be pluralistic (, viz. Madina Charter,) or singularistic200. In the final analysis, secularism excludes the notions God, accountability to God, religion, eternal life in the hereafter, heaven/hell, morality/immorality, good/evil, right/wrong, etc. Therefore, they are destined to exclude law, state, government, marriage, etc. also, to allow human “total freedom” for acting as the way s/he wishes. Thus, secularism is inwardly belonged to a horrible eventuality of all out chaos of confusion/conflicts/in-fights. On the other hand, if secularism allows democracy, then it must allow establishment of state religion and freedom of religions through democracy—if explained clearly, our people will certainly do that (because, majority of our people are religious). But, if that is not done because of secularism has/had been allowed to stay/dominate, then secularism itself will (unfairly) persist as the state religion (in disguise, since secularism is no more than a faith of sophists/atheists who are minority,) by subtly misleading/deceiving our overwhelming majority religious people. Such a diabolic phenomenon must be shunned out. Therefore, the term secularism must properly be expunged (, as because it can lead to a dreadful eventuality,) and/or suitably replaced with the freedom of religions coordinated by the state religion (of the majority). Human can never become truly free unless s/he becomes a true slave of Allah SWT. Existing (religious) socio-ideological consciousness must be the basis of the constitution (of the republic). If the socio-ideological consciousness changes, then constitution can also change. Such a change can only be made by the majority of all the voters (, instead of by the majority of those who have voted,) in a referendum. Besides, adoption of secularism must not be sought now—overwhelming people are religious. Because, such an attempt can not be free from ambiguities/obscurities about the meanings and objectives of secularism to deceive/mislead people, and because secularism is an outlandish idea. The Contemporary Muslim Problem

Islam is the best system which embraces all the aspects of human life, universally—Allah SWT has repeatedly renewed this very same religion only by sending Messengers. Even though genesis of every divinely revealed religion is Islam, mankind has repeatedly strayed from Islam due to non-preservation, misinterpretation, rejection of abrogation process of the Divine Message, etc.; and thus created different religions of their own (driven by arrogance/ignorance). It was the Islamic culture and civilization (, which flourished by the mission of the final Messenger of Allah SWT,) that brought the world out of the darkness into the light. Islamic phenomenon has tremendously benefited the entire humanity—both Muslims and non-Muslims. It will not be difficult to understand (, if one thinks deeply enough by giving up all pre-conceived notions,) that humanity would have been in a much more terrible state without the mission of Prophet Muhammad (s.a.w.). But yet, today 200

A pluralistic Islamic Republic will (trivially) become singularistic if there are no non-Muslim.

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Muslims have fallen far behind materialistically and are suffering from serious intellectual dilemma—their religious morality is also crumbling. Consequently, conflict persists between socio-ideological consciousness and socio-psychological consciousness of the Muslim countries. This is because if Islamic teaching is nicely kept in the shelf without implementing it in personal life and without cultivating it in the society, it can produce no results by itself, except Allah’s displeasure or Grace. External manifestations of both objective and subjective aspirations of human being are mostly the outcome of their acquired knowledge, training, and experience—without such growth, either of these attributes remains dormant and true maturity/wisdom can not be attained. As the time advanced, the individuals and groups who controlled the affairs of the Muslims, and ruled Muslim countries, aspired more and more for their own material gains and fulfillment of lower desires. They did not maintain enough suitable features and policies for well balanced (materialistic, intellectual, and spiritual) Islamic/religious continuous development of individuals and the society. As the Muslims gradually deviated from natural well-balanced way of subjective and objective Islamic pursuits for more and more material gains, already materialistically powerful occidental nations gradually took them under their direct control. Modern Muslims with materialistic inclinations in outlook were introduced with the highly submerged (and developed) materialistic way of occidental life. But since both empirically and intellectually Muslim countries were far behind the materialistic march, they could not join the ranks of the western world. Instead, under illusion, they gradually became from admirers to the followers. Because, by joining the ultra materialistic occidental caravan they could neither lead nor would stay out of the way (by choice); therefore, they chose the only available option and became mere followers (for to be unfairly exploited). On the basis of economic and industrial characteristics, the western nations soon divided the world into ‘developed’ and ‘undeveloped’ countries where Muslim countries are put in the second category (, and this division is somewhat similar to “mother countries” and “colonies” respectively as existed previously). Besides, western nations advocated that for the purpose of development, undeveloped countries must accept the leadership of the western nations and follow their footsteps both in thought and actions. Leadership of the Muslim World was wrongfully convinced201 that their backwardness was mainly due to erroneous/weak economic policies/practices /skills and, therefore, materialistically advanced nations were entitled to lead the rest of the world. Muslim countries, nay, the world at large thus took for granted the western convention of dividing202 the world into ‘developed’ and ‘undeveloped’ countries203. 201

They overlooked the fact that during colonial period the western nations unfairly exploited the militarily weak nations to accumulate wealth and machinery. These gave them extra muscles for further exploitation—especially on the basis of usurious financing mechanism. So, to let them lead means allowing them to advance ten steps further (at the cost of the “undeveloped” nations also) while the undeveloped nations might have advanced only one step or so—whereas if the undeveloped nations followed their own socioideological basis and emancipated themselves from the grip of developed nations, the process of pumping out of their wealth would have stopped (, if not restored also,) and they would have made much better progress (without allowing conflicts among themselves, and between their socio-ideological consciousness and socio-psychological consciousness). To guarantee their domination, the western nations installed their puppets in the key positions of the undeveloped nations. 202 Some of the capitalists believe in Social Darwinism (i.e. survival of the fittest), they take the lives of the materially backward people for granted under their disposal. It is up to them (, as they believe,) to spare some and to annihilate others according to the way it fits plan and prosperity of the secular capitalists. They have amassed enough (nuclear and other) weapons of mass destruction which are capable of wiping out human civilization several times, and such destructive phenomena have already been exhibited (to terrorize the militarily weak countries). On the other hand, they have not allowed (/are not allowing) the Muslim countries to acquire nuclear capabilities (not even for peaceful purposes). Even

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Gradually Muslim leadership were made to believe that only way they could overcome their problem and keep up with the pace of the materialistic progress of the ‘developed world’ is to adopt occidental way of life, and economic and education programs. They grossly overlooked the fact that these western features have severely excluded the spiritual/moral/religious imperatives and are not compatible with the socio-ideological basis of the Muslim countries204. Besides, in order to maintain their positions, some corrupt leaders of the Muslim countries allowed damaging concessions (against their respective country’s sovereignty) and followed powerful western regimes. This way life and resources of the Muslim countries came under direct/indirect colonization/control of the occidental nations by giving them enough opportunities to unfairly exploit the resources and market of the undeveloped world and thus to determine the destiny205 of the world. As western nations build up their monstrous civilization (, for which resources of the undeveloped countries had also been absorbed), lives in the Muslim countries became more and more miserable everyday. They (, the western nations,) neither had any intention to build up the undeveloped countries nor they were accepted by the general people (of the Muslim countries) as their saviors. Eventually, through arduous/bloody conflicts, Muslim countries gained their political independence. But western military/economic might again and again have stepped over the sovereignty of the Muslim countries for ensuring their continuous unfair exploitation. They have manipulated the international institutions (such as World Bank, IMF, UN, etc.) also toward this end. During western colonization or subservience, majority of the Muslim thinkers and intellectuals were trained and oriented toward western culture and socio-economicpolitical systems. The same period further disrupted and suppressed (, augmenting the previous period of corrupt Muslim rulers,) the continuous development of thoughts and programs in consonance with Islamic prescription. Though political independence for nominal direct self rule was achieved, freedom from sole though they said nuclear weapons (and other weapons of mass destruction) will be eliminated from the earth, they are continuously modernizing their these capabilities and have forced the Muslim countries not to acquire them. Besides, they have polluted the environment for which they promised compensation for the affected countries, but they have not fulfilled their pledges. That is, today to become a follower of the western hegemony is worse than like becoming the slaves of Fir-aoons (, i.e. Pharoes of Egyptian pyramids). Yet they claim to be civilized and the protectors of human rights. 203 Not only that, the Muslim countries were forced to import western ultra-materialistic (/secular) philosophy (/practices) which has created tremendous confusions in the sociopsychological consciousness thus destroying harmony between socio-ideological consciousness and socio-psychological consciousness of the Muslim countries—western outlandish ideas/practices coupled with ultra materialistic amoral/immoral educational programs persist to continue this conflict for repressing socio-moral profile of the Muslim countries which will resist their unfair exploitation. In fact, Islamic socio-economic order in particular and religious socio-economic order in general is the only measure to reverse/stop the spread of unfair exploitation by secular capitalism. There exists no other measure to restore the damages caused by secular capitalism for the peaceful continuation of mankind. 204 In fact these are not complete enough to be compatible with socio-ideological order of any country. This is why no matter how sophisticated these are, these are continuously adding problems for the world which can not be reversed without resorting to the dictums of morality and justice. Thus, religion is inseparable from the State. 205 Chaos/confusions/pollutions/corruptions along with weapons of mass destructions created by these unwise exploiters are jeopardizing the human civilization toward destruction/extinction.

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materialistic way of thinking was not attained. New ruling class maintained their subservience to the western power to maintain their positions. Western power, in juxtaposition, devised subtle plans/programs in the name of cooperation for indirect unfair exploitation of the market and resources of these countries. This phenomenon intermittently is climaxed with political problems (due to failure of implemented western ideas, and artificial crisis created by the western cliques,) which force the rulers of the Muslim countries to incline/sell-out themselves further to the western power. This vicious cycle continues and western powers keep pumping206 out wealth from the Muslim countries to their countries. The problem has become even more complicated with the appearance of Islamic militants (as human reaction mainly due to continuous western intimidation and lack of in-depth knowledge in Islam). Though they are meant to be hostile against western hegemony, they are seen to terrorize/attack domestic establishments/institutions also—their domestic targets are seemed to be enlisted due to two reasons: (i) they deem the targets are facilitating western unfair exploitation or anti-cultural activities, and (ii) hegemonial cliques (, in different appearances,) are bribing/derailing them for such terrorist attacks so that: (a) the hegemonies can portray Islam negatively to the common people, and (b) the hegemonies can manipulate the relevant governments to smash Islamic movements207 in general (by using those incidents as pretexts). 206

The wealth of the resourceful Muslim countries had/has continuously been deposited to the banks/institutions which are under western control. Western countries have borrowed so much money from these banks that their debts are not payable—even if were payable, they would not have paid off, and if those Muslim depositors want to withdraw their money they will not be allowed and instead they will face military attack from the western powers. On the other hand poor borrower Muslim countries had/have been paying more than enough as usuries (even though usury is unlawful in Islam,) and their burden of debt is used as pretext for allowing more and more unfair concessions (, against borrowers’ self determination,) for the western hegemonies. Not only that, most of these borrowed money are used to buy western consultancy and commodities. Besides, substantial part of the remaining borrowed money are stolen and deposited in the western banks by the corrupt officials/politicians of the borrower countries (and these individuals look after western interests). 207 This desperate situation has following five possible ends: (i) capitalist hegemony will succeed to continue their unfair exploitation and will first annihilate the Muslim countries, then other militarily weak countries, then the peripherial countries within their own circle, and these gradual process will eventually consume themselves—it is a consumption disease; (ii) every country will acquire the weapons of mass destruction for annihilating each other—human civilization will be on the verge of extinction; (iii) capitalist world order will eventually collapse due to worldwide spread of militant/reactionary terrorists thus by bringing all out chaos; (vi) the secular democratic capitalism will try to cause/win another world-war to persists with their current methods (of without clear peaceful goals) of ambiguous/paradoxical/hypocritical/diabolic world order; and (v) moral democracy will replace secular democratic capitalism to establish retributive and distributive justice based on religions for the peaceful continuation of mankind (by totally eliminating weapons of mass destruction, and by adjusting/re-writing the external debts/deposits of nations on the basis of non-usurious financing mechanisms; along with the adoption of multi-metallic/single common currency/monetary system for the entire mankind). Shaitan will try to use/mislead its all loyal/unwise human agents to cause any of the first four scenarios. That is why even though the last possibility is the easiest, simplest, beautiest, and truest solution for the mankind; it will take a lot of sincere and honest courage for accomplishing. The largest religious group, Christianity, lives (, as the main religious group,) within the domain of secular democratic capitalism. It is not very likely that they will lead the initiatives toward the last possibility for the following reasons: (a) there are some Christians who believe that state is evil by nature and is different from the Church, (b) they are afraid of persecution/harassment by the secularists/sophists/atheists, (c) most of them are grossly submerged in the system of secular democratic capitalism and are constricted to live at the subsistence level, (d) most of them are not religiously wise/matured/aware enough due to incomplete education system prevailing in their respective domains, (e) some of them are comfortable/satisfied/passive with the indulgence of their share of the cake of the secular democratic capitalism, etc. Similarly, different sets of reasons can be listed for the Buddhism and Hinduism for their unlikelihood to lead the initiatives for the last possibility listed previously. Therefore, Muslims must take the

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Muslim countries thus even though became politically independent, were not free from the grip of western ideas and continued to run their economic programs according to erroneous/incompatible western ultra-materialistic philosophy. Depending on the gravity of bitterness of their experience with their colonial masters, some countries rejected ‘democratic or despotic capitalism’ and adopted other materialistic option of ‘socialistic guided economic system’ and thus engaging intellectuals in a continuous debate on the suitability of one of these systems over the other208. Very soon Muslim world was divided into two conflicting ultramaterialistic philosophy under indirect control of the capitalist and socialist powers of the west. The countries which adopted ‘democratic or despotic capitalism’ failed because (, as the reason advanced by some critiques,) materialistically the race was already over, and it was impossible to match the vast and ever-growing capitalist winners of the west. On the other hand, the countries which adopted ‘socialistic guided economy’ failed because (, as the reason advanced by some critiques,) of the corruption in the government and administration. In fact, none of these systems could succeed [, even to enslave them (to ultra materialism) like the occidental or far eastern success209,] as because these are not in consonance with the socio-ideological and socio-psychological consciousness of the Muslim countries. Subsequently, the patrons of both of these systems blamed on the colonialists for their own failures and advocated for nationalism. The experiments, however, created confusions (in socio-moral aspirations) by inducing conflict between socio-ideological and socio-psychological order—as a result corruption started to rise. Nationalism is lingual, historical, geographical, and cultural abstract creed having no concrete definition (, especially without religions). It has no distinctive philosophical basis to (quantitatively and qualitatively) shape/size up any social or religious school of thought. The advocates of this pseudo-doctrine, therefore, attempted to adapt the lifestyle and socio-psychological order of the people to one of these two ultra-materialistic social systems or to a combination of the two, under the garb of culture and materialistic needs of their own people only. The nationalists could not truly adapt to Islam (to shape/size up the social institutions) as because

initiatives as a part of their compulsory Jihad (at large) to rescue the mankind once again—toward that end adoption of a common non-usurious financial system and a common multi-metallic monetary/currency system (including copper and few to several suitable precious metals) (for all the Muslim countries) are some of the most urgent needs. Once they take meaningful steps, the entire mankind with their respective religions and creeds will come out to join them directly or indirectly because, human is by nature inclined for good with aversion for evil. Without such universal phenomenon, Shaitan may not be defeated—may Allah SWT help us. 208 Capitalism taught that self-love is the basic human nature and, therefore, every individual should be allowed to produce as much as, whichever way, and whatever he wants to produce for his/her maximum profit. Socialists, on the other hand, advanced that human being is basically social and, therefore, the people should be inspired through social institutes to work for the society. Neither of these two, nor both of them combined together are complete enough for human nature/wants and, therefore, are not compatible for Muslim society in particular and human society in general. 209 Every society flourished by religion (in consonance to essential human nature)—socio-ideological consciousness of all the societies are basically similar. But due to deviations from the original religious/divine teachings and lack of religious practices /maturity, socio-ideological order becomes weak/dormant and socio-psychological confusion gives in to erroneous doctrines which changes socio-moral principles.

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Islam is universal and above all the narrow interests of any particular nation/country. Islam dictates single brotherhood (or Ummah/Nation) of all the Muslims210, and there exists no room for merit of one Muslim (or human at large, for social justice) over the other on the basis of language, history, geography, race, color, (religion, sect,) etc., and for protecting rights/integrity/dignity/natural state of every creation Islam delivers justice and equity. Thus, again, both the ultra-materialistic creeds (, secular capitalism and secular socialism,) under the disguise of nationalism also failed even though this phenomenon did not bear the stigmatic western/outlandish label. The reason is again the same, because mere camouflage of nationalistic creed could not modify these sole materialistic doctrines to be in harmony with the genius of the Muslim Ummah. There exists no difference in the essential nature/contents of Bangali Communism/Marxism211, or Arab Communism/Marxism, or Russian Communism/Marxism; and the same is true for democratic/despotic capitalism. Consequently, research, queries, analysis, and creativity in the Islamic principles increased/continues in order to erect the social system once again (, in the modern/postmodern contexts,) according to Islamic teachings; so that the ideological vacuum (/confusion) is filled out (/resolved), and social frustration/chaos created by the ultra materialism is soothed in the Muslim world. Religious beliefs constitute the main force in Muslim society. Ultra materialistic doctrines are too much in conflict with both the external and internal principles of Islam—which is the main reason of their failure in the Muslim countries. Because, whenever a Muslim’s material/temporal pursuits contradicts with his spiritual/eternal interest he shows negative attitude toward it which may manifest as renunciation or lethargy. The other reason of failure of ultra materialistic systems in the Muslim countries can be observed from its manifestation of formation of two extreme groups from the Muslims. One of these groups slacks in Islamic principles and becomes over occupied with materialistic prospects, and the other completely renounces the installed materialistic system and refuses to participate in the productivity. This mutually exclusive polarization not only retards economic development, it also augments the socio-political problems tremendously. If Islamic values of the Muslims are gradually destroyed, even then the social structure and ideological order developed on Islamic principles for the last fourteen hundred years will not pave the way for successful installation of ultra-materialistic social system in the Muslim countries—because, Islam is natural/universal and is completely in consonance with the essential human nature. Besides, successful enforcement of contemporary western social philosophy means enslaving the man to materialism (and not the other way around). As it has already been thoroughly expounded, therefore, no sound mind can have even the slightest contemplation to install schools of (un-Islamic/anti-Islamic) materialistic thoughts for the Muslims. Installation of ultra-materialistic system (, either Communism or Capitalism,) demands a transformation of: (i) the mode of human life; (ii) concepts of the purpose of life, pleasure and wisdom; and (iii) essential human nature within the scope of self-love or egoism. Instinct of egotism or self-love will have to exclude spiritual 210

Islam teaches that mankind is innately a single nation. Islam also teaches (, broadly,) that unjust killing of a single human (, and not Muslim only,) is like killing the entire mankind, and just saving of a single human life is like saving the lives of the entire mankind. See Qur’an/2:213; 4:1; 5:32; 9:29; 17:33; & 49:10, 13. 211 And, therefore, its prelude, Socialism.

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pleasure and will have to be confined within the pursuits of material pleasure for fulfillment of physical desires/lust only (like the animals). Toward that end, (unlike the animals,) some nurturing will also be necessary to develop functional/productive skills. Such education constitutes knowledge, training, exercise, and experience for the nurturing of empirical and rational realms of man and excludes the development of spiritual realm. Even then such learning process excludes moral purpose/application of the sense-based and mind-based education (and also includes premises of false/incomplete212 notions) and, therefore, can not synchronize the senses, mind, and faith (/“heart”) of the individuals. This is why the main purpose of education (, i.e. nurturing a better human being,) is not achieved. Thus, the end goal of such continuity is total obliteration of religious/moral values and, therefore, suppression of humanity—because, whatever moral principles, nay, all the humane values/norms exist universally, are all developed by Religion by well-balanced nurturing of essential human nature (of inclination for good and aversion for evil). But, no nurturing could totally eradicate the essential human nature and, therefore, such ultra-materialistic course will fail too (by only adding excruciatingly painful problems). For instance, if the gap between the rich and poor is allowed to continue increasing, eventually the rich will consume213 itself too (, at least conceivably,) and there will remain not enough socio-economic dynamism in that chaotic stage. In actuality, before that happens, such ultra-materialistic system will necessarily be replaced by a social system that will be suitable for bipolar214 human nature (which is both innate and universally acquired through human history). Therefore, a well-balanced education system must be established for thorough flourishing of wisdom by acquiring knowledge/experience through senses, reason, and instinct (given by the Creator and) universally present in mankind. This will provide a peaceful background also for earning true maintenance needs, true intellectual actualization, and true spiritual serenity. Without such achievement human will never be truly free—in fact, to be really free human must become a true slave of Allah SWT only. The nations that have enslaved themselves to ultra materialism will essentially need to reform/replace their social system to install a system which is well balanced (materially, intellectually, and spiritually) and in consonance to actual three-tired bipolar nature of human being. Without that they will never be able to prevent and cure their social maladies and enjoy real freedom. Islam is the only religion/system which embraces every aspect of human life completely to be in total harmony with human nature. Since genesis of every divinely revealed religion is Islam, Qur’an will work as the guide215 and criterion for sorting out mis-interpretations, innovations, deletion, and abrogation in every religion216 (even without Islam217, as established by the final Messenger of Allah SWT), as it also works for Islam itself (after Prophet Muhammad, s.a.w.). 212

Because it is based on erroneous ultra materialistic views (only) about the reality. One way is by societal transformation of state monopoly. The other way is by increasing strategic power of the ‘undeveloped world’ (/“third world”) by transferring capital from the rich countries by the neo-colonialist capitalists (i. e. the “renteers” like transnational and multinational companies). 214 Bipolar = Objective (concrete) + Subjective (faith/”heart”): Objective = Empirical (senses) + Rational (mind/reason); Empirical = Scientific, Rational = Mathematical/Logical (Four-tired evidential instead of three-tired static syllogism), and Subjective = Abstract (Instinctive/Intuitive/Spiritual). 215 See Qur’an/ 2:62,143; 5:3; 8:29; 10:47; 13:7; 16:36; 22: 17, 67; 25:1; 33:21, 40; 34:28; & 81: 27. 216 See Qur’an/2: 104, 136, 143, 151; 253, 285; 3:95, 144, 159, 164;; 4: 79-80,150-152; 11:120; 5:15-16, 19, 67, 99; 6:50, 161-163; 7:157-158, 188, 203; 8: 20-21, 24; 9:33, 61, 128; 10:1-2, 15; 11:1-3; 12: 108, 111; 13:7, 30, 38-39; 14:4; 14:5; 16:44, 82, 89, 103; 17: 1, 55, 94, 105; 18:110; 19:97; 21:107; 22: 49-51, 78; 24:54, 62-63; 25:7-10, 20, 32-34; 213

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There exist some fundamental differences between the concept of freedom in ultra/materialism and in Islam. In ultra-materialism, freedom can be renounced, and in contrast, Islam does not allow anyone to surrender his/her natural freedom to accept anything or anyone as his/her Master, except the Creator, Allah SWT. Also, freedom in Islam does not mean irresponsibility as because Islamic justice (on earth) is very concrete and universal, and everyone will be accountable for all his/her deeds on the Day of Judgment. For examples, Islam teaches to resist tyranny and unfair exploitation, to forgive the weak, to deal with fairness and equity in all matters, whether secret or public, etc., etc. As a whole, there are many basic differences between the ultra-materialism (of democratic/despotic capitalism, communism, etc.) and Islam, in the concepts of personal, socio-political, economic, and intellectual freedom—according to the interpretation of life by the respective school. Materialistic system can not correct itself methodically. As time goes by it adds to confusions and complications. The only solution is the total replacement by an expedient model on the basis of Islamic principles (for the Muslim countries, or equivalent for non-Muslim countries). Therefore, if Muslims decide to keep up following the ultra-materialism, they will eventually have to adapt to Islam as followers also. On the other hand, if they can emancipate themselves from the materialistic grip and adopt Islamic Social System, they will once again be able to lead the entire mankind toward true success and prosperity without going through extraneous sufferings. Above all, it will be diabolic for a Muslim to choose an ultra materialistic ideology instead of Islam—this may be condemned as Kufr on the Day of Judgment, and his eternal life may be doomed. Many Muslim Ulema, now a days are expressing that the subscription to these ultra materialistic ideologies is an act of ‘Kufr’/infidelity without advancing adequate (precise, and concise) explanation and without offering Islamically acceptable expedient models (in post-modern contexts)—they are not sufficiently succeeding to convince the ignorant Muslims/people, and sophists. Due to lack of clear understanding, some of their audience are vigorously opposing and/or persecuting these Ulema. The Conceptual Solution

The concepts of Islamic socio-economic system are laid down in the Qur’an and Sunnah of the Prophet Muhammad (s.a.w.). Since Islam is the complete code of life, no idea of Islam can be interpreted in isolation from whole of Islam, and especially in separation from the basic tenets of Islam. Therefore, it is beyond the scope of this work to present or re-capitulate a thorough discussion. I leave this matter for many available literature and the Ulema of Islamic Studies. But to continue with my

27:91-92; 28:46-47, 86; 29:18, 48-50; 33: 6, 21, 38-40, 45-46, 50-52, 53, 56, 69; 34: 28, 46-50; 35: 23-24; 36: 2-4; 38: 65-66; 69-70, 86-88; 39:30-31; 40:66; 41:6-8; 42:16, 23, 48; 44: 5-6; 45:18; 46:9; 48:8-9, 28; 49: 1-8; 53:1-18; 58:12-13; 62:2-4; 64:12; 65:10-11; 66:3; 68:1-4; 72:20-23, 25-27; 79:45; 81:19-24; 87:6-7; 93: 1-11; 94: 1-8; 108:1-3; 217 That is even without becoming Muslims and believing in (the final) Prophet/Messenger (of Allah SWT,) Muhammad s.a.w.

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aims in this work, I like to allude/brief on this concept by presenting218 some of the verses from the Holy Qur’an which constitutes the foundation of Islamic socioeconomic system. Allah says in the Qur’an: “The parable of those who spend their substance in the way of Allah is that of a grain of corn: It groweth seven ears, and each ear hath a hundred grains, Allah giveth manifold increase to whom He pleaseth: And Allah careth for all and He knoweth all things.” (Q/2:261) “O ye who believe! Make not unlawful the good things which Allah made lawful for you, But commit no excess: For Allah loveth not those given to excess.” (Q/5:87) “Alms are for the poor and the needy, and those employed to administer the (funds); For those whose hearts have been (recently) reconciled (to the Truth); For those in bondage and in debt; In the cause of Allah, and for the wayfarer…” (Q/9:60) “Make not thy hand tied (like a niggard’s) to thy neck, nor stretch it forth to its utmost reach, 218

See Qur’an: 2: 2-3, 30, 83, 107, 110, 117, 140, 143, 148, 170, 177-182, 188-195, 200-202, 212, 215-216, 219-220, 231, 240, 245, 247, 251, 253, 254, 261-262, 264-265, 267269, 270-274, 276-277, 280-283; 3:10, 14-15, 19, 23-24, 26-27, 31, 73, 76-77, 83-85, 92, 102-103, 105-107, 128-129, 133-134, 159, 161, 164, 179, 180, 185, 188-189, 195-197; 4: 1-3, 5-6, 7-16, 19, 25-30, 31-33, 36-39, 58-60, 65, 75, 78-79, 86, 92-94, 105-108, 113-114, 127-128, 135, 142-143, 149, 172-173, 176; 5: 1-2, 8, 13, 17, 32-34, 38, 40, 42, 44-45, 47-50, 64, 100, 104, 106-108; 6: 10, 17, 32, 57, 61-62, 65, 70, 90-91, 107, 111-113, 116, 126, 130, 141, 150-153, 159, 162-163, 165; 7: 10, 26, 28-29, 31-33, 50-51, 56, 80-81, 8587, 168-169; 8: 1-3, 25, 27-28, 36-37, 41, 45-47, 55-58, 60, 62-63, 67-68, 70-72, 74-75; 9: 1-4, 7-13, 32-35, 38, 51, 53-54, 58-60, 67, 71, 75-77, 79-80, 85, 98-99, 102-104, 113116, 119, 121; 10: 7-8, 11, 12, 16, 21, 22-25, 45, 69-70, 80-82, 99, 100, 103, 107-109; 11: 7, 9-11, 15-16, 84-86, 102, 116, 118-119; 12: 40, 52-53, 67; 13: 6, 11, 19-22, 25-26, 37; 14: 4, 26, 31, 34, 40-41; 16: 4, 9, 29, 35, 53-55, 75, 90-91, 93, 95, 96, 106-107, 125; 17: 11, 15-21, 23-33, 34-35, 37-38, 53, 58, 67, 83, 100, 111; 18: 7-8, 23-24, 28, 45-46, 54-55; 19: 12-15, 29-33; 20: 114, 131; 21:16-18, 35, 37, 105-106; 22: 27-30, 32, 34-35, 38-41, 49-51, 66, 78; 23: 1-11, 55-61, 63, 72, 75-77, 84-89, 112-115; 24: 1-10, 19, 22-23, 26-31, 32-33, 42, 55-56, 58-62; 25: 2, 63-70, 72; 26:3-6, 165-166, 181-184, 208-209, 214-216; 27: 1-3, 19, 32-34, 54-55, 62; 28: 39, 53-55, 59, 68, 70, 73, 76-83, 86, 88; 29: 8, 20-22, 36, 43, 60, 64; 30: 5-6, 31-34, 36, 38-39, 41, 46-51, 54; 31: 2-5, 14-15, 18-19, 24, 33, 34; 32: 12-13, 15-16; 33: 4-6, 15, 32-34, 37, 53, 55, 58-59, 72-73; 34: 34-35, 39; 35: 2, 5-6, 1922, 28-30, 39, 45; 36: 12, 26, 47, 68, 77, 83; 38: 24, 26-28; 39: 8-9, 46, 49, 56-58; 40: 22-23, 38-39, 51-52, 56, 58, 60, 74-76; 41: 38, 49-51; 42: 10, 13-14, 20, 23-26, 36-39, 48-50; 43: 15, 26-30, 32-35, 84-85; 44: 13-15; 45: 18-22, 24, 26-27, 35; 46: 3, 15-20; 47: 4-6, 12, 31, 36-38; 48: 10, 14, 22-23; 49: 9-13; 50:16-19; 51: 15-19, 56; 53: 29-30; 54: 49-53; 55: 1-4, 7-9; 57: 2, 7, 9-11, 18, 20, 22-25, 27; 58: 11, 22; 59: 7, 9-10; 60: 8-9; 62: 11; 63: 9-11; 64: 1-4, 7, 14-17; 65: 2; 67:1-2, 13-14; 68: 1-2; 69: 30-37; 70: 19-35; 71: 28; 72:1617; 73: 20; 74: 31-47; 75: 3-6, 20.21; 76: 2-3, 5-11, 27, 29-30; 79: 37-39; 80: 17; 83: 1-6, 25-26, 29-32; 85: 4-9; 87: 16-17; 89: 15-20; 90: 1-4, 8-17; 92: 4-21; 93: 6-11; 94: 5-6, 95: 1-6; 96: 1-8; 98: 1-3, 5; 100: 6-8; 102: 1-2, 5-8; 103: 1-3; 104: 1-9; 107: 1-7;

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So that thou become blameworthy and destitute.”

(Q/17:29)

“Those who, when they spend, are not extravagant and not niggardly, But hold a just (balance) between those (extremes).” (Q/25:67) “Qa’roon was doubtless, of the people of Moses; but he acted insolently towards them: Such were the treasures We had bestowed on him, that their very keys would have been a burden to a body of strong men, Behold, his people said to him: Exult not, for Allah loveth not those who exult (in riches). But seek, with the (wealth) which Allah has bestowed on thee, the Home of the Hereafter, Nor forget thy portion in this world: but do thou good, as Allah has been good to thee, And seek not (occasions for) mischief in the land …” (Q/28: 76-77) “… but the Monasticism which they invented for themselves, We did not prescribe for them;…”

(Q/57:27)

“What Allah has bestowed on His Apostle from the people of the townships,—belongs to Allah,— To His Apostle and to kindred and orphans, the needy and the wayfarer; In order that it may not (merely) make a circuit between the wealthy among you, So take what the Apostle assigns you, and deny yourself that which he withholds from you…”

(Q/59:7)

Again, my limitations have forced me to refrain from advancing detailed commentary on the above verses. I, therefore, want to content myself by pointing out the following notions from these verses: (i)

Allah SWT is the ultimate Being who cares for every one.

(ii)

Those who make charity their wealth is compensated with manifold increase from the bounties of Allah. The phenomenon is similar to a seed of grain (if sowed) which can produce seven hundred grains.

(iii)

Things which are made lawful for us by Allah, we should not make those unlawful (Allah is the Legislator). Instead, we should enjoy those in moderation. Allah SWT does not like those who give in themselves in indulgence.

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(iv)

Zakat fund must be distributed to the people from eight categories (fixed by Allah SWT). They are: (1) the poor who are unable to support themselves and their families, (2) the needy who have lost their wealth and source of income due to various factors, (3) those officials who are engaged in the collection of the payment of the fund, (4) new reverts (/“converts”) to Islam who need help in order to rehabilitate and re-establish them in their new life, (5) prisoners of wars, (6) those who have incurred debts in meeting their lawful and essential needs, and are unable to pay back (the debts), (7) travelers rendered helpless (far from home) while in pursuit of lawful activities, and (8) in the urgent services (, with dire financial insolvency,) of Islam.

(v)

Do neither be a miser, nor make excessive charity to become a destitute. Be moderate (in between two extremes) in spending—because you are the one who is to be blamed for your poverty due to your overspending.

(vi)

Do neither rejoice (but thank and glorify Allah SWT) in riches and nor be rude to the people.

(vii)

Use your wealth to seek Allah’s pleasure for salvation in the Hereafter. But also, do not forget your own share on this earth. As Allah SWT has been good to you by giving wealth, so you be good in all your affairs, and do not seek for any chances for spreading mischief in the land.

(viii) Allah does not allow monasticism, it is human who imposes it on himself/herself. (ix)

The wealth that have lawfully come under the Islamic State (without direct combat) must be used (, according to the discretion219 of the Caliph or equivalent,) for within five different purposes. These are: (1) for the cause of Islam, (2) to fulfill the needs of the Caliph and his kindred, (3) for orphans, (4) for the needy, and (5) for the wayfarer.

(x)

Wealth must not be locked within the circuit of the riches only—mechanism should be adopted for continuous re-distribution of wealth from the riches to the others.

(xi)

Believers must abide by the decision220 of the Prophet (s.a.w.).

219

Also see Qur’an/8:1. Please take a note how strongly the importance of the judgment of the Prophet Muhammad (s.a.w.) is emphasized in the context of a material dealing. This injunction (by Allah SWT) is universal (by Qi’as or analogy) and complementary like every other Qur’anic verse. After the death of the Prophet s.a.w., the rule will apply to the Islamically lawful Caliph. Besides, the commandment is generic for all the sound traditions (/sunnah) of the Prophet (s.a.w.). Also, see Qur’an/3: 31-32, 159, 161, 164; 4: 59, 65, 80, 89; 5: 67; 10: 15; 16: 44; 33: 21, 36, 71; 51: 5; 53: 3-4; & 62: 2. 220

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These are some of the basic principles upon which school of Islamic economics is founded. Many other Qur’anic verses and traditions of the Prophet s.a.w. expound on the related aspect in details. Islamic socio-economic system organized human life for centuries and produced best results known to mankind. It provided peace and prosperity within its jurisdiction without causing detrimental impact on the outside. But Muslims lost that golden set up similar to Adam (a.) and his wife Eve (a.) who were expelled from the paradise due to their own fault. Since the beginning of the twentieth century, Muslims all over the world are experimenting ultra materialistic schools of economics under one label or other to match or keep up with the pace of the global march. So far the secular capitalism and secular pre-communism (/“Marxist socialism”) have been (/are being) experimented either in exclusive or in mixed forms. In all cases, these fallacious systems miserably failed to bring up a more prosperous economy for the Muslim World. In most cases these experimentations have terribly augmented/complicated the economic, political, social, and personal problems. Now Muslim thinkers are making queries into the school (/system) of Islamic economics with a fresh look and understanding to device suitable economic plans/models based on the Islamic principles in the post-modern contexts. For decades, Muslims’ understanding and practice in Islamic principles have been constricted due to both internal and external reasons. This period also paused/decelerated Islamic intellectual development to keep up with the pace of the march of the civilization. This interruption created a large gap between the modern/post-modern socio-economic problems and progress in the Islamic mechanisms for solving them. No doubt, school of Islamic economics is the only solution for the Muslim communities/societies. But there are two big challenges that we the Muslims will have to overcome for successful implementation of Islamic socioeconomic system. One of them is spiritual upgrading of the Muslim population with correct and comprehensive understanding of Islam. The other one is the development/ invention of socio-economic models/ideas/plans based on Islamic philosophy which will be expedient in the post-modern contexts—such advancements must include Islamic features/road-map to sort out and obliterate/substitute erroneous concepts/practices of monstrous221 ultra-materialistic civilization. Besides, the development plan(s) must include the features to cope with (/restore from) the detrimental effects of global warming (due to unwise expansion of technology), and consolidation to minimize the emission of pollutants and inefficiency due to redundancies/extravagance. While one of them can neither wait nor need to wait for the other, both must go hand in hand. In fact, motorization of a refined Islamic socio-economic model (in modern/post-modern

221

For instance, people should have enough time/opportunities for productive physical labors/walkings so that their health remains sound (without un-productive routine exercise), and they can get education, sports/recreation, religious/community/ social activities, cost-effective fresh/healthy foods, and basic/necessary commodities/services/commerce agricultured/produced/ delivered in their own neighborhoods. This way, we will need minimum number of vehicles and transportational features—most of the daily activities will remain within walking distance. Besides, extraneous expenses from high number of failures from complicated modal uncertainties of mega-cities will also be minimized (along with the establishment of effective law and order and socio-econo-political units). Because, we can replace mega-city concepts by well-patterned small cities/towns (of different categorical sizes)—this way it is possible to replace/renovate the whole civilization within a century.

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contexts) will require some actual trials and errors222. In the course of this march, some special measures may need to be enforced on priority basis to cope up with urgent problems (of dire necessity) peculiar to any particular Muslim country. If those special measures are understood to be detrimental (in the long run) to the interest of the whole Muslim Ummah in particular and for the mankind223 in general, tight schedule must be adopted to eliminate those measures gradually. Many works/ideas/models have already been completed/experimented/implemented with tremendous success and potential for continuous success. Toward that end (of meeting the above mentioned two big challenges), I have put out the following works (for to be integrated224 as The Republic Re-engineered): (i) (ii) (iii) (iv) (v)

‘Utilitarianism, Egalitarianism, Dialecticism, and Justice225—With Pan-Islamic Perspectives’, ‘Importance of Sunnah’ (of Prophet Muhammad, pbuh), ‘Socio-economic Justice and Modeling Growth-Distribution Effective Common Market’(this work), ‘Universal Morality and Modeling Progressive Education System’226, ‘Test Scores and GPA—Mathematics of Letter Grades’227,

222

This process of trial and error will be much safer/smoother and less rigorous/drastic than the similar process undertaken by non-Islamic systems: say, secular capitalism. Because, in secular capitalism the trial and error process has been adopted for seeking out the most suitable fundamental principles. For instance, by adapting to some socialist principles, capitalists are actually walking away from their capitalistic policies. On the other hand, the trial and error process followed by the Islamic socio-economic system will never adapt to (/adopt) un-Islamic principles—because, in dire needs Islam allows flexibility (to survive through the critical period only). Indeed, Islamic process of trial and error is the learning curve just to find the best mechanism for implementing Islamic principle(s) for getting the best/optimum results in the relevant context(s). For example, if a garment factory wants to produce 1000 same dresses by using 10 technicians, its management will have to adopt a particular mechanism. One of the ways is to assign each employee a particular function of production for all the dresses—this way every employee contributes work-efforts for each dress. Another way is to assign each employee the complete manufacturing of 100 dresses. Through actual experience only the best results can be confirmed. Many such results can be directly used (with necessary precautions) by the Islamic system from the experimentations by the other system(s). But implementation of the basic Islamic principles of: interest-free banking, interest-free investment through Mudarabah/Musharaka/Time-Trading (invented by me), Qardh-I-Hasana, Bai-Muajjal, Murabah Sale, Hire-Purchase, Bai-Salam, etc. in modern/post-modern/un-experienced contexts will require some learning curves. In the last several decades, significant amount of encouraging experience have already been gathered on most of these principles. 223 See Qur’an/2:143; 30:30; 29:107; 15:97; 16:127; 18:6; 25:30; & 34:28. 224 To integrate the relevant ideas into an upgraded/synchronized/uniformed comprehensive whole for to be the road-map for the continuous peaceful progress of Bangladesh and Muslim Ummah in particular and of the mankind in general in the modern/postmodern contexts. 225 An encyclopedia of philosophy should be composed to present the (topical discussions in) Islamic Logic, Metaphysics, Epistemology, Ethics, and Social Philosophy/Justice in juxtaposition to (, for each topic/theory of,) the respective subjects/ disciplines of the occidental, oriental, sub-continental, far-eastern, and other schools of philosophy. 226 This one has (generally) laid out curricula by including core, specialization, and related allied and inter-disciplinary courses. In the long-run, individualistic degree programs can also be offered by including equivalent number (/credits) of any courses (per the choice of the student) from each level, if comprehensive exam for such degree programs can be arranged expediently. However, such programs may never become necessary. Different degree programs in Education can also be offered separately by each faculty.

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(vi) (vii) (viii) (ix) (x)

‘Universal Education System—Postmodern Muslim World Perspective’228, ‘Universal Remuneration System—A Mathematical Model for GDP Based Adjustments’, ‘Interest-Free Micro & Macro Credits—Mathematics of Time-Trading Cash Flow’, ‘Moral Democracy—Unison of Ideals, Rationales, and Empiricals’229, and Theme Poem: ‘Biswa Sangeet’ (/World Anthem) (156 lines, in Bangla) (with English translation by the author himself). Complete Islamization of the modern/post-modern education system is essential for the Muslim countries. Because through Islamized education only following paramount goals can be achieved: (i) sound spiritual upgrading of Muslims, (ii) gradual Islamization enhancement of the societal institutions, and (iii) producing Islamic individuals with maturity in science, Engineering, technology, mathematics, (Islamic) business, (Islamic) planning/designing, (Islamic) Law, communication, journalism, philosophy, etc. To accelerate economic development, well-planned/expediency-effective Islamic schemes230 must be undertaken. These schemes must be up-to-date and original rather than gross copy of some outlandish experiments, so that they suit the mentality of Muslims and the background of implementation. We believe in getting the Mercy Allah SWT during death, in the (grave) period between the death and the Day of Judgment, on the Day of Judgment (to be saved from hell), for meeting with Allah SWT in the (eternal life of) paradise, etc. These spiritual aspirations make us distinctly different from the ultra-materialistic individuals. Unlike ultramaterialists, we believe that all our actions are being recorded by Allah (SWT) even though it is invisible to us. So, if any scheme includes pure materialistic goals in contradiction to Islamic moral codes, we naturally develop/exhibit negative attitude toward it.

227

The class/group which does not constitute a statistical sample should be evaluated by the most suitable known method. For example, in a secondary school course if only less than ten students are enrolled then the class teacher can assign a score (/letter grade) for each student for continuing/repeating purposes in the school. However, for graduation purposes, such course can be assigned the same grade/score (for the school evaluation) as that of the comprehensive exam. A general rule can also be adopted so that no score below thirty percent (30%) can be assigned a passing grade, and no score more than or equal to sixty percent (60%) can be assigned a failing grade. 228 This one has (generally) laid out curricula by including core, specialization, allied, and inter-disciplinary courses for to be involved in the learning process of intuitive, rational, and empirical pursuits in different proportional weights according to the nature of the respective programs. In the long-run, individualistic degree programs can also be offered by including equivalent number (/credits) of any courses (per the choice of the student) from each level, if comprehensive exam for such degree programs can be arranged expediently. However, such programs may never become necessary. Different degree programs in Education can also be offered separately by each faculty. 229 Even though first round of election will determine the elected members of the lower house, more round of elections may be required to elect the members of the upper house (by more than fifty percent of those who are voting in a constituency)—for this purpose for each additional round, only those candidates (with the highest votes) will be chosen who have together got a sum of more than fifty percent of the recorded votes (in that constituency). 230 Such as the fifty to hundred year thorough development plan given by me (for Bangladesh) in my ‘Moral Democracy—Unison of Ideals, Rationales, and Empiricals’.

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Pure materialistic positivism and Islamic moral principles are mutually exclusive. Therefore, to enhance Muslim’s spontaneity and pro-activism in any social scheme, it must utilize Muslim’s moral principles as a driving force along with the productive/constructive motivation for temporal gains—both (these eternal and secular) features are egotistic imperatives (of self-love). Therefore, all the schemes should be undertaken on the basis of equity and justice along with the preservation of individual’s natural freedom/rights instead of materialistic/secular interests alone. This way only the highest degree of motivation/pro-activism can be attained for the continuous and pervasive socio-economic success (= progress + steadiness) in the best possible way. The sense of solidarity among all the Muslims is an additional aspiration which can reinforce the proactive motivation for the progressive march. This is also inseparable form the spiritual/eternal aspirations of Muslims, unlike the concept of collectivism professed by the communists for the secular (/temporal) benefits only. In the concept of Islamic Islamic universal solidarity, everyone has reciprocal and equitable privileges and responsibilities contrary to a classless utopia (of communist collectivism, which is neither compatible with human nature nor is attainable). For Muslims, material affairs (mu’amalat) can not be separated from the spiritual pursuits (ibadat). Because, every action of a Muslim should either be ibadah (worship of Allah) or inwardly belonged to ibadah; even though mobah (= neither piety231 nor sin232) actions are neither condemned nor encouraged, an action must not exceed that limit (to be categorized as sin). If s/he fulfills his/her material needs in an (Islamically) exhortive/ lawful way233, s/he will be rewarded for it in the eternal life (= hereafter) also. On the other hand, if a Muslim /Muslima fulfills any of his/her needs in Islamically unlawful way, s/he will be punished for it on the Day of Judgment except if Allah SWT forgives him/her out of His Mercy234. Thus, every scheme for Muslims must be Islamically bipolar [subjective (= convictional/faith-oriented) and objective (= rational + empirical)] in nature in order to motivate/engage/exhort/encourage Muslims spiritually, rationally, and empirically. Allah SWT has identified mankind (in the Qur’an/2:30) as His vicegerent on earth. This means man has been given the (physical and mental) power to (volitionally) use it rather than to be a (passive) fatalist. Besides, man has to (volitionally) rule over everything else on this earth with equity and justice (taught by Him). These are the basic differences between us and animals, and between our lives on this earth and in the Hereafter [where we will neither have any such volitional power (for committing sins), nor any such responsibilities (as test-scripts)]. This mandate of limited free-will235 given to us justifies our accountability on the Day of Judgment. The sense of Allah-consciousness by no means confines us to spiritual endeavors alone236. Otherwise, tribulations of life and/or the mandate of vicegerency on this earth would have no meaning. In fact, we have to carve out our spiritual success through lawful material pursuits as well. Because, on the Day of Judgment two of the 231

Fardh/wajeeb/sunnah/nafilah. Makrooh/makrooh-tahrimi/haram/shirk. 233 = divinely guided action/piety. 234 = diabolic action/sin. 235 See Qur’an/10:99. 236 See Qur’an/57:27. 232

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most crucial questions will be: (i) how we earned our wealth, and (ii) how we spent that wealth—i.e. whether in (Islamically) lawful ways or not. Islam thus makes the set of material and the set of spiritual aspects as complements to each other, and inseparable from each other also (for example, our prayers may not be acceptable to Allah SWT if we have consumed unlawful foods (, or if we have adopted monasticism). Coherently, every human being is (had been/has been) created with these essential well-balanced bi-polar attributes, even though due to improper nurturing/training/experience one of the bipolar potentials may become dormant/reduced/hyper. Therefore, if we organize our socio-economic system thoroughly on the basis of Islamic dictates, it will harmonize both our temporal and eternal aspirations. This way only, the whole-hearted motivation/pro-activism can be attained for continuous socio-economic progress on the basis of true equity and justice. Modern socio-economic problems237/maladies are neither self-subsisting nor compulsive creation of Allah SWT. These are the outcome of so many (whimsical) experiments conducted by mankind (at different periods and places) to enforce one or other socio-economic system of their choice. Unlike natural laws these are alterable. If the social system is installed according to the prescription of our Creator (, Allah SWT), it will not only cure the social maladies, it will also prevent from the diseases in any future as long as we do not deviate from the Islamic principles. Besides, gradually we can optimize the restoration of the damages (already caused by erroneous socio-economic policies) by following Islamic equity and justice. Non-Muslim societies in general and the societies which have been absorbed by ultra-materialism (such as secular capitalism/Marxism) in particular are not the best choices to initiate installation of school of Islamic economics. Because executives, legislators, judiciaries of these societies who apprehend the danger of alcohol, permissiveness, gambling, narcotics, usury, etc., and are trying to resist/eradicate these evils are themselves not free from these practices. In fact, majority of the individuals of these categories and as well as majority of the general people are indulging in these harmful things as if it is a madness which gives them pleasure through gradual impulsive self-destruction. On the contrary, the gravity of these diseases in the Muslim countries is comparatively much lower. Besides, mental disposition of the Muslims is inclined in general toward Islam more than the non-Muslims. Therefore, existing social condition along with their mental orientation and faith make it the most suitable for starting installation of Islamic Social System (in the Muslim countries). Once the success is achieved, then ultra-materialists will get their enlightening lesson from this, unlike the costly lesson learned by the Muslims from their failures (of installed ultra-materialistic socio-econo-political system. Muslims must take this leadership quickly because of the following reasons: 237

A society is the sum of the relationships among it various communities with their (respective/) distinct interests, institutions, cultural practices, and religions. Self identity is the focal point of justice within the relationships between the individuals and society. This underlying fact demands the determination of: (i) proper reciprocities between the individuals and society; (ii) justification of the state and its institutions; (iii) the extent of the authority and power, and the responsibilities of the state; and (iv) the characteristics of the Law and its association to individual freedom. Unless these paramount human problems are addressed in the light of the divine revelations, the society is bound to be a perpetual battlefield for the “might is right” doctrine (or until such a society is destroyed by Allah SWT—may Allah SWT save us from such jungle phenomenon and from His wrath, amin!).

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(i)

this is the only way out for them (, the Muslims);

(ii)

this will illustrate non-Muslim countries to prevent/resolve their imminent social-reforming bloody clashes;

(iii)

this will protect/restore global environment;

(iv)

this will constrict unfair exploitation/intimidation by the powerful domains;

(v)

this will minimize poverty and gap between riches and poors;

(vi)

this will minimize mindless competition for weapons;

(vii)

this will eliminate weapons of mass destruction;

(viii) this will minimize health problems due to lack of physical (productive) works and walking, and due to unwise/unhealthy food habits; (ix)

this will minimize extravagant/extraneous material accumulation;

(x)

this will minimize crimes and improve law and order;

(xi)

this will minimize waste of labor/space/materials due to redundancies, manipulation, non-cooperation, non-uniformity, non-consolidation, un-productivity, counterproductivity, parasitism, lethargy, timid-ness, confusion, insincerity, dishonesty, etc.;

(xii)

this will allow optimum freedom/dignity to individuals with reciprocal responsibilities;

(xiii) this will optimize accountability, transparency, and check and balance; (xiv) this will optimize well-balanced education; (xv)

this will optimize productivity and distribution;

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(xvi) this will optimize inter-communal/inter-group/inter-personal understanding and harmony; etc., etc., …, and (xvii) this is the only way toward true world peace. Besides, without vivid/tangible/successful universal Islamic socio-economic model, the social reforming clashes may resolve to set up another/other unsuitable/whimsical socio-economic system(s) pushing the societies back into vicious cycle of unsuccessful experimentations—thus causing more human suffering. Because, out of desperation a hungry man may take even poisonous food if hygienic food is not available. Let the Muslims raise the torch (again) from within Islam, and let the others reciprocate equivalently even without (Islam), so that the entire mankind is benefited (once again). Allah SWT has given a tiny fraction of His Mercy in the nature of human being which will always persist as the impelling force behind human aspirations (at large) to accommodate/adopt the virtues like moral law, ethics (of honesty and sincerity), altruism238, kindness, love, etc. In fact, without these virtues, mankind will become reduced to be worse than animals. These are the attributes which will always impede oppression, immorality, cruelty, or any kind of uncontrolled cravings for superfluous materialistic indulgence. Human should aim to be the (wise) master of his own happiness by practicing truthfulness, patience, dutifulness, and thankfulness—s/he must not aim to be the (whimsical) master of his/her own fate by infringing on the self/not-self. That is, human’s (conditional) master-hood has to be under the (absolute) Master, Allah SWT—because human is weak, deficient, needy, not invincible, not perfect etc. etc. Both secular capitalism and Marxist socialism failed to maintain motivation and security for the well-deserved natural development of human society that will be conducive for attaining peace and happiness in every individual life. Marxism failed because it ignored the essential human instinct of self-love and innate attribute of spiritual potential. Demand for total/excessive loss of individual freedom/identity gradually increased negativity toward spontaneous participation in productivity as it

238

For a Muslim, sense of (open/secret) altruism is due to his belief in Allah SWT. One’s worry due to suffering of a destitute is a humane attribute belonged to the spiritual realm. It is true that sometimes people do charity for their (own) baser benefits related to physical/sensual maintenance/delight and/or intellectual/egotistic actualization/arrogance. But, on the other hand, man frequently indulges excessively in satisfying his baser desires even though he knows that it is harmful. That means man does not always act due to selfinterests. Some people do charity secretly for the pleasure of Allah SWT alone, without any expectation for seeing the temporal outcome. That is, man not necessarily desires to act in certain ways because of pleasure—pleasure is not the cause of every action. Rather, firstly he must desire to do that act, secondly he must perform it, and only then he may get pleasure (as the effect). That is inclination for doing any such act must exist before the actual finishing of the act, in order to be able to get any pleasure out of it. But desire to do something (even benevolent) and the actual execution of the action together is not enough for obtaining pleasure—sometimes, people do not get pleasure after doing good to others. Pleasure is a gift of Allah SWT which is given to different individuals in different ways and degrees. Besides, every good work/altruism is recompensed by Him either in this life or in the hereafter, or in the both temporal and eternal lives.

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takes away charms of life. The ultimate (impossible239) aim of Marxism is to reduce mankind into classless amoral/immoral (mere) animal kingdom by eliminating private ownership and religion—dialectic materialism interprets human life on the basis of material factors alone. Obliteration of spiritual agenda and training in life diminishes higher form of egoistic aspirations like altruism and morality. This is why we can see that Marxism can not be implemented without ironfisted force. Communism could have not been implemented, and only its prelude Marxist socialism has been enforced in many countries to repel the evils of (secular) capitalism. But with the collapse of its most powerful protector, USSR, the end result of (Marxist) Socialism and/or future of (Marxist) Communism is just anybody’s guess240. 239

Human possesses self-awareness which the animal kingdom lacks. This makes human distinctly different from animals. In this (transient) temporal life entire physical reality (including human body) is a dazzling show for (the selves of) mankind—human’s eternal soul (is not transient and) can perceive that. That is, ‘self’ is like “analog” and the physical reality (part of the not-self) is like “digital”. As hot can not be perceived without cold, transient can not be perceived without steady—total reality is the existence of the both, the Creator and the creation. The Creator, Allah SWT is absolute and eternal—He is neither transient nor static/passive. He can create transient, passive, and conditionally eternal creation. Human has been created in the image of Allah SWT means human has been imbued with (conditionally) eternal soul—He can destroy souls (if He wishes). Similarly, other creations can also be allowed (by Him) to continue eternally. The not-self part (, other than Allah SWT,) of the eternal life (in the Hereafter) of the total reality for the mankind will endure perfectly along with the eternal soul of human being (to be in tune with the human wishes/experience/ranks carved out from temporal life)—that is not same as this (imperfect) temporal (test) world of generation and corruption. (See Qur’an/3:185; 14:48) 240 Buddhism has greatly influenced the oriental people for centuries. It teaches that the idea of ‘self’ is a delusion—therefore, there exists no intrinsic need to protect the individual interests in the struggle/interaction against the world, because every person is no more than just a part of the transient flux of the entire human race. Due to this mental/psychological disposition of the people, Marxist/Maoist socialism/communism may endure longer in P. R. China—we also know that enormous brute force had/ has been applied to install (and sustain) Marxism/Maoism in the P. R. China. However, that does not mean the idea of ‘self’ is (indeed) a delusion. In fact, if the (concept of) self is a delusion and everything else is transient, then there must exists some Being/entity which is real and steady—otherwise, the idea of delusion and transient would/could have not been conceived. Thus, the ideas of ‘Noble Eightfold Path’ (, Buddha’s Dharma,) is a delusion also—because, (according to Buddhism,) life can not control its own dissolving changes. If the moral principles are not given by the eternal Being (, Allah SWT,) to the (conditionally) eternal souls/selves (of Jinns and Insaans) then the concepts of ‘right’ and ‘wrong’ are themselves delusions also—because transient/delusion has no fixed standard/persistency. According this (delusion-) contention if someone asks, “What is right?”, it seems like the answer would be, “Whatever works”—because, one does not have to religiously believe that it is determined by the absolute supernatural Being. Similarly, if it is asked, “What works?”, it seems like the answer would be (circular), “Whatever is right”—because Dharma must have standard. So, Buddhism accommodates wisdom. But transient/delusion phenomenon alone (, without pervading eternal Being,) can not produce (/instill) objectively consistent right and wrong (/wisdom). Thus, if the concepts of right and wrong are real (/religious) then there exist some Being Who is real/eternal/absolute/consistent and the source of all wisdom. In fact, Buddha’s Dharma had the largest number of adherents and the history of Buddhism has not succeeded to obliterate the concepts of soul/self/individuality and eternal Being. Because, the aim of Buddha’s Dharma is salvation (of human being) by attaining ‘ineffable state of bliss’ through nirvana/enlightenment—if human has no soul then what is it that delights/goes in the ‘ineffable state of bliss’?. Recent development of individualistic/capitalist profile in the P. R. China is an exhibition of upshot of self awareness (present in the socio-ideological basis) by overcoming the socio-psychological confusion created by the concept that the idea of self (of human being) is a delusion. Gautama Buddha never claimed to be either a Prophet/Messenger of Allah SWT (, God Almighty), or himself the/a God/god—(even though his followers called/call him Bhogwaban). Besides, he never clearly denied the existence/presence of God. It seems like the incongruencies found in Buddhism (at large) are due to any/some of the following reasons: (i) human philosophical errors (of Gautama Buddha himself), (ii) he has/had been misunderstood, (iii) his teachings had/has been mis-interpreted, (iv) his complete teachings had not been preserved, (v) contexts of his creeds

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On the other hand secular capitalism failed because its unlimited freedom created ruthless race (without suitable cooperation) in which only a few have/had become winners to improperly control/exploit the resources/opportunities/ lives of the overwhelming majority. This doctrine of ‘freedom to enslave’ deliberately declined to address/advance the spirituality thus providing a stage for the most greedy (, well-equipped/positioned, sly, over-aggressive, ultra-materialistic,) tiny minority circle to unfairly exploit/constrict/intimidate the overwhelming majority (, the “common people”). This was easy as because during its initial stage, most of the people are not too greedy (, for fulfilling the baser desires only,) at the cost of morality. So, at the beginning of the race, without apprehending the consequence, this majority remained less aggressive/diabolic/cautious/aware. Once the race was over, this “common people” came under the “legitimate” supervision of the secular capitalists. Subsequently unfair exploitation continues in two ways. Firstly, through their machines, economic tactics, illusive/confusing creed for global order241 (through secularism = separation of Religion and State), (diabolic) usurious242 financing method, etc., secular capitalists continue to become richer and polarized thus ever increasing the gap of ownership with the working/lower class. Secondly, by disregarding the spirituality/morality, they gradually train/convert the whole society to be more and more mere materialistic performers every day, so that specialists/experts give more and more cost-effective work efforts for expanding the empire of the capitalists. This two-way unfair exploitation gradually enslaves the majority by reducing them both spiritually and materially. Very soon the working class, i.e. the majority is systematically deprived their fair share of comfort/ production as they have been fooled to be motivated for to be overly absorbed to earn just the minimum subsisting livelihood—it is like gambling tricks and,

had/have been overlooked, (vi) process of abrogation of his teachings had not been well-recorded, etc. However, his Dharma has/had advocated for the temporal and eternal success of human being (both implicity and explicitly). And since his Dharma has/had been humanized vastly for a long period of time, the socio-moral principles of Buddhism are, likewise, similar to that of the other widely practiced long enduring religions—because human beings are essentially similar. In fact, every religion/ideology that has/had organized life and society (with some successes), had/have necessarily included some basic good principles which has the genesis of divine revelation(s)—even though those which have diverged out from Islam, have not included sufficient number of such basic principles. Likewise, humanization process of Islamic socio-economic system will have to persist to improve gradually and continuously (because of our deficiencies in Islamic wisdom/maturity). 241 By separating the religion and state, democratic capitalism gradually diminishes people morally for continuing unfair exploitation/domination by the stronger. In this way world order will remain anything between zero dynamism to total chaos. For optimum harmony and peace people must be morally wise—for this, we must turn to religion (for synchronization of all the existing religions on the basis of mutually acceptable/equitable terms and cooperation), and people must properly be nurtured (by the State) according to their respective religions. Besides, all the States/confederations are needed to be orchestrated together on the basis of their respective State Religions (of the majority). Please examine my model: Moral Democracy—Unison of Ideals, Rationales, and Empiricals. 242 Usury also pumps wealth from the poorer to the richer loan capitalists for continuously increasing the (economic) gap between the two poles—this cant not lead the world toward the optimum order of productivity, progress and peace. For this, we must install the religious standard of equity and justice in micro, mini, and macro-economic activities. Please examine my models: (i) Interest-Free Micro & Macro Credits—Mathematics of Time-Trading Cash Flow, and (ii) Universal Remuneration System—A Mathematical Model for GDP Based Adjustments.

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therefore, the side of the “casino owners” always remains as the overall winner243. Besides, due to loss of moral courage this mass of working class hopelessly lacks the zeal (, at least for the time being,) to rebel to overturn this diabolic phenomenon. Secular capitalism sets loose the “well-armed” immoral greedy minority without securing the judicious interests of the working class majority. This process absorbs spirally toward inward direction—because once the peripheral/outer “juice” is “sucked in”, it then must unfairly exploit the inner circle, and so on. Thus, secular capitalism is a process of fatal attraction which on its course of absorption is bound to consume itself at the end. There are two fundamental aims in a Muslim’s life—these are: success in this life and salvation (of soul) in the eternal life hereafter through the utilization of temporal resources. Since the pre-historic period, human has aspired to make material gains and as well as to please supernatural entities through worship. These two aspects no matter how much different from each other, they are inseparable244. Man’s material success will have no meaning without spiritual satisfaction as because salvation of hereafter has to be carved out through this temporal life. On the other hand, sound spiritual motives can not be fulfilled without the continuation of life—human requires foods for survival, and has other requirements for physical/sensual maintenance. Man is bipolar: concrete (objective) and abstract (subjective) since the day one. His concrete pole is double-tyred: physical (body) and rational (mind); and his abstract pole is spiritual (soul). Human is thus a three-wheeler bipolar being. Man’s spiritual instinct is in continuous interaction with his baser desires through the imperatives of reason built in the mind. Man’s cultural aspirations are inwardly belonged to the subjective realm, and functional aspirations (to build up civilization) are inwardly belonged to the objective realm. But due to continuous interaction between the two, there exist some overlaps—such as inclusion of functional245 attributes in culture and inclusion of aesthetic246 attributes in civilization. All the aspects of (culture and civilization of) human aspirations co-existed/persisted /manifested throughout human history247, even though their proportions might had not been always constant. Culture is inwardly belonged to the essential humane qualities of spirituality—it is mainly universal: love, kindness, melody, beauty, etc. are same in every human. On the other hand, civilization is inwardly belonged to the human needs of functionality—it depends on the physical248 background, and the basic needs and nurtured desires of human being. That is why if culture has any history (due to deviation from and abrogation in religion), it is different than the history of civilization.

243

If religion/Islam is installed, the scenario will continuously led to be fair because the concept of win will constitute both temporal and eternal successes. Also, see Qur’an/95:5-

6.

244

See Qur’an/6:163. Such as sexual, gustatory, and olfactory elements/expressions in the name of culture. 246 Such as beauteous and religious qualities of architectural establishments. 247 Human history includes religion, culture, civilization, science, politics, societies, languages, mathematics, philosophy, law, etc. 248 Matter, space, and time. 245

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The continuation of persistent tempter, devil, has been allowed by the Creator, the only self-subsisting Being Allah SWT, to serve some particular function in the Divine Plan. This is why man is in tenacious struggle between the gravities of good and evil. But, out of His mercy, Allah SWT has sent His vivid guidance for the safe journey of mankind on this earth through his Messengers from time to time. One aspect of the (above mentioned) bipolar phenomenon would have no meaning without the other, as light would have been meaningless without the darkness. God, pure art, kindness, mother’s love, morality, religion, culture, community, marriage, etc. would not have their present respective connotations without the presence of their respective contrasts: atheism, functional art, cruelty, selfishness, secularism, science, civilization, society, promiscuity. The items of each set are inwardly belonged to each other. Since each such set (of inwardly belonging contentions) would not appear without the appearance of a respective set of the opposites, human life, therefore, can not be interpreted without any of these. For instance, without the role of religions how would someone have flourished the conscience to distinguish between his mother and (his) wife? Without the existence of moral laws (taught by religions) how much different would we be from animals? On the other hand, without using science how could we fulfill our temporal needs and could extend our understanding to build up such a huge civilization? Human history could have not been like as it is with either ultra materialism or ultra asceticism alone. Without any accommodation of materialism, human would have been extinct due to monasticism (such as if one gets carried away from the teachings of Mahavira). Contrarily, without any practice of self-restraint (taught by religious spirituality), human would have lost his/her humane qualities and be reduced to animals to be (functionally) like apes due to atheism (such as advanced by Nietzsche). Humanity, love, kindness, morality etc. are essential attributes of higher order human spirituality (and their standard always have/will remained/remain the same)— there is no such thing as history of (well-balanced) humanity. Even though, due to unsuitable nurturing, the natural standard of humanity has/had been interrupted repeatedly. On the other hand, science, civilization, skill, technology etc. are temporal phenomena of ongoing development and are inwardly belonged to materialism—when we mention about human history, we are actually referring to the developments /events in science, civilization, skill, technology, politics, etc. Thus, phenomenon of human history includes moral, amoral, and immoral factors. To avoid both the extremes (of ultra materialism and monasticism), we must establish a social system which will be conducive for the fulfillment of all our needs and protection of our dignity. Toward this end, we must install a sound education system first so that we can best comprehend the proper balance between spiritualism and materialism—in fact, intellectual actualization is one of the triangular needs along with physical maintenance and spiritual serenity. Since we are unable to comprehend the complete reality, we will not be able to construct the best suitable model for human society—especially because it must include the sound features of justice (: both distributive and retributive) as the pervasive phenomenon along with every facet of the social system. We, therefore, must find such a model (given by the Creator). There exists (/always existed) only one of its kind and, that is Islam (/Religion). Islam is the complete code of life—the essential and sufficient source (or basis) for the best form of intellectual actualization by which we will know how to integrate the material and spiritual aspects in just balance in the socio-economic system for enduring harmony between the Muslim genius and societal institutions. School of Islamic Economics is neither the combination of (secular) Capitalism and Communism (, these are mutually exclusive any way,) nor it is in any way between the two. Islamic school of social system includes all the good features of (all forms of) capitalism, of (all forms of) socialism, and of (all forms of) communism (plus much

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more)—but it does not include any of the drawbacks (which these un-Islamic schools of social system have owned from their whimsical innovations). In addition, it integrates spiritual standards, concepts, and objectives along with the temporal pursuits. Every un-Islamic school of social system either excludes spiritual aspects or keeps them out of their proper places. Marxism enforced fallacious measures to eradicate the evils of capitalism without curing/preventing the root causes. It deprived the individuals their personal and economic emancipations, and as well as intellectual and spiritual freedoms. Thus, by destroying the foundation of all freedoms, they caused individual lives to be dim and timid. Besides, they had to be in the race with the capitalists for military power and technological achievements, and thus have added to the causes of international discords, arm-race, and environment/eco-system destructions. Democratic capitalists have unjustly exploited the working class, weak nations, and (the resources) nature; and thus have destabilized the world peace and devastated the environment/eco-system. Marxists caused the increase of lethargy and unproductivity (due to lack of spontaneity). In juxtaposition, capitalists caused the increase of unemployment (by unwise replacement of men by machines) and of stress-related health249 problems of individual/society—it has systematically/subtly forced the work-force to over-work by gradually constricting the wage-earners for earning smaller and smaller share (of production) to live at the minimum subsistence level (; and these have augmented to the health problems of the work-force and also diminished the purchasing power of the wage-earners, and as a result repeated unemployment and/or recession of the economy for which forced job creation becomes intermittently essential). Through the institutions of usury and practice of hoarding/destruction of the products (for keeping price250 high), capitalism is perpetually pumping wealth from the poor (in general) to the rich (in general), and thus is ever increasing the economic gap between the two classes. It has further ruined the moral values of the riches by setting them on loose for over indulgence and wastage without sharing the extra goods with the needy. Besides, capitalist marketing/sales programs seduce/manipulate people to accumulate non-essential, unnecessary, and un-commendable commodities for which work-efforts actually become counter-productive toward improving the quality of lives (of individual/society). None of these consequences is because of private property, but because of capitalists’ craving-inertia for the fulfillment of their baser desires alone. Elimination of private ownership will not uproot the real cause at all—this is why so much corruption is manifested in (the super-structure/discretionary echelon of) a Marxist system. Enormous materialistic formation of democratic capitalism has been erected on a foundation in isolation from a thorough interpretation of human life/nature/history. Besides, guiding occidental religious doctrine teaches that salvation in the Hereafter can be attained by giving/submitting one’s soul/faith to an anthropomorphic 249

Both have caused the increase of health problems related to pollution and over mechanization. Where value is the socially necessary productive efforts, the cost price is the production cost incurred at the enterprise. This is why capitalists always try to be at the leading edge of technology and management so that they can increase the surplus value. This phenomenon builds civilization at the cost of peace, security, and happiness. If the fruits, and know-how/skills of new discoveries/inventions are properly/regularly distributed to all and the creative/ meritorious individuals are equitably/regularly rewarded, then there would be more and more universal harmony and overall progress (as time advances). 250

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deity alone, and moral deeds are mere volitional gestures. Such religious doctrines251 (and/or creeds like: separate the Church from the State,) are conducive for the intriguing materialistic agenda in temporal affairs. In contrast, Islam teaches that unless one becomes a true slave of Allah SWT alone (on his/her own free-will), s/he will never become truly emancipated (, and will continue under a form of slavery of his/her whims, materialism, other human/humanoid doctrines/figures, etc.). Qur’an also teaches that such faith in Allah SWT alone must be exhibited/intended in both temporal and spiritual affairs throughout one’s life. Qur’an also unveils that in every event in the universe, Qada (Divine Decree), Qadar (Predestination), devil’s role, man’s free choice (ikhtiar), and Hukum (Order) of Allah SWT are

251

Such trend(s) has/had (/have) intermittently been seen in the Muslim World also. Recently a profile has developed (in Bangladesh) to over-emphasize on the movement of “Eide-Miladunnabi” even though such festival/event was not observed during (and ever since) the time of Prophet Muhammad (s.a.w.) (, at least not in the manners which are now contended)—Islam teaches that there are two Eids only (for the Muslims): Eid-ul-Fitr and Eid-ul-Azha. These contenders also over-emphasize on the visiting/decorating of the graves of good Muslims—even though such things were/are not allowed for the graves of the great companions of the Prophet s.a.w. (such as Hamza r. or any other Muslim). They advance that Muhammad (s.a.w.) was not made of matter at all, and he is made of light (“noor”) only—some of them even erroneously add that Muhammad (s.a.w.) never had shadow (from light) while he walked/lived on earth. The fact is: Muhammad (s.a.w.) existed in the Divine Plan before appearance of matter does not mean that he was not a (material) human being—he was born with material human body like us from the material womb of a material human body of his mother, Amina. His existence then (, before creation of physical universe,) did not have to be in the form of light (“noor”) specifically since “noor” is a part of physical universe. Besides, even though angels are/were created from “noor” but were required to prostate before Adam (a.)—Adam is superior to angels. Allah SWT mentioned (in the Qur’an) that He uses parables/metaphors/allegories/figurative verses for expanding the scope of understanding from the primitives concepts/instincts given to human. In many Qur’anic verses the word “noor” has been used as guidance/vision and the word “jooloom” (/darkness) has been used as misguidance/blindness. Muhammad (s.a.w.) was different from ordinary men in the sense that (, like all other Messengers of Allah SWT,) he received revelations from Allah SWT. He was also different from all other Messengers/Prophets of Allah in the sense that he was/is the last/final Messenger/Prophet (and the leader of the Messengers/Prophets) of Allah SWT—every Messenger (of Allah) is also a Prophet (of Allah) also, but every Prophet (of Allah) is not (necessarily) a Messenger (of Allah). He could not be the best example for us if he was not a human being also (like us)—an apple can never be a complete example for oranges. If he was not a human being with material body then people would have used that as a pretext for their failure/delinquency to follow him. This trend must be cautiously managed so that things do not get carried away—usually corrupt/ignorant people try/want to fool others and/or to easily please Allah SWT by overspending money or extending supports in such trends. But such creeds weaken the needs for good works (along with good faith/knowledge) at every point of human life (as taught by Islam,), and invites/accommodates corrupt politics/theories. Such trend helped capitalists/Marxists to make in-roads to overwhelm the occidental societies. We must be careful so that they may not try the similar techniques in the Muslim World also. If Muslim World succeeds to thoroughly establish Islam in the Muslim countries, then other religious domains will also learn how to shun out the erroneous doctrines/interpretations from their respective societies (even without becoming Muslims or majority of them being Muslims). Here, I want to repeat that (, according to the Qur’an/Sunnah of the Prophet Muhammad s.a.w.): (i) every nation (had/has) received Messenger(s)/Prophet(s) of Allah SWT, (ii) every Mesenger/Prophet of Allah was/is a Muslim, and (iii) every true follower of every Messenger/Prophet of Allah, was/is a Muslim (means one who has submitted to the Truth). However, except Muhammad s.a.w. no other Messenger (of Allah) was sent to the entire mankind for all time to come. This is why believers have been sub-categorized as Sabians, Magians, Jews, Christians, etc. and were allowed different rites (in their specific contexts). This way the mankind has been brought up—if Allah SWT wanted, He could have sent only one Messenger at the beginning, or could have kept entire mankind in the paradise (without ever sending on earth), but He has chosen otherwise.

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completely interlaced in way not comprehensible by this temporal life. Therefore, continuous252 religious learning/exercise is required to attain true wisdom for spiritual serenity—otherwise, man’s tenacity/craving will constantly drive for satisfying his/her curiosity by finding/making one erroneous theory253 after other (and, thus s/he remains restless). Islam also teaches that every action (no matter how small or great) by a human will be counted on the Day of Judgment. Faith in Allah SWT alone (, along with His all the attributes,) is essential for the salvation but is not (absolutely) sufficient. Faith along with good deeds and/or good intention (in general) throughout one’s life will earn Allah’s Mercy for entering into the paradise. In fact, good intention/sincerity at every point is the proof of absolute faith (in Allah SWT) for which Allah SWT makes it easy for the actual performance of the action and/or rewards the person in temporal and/or eternal life. On the other hand, Allah SWT does not allow 252

Islam teaches to learn throughout life: “from the cradle to the grave” (i. e., “minal mahad ilal lahad”). Islam is an ever progressive phenomenon, and this way only one can optimize his/her wisdom of spiritual serenity (which differs from person to person) in every changing situation (unfolded by time). This learning process is essential (fard in Islam) (by every Muslim at every time) for continuously understanding halal (lawful), tayyib (wholesome), khabaith (harmful), and haram (unlawful) things/matters in Islam. This is why Islam is truly progressive. No doctrine can truly be progressive (, no matter whether new/fashionable or not,): (i) if it sets one loose to do whatever he likes (, if even he is living in isolation,) without knowing what is good/bad for him—s/he will be reduced to be less than animals, (ii) if it allows one to do anything without considering/knowing its detrimental effects on other(s) in a society—s/he will be reduced to be like an animal; (iii) if it allows one to do anything willingly to harm other(s) in a society—s/he will be reduced to be less than animals, (iv) if it allows one to do anything without knowing/considering the natural/Divine purpose/balance/justice—s/he will become less than/equal to animals, etc Through the use of free-will a human can become anything between (/equal to) the best of creations and the lowest of the lows. Allah SWT has sent vivid guidance for us so that we can continuously make our journey toward the direction to be the best of creations. Since, we can not comprehend the reality, we, therefore, must ponder on every religious teaching until/unless we become convinced that such a teaching is false (beyond the shadow of doubt)—fault(s) in “religion” is not due to Allah SWT (/God Almighty), but due to men who mis-preserved/mis-interpreted divine revelations. 253 Mere advancement of some new/fashionable creeds (under the pretexts of free-will/free-thought) does not constitute progressiveness. Some skeptics/sophists/naives/“secularists” claim to be progressive by advancing unnecessary creeds such as “jawy bangla” instead of “Allahoo Akbar”/“bangladesh zindabad”. They should have also advised/professed that the creeds “Allahoo Akbar”/ “bangladesh zindabad” must also be kept as the slogan of the majority (, who are Muslims). Besides, they should also add that practices (of worship/devotion/respect/commemoration/celebration) with flowers, statues, bust, alters, monuments, etc. must not be insisted/imposed on those communities who find such practice(s) inconsistent with their respective religious/cultural practices—every community should be given the options to observe such events according to their respective religious/cultural methods [and the methods of largest community should be followed (in general) officially]. The meaning of the slogan “jawy bangla” does not become clear when “porajoi” (/defeat) of another country is not involved. But when one utters, “Soytter jawy” (/victory for the Truth) then it is always meaningful—in such case, even if the Hindu Temple is seemed to be the origin of such slogan, no (other) religious community (in general) should exhibit discomfort toward such slogan. But even though (those who insisted on such creeds/practices) they explicitly preach for secularism, they cleverly import/impose such items from the religions of the minorities to label (/stigmatize) the Muslims (, who contend/criticize such acts,) as communalists/ fanatics/fundamentalists/extremists/militants/religious-bigots/terrorists to get the supports/bribes of the minorities and/or their overlords. This way these manipulators promote antagonism/mistrust among the religious communities to repress the religion of the majority (, which has the highest potential for driving out corruptions/corrupt politics,) under the (false) pretext of inter-communal harmony/understandings. They adopt such tactics (of “banorer pittha bhag”—cake distribution trick by a monkey,) for gradually bringing down religions (in general).

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any one’s good deed to go waste (even without faith in Him)—He rewards the disbelievers in this life only. This is why we frequently see mismatches—diabolic people are seemed to be better off materially. This is because great rewards for the believers have remained due (for to be rewarded in the eternal life Hereafter). This mismatch necessitates/proves the existence of Allah SWT along with His justice and our eternal life in the hereafter. No matter how constricted the believers may become the disbelievers will not be able to wipe them out—Allah SWT has repeatedly protected the believers from many difficulties. But along with faith (in Allah SWT), believers must fulfill their religious duty of work-efforts (properly254) for earning maintenance needs and intellectual actualization for prospering in this life also—that will be the demonstration of sound 255free-will256. Earning of Allah’s Mercy (on the Day of Judgment) is somewhat (outwardly) analogous to one’s attendance (, which is an action in addition to intention,) in an exam seat in order to earn any grace given away by the examiner in an academic course. But unlike a human examiner, Allah SWT extends His general Grace also to all His creations (for continuation of temporal lives/existence). Even though without faith in Him, no good deed will avail any merit (for acquiring His special Mercy) in the eternal life (Hereafter). A believer whose good deeds will outweigh his failures can hope for entering Paradise with Allah’s Mercy without ever been in the Hell. The group, whose good deeds are decided as to be equal to their bad deeds, then may similarly enter the Paradise with Allah’s Mercy. All others will be pushed into the Hell (, may Allah SWT save us,) for some period or for ever, depending on everyone’s status/depth as a believer (of Him) and the amount of his/her good deeds. Eventually, (through a gradual process,) a person with even the smallest amount of faith (in Him) will be taken out of the Hell and be admitted into the Paradise. The rest will dwell in the Hell for ever. Once, someone is permitted into the Paradise s/he will dwell therein eternally. A Muslim, thus, must believe that s/he is a Mukhtar (, free and responsible vicegerent: Khalifa), but not the (absolute) Mustaqlill (, independent and Sovereign257). A human is neither totally compelled for his/her action nor Allah 254

Unlike the success of disbelievers, temporal success of the believers will include peace along with material prosperity. A Muslim must apply all his/her resources/faculties properly for earning/cooperating his/her maintenance and intellectual actualization, and must practice patience in adversity and generosity/thankfulness (to please Allah SWT) in affluence. But s/he must rely on Allah SWT for his/her success—since hope without action is not true reliance (/tawakkool), because in that case one does not have the option to rely on his/her action (instead of on Allah SWT). This is the only way (/amount up to which) s/he can be the master of his/her own happiness. 256 Qur’an also teaches that men are categorized in different ranks. Besides, it tells us that men in general are physically more capable than women—the creed of external equality of men and women is just a supposition (without proof) any way. But these external inequalities are not the real yardstick for anyone’s superiority over others—even in material affairs basic rights are safeguarded for all. We are all same/equal as human being/dignity—a combination of body, mind, and soul (and have been created from the same source). Men and women are, in general, equal but not same (in all respects)—both sides of the equality adds up different terms and conditions. Also see Qur’an/2:177, 228; 24:33; 49:13; 82:7, etc. 257 Human is limitedly sovereign over his/her own life—that is why he is responsible for his (intended) actions (which includes conveying the message of Islam (/tableeg). For the Muslims (after the Prophethood of Muhammad s.a.w.), a bad intention will not be counted by Allah SWT until such intention has been put into action—thus, intention (of soul) and action (mental plan and physical motion) are separate phenomena. Whereas a good intention of the followers of Prophet Muhammad s.a.w. will be counted by Allah SWT and additional reward will be given for putting such intention into action. An un-intended bad action is not counted by Allah SWT against any human. An unintended good action (of/by anyone) is a gift from Allah SWT which may provide both intrinsic and extrinsic benefits (to the doer and may also to others). Collectively, an Islamic Republic has limited 255

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SWT has delegated all His power to him. Human’s actual position is in between these two extremes—s/he has been imbued with free-will to choose between the (elements of the set of) limited freedom and (the elements of the set of) reciprocal responsibilities. Qada, Qadar, and human’s free-will all three are intertwined in the Divine Plan which have been supplemented with the creation of Devil, and the Physical Universe: certainly human has been placed in that Plan (as the central creation) for demonstrating his/her action which can neither resist the Hookoom of Allah, nor is sufficient for his/her success (without the Hukum of Allah SWT). Human is neither the absolute Master of his/her own fate nor is s/he absolved from the responsibilities for applying all the provisions given to him/her by Allah SWT. A Muslim believes to exert his best for his success both in this life and in the Hereafter. For him, temporal dealings (mu’amalat) are also another form of worship (Iba’da) in addition to ritualistic worships [: salat (five obligatory daily prayers), hajj (pilgrimage to Makkah, if able for once in a lifetime), sawm (daylight-time fasting throughout the month of Ramadan), zakat (obligatory poor-due) etc.]. In fact, one of the ordained worship (zakat) directly involves monetary /material transaction. Each action is bipolar also: abstract intention/belief to please Allah SWT and tangible performance (by body/money/material). Above all, a Muslim must put his/her complete reliance on Allah SWT alone for both material and spiritual successes, along with an obligatory belief that s/he must engage in workefforts/cooperation properly258 (to the utmost level) for the maintenance needs and intellectual actualization. This why neither ultra-materialistic nor ultra-monastic social system is compatible with the aspirations of Muslims. In the time of affluence Muslims are required to be thankful to Allah SWT with its demonstration by sovereignty within its jurisdiction with the responsibility of tableeg. But it can neither force Islamic law beyond the social contract nor can impose Islam on anyone. Since actions of individuals are counted (by Allah SWT) at every point of time, a social contract is (, therefore,) a dynamic phenomenon. That is why an independent legislative assembly must be included with complementary/supplementary institution(s) for clarifying Islamic principles/objectives. But if the majority of (all) the people adopt (/adapt to) un-Islamic (/antIslamic) principles, then the believers will not be responsible for that action. However, they (, the Muslims,) must intend/try to avoid/reject such decision and/or find an alternative of/for/by their own (, especially if they are not allowed religious freedom). An Islamic Republic can not include any distinctive characteristic of monarchism and/or anarchism: it installs a process for continuously thriving (without coercion) toward purities (set by Allah SWT) as a resultant phenomenon of the people (under its jurisdiction)—and every individual is imbued (by Allah SWT) with free-will. Otherwise, it can not be called an Islamic Republic. Pronounced/identified/chosen religion is not just a privilege—it is also a responsibility. Every religion will establish an official definition (in order to be established as an existing religion by the legislative assembly) along with enough number of followers—if necessary, atheism can also be enlisted as an existing religion. In addition, the following matters must be made explicit for every religion: (i) most basic pillars of external principles without the practice of which one might be considered as a religious defector (at least during the time of violation), (ii) most basic pillars of internal principles without the belief of which one might be considered as a religious defector (at least during the time of violation), (iii) religious violation(s) for which the State can impose punishment(s) (with detailed description), (iv) description of the process by which one can be declared to have abandoned his/her religion, (v) description of the process by which one can be declared to have converted/reverted to a religion, (vi) description of the minimum number of Islamic features to be adopted by a State without which such a state can not be categorized as an Islamic Republic, etc. The social contract will start with the existing resultant Islamic/religious status of the people. Religious freedom must be allowed: everyone will be judged according to the social contract in which provisions must be included for: (i) judging everyone according to his/her own religion as long as possible/equitable; and (ii) if conflict/inconsistency/dire need(s) arises in judging according to one’s religion, then according to the relevant (Islamically) most suitability/equitability of the religion from (among) the religion(s) of the involved party (/parties) plus Islam, whichever is the most suitable/equitable [in the relevant context(s)]. 258 With sincerity, honesty, equity, and justice.

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proper distribution of wealth: lawful spending/charity, proper investment, and (non-usurious) beautiful lending. Thus, Islam makes private ownership of (properly earned) wealth not only lawful but also religiously meritorious. However, in this regard, difference between a (secular) capitalist and a Muslim is well-pronounced. A secular capitalist’s aim to own wealth is based on the sole objective to fulfill the baser desires, and s/he adopts any opportunity/method (to maximize profit) without moral considerations. S/he can accumulate without any restraint/sharing and can indulge/spent/hoard/waste /invest any way s/he likes. In contrast, Muslim’s aim to acquire wealth must be pursued with equity and justice and must be based on the objective to please Allah SWT by: (i) employing his/her resources/cooperation, (ii) fulfilling his/her lawful needs, (iii) making lawful/required charity/subscription259, (iv) making lawful investments, (v) lending lawfully, etc. For these purposes, s/he must be thoroughly educated for effectively reflecting religious principles (day to day) on rational260 principles, and natural principles. Unlike (secular) capitalism, Islam puts certain restraining measures which controls the unjust accumulation of wealth and assures its continuous re-circuiting. Muslims’ conviction of spiritual virtues in spending for the needy is in consonance (for his pro-active/positive role) with the provision of private ownership. This realm of bipolar (= egoistic/selfish and altruistic) selfhood awareness is the underlying force for cultivating equity and justice in socio-economic life. Islam also teaches that a strong Muslim is better than a weak Muslim. This is because altruistic motivation can impel a Muslim to even sacrifice his/her life (to embrace martyrdom, if essential for securing justice/equity) for getting higher pleasure (in the Hereafter). Islamic socio-economic system is, thus, thoroughly positive—it assures everyone’s participation/responsibilities and protects everyone’s fair shares (if the individuals are properly flourished through well-balanced education/nurturing system for their awareness of balanced bipolar selfhood). Many of these ingredients can also be found in the occidental/other religious 259

See Qur’an/7:31. For example, if we follow three-tyred static syllogism then we find motion impossible. Because, before a particle P can move from a point A to another point B, it must arrive at the point M, which is just before B. But before P can arrive at M, it must arrive at the point N, which is just before M, and so on. Since, this is an inexhaustible phenomenon, P will not be able to touch infinite number of points in finite interval of time; and, therefore, motion is impossible. But if we follow four-tired Islamic evidential logic we will attest to the exhibited motion with the fact that we really do not understand the true phenomenon by which matter, space, and time accommodates each other and, therefore, can not use true premises to draw accurate conclusion (in three-tyred) static logic. The fact is, at every instant, at every point, every particle is subject to “be” (“koon”) order and “it is” (“faiakoon”) done by Allah SWT (i.e. by the “hookoom” of Allah)—He is continuously changing the universe (“khalqoon jadeed”) yet maintaining its objectivity and allowing the eternity of soul. Perhaps, this is how motion/change is taking place through the oscillation between the disappearance of particle and reappearance of (changed/displaced) particle in a way not comprehendible by us. If we want to discover the final/primary theory (of united microcosom and macrocosom) about the physical universe [by combining General Theory of Relativity (given by Albert Einstein) and Standard Model of Particle Physics/Electroweak Force Theory (given by Sheldon Glashow, Steven Weinberg, and Abdus Salam)], we will require first to improve/clarify (in broader scope) Quantum Electrodynamics, Quantum Chromodynamics to reconcile with this (“Koon-Fiakoon”: appearance/disappearance oscillation) concept of natural philosophy. For this purpose the statement/proposition/postulate, “speed of light is constant” could, perhaps, be the first target for review; because, it will have to reconcile with the spiritual philosophy that Allah SWT is the only unchanged Being—He has given eternity to human soul. Even though physical science at the final theory also will not be exact/complete (as because it is defined within the limits of “tangible” Planck length (“smallest” space), Planck time (“smallest” time), and Planck mass (“smallest” matter), only; its accuracy/consistency could not be optimized without the guidance/compatibility of/with the scriptural messages about the complete reality (which can not be disproved). 260

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aspirations. But the psyche of slackness/sloppiness apparently induced from the erroneous interpretation/conclusion such as the doctrine of redemption through the ‘sacrifice of blood on the cross’261 accommodates all kinds of permissiveness making it conducive for continuous growth of secular materialism. Erroneous Darwinism262 is a horrible augmentation to this diabolic trend (out of religious slackness/passiveness). Islamic post-modern paradigmatic socio-economic approach is to replace the mistaken unipolar material interpretation/accommodation of life with accurate bipolar (spiritual plus material) concept. In Islamic school of socio-economic system, an individual is neither a functional contender alone, nor the system is a body formed to abolish the individual selfhood—it is each individual who will be accountable separately on the Day of Judgment. The sole/common purpose of family, community, society, state, and international association is to safeguard the (moral) interests of the individuals, not the other way around. Toward that end, an individual is required to contribute/ cooperate for the solidarity of the family, community, society, national, and international orders so that these can be the means for 261

In contrast, Islam teaches that if one believes and does righteous deeds then s/he will get intercession of Prophet Muhammad (s.a.w.) for to be placed in the Paradise. Gradually, every Messenger, Prophet, and person (of Paradise) will intercede for others (: their relatives, friends, etc.). When this ends, then Allah SWT will take out everyone with the minutest amount of faith (in Him) from the Hell for to be placed in the Paradise. 262 Darwin did not clearly claim that human being has evolved form any other (lower) species (such as apes). But the theory of evolution has erroneously been perceived (without proof) in that way by the secular materialists. This perception, along with the concept of “survival of the fittest” in the animal kingdom (of jungle rules), has caused disastrous impact on the moral order of the occidental mind—because the religions remained separated (/passive) from (/about) the State affairs. Social Darwinists (such as Spencer, Walter Begehot, William Graham) taught/teach that continuous improvement (and survival) will result only in the fittest human population. They support political conservatism (against other nations) and non-interference by the government in the economic activities. Thus, Social Darwinism influenced unjust exploitation, and justification for imperialism, colonialism, racism etc. In this connection we can list down the following remarks: (i) there exists no fundamental physical theory to refute the fact that Allah SWT creates/changes/moves by the phenomenon of “koon”-“fiakoon” (as already been discussed); (ii) He does not have to evolve human from the apes; (iii) “koon”-“fiakoon” can accommodate evolution (of everything and every species, including human being)—because He can create in a way to be seemed like evolution, (iv) but (secular concept of) evolution can neither guarantee nor refute the spirituality/eternity of human/soul; (v) does the animal/species/human survives because of fitness or is fitness acquired through survival (because of conducive factors laid down by Allah SWT)?—depending on the background constraints an animal/species/human with more fitness can disappear before an animal/species/human with less fitness; (vi) survival of the fittest concept is not applicable to human, because human can diabolically design harm to others and in this process mankind is destined to be extinct; (vii) survival of the fittest theory (in human) is unable to define the fitness criteria; (viii) Social Darwinists apparently presumed the nations with ultra-materialistic outlooks (with technology etc.) as to be the fittest—the fact is, without morality, they will become extinct earlier/eventually (in the long run); [this is because: (a) moral people are not enemies to other moral people, (b) moral and immoral (both kinds of) people are enemies to immoral people, (c) morality demands action/strength/preparedness against immorality (so that immorality can not become the cause of mankind’s extinction): (1) Islam (/morality) teaches that a strong Muslim is better than a weak Muslim, and (2) Allah does not help a people until they help themselves (with the resources/guidance given to them by Allah SWT)]; (ix) the fact is: Allah SWT will decide the endurance of every human/nation depending on their beliefs and actions [and if a people fails, will fail because of lack of morality/moral action—so, jihad (or fighting to protect morality) is an inseparable compulsory Islamic pillar for until the Doom’s Day as a part of the continuous (broader) Jihad, i.e. moral struggle for excellence both materially and spiritually (and for the both, well-balanced education/intellectualization/knowledge/exercise is required including tableeg—however, preaching of Tableeg Jama’a should also emphasize on the importance of (morally acceptable) competitiveness/resourcefulness of individuals for the benefit of religion/cooperation)]; and (x) the endurance phenomena are different in the (non-human) animal kingdom.

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the peaceful existence/co-existence of each/all individual(s). Thus, each individual compromises for some control by external institution not as an inconsistency to personal freedom, rather as a feedback to secure everyone’s individual freedom. Depending on the level of Islamic maturity/wisdom of the people (in general), the respective shares of individual freedom and the external control may vary to some extent. But in every case, the arrangement (/“social contract”) must include features to reinforce and to check and balance each other within the (maximum and minimum) limits of Islamic principles263. In Islamic social system individual, family, community, society etc. have their equitable rights and respective responsibilities. In it, bilateral and multilateral relations whether evidential, rational, or moral, are all accommodated with inalienable reciprocities as parts of the Divine orders. Institution of private ownership is indispensable ingredient of personal and economic freedom [, in addition to life, equitable political liberty (including religious freedom), basic needs, moral growth, and dignity,] guaranteed by Islam. Ultra-materialism along with the (amoral/immoral) institution of private ownership has actually engulfed (, by unfairly exploiting/enslaving the working class,) the institution of (true) personal freedom. This phenomenal contradiction is bound to annihilate (secular) democratic capitalism from within itself. But Islam integrates264 the concept of private ownership with the spiritual/moral growth of the individual/society (without any contradiction) for/with continuous (overall) progress and cooperation. In Islamic principles, ultimate ownership of everything (including one’s life) is belonged to the Creator, Allah SWT alone. Human’s (each) temporary ownership is permitted (for exercising his/her limited free-will) on certain conditions (set by Islam), not only as a privilege but also as a responsibility. Islam teaches that, on the Day of Judgment everyone will be asked whether s/he had earned and spent the wealth lawfully (per Islamic Sha’ria) or not along with the similar questions for his/her other possessions. Islamic law/prescription is laid down to promote socio-economic justice, equity, prosperity, happiness, and fraternity as the Mercy of Allah SWT. Because, Islam usher pleasure of Allah SWT (through the socio-economic activities and every action/prayer) for one’s salvation (as the ultimate goal) in the eternal life (Hereafter). This religious conviction is the underlying force which, if nurtured, can motivate Muslims to undertake the (spiritually) highest and the (temporarily) most constructive (i.e. mutually compatible) objectives by combining the moral values and self-interests. 263

Social contract is justified on the grounds of individual interests and reasonable consent/consensus, and is expected to rationally/evidentially/morally deduce/induce all the essential rights and duties of the ruled and rulers. Philosophers, however, differ on the amount of power to be given to the government (, such as): (i) according to Thomas Hobbes (1651), “the state of war is natural (in the society) and can only be ended by transferring individual liberty to the hand of the “sovereign” as long as such sovereign guarantees (and is capable of) protecting individual rights”; (ii) according to John Locke (1690), “the inalienable rights include life and property ownership and, therefore, the “sovereign” must be overthrown if these individual rights are not protected”; (iii) according to Jean-Jacques Rousseau (1762), “gradually men developed rational power and moral character and established laws and government; the “sovereign” must, therefore, function according to the will of the ruled”; etc. 264 Islam enjoins on the State, the (morally) fair and suitable distribution of the social benefits and the responsibilities among all the people (within its jurisdiction) with the assurance of: (i) life, (ii) essential needs (= food, clothe, shelter, health, proper education), (iii) private ownership, (iv) equitable political liberty (including religious freedom, as given in the Madina Charter), (v) moral growth, and (vi) dignity. In addition, this distributive justice is supplemented with compatible retributive justice (to forbid evils). Islam also exhorts for the initiatives by the State (, if superfluous enough,) to play positive roles in necessary and commendable functions/matters.

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Unlike the revolutionary forces (out of materialistic drive alone), Islamic moral force also prevents social catastrophes which may be the outcome of amoral/immoral self-interests. Because, Islam is not only the prevention against the social maladies, it is also the cure; and (unlike any other doctrine,) Islam is always (, all the time and everywhere,) in perfect consonance (, with enough flexibilities,) with bipolar human nature, needs, and status. It is universal in ensuring equity and justice and, therefore, in promoting prosperity for all (, both individual and collective, Muslims and non-Muslims). Because, it trains individual to be able to foresee beyond his/her immediate gain/loss, and convince him/her for ever-increasing (volitional) altruism (through morally constructive/productive work-efforts for maximizing moral benefits) for gaining pleasure in the eternal life (Hereafter)265. Islamic moral exhortations guide/coordinate selfish impulses in way so that one is convinced of the reality of an unbreakable link between the (temporal/eternal) selfinterests and the collective (temporal/eternal) interests/welfare. Without the religious conviction of higher interests (of salvation in the hereafter), this kind of harmonization is not attainable mere functionally/mechanically (such as by communism). This conviction of spontaneous undertaking for self-affluence along with social prosperity (as inseparable parts of success and purpose/responsibilities of life) makes the basis for Islamic socio-economic system. Even though a socioeconomic system based on the “absolute”/ “perfect” cooperation is deemed/confused by some people to be an ideal solution for (general equality of) “justice”, Islam does not require absolute cooperation266 (in general) and allow (tolerable disparities of) private ownerships. Because such cooperation is neither compatible with human nature (and temporal constraints) nor it is congruent to the purposes of our temporal life. Depending on the proportions of our moral/amoral/immoral works, all of us will be rewarded temporal prosperity in different heights and eternal success/failures in different ranks. Besides, Allah SWT knows how much is good/fair (in this life) for everyone depending on his/her spiritual status; and temporal prosperity is also controlled by Allah SWT as a part of the test/purging process (for each human being). In fact, even in the absolute cooperation individuals will have to compete with each other for to be an utmost cooperative (for positive/proactive/productive/constructive purposes)—thus, in order to deliver meaningful cooperation (/altruism) one has to be competitive/resourceful. On the other hand, if people vie each other (even without adopting unfair exploitation, aggression, usury, etc.) without cooperation, ultimately everyone would be isolated from each other which would (conceptually) make existence of life/society impossible. In practice, such competition will allow exchange (buying/selling) of goods/services among each other on the basis of competition, and if everyone can become amoral/immoral then gradually (, like a musical chair game,) the people will vanish chronologically (due to natural weakness, calamities, uncertainties, accidents, etc.) and the process will gradually become less and less competitive (due to decrease in number of players) and overall quantity/quality will be lesser than what it could have been otherwise. In the process, the very last winner(s) will (conceptually) find no/little interest/purpose to be competitive. If such process allows features like unfair exploitation, usury, aggression, etc. then the scenario will become even more horrific267. Thus, (contrary to ultra-materialist assumptions,) cooperation and competition are mutually inclusive268—one can not be sustained 265

See Qur’an/2:177, 254, 261-271; 99: 6-8. However, in dire needs everyone is encouraged to donate as much as possible (/everything) to the State/Caliph). 267 Or, the winners (i.e. the secular capitalists, or Marxist bureaucrats) will deprive the working class (, and they form they form the overwhelming majority,) from their fairshares/rights and will cause them many hardships. This way, the working class will systematically be enslaved into vicious cycle of over-work/under-pay (in the name of 266

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without the other. In fact, without the process of nurturing human society can not be sustained, and every process of nurturing/educating is an act of cooperation—in Islam, even a smile can be counted as an act of charity. However, the proper balance of cooperation and competition can not be determined through experiments (and/or can not be different than Islamic prescriptions)—this is inseparable from (the all encompassing Islamic moral phenomenon of) human nature and justice (including eternal/natural/social/private law). Therefore, Muslims must establish Islamic state for supervising the modes of cooperation and competition through appropriate controlling/coordinating agencies in accordance with Islamic principles. Islamic socio-economic system must be continuously maintained/upgraded—social institutions must carefully be supervised, rectified, and advanced to keep up with (/guide) the pace of the march of civilization (toward the direction of true progress and perfection). Therefore, individuals must be nurtured according to human sentiments (in contexts) within the envelope of Islamic moral codes. Without proper nurturing, individual moral capacity may become unbalanced: it may aspire for either of the two (unacceptable) extremes of monasticism/renunciation and ultra-materialism/aggression. Even though the entire (/almost entire) society can not be transformed into either of these two extremes, conflict/doubt between socio-psychological confusions and socio-ideological (/deep-seated natural humane) basis will hinder true progress/prosperity/happiness/peace/humanity. In particular, the brute impulses of hunger, thirst, sensual lust/leisure, domination etc. must be nurtured/guided according to the (moral) prescription of Islam (/humanity). This guiding/nurturing process can not be separated/successful from/without the flourishing of spiritual aspirations269 for higher success in the (eternal life of) hereafter. competition/cooperation) and will less to rise up to revolt against the system. However, since the wealth will continuously be pumped to the rich/corrupt class only, gradually the working class will become weaker (in health/motivation/resources), and ultimately will become unable to sustain the superstructure built over them. This way the system will collapse at the end of ultra-materialistic march. To prevent such collapse, secular capitalism may add cooperative features (thus by undermining their assumed very foundation of social Darwinism/individualism). Similarly, Marxism may add competitive features (thus by undermining their assumed very foundation of collectivism/communism). 268 Both Marxism and (secular) capitalism grossly neglected this fact—Marxism wanted to be “purely/mostly” cooperative (/collective) and secular capitalism wanted to be “purely/mostly” competitive (/self-centered). Even though neither of these unipolar transformations (of societal activities) had/has/can ever been/be been/be achieved/continued. So, as consequences, both of them created disastrous (socio-psychological) confusions/ambiguities. 269 If the materialistic nurturing is to alter the human nature for total collectivism (, without inculcating moral spirit and personal freedom), it will fail. Even if (hypothetically) they do succeed to convert human into amoral beings, then all the humane/moral understandings, values, and other such attributes will loose their present connotations, and will bring the total disaster to humanity (/morality) and society (/expediency). The human beings will be reduced (from present contexts/connotations) to be between something worse than the (lower) animals and (feelingless) robots. But, since they will still possess (“practical”) mental power (of rationalization, prodigious memory, etc.), they will commit disgraceful “rational crimes” like killing of old/unproductive/sick individuals to reduce “illogical” burdens from the collectives, etc. etc. Specially because, (three-tyred) static/materialistic syllogism is different than (four-tyred) Islamic evidential logic. The concepts of law, crime etc. will loose their present meanings. Such an (imaginary) “utopia” is certainly the worse of all curses for the mankind [, as far as what it means (now) by the term ‘human’]. But in reality, since it will fail to bring about this kind of change, the system (of Marxism) will then try to suppress the internal feelings of the individuals (and as consequence for) gradually dividing the society into ruling bureaucrats (or mandarins, who will be led by their impulses without enough restraints and will spread much corruption,) and the ruled class majority. Even though the majority could be controlled in this way (by force) for a short period, gradually they will separate themselves by heart from the system (by causing retardation in the socio-economic progress,) and soon will rise up. This controlled

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Therefore, Islamic nurturing process is different from that of the ultra-materialistic/secular/atheistic/sophistic system. Because, Islam inculcates humane feelings/conscience/beliefs (on the basis of ultimate abstract interest for pleasure of Allah SWT), reason (to relate between beliefs/instinct and conduct), and conduct (for lawful socio-economic work-efforts/duties) as an all-encompassing phenomenon for the complete success (as the purpose of temporal life). That is, Islamic education system must be tri-wheeler for integrating idealism, rationalism, and empiricism—comparative understanding of Islamic, un-Islamic/anti-Islamic phenomena/pursuits is commendable. That is, there should be three faculties (in general): (i) Faculty of Idealism, (ii) Faculty of Rationalism, and (iii) Faculty of Empiricism270. Every discipline of education must deliver knowledge/experience in related matters of logic, epistemology, metaphysics, ethics, social philosophy, and psychology, by involving intuition, reason, and (physiological) senses271. However, depending on the characteristics of the disciplines, they can be categorized as: (i) intuitive (faith/instinct based)—if the largest amount of contents are intuitive by nature, (ii) rational (mind/logic based)—if the largest amount of contents are logical by nature, and (iii) empirical (body/sense based)—if the largest amount of contents are physiological sense (“experience”/“experiment”) oriented by nature. Thus, religion(s) can be categorized as an intuitive discipline even though it contains (contents of every category, i.e.) intuitive, rational, and empirical knowledge and training. On the other hand, every other discipline must include lessons to relate/correspond to the religious principles (of the religion of the majority in general). Besides, for the critical period (of Islamization, for instance,) a separate faculty of religious education must also be included (even though disciplines of thorough religious studies will also be included in the faculty of Idealism). This faculty will naturally be abolished after the educational, cultural, spiritual, economic, political, physical systems/infrastructures become thoroughly Islamized (religionized) (, hopefully within a period of two generations). The inter-disciplinary courses can be selected for (i) allowing strong overlaps among the faculties, (ii) reinforcing the discipline itself (by allowing overlaps with other most closely related disciplines), and (iii) for both (i) and (ii)—I personally prefer (i). Ultra materialistic (/amoral/immoral) education (in Muslim countries also) intensifies one’s motives to satisfy baser desires (only) (“by hook or crook”). Gradually, those who are (predominantly) sly they succeed to enslave the others (for their physical labors and/or as loyal agents for carrying out devious policies/plans). Within the period of one/two generation(s), this trend overpowers morality, increases corruption, and destroys peace in personal/social life. Thus, the control of the society majority will finally revolt and resort to violent struggle driven by their internal impulses for personal and economic freedom. At the end of this march, the system will collapse (like the USSR) for to replaced by another erroneous system (if a true comprehensive Islamic/moral up-to-date model is not available). In these ways, both (the ultramaterialistic systems of) Marxism and secular capitalism would create chaos in innumerable modes to derail the mankind toward total disorder/anarchy/extinction. Islam, in contrast, continuously promotes/guides cooperation and competition in proper balance for continuous progress with proper distribution. There exists no other doctrine which can be either equal to or better than Islam—no one can disprove this fact. Majority of our people (in Bangladesh) also believe that. Therefore, we must establish Islamic socio-economic system—and all the Muslim countries must form an Islamic common market (together) for protecting our domains from the evil effects of secular democratic capitalism and Marxism-Leninism/Maoism. Then, the rest of the World will also be emancipated (even without Islam/being Muslims). 270 For the time being, however, the following three faculties can (instead) be established: (i) Faculty of Arts, (ii) Faculty of Science, and (iii) Faculty of Technology (to avoid radical differences with the conventional/prevailing nomenclature of the faculties worldwide). 271 Eyes, ears, nose, tongue, skin, motion-sense, balance-sense, etc.

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becomes arrested in the hands of the corrupt individuals who divide the common people into two groups: (i) those who are deprived from their fair-shares/rights and are faced many hardships, and (ii) those who become the “dogs” of the corrupt ones. Since, both sets of the common people become morally weak (and unaware about the vitality, viability, universality, and progressiveness272 of Islam,) they are unable/unmotivated to rise up (/persistently work) for establishing/protecting273 moral/Islamic justice—this is the (more or less) situation of almost every Muslim country (including Bangladesh) today. This pattern is very general, even though there exist divisions among the corrupt ones (in each of the many countries). Therefore, concrete thorough model of Islamic phenomenon must be presented to replace the existing socio-econo-politico-infrastructural system (of mega-city/high-rise concepts). Such model must be up-to-date encompassing/interlacing educational, examination, finance, remuneration, taxation, religious, cultural, health care, fresh/wholesome foods, physical fitness/walking, air quality/ventilation, seasonal/space comfort, traffic-flow, air-ports, recreational, beautiful/comfortable/effective pattern274, natural disaster uncertainty factor, fire hazards, global warming factor, sports, defense, communication, utilities, manufacturing, industrial, environmental, ecological, agricultural, commercial, service, housing, physical infrastructure, effective city/town size, climate, and political system (etc.) as an integrated/consolidated whole. Such a unified model must be realistic, cost-effective, capacity/function-effective, sustainability/reliability effective, efficient, etc. with minimum probabilities/ requirements for pollution, transportation, inter-gender ambiguity/dishonor, health/morality/law-order/eco-system deterioration, physical/mental stress, redundant/un-commendable features, etc. in order to guarantee

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Today some ignorants/sophists/secularists/atheists (in the Muslim countries) erroneously claim to be progressive by promoting/accepting: (i) nakedness, (ii) un-Islamic/antiIslamic culture instead of Islamic culture, (iii) deprivation of women from their deserved security/dignity/maintenance/exemption prescribed by Islam, (iv) motivation of women to advocate for same inheritance/chief of state duty (, after being displaced from their equal status and equitable security/exemption guaranteed by Islam), (v) un-Islamic/anti-Islamic values, etc. Whereas such trend has caused: (i) tremendous regression of the Muslim countries, and invited crimes such as recent horrible massacre of Palestinians (by Israel) in Gaza; (ii) destroyed world peace; (iii) polluted/devastated global environment; (iv) obliterated/obliterating moral orders (to reduce mankind/some people to be less than beasts); etc. In contrast, Islam is the only ever progressive phenomenon. If a Muslim country sets up any standard in personal matters (such as dressing), interpersonal conducts, etc. then it has every reason/right to impose Islamic standards—because majority of the people have consented to be Muslims. 273 One can become a protector of Islam by: (i) sacrificing life (“shahadat”), or (ii) becoming victorious (“gazi”) in the fight against those who are destroying Islamic domain/khilafah/values if such war (i.e. “jihad” part of continuous broader “Jihad”/struggle for excellence as a believer) is declared by an Islamic authority (upon whom it obliges);—this is obligatory on all Muslims except those categories who are exempted by Islam. If Hussain bin Ali (r.) had not sacrificed his life [along with his 72 (?) relatives/close companions] in Karbala, what would have been the history of afterwards? 274 For example, cots/bed-steads/bed-frames can (uniformly) be designed (for using safe plastic) in (i) 1mx2m and (ii) 1.5mx2m spreads in a way so that multiple of them (in any combination) can also be set up side-by-side for to be used as one bed unit. Optional features/kits/accessories can also be included to make each a double-decker at the height of 2m, along with optional kits for installation of (technologically safe/efficient/reliable/effective) fans at both ends (of each upper and lower decks)—even though no/one/two fan(s) can be installed at both/either ends (, with/without mosquito net and vice-versa,) of each cot/bed-stead. The design will be done in a way so that mosquito net, mattress, comforter, blanket, bed-sheet, pillows etc. can properly be used by both (upper and lower) decks by keeping the fans etc. inside the mosquito nets (with suitable gap from the ceiling/floor). Mosquito nets can be ordered for 1mx2m, 1.5mx2m, 2mx2m, 2.5mx2m, …etc. (separate/combined-convertible) spreads in two different heights (for the lower and upper deck). Of course, options should also remain open for custom design (of bed-frames) using woods, metals etc.

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continuous progress and prosperity toward maximum possible happiness, peace, purity, and living standard (/quality of life). Only Islam can guide to come up with such a model—my The Republic Re-engineered is a complete such (very first) (one of its kind) model (in human history) (alhamduLillah). Islamic school of social system and Islamic moral training are respectively the remedy (/moral concept) and prevention (/moral feelings) prescribed by Islam against all kinds (/depths) of socio-moral/socio-economic afflictions. The end result of this march is the most stable social system which will assure peace, tranquility, prosperity, security, and happiness for all to the optimum/maximum level attainable on this earth275. The religion revealed to every Messenger of Allah SWT starting from (the very first man and Messenger of Allah,) Adam (a.) to I’saa (a.) had always been (essentially) Islam (also), though in the total qualities of detailed codes, creeds, and rites they differed somewhat depending on the contexts of revelation (such as time, place, people etc.). Then came the final Messenger276 (Muhammad s.a.w., for the entire mankind) with the complete, and perfect Message (for all time to come)—there will be no more Messenger/Prophet of Allah after him. All the Messengers and Prophets (of Allah SWT) along with their true followers who

275

Following of Islamic moral codes does not necessarily bring material affluence (/extrinsic benefits) to one (who observes them). But such devotion delivers intrinsic/higher reward(s) (of spiritual tranquility in this life and/or salvation in the eternal life of the hereafter). Morally good people often suffer hardships in the fulfillment of their (material) maintenance and/or intellectual actualization needs (—besides, Allah SWT also may include multi-modal hardships to test a believer). In contrast, amoral/ immoral people who pursue to fulfill their desires (for wealth, power, sensual pleasure), even through unfair means, often succeed in this world. This paradoxical reciprocities between morality and recompense oblige us to seek a society where morality will be the absolute standard for recompense/requital. But Allah’s justice to deliver recompense (to the believers) for some/all (of their) moral actions/devotions in the hereafter also, will always keep part/all of the recompense pending (for to be delivered for the salvation in the hereafter). On the other hand, amoral/immoral people will get their recompense (in this life) for their being here (and/or for their efforts)—they will not get any reward in the hereafter for their good deeds (without belief in Him). But some of them may get guidance (to become a believer) as recompense (in this life) for their good deeds. Besides, some of the disbelievers may even be given extra benefits (in this life) as a test to make themselves clear as transgressors—so that they can be ranked for allotting different kinds/levels of punishments (by Allah SWT) in the eternal life hereafter. Some of such transgressions may be chastised here also to protect/teach human. Morality can not be wiped out by the amoral/immoral people until everyone has abandoned belief (in Him) by wrongly using the (limited) free-will (allowed by Allah SWT). Even though we will never be able to establish a society for the delivery of the total justice (in this life alone), we can certainly establish the best possible form of society on earth by implementing (the complete religion of) Islam—these facts are proofs for the existence of (our eternal soul and) omnipotent and omniscient Being, Allah SWT, Who has created this universe (and our eternal soul) on the balance of justice, and He will surely settle all the scores of human affairs partly in this life (with opportunities for immoral/amoral/moral actions), and (the remaining part) in the hereafter (where human will have no amoral/immoral opportunities). Even though (people with) clear-cut disbelief (in Allah SWT) and polytheism will surely be sent to Hell even then some of them may receive some credits (for their good attitude toward Islam/Prophet of Islam, etc.) as reduction of punishment (such as the punishment for Aboo Taleeb and Aboo Lahaab, uncles of the Prophet Muhammad s.a.w.). 276 See Qur’an/5:3.

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completely believed in the respective whole Message (of their contexts/time) constitute single brotherhood. This universal phenomenon is responsible for nurturing of the mankind up to the postmodern level of humane understanding and moral aspirations277. Human’s creative and rational endeavors had/have predominantly been guided by religion to build up the (societies and) civilizations; otherwise, mankind would have caused their own extinction. When human society/civilization reached certain level of experience/development, Allah SWT sent the complete package of His Guidance for mankind as divine revelation (i. e. Qur’an) to Messenger Muhammad (s.a.w.), which has also established the tradition (/“sunnah”) of the Prophet Muhammad (s.a.w.) as a required part of that package. Unlike human theories/philosophy/ doctrines, Islamic Message is comprehensive (, both inwardly and outwardly,) embracing all the internal to external aspects of human life, all the aspects of the physical universe (from microcosm to macrocosm), and all other relevant aspects of not-self. Overwhelming majority of the (Islamic) Message is of the metaphorical/allegorical/figurative (i.e. mutashabihat) category, and only a small part is literal (muhkam)278. Even though the literal part can be understood/interpreted directly and is enough for completely setting up the most successful social system, it can/must not be separated from the other part—because as time unfolds the human progress, the other part will also work as guiding/congruency miracle

277

There exists deep-seated essence of humanity which is natural and universal. But socio-ideological consciousness is nurtured by religion/doctrine. Since every (revealed) religion had always been Islam, every socio-ideological consciousness (in original form) is same—it differed somewhat, as time passed, from one domain/time to another domain/time because of mis-interpretation/non-preservation of revelations (, but remained basically similar). There had/has also been some (other) religion(s) which had/has been widely practiced and has/had organized society, even though nobody has/had claimed to have received divine revelations—usually the main contents of such a religion had/has been derived/taken (, in similar/modified forms,) from some religion (of divine genesis). The socio-ideological consciousness nurtured by such religion(s) is/are also predominantly similar to the ones I have just mentioned. Besides, there are some pseudo-religions/doctrines which had/have been imposed/followed on/by some societies—these too contain many socio-ideological features similar to the ones I have just mentioned. That is, if any doctrine/pseudo-religion had/has exhibited some socio-econo-political success, it is because there already pre-existed socio-ideological basis inwardly belonged to religion, and/or such dogmas had/has included socio-moral principle(s) similar to that of religion. In this way religion has brought the society (/mankind in general) to the post-modern level of character. On the other hand, the universal deep-seated (natural) essence of humanity is abstract intuitive phenomenon due to the built-in imperatives instilled by Allah SWT (, the Creator,) in essential human nature—Allah SWT enlightened Adam (a.) (, after his creation before landing on earth,) with such education which remains/transmigrate as instinct/intuition in every human being. This instinct had been made to influence free-will— and free-will can also be influenced by Shaitan (devil, also created by Allah SWT). That is why religious path is necessary as a part of Allah’s Mercy so that humanity can properly be flourished and its different attributes can appear in concrete shapes/sizes. So, if one claims s/he believes in human standard, then question arises: which human standard? Moral, amoral, or immoral? If the answer is: the democratic standard. Then, such standard must conform to the (existing) socio-ideological basis (, for societal implementation purposes). If majority of the people are Muslims, then every policy must conform to Islam. Every aspect of a policy must be made clear so that Muslims clearly understand them and agree that such policy conforms to Islam indeed. It is an empirical fact that, if religion is not officially consented, then society adopts immoral/amoral/un-natural/anti-natural/in-humane policies (also). Besides, Islam has/had been accepted as a universal phenomenon, most suitable/progressive for a plural society also—there exists absolutely no reason/way for drifting away from this fact. 278 See Qur’an/2:23, 3:7,10:38, 11:13, 17:89, 29:49, 39:23, 41:43, 43:44-45, 81:26-29, etc.

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(because, Qur’an claims itself as a miracle from Allah SWT). Besides, untiring efforts and training of religious279 discourses (in the past) have already paved the way for implementation of the universal form of Islam. Therefore, it will not be too difficult to institute Islamic social system and train the individuals for continuously maintaining and improving those (personal, private, family, community, metropolitan, cosmopolitan, global) institutions according to the universal/complete set of Islamic objectives/allowances/prescriptions. Islamic nurturing process (throughout lifetime) includes faithfulness, sincerity, devotion, patience, thankfulness, honesty, pragmatism, modesty, etiquette, uprightness, work-efforts, spiritual development, intellectual actualization (by empirical/rational knowledge/training) etc. to build up Muslim character—this is a ‘continuous struggle for excellence’ (/broader Jihad) for which Religious (/Islamic) guidance is essential. These are essential attributes without which private/personal and public/social life becomes very difficult. All these qualities are inseparable from the foundation of Islamic character: ‘taq’wa’ means consciousness (or fear/hope) of (/in) Allah SWT. Taq’wa truly liberates human from all other slavery (/diabolic desire/influence) including psychology of selfmastery advocated by secular capitalism. In Islam, life is governed by the Law of the transcendent Legislator, Allah SWT to Whom belongs the ultimate Sovereignty, and He is the (only) Being Who represents every human (: believers, disbelievers, neutrals/disables, and atheists), and all the creations—His Grace is all embracing (for all creations). His Justice and (special) Mercy (for believers) complement His Grace (, and His Mercy exceeds His Justice). Therefore, Allah SWT is the only Being Who can correctly guide mankind in their mutual relations, in their relations with other creatures and objects, and in their relations with Allah SWT Himself. This is in contrast to secular democratic capitalism where “sacred” majority is the Sovereign (, instead of restricted sovereign under the ultimate Sovereign, Allah SWT). That means sacred majority (of an Islamic Republic) can not adopt/make any policy/law which is anti/un-Islamic280 (unless it is Islamically allowed due to dire needs)—if any such action is committed then the state must not be regarded as an Islamic Republic anymore (, and/or, 279

Revealed Religion from Allah SWT (/“God Almighty”) had always been Islam (means submission). All other convictions (which are) regarded as religions are actually formulation of dogmatic human sentiments aspired either (secular) rationally or erroneously, with some deviations from the true divinely revealed teachings (/environment brought up under the guidance of divinely revealed Messages). Because, since human can be influenced by Shaitan, secular (three-tyred static) syllogism accommodates false premises (as to be true) and ends up with wrong conclusions (as to be correct). 280 Their duty is to find the most suitable solution(s) (in their contexts) within the limits/boundaries of Islam. But if the majority makes/adopts any law/policy as they wish (including immoral laws/policies), then the majority becomes the Lord (in disguise) and the other becomes slaves. Therefore, the existence of an Absolute Being is essential Who truly represents everyone and is truly the Just—otherwise, neither the society nor the environment/ecosystem will be secured. That is, we must seek out the Guidance of such Absolute Being for exercising our (limited) free-will to become most meaningfully free. Allah SWT is that Absolute Being and Qur’an is that guidance implemented through the sunnah (/traditions) of the Prophet Muhammad (s.a.w.)—nobody can disprove this fact, and the majority of our people believe that. Therefore, we must establish Bangladesh as an Islamic Republic. Every Muslim country should become an Islamic Republic—and, for conforming to the Islamic principles of single nation we must form a united confederation of all the Muslim countries by accommodating good relations with non-Muslim countries. Besides, we must show/support a universal phenomenon for promoting/guiding true justice and equity for the entire mankind. Because, a Muslim must be concerned about: (i) the Rights of the Creator, Allah SWT, (ii) his/her own rights, (iii) the rights of other Muslims, (iv) the rights of other human beings, and (v) the rights of all other creations.

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before such action can be committed, the state must change its status from an Islamic Republic to otherwise by the majority of all the Muslim voters281 of the republic). Freedom in Islam starts with the negative282 outlook of one’s own-self. It liberates human by (directly) making true slave of Allah (without attributing any anthropomorphic/otherwise figure), and by teaching him/her to restraint his/her internal impulses. It is the true freedom because this liberates him/her from his/her lower desires, and restraint him/her from becoming a Master to any other person even to own-self—as because everyone’s destiny is in the hand of Allah SWT alone, and He is beyond the comprehension by discriminative knowledge283. As no human can become a Master of any human, no human will become a slave of any human (either, and vice versa)284.

281

In can only done after: (i) the establishment of the Islamic Republic, (ii) the installation of constitutional institution/process for Islamization, and (iii) the matter(s) has/have been thoroughly explained/publicized (for all the Muslims) that such an act would not be Islamic. 282 Actually this is the only way to guarantee universal freedom (of mankind). Because if a person becomes a Master, then there must exists at least one person who has to become a slave. If ‘X’ is the Master to ‘Y’ then ‘Y’ is a slave to ‘X’; and if ‘X’ is the Master to ‘X’ (own-self) then ‘X’ is also a slave to ‘X’ (own-self) (i.e. not free, specially from his/her desires). Thus, only way to guarantee universal freedom is accepting Allah SWT as the absolute Lord (/Master)—because neither acceptance of His rule will mean any other creation’s slavery nor imposition of His rule will mean any other creation’s Lordship. Again, existence of Allah SWT (/“God Almighty”) is essential for the universal freedom of mankind. If a person’s evil desires are also accommodated as master’s rule (“strong morality”), then such rule will impel some other(s) individual(s) as slave(s)—thus, the world will become a hell and mankind will be directed toward extinction. On the other hand, if human becomes the master (, by “weak morality”,) of his/her own evil desires, then s/he needs a standard (of morality)—this can not be arbitrary, because everyone will try to follow his/her own standard, thus causing chaos/conflicts/in-fights. A common such standard can not be found scientifically, because it is related to the justice (which embraces the whole reality). Even if such a common standard can be found scientifically it will not be different than universal (religious) standard—because, such a standard is unique. Besides, religious education/exercise will be required to continuously/properly maintain/update such standard along with the ongoing pace of the civilization—because any such standard is inwardly belonged to the religions which have brought up mankind to this level of maturity. That is why wee need Divine standard (of the true Religion). Even though there are some (artificially made) differences among the widely established/practiced/believed religions, there exists clear cut universality among their socio-moral principles and the relevant diffrences are minor (i.e. insignificant compare to the differences between the principles of the major religions and the principles professed by the secular/sophistic/atheistic/corrupt/areligious/antireligious groups). In fact, Marxism/Leninism/Maoism/communism and secular democratic/despotic capitalism are mutually incompatible (in totality)—both inwardly and outwardly. 283 This concept of the (Absolute) incomprehensible Being as the (Absolute) Master abolish all other conceivable Mastery. Slavery to Allah is the real freedom because neither His Essence nor His Attributes is/are comparable to any essence/quality of any creation/concept whether intangible or tangible (including human). It is beyond the scope of this work to rehash/recapitulate a thorough discussion on His (essential) name: Allah, and His ninety-nine (beautiful) names: attributes. Please, find a good book (from many available such Islamic books) on these matters. 284 See Qur’an/7:157.

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Islam thus rejects the positive concept of freedom which permits self-mastery and liberty for adopting any program of life without moral restraints. Because, in Islam the basis of human’s freedom is absolute Oneness of Allah (i.e. Tawheed). He is the (absolute) Sovereign without any partner285. Therefore, every kind of relationship (in Islam) among human beings is based on reciprocal privileges and responsibilities without any allowances286 for anyone’s mastery over anyone (including own-self)—even suicide/monasticism/(un-necessary) self-infliction is not allowed. Firm faith in Allah SWT gives freedom and motivation for controlling evil desires (of own-self) and resisting transgression/oppression of others. In this way one becomes free from the slavery of his immoral desires and from the slavery of other person(s). This is the only basis upon which true social freedom can be attained. In Islam human freedom means equitable rights and responsibilities (as a conditional sovereign over all other creation, vicegerent of Allah SWT) for establishing Divine Law (thus to become a conditional self-master, but a total slave of Allah SWT only and neither to any other human/creation nor to own-self) without having the right to become the (absolute) Sovereign. Intellectual freedom in Islam is based on its moral principles (given by the Absolute Sovereign, transcendent Allah SWT, the only such Being) and four-tyred (Islamic) evidential logic (instead of three-tyred static/materialistic syllogism, with unwarranted premises for possible wrong conclusion)287. No human/creation/being can become transcendent like Allah SWT; therefore, slavery to Allah SWT guarantees more freedom than the slavery of any other being/creation/human (including own-self). For this reason we need the Guidance of Allah SWT as the perfect/complete/ideal model for nurturing us continuously toward the attainment of the best (possible) form of freedom. Every individual living under Islamic jurisdiction has the right to pursue/enjoy a comfortable and dignified life—this has been secured by Qur’an and sunnah of the Prophet Muhammad s.a.w. As indispensable parts of this security, Islamic socio-economic system guarantees equitable/just share/recompense in fulfilling the basic demands for foods, clothes, shelter, health, and education for everyone. Such guarantee has been reinforced by the Islamic motto (for positive work-efforts to reduce begging): “upper hand is better than the lower hand”288. It is a duty of both the governments and individual to assure this social security by giving/investing/mobilizing their resources. This duty is legally binding (such as zakat, etc.), and as well as morally exhorting (such as volitional charity, cooperation etc.). Islam teaches that if one does not shares his (ways and) means with his/her needy/starving neighbor(s)289 he will be asked by Allah SWT on the Day of Judgment about such failures, and exhorts that the altruists will be greatly rewarded by Allah SWT both in this life and in the Hereafter. Such phenomenon helps: (i) to develop peaceful social cohesion, (ii) optimizes overall progress, and (iii) prevents perpetual societal divisions (into separate economic classes). Thus, Islamic 285

See Qur’an/3:64. See Qur’an/42:39. 287 See Qur’an/2:111, 170; 16:44; 39:18 etc. 288 Sahih hadith (of Prophet Muhammad s.a.w.). 289 Such neighbors can be Muslims or non-Muslims. One day Messenger of Allah SWT, Prophet Muhammad (s.a.w.) was seated in a “circle” with some other people. Then someone served a bowl of milk to the Prophet (s.a.w.) to have the first sip. Some great companions of the Prophet were also present in that circle including Abu Bakr/Umar (r.a.). Everyone present in that circle thought Abu Bakr/Umar (r.) will get the bowl (from Prophet s. a. w.) to get the sip of milk as the second person (i.e. just after the Prophet s.a.w.). But instead the Prophet (s.a.w.) gave it to the person seated immediately just at his right side who was neither a crucially important person nor was a Muslim. According to the (Islamic) tradition the bowl moved through every person (in that circle) from the right to the leftward. Every Islamic Republic (/Confederation) should thus develop suitable constructive programs with the neighboring countries. 286

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socio-economic system is distribution and growth effective—it guides (universal) mobilization of both human and non-human resources for continuous290 overall socio-economic prosperity. While equitable social security (for basic needs) is guaranteed in Islam for even those who can not participate in productive/constructive activities, every individual is required to employ his/her means/cooperation for earning dignified livelihood (, as because, along with the exhortation for altruism Islam highly discourages begging so that dignity of the needy recipient is safeguarded). Islamic socio-economic system assures just opportunities (/responsibilities) for everyone’s participation, and equitable shares/incentives (in profit/compensation) for all without obliterating (unequal) private ownerships. Islam teaches that

290

Islamic justice for equitable (socio-economic) share rather than equal share is not a yardstick of merit/superiority (see Qur’an/6:165; 49:13). Personal wealth/resources/possessions is/are a trust. Those who possess more they have more responsibilities (as enjoined/exhorted by Allah SWT) toward others. Besides, temporal success is not the only objective of Muslims, even though they are exhorted to (continuously): (i) exploit the nature (justly) for material gain, (ii) educate themselves (Islamically) for (intrinsic/extrinsic) gains of (well-balanced) intellectual actualization (/productive and/or constructive skills), and (iii) perform (canonized) Islamic ritualistic worships (such as five-daily prayers, fasting in the month of Ramadan, paying poor-dues, making pilgrimage to Makka etc.) for disciplined life, tranquility, and Allah’s favor for temporal success (see Qur’an/10:7-8; 5:5; 7:32; 28:77; and 57:27). Islam teaches us to improve our temporal life (by renouncing/ denouncing renunciation/monasticism) with the (sincere/honest) objectives for spiritual success of salvation in the eternal life of the Hereafter. Believers are required to employ their abilities by maintaining proper balance between the hate for (excessive) overwork and love for (un-commendable) material accumulation. Prophet (s.a.w.) said that the most important thing for a Muslim after the Fajr (morning prayer etc.) is working until he has earned enough for (maintenance of) himself and his dependents. Also, Qur’anic exhortation to spread out after the Jumu’a (mid-afternoon prayers etc.) also indicates that throughout the afternoon/evening/night parts also no one is required/exhorted to spend in (canonized/ritualistic) worships—even though if time is available then it should be spent in supererogatory/optional (nafil) worships instead of wasting/misusing (, and such time can also be spent partially/totally in social welfare instead, if that becomes more important). Islam discourages for un-commendable overwork for accumulating extraneous materials [such as: “buy (unnecessary) one for getting (un-commendable) one free”]. Because, such work-efforts transform human as slaves of materials without having enough time for enjoying (those materials). Besides, Islam prescribes (, by Qur’an/sahih hadith,) for consuming wholesome foods: (i) by filling up one-third of the stomach with foods, (ii) one-third of the stomach with water, and (iii) the remaining portion of the stomach by air/gas—such prescription is for acquiring/maintaining best health. It forbids continuous flow of wealth to riches, by tolling (zakat/poor-due etc.) from the surplus. Such tolling has three-fold socio-economic benefits: (i) it encourages investment and work-efforts (of the riches) for net increase of wealth at least for an additional amount equal to the poor-due (to be paid); (ii) it increases competitiveness (/small scale investment power) of the poor for to be more productive by maintaining spontaneity, health, clothes, shelter, and education; and, (iii) it promotes cohesive positivism instead of separating race. Islam recognizes natural/nurtured (and/or free-will related) inequalities (among the individuals) in knowledge, skills, strength, dutifulness, etc. along with moral exhortation (and compulsion) for interdependencies (with universal equality of human dignity). This way people are made responsive to both the capacity as an individual and the capacity as a member of the society, and the individual and collective interests get properly placed and synchronized. Such phenomenon is essential (also) for this life to be used (by Allah SWT) as the test session for human—in addition, socio-economic inequalities create opportunities for self purification. The less advantageous/affluent people learn to be patient, industrious, tolerant, cooperative, and hopeful (as they can believe that the affluent/advantageous people will share their successes with them too). In juxtaposition, the advantageous/affluent people learn to be grateful for Allah’s favors by sharing their successes with the needy people (also). Islam thus optimizes distribution, growth, social solidarity/security, and quality of life (of happiness/pleasure/tranquility/leisure) by minimizing wastes (of time/resources) and conspicuous/harmful consumption/accumulation. See Qur’an/5:2; 17:16; 43:32-33; 51:19.

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while everyone is free and required for applying his/her means/cooperation (responsively), s/he must put his/her complete reliance in Allah SWT alone for the outcome291. Those who have no means/ways they have the rights (ordained by Allah SWT) to be supported with full dignity by others. Such Islamic practice is crucial for: (i) nurturing the moral force for altruism, (ii) maintaining the sense of security by/for/of all, and (iii) repeatedly renewing the motivation for productive/constructive work-efforts/tenacity. Such social solidarity is fundamental for: (i) the peaceful co-existence of all, (ii) continuous re-distribution/mobilization of opportunities/resources for/of/by all, and (iii) continuous vitality for socio-economic prosperity. In ultra-materialistic systems (of Marxism, secular capitalism etc.) social security operates only after certain level of development as pre-requisite for further increase in production. Unlike Islamic system, the basis/delivery of social security in such systems is the exclusive duty of the government. In fact, Marxists do not allow social security for those who do not participate in class struggle. Whereas, in Islam, social security is a human right and is: (i) inwardly belonged to the universal brotherhood and unity, and (ii) outwardly belonged to the social contract. Therefore, if delivery of such security is neglected then both the near ones (of the needy) and the government can be held responsible (for the negligence). Unlike individualistic positivism (in secular democratic capitalism) or collective proactivism (in Marxism), Islam has laid down the policy to organize socioeconomic affairs on the basis of equity (for fair share) and justice (for personal gain). At the time of its (re-) advent in the seventh century (c. e.), the existing socioeconomic condition of Arabia were not too detrimental for the implementation of the tenets of the school of Islamic economics. The reminiscence of Divine teachings [that came through Ibrahim (a.), Ismail (a.) etc.] and the (somewhat) egalitarian background292 of the nomad Arabs were (somewhat) conducive for full-pledged development of social orders embracing the school of Islamic economics within a short interval of only twenty-three years (period of prophet-hood of Muhammad s.a.w.). Those socio-economic orders constituted/integrated Islamic private/individual/community/social life. Those orders were being updated (in conformance with the Islamic economic principles) and were managing the economic affairs of the vast Muslim domain(s) for centuries after the Prophet Muhammad (s.a.w.), with greater success than any other system known to human. In fact, if the political system did not deviate from the school of Islamic politics, the success would have been much better and a united Caliphate would have endured till today and the world would have been a much better place. Unfortunately, Muslims deviated gradually from the Islamic dictates293 which also caused gradual degradation in material strength. Because, moral strength is the positivism peculiar to Islamic phenomenon and temporal prosperity also depends on it. Pure materialistic ideology is incompatible with Islam and any attempt to

291

This prevents frustration, depression etc. by protecting productive/constructive power/tenacity. Along with all their vices, pre-Islamic Arabs possessed many virtues such as: generosity, firmness in covenant, strong determination, sense of dignity, repudiation of injustice, forbearance, simple bedouin life etc. 293 Serious deviation started in the political/government system first. 292

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combine the two294 is destined to develop all-out chaos/confusion/ambiguity and, therefore, and therefore causes socio-economic regression. For instance, Islamic positivism (derived by properly controlling passion and adding moral force) will be in conflict with the ultra-materialistic positivism295 (derived by unlimited freedom for internal impulses without moral consideration), and vice versa. However, by the Grace and Mercy of Allah SWT, Muslims have endured296 the period of the last few centuries (with enormous confusions/ambiguities and difficult socio-economic complications). Now we hear the cries (from all over the Muslim world) for re-instituting (true) Islam in every aspect of life (: private, personal, family, community, economic, political, social etc.). In this paradigm of (postmodern) social orders, the question (repeatedly) arises: What it means by Islamic economic orders?—such a question is natural to appear. Ultra materialistic schools of economics has/had been developing its profile for the last few centuries. It has proliferated tremendously during the last century due to the rivalry between two of its (mutually exclusive) guises, secular capitalism and Marxism. In this discourse the development/experimentation of new economic order/paradigms have caused many hardships, confusions, and complications in private and social life (including international relationships). Human intellect not only had been engaged (to invent mechanism) for instituting these schools of (ultra-materialistic) economics, techniques have also been developed to study the effects of the related policies and their mechanisms for implementation. This phenomenon has given birth to a completely new academic discipline, known as (the science of) Economics. While the science of economics do/did not participate in advocating the policies (to organize socio-economic life) of these materialistic schools of economics, the economists have been inspired (or made curious) to invent mechanisms for implementation, to study effects, to infer theories, and to formulate prediction—that is making descriptive, diagnostic, prognostic, preventive, and curative analysis. It is the mechanism of implementation where the school of economics and the school of economics interface with each other. In fact, mechanism of implementation is a major concern of school of economics related to the proper implementation of its policies, and the science of economics gets involved from its periphery only. The underlying ideas of a school of economics are (/should be) well-defined (with all its fixed/flexible/ contingent attributes) and (always) exist before the (existence of) science of economics. The science of economics develops only after the actual institutionalization of the policies of the school of economics.

294

Thus, a Muslim can not be Islamic/moral in private/personal life and/but un-Islamic/anti-Islamic/amoral/immoral/secularist/ sophist/Marxist/ultra-materialist/seculardemocratic-capitalist in public/social/political life. 295 While secular capitalism derives positivism from (immoral/inexpedient) unlimited personal freedom, Marxism pursues it through (immoral/unrealistic) collectivism (/Bolshevism/repression). The governing ideas of both of these ultra-materialistic schools of economics are highly different from those of the school of Islamic economics, and are grossly incompatible with the major principles of Islam. On the other hand, those features (in both ultra-materialistic schools of economics) which are compatible (without drawbacks) with the school of Islamic economics are already present in the principles of Islam—because, Islam is a universal phenomenon from Allah SWT. 296 This has happened because socio-ideological (Islamic) consciousness of the Muslim domains had/have remained strongly deep-seated. What we need now is the total implementation of Islam (including government/political system).

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There exists a school of economics in Islam distinct from the schools of economics advanced by Marxism and secular (despotic/democratic) capitalism. This school of economics had already been successfully implemented with the results of the most satisfying and prosperous organization of economic life for centuries. The economic life in Islam is inseparably integrated with the spiritual life of Muslims in particular and the essential spiritualities of non-Muslims in general. That is why the science of economics developed by ultra-materialism is unable to make descriptive, diagnostic, prognostic, preventive, and curative analysis—because, unlike ultra-materialism, Islam neither does nor can force economic programs/policies into a watertight compartment separated from the spiritual capacity/salvation of human being (in general). In fact, Islam has specified (just/equitable) policies/programs for the (newly) reverted (/“converted”) Muslims, and for the non-Muslims also. Because, (the final form of) Islam has been sent for the guidance/benefit of the entire mankind. Therefore, we must not procrastinate against the implementation of school of Islamic economics on the pretext that there exists no science of Islamic economics in the post-modern contexts. In fact, the science of Islamic economics can/will gradually develop (, in the relevant contexts,) (only) after the school of Islamic economics has been implemented thoroughly—therefore, science of Islamic (/any) economics can not be re-requisite for the implementation of the school of Islamic (/any) economics. Many models/ideas of Islamic economic features have recently been implemented (already) with tremendous successful results—we must (urgently) implement the complete Islamic socio-economic school embracing the entire Muslim world and/or those who like to (/who can Islamically) be embraced (partially/wholly) with us. During the last few centuries (most of the) Muslims were either passive or were experimenters297 of the economic policies/ideas advanced by ultra-materialism. This dark period of ideological/psychological crisis/confusions detained the science of Islamic economics (and its implementation mechanism) from its proper development for (Islamically) matching with other global developments. Besides, political colonization/hegemony severely constricted the propagation of school of Islamic economics both within and outside the Muslim domains. But the general ideas and detail codes of the school of Islamic economics are universal (for all time, place, and people). What is needed is the determination of procedures/schemes (in postmodern contexts) for implementing the principles/policies of the school of Islamic economics. Based on its concept of justice, school of Islamic economics determines/dictates how the economic affairs are/should be/can be related to human life. School of Islamic economics also evaluates whether (or not) certain economic operation conforms to its (school’s) standard of justice298. In juxtaposition, the related school of economics describes how an economic phenomenon is actually affecting the economy/society/individuals at any particular time/place299. 297

Especially those who were erroneously amazed and those who became “dogs” of materialism. According to Marxists (/Leninists/Maoists/leftists/egalitarianists), equal standard of livelihood for everyone is the just way of (economic) distribution. On the other hand, the secular/democratic/despotic (utilitarianists/) capitalists say that there should be equal freedom/opportunities for everyone to produce/earn/accumulate as much (material/resourceful) wealth as one can. But according to Islam, a minimum standard of living must be guaranteed (even by imposing tax by the government for sharing, if necessary for maintaining a minimum standard of livelihood) for everyone. Besides, everyone should be given (Islamically) lawful freedom/opportunities/advice/facilities/training to earn beyond that level. None of these three schools, however, exempt any individual from applying his/her capable/available/suitable resources/cooperation for earning livelihood—in fact, Islam has categorical instructions for cooperating/earning the livelihood of oneself and his/her needy/dependant/unable relatives. The first concept (above) is not compatible with human nature—it deprives individual from personal and economic freedom. The second concept of justice (above) sets loose the avaricious individuals to unfairly exploit others. But the third concept, Islam, secures everyone’s just/equitable shares/opportunities (through government policies)—it does not infringe anyone’s (any type of) true freedom. In addition it exhorts: (i) the government to perform negative duties (for protecting everyone’s rights from contravention by either the government itself or by 298

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Some economic facts/propositions described/advanced by the science (of any economics) are universal. For instance, the ‘Law of Diminishing Return’ is a description of a (universal) natural phenomenon. This law describes that returns from a piece of land is not directly proportional to the increase in labors employed for cultivating it (regarded that all other qualities/factors like seeds, fertilizers, methodology used etc. remain the same). A piece of land with its natural qualities will produce same amount under the same conditions of cultivation whether it is belonged/cultivated to/by a Muslim or non-Muslim. This is why economic factors which are endued with natural qualities (such as basis/raw-materials/climate of production, human resources, land etc.) are focused by school of economics. But other economic facts discovered by the science (of particular economics) are peculiar to the respective/relevant/ corresponding types of schools of economics. For example, the relationships among demand, supply, and price300 are not a universal economic phenomenon. In free market system (of secular capitalism), if demand increases the price will go up regarded supply remains fixed—but an increase of price will be followed by a decrease in demand. This phenomenon will also affect the producers in the ways peculiar to the (secular) free market economy. The relationships between the supply and demand in a Marxist market (, where price may be fixed by the government,) will be different from that of a (secular) free-market economy. Again, if the same relationships are studied in an Islamic economy (where a limit of the maximum and minimum may be set for the price, and advertisements such as “buy one get one free” may be controlled to discourage unnecessary purchasing etc.), it could/would be found to be significantly different from both the (secular) free-market and Marxist economies. Similarly, the relationships between the number of labors searching for work and wages will also vary in these three types of markets. In the (secular) free-market, if wages go up then the number of labor increases (by producing and raising more children)—but an increase in number of labors will be followed by decrease in wages (down to the level of their minimum subsistence, a vicious trap!). Not only that, the wage-earners gradually accepts even lower and lower standard of living in comparison to overall economic growth and development, which also pulls down (further) their minimum subsistence standard by gradually widening the economic individuals), (ii) the government to perform positive duties [for delivering everyone’s (violated/ needed) rights/welfare/dignity], and (iii) rich people to spend/donate/invest/lend (un-usuriously) their wealth for/in (Islamically) lawful causes so that the rich echelon becomes spiritually virtuous (instead of rapacious sly). Thus, school of Islamic economics: (i) is in complete consonance with human nature, (ii) feedbacks for raising bona fide human character, (iii) is in complete consonance with human wants/goals, (iv) secures everyone (as a part of the Islamic equity and justice), (v) benefits everyone (directly and/or indirectly), and (vi) assures safe positivism for optimum/continuous socio-economic prosperities. There exists no other system better than (or equal to) Islam. 299 Experts of school of economics (, “economists”), however, play some roles to influence economic activities by manipulating socio-psychological order. They sometimes, succeed to (artificially) create public speculations for fluctuation of the prices of stocks, interest bearing shares etc. There is no similar rooms for Islamic economists, because: (i) school of Islamic economics has outlawed every transaction on pure speculation, interest bearing shares etc.; and (ii) Islam does not allow propagation of any information/news without concrete and complete confirmation/evidence (through four-tyred Islamic evidential logic, instead of secular three-tyred static syllogism). 300 The “property” of a commodity (or service) to satisfy a definite human want is its “use value”. The capacity of a commodity to be exchanged for other commodity is its “exchange value” which is the determinant of socially necessary labor—the exchange through money brings “value”. The “value” of a commodity expressed in money is its “price”.

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gap between the (secular) capitalists and wage- earners. This relationship in a Marxist system will have totally different picture where ‘from everyone according to their ability and to everyone according to their needs’ principle is enforced. And, the same relationship in an Islamic system301 will be substantially different from both of the other two because: (i) a minimum wage may be set (based on its sense of justice) comparable to the average output of an Islamic economy, and (ii) the principle, ‘from everyone according to his/her ability and moral will/responsibility and to everyone according to his/her (moral) needs (with dignity) and workefforts/cooperation’ is suitably enforced in an Islamic economy. There exist many economic variables which are inter-related/related with many other factors in a highly complex way. It is not possible to accurately predict any future scenario as an outcome of these activities. For instance, by combining the Law of Diminishing Returns and the rate of population growth one can not accurately predict a disastrous consequence within certain future time. Because, there will be many other unpredictable advancements as time goes by, which will alter the actual predicament continuously. However, that does not mean that there should be no efforts for analytic understanding about the viability of a particular type of school of economics. In fact, there have already been tremendous scholarly activities/intellectual activities which have discussed, proposed mathematical models etc. for building understandings on the issues of Islamic economics (in modern/post-modern contexts). Islamic economic system already organized social life (with most success) for centuries. After the migration to Medina, Prophet (s.a.w.) firmly established an Islamic Republic (under the Madina Charter) which reformed the social system according to the Guidance of Allah SWT. Islam laid down no rule (for government) to accommodate either (Marxist) collectivism/Bolshevism or ‘laissez fair’ (of secular democratic capitalism)—in Islamic socio-economic system the position of the government is in between these two extremes along with much greater roles (; and truly, Muslim Ummah302 is a “middle/balanced nation”, Ummatan Wa’saatan; and the “best of peoples”, Khaira Ummateen)303. Muslim Ummah derives the internal unity through (their) faith and the external unity through their due participation in

301

In Islamic system men/women are not compelled to sell their total productive capacity to the “profiteers” or state. They are also encouraged to be (Islamic) entrepreneurs, traders, retailers, professionals, social workers, researchers, learners, etc. In the contexts of postmodern Islamic socio-economic system, the weekly required (regular) work-hours for to be considered as a full-time employee should be less than that of the (secular) “free market economy”—and, accordingly wages/salaries for regular/overtime hours should also be adjusted to follow a smooth curve. Besides, since women are (physically) less advantageous than men, their wages/salaries should be more than the men—this can be adjusted by cutting down weekly required regular work-hours for be around ten per cent less than men (without reducing weekly income). In addition, seven days of a week can be divided into two parts (= 3.5 days followed by 3.5 days)—in general, one part can be kept reserved for women and the other for men. This process will increase overall production and productivity, and will also fight unemployment—please, see my: ‘Universal Remuneration System—A Mathematical Model for GDP Based Adjustments’ and other related works. It is better than Marxist system also as because, in Marxist system all the productive capacities of individuals are belonged to the state/collectivism. 302 Muslim Ummah includes the true followers of every Messenger/Prophet of Allah SWT—so this middle/balanced nation always existed. 303 See Qur’an/2:143; and 3:104, 110.

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establishing (/following) an institution of government304 on the basis of Islamic equity and justice (for all: Muslims and non-Muslims). Without such unification, the concept of oneness (/Tawheed) of Allah SWT can not be established and, therefore, the Muslim social system can not (truly) succeed. For a successful organization of social life, Islam has exhorted and prescribed many (enough) clear principles305 (of “do”s and “don’t”s). Some of those are essential (compulsory), some are necessary (supplementary), some are commendable, some are approved, and some are neither approved nor forbidden. If only the compulsory principles (of “do”s and “don’t”s related to Islamic Mu’a malat) are implemented, even then it will be more successful system than any other unIslamic/secular system. On the other hand, if the supplementary and commendable features/principles are added and (we) the Muslims (also) observe the ritualistic compulsory worships/prayers (fard/wajeeb iba’da), then our virtues will gradually grow for the supererogatory prayers (sunnah/na’feel ibada) also. This simultaneous internal and external purification process will gear the society toward the highest order of success attainable on this earth. In fact, this phenomenon is an essential part for Muslim’s continuous struggle for excellence (/broader Jihad). Military campaign is just a small and the highest form (, if undertaken correctly,) of the Islamic Jihad. It is impossible to disprove the claim that mere mechanical (/functional) implementation of all the compulsory Islamic socio-economic principles (such as Law, zakat306, non-usurious financing system, inheritance protocol, trade/transaction rules, exchange/barter/buying-selling rules, etc., etc.) will be able to successfully 304

Islamic government must assure equal liberty and equitable distribution of wealth/responsibilities for all. Socio-economic inequalities must be properly nurtured according to the inputs/merits and needs of the people. Islamic socio-economic system is mixed (for freedom and security), and is blended with moral values. In it, the affluents are required to share part of their wealth for the needy as becausae Allah is the ultimate owner of everything, and also because without the existence of a secure social system , even the talented people would not have prospered. On the other hand, Islamic socio-political system is: (i) of the people undrer Divine Law, (ii) for the people (at least within its jurisdiction), and (iii) by the people (within its jurisdiction). Here entire Muslim Ummah is (unitedly) involved for finding laws (conforming to the Guidance of Allah SWT); the government must ensure delivery of the Islamic equity and justice within its jurisdiction, and should properly try to do the same beyond its jurisdiction; and the government will be formed by the relevant people (of the concerned domain). Today, sociologists with little research can easily understand the soundness of Islamic social justice. Because, while the classical liberals advocated for individualism, modern liberals are asking for more and more government intervention—Islam prescribes a just balance of the two and flavors it with the moral exhortation. Without Islamic guidelines, such an integration can neither be deduced nor can be induced (by experimentation/observation); and “Islamic guidelines/formations” can be examined by four-tyred Islamic evidential logic for sorting out erroneous interpretation/inclusions. 305 For examples: lawful private ownerships; permission for ownership by the state; rules about bringing unclaimed lands under cultivation; laws on: transactions, renting, employment, partnership; laws regarding: minerals, zakat, khums, public treasury, inheritance, marriage & divorce, taxes (if needed), Jizia (in lieu of military service), welfare tax (from non-Muslims in lieu of zakat), controlling of prices, etc.; prohibition against usury, and owning land without cultivating it; exhortation for volitional charity; responsibilities for dependents; hoodoods/blood-money; etc; etc; All these aspects/features are bipolar in nature—having both (concrete) (temporal) objective (empirical & rational) goals/values, and (abstract) (eternal) subjective (ideal/spiritual) goals/values. 306 It is compulsory poor-dues paid out by the rich people to/for the poor/needy relatives/people (, can also be collected by the state for that purposes). This is a social debt imposed on the rich people by Islamic Sha’ria. Islam does not tolerate the co-existence of poverty and superfluous richness. Other than purification of one’s wealth and helping fight

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organize social life307. On the other hand, ultra-materialistic systems have (already) miserably failed in these regards—whatever are their successes, are actually because of the presence of Islamic (/religious) features within these doctrines and/or due to the pre-existence of Islamic (/religious) profile in the society/communities/individuals. Besides, Islamic socio-economic system had/has already been experimented/implemented with the best forms of successful results. It will, therefore, be foolish to (procrastinate and) attempt to come up with a comprehensive text308 with detailed (theoretical) analysis along with applicable models/plans/ideas (in order to prove that Islamic principles will work)—such an analytical work will involve highly complex relationships among the socioeconomic factors/constraints in the modern/postmodern contexts. Such analytic works should be the parts of the ongoing academic research in which different scholar/intellectual will be contributing according to their respective abilities. But creative people should put out suitable (Islamic) application models/ideas/plans for the modern/postmodern contexts which should be verified (ideally/rationally/empirically) with the help of the Qur’an, and the sunnah of the Prophet (/Messenger of Allah SWT,) Muhammad (s.a.w.). Because, the Creator and the Sustainer (, Allah SWT,) is the only One Who guides us in the best way—with this axiom we should proceed to plan on Islamic principles to organize all our socio-economic affairs. Islamic socio-economic system contains (but not limited to) all the meritorious policies of secular democratic/despotic capitalism, socialism, communism, “mixed systems”, and of all other non-Islamic systems. It includes no excruciatingly painful drawback similar/same to/as the other systems. In addition, it embodies moral principles. Therefore, co-existence of Islamic system with any other system(s) (, chosen by some/other domains,) will cause less turmoil than the turmoil created by the rivalry between and among the non-Islamic systems. In fact, Islamic system will show the ways to reduce human sufferings and socio-economic instabilities under the non-Islamic system(s) also (even without Islam there)—Islam is the true and complete solution because it corresponds between the faith and facts. Islam is poverty, the institution of zakat helps in equitable distribution of wealth. This way it keeps the economic situation under control from going to the extremes. It is enjoined as a part of devotion (iba’da) which helps in the development of a brotherly spirit (in the society: Qur’an/9:11; 41:6-7; 73:20), and as well as sense of peer pressure/encouragement (for work-efforts/cooperation). This way Islam fosters co-operation instead of rivalry or at least stops class struggle. Such atmosphere is conducive for improving feelings of love, cooperation, help, unity etc.; and leads the society to maximize the constructive efforts which is vital force for positivism (or pro-active/productive motivation). 307 It has already been pointed out that science is unable to come up with a sound social system (universally) suitable for mankind—natural science describes the phenomena as integrations of mater, space, and time within the living and non-living systems/bodies with penetration/encompassing limits toward inward/outward direction of micro/macrocosm. It will never be able to come up with the (objective) final theory for: (i) distance less than Planck length (10-35m), (ii) mass less than Plank mass (10-5gm), and (iii) time less than Plank time (10-43s) without the help of metaphysics/religion/(subjective) faith. Similar limitation applies for macrocosm also. Besides, the whole reality is not the natural (=biological + physical) phenomenon only. Human life is inseparable from metaphysical/intuitive/subjective ideals. Every time natural science fails to unveil secret(s) of the nature, metaphysics comes to rescue. Human mind is ever creative—the march of the civilization will go on without the doctrines like Capitalism, Socialism, and Communism etc. But human life will suffer (unnecessarily) without the adoption of Islam. Islam has already succeeded to promote harmonized phenomenon of life and the progress of civilization (for centuries) by delivering the best form of ever desired peace, happiness, and prosperity. 308 The Republic Re-engineered (of this author, of which this work is a part,) even though can be regarded as the most comprehensive such work (by the Grace of Allah SWT), many other works/dissertations will be required to exhaust all the related theoretical analysis and composing the other aspects completely, correctly, and concisely. However, it is sound/thorough enough, and the implementation process can (/could have) start (/started) immediately.

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not mere a revolution—it is both cure and prevention for/against socio-economic maladies. It is universal—no matter to what level a person or society may reduce to, there exists no other system (for adoption) which can produce results better than or equal to Islam. Because, Islam functions according to the principles of (complete and) true equity309 and justice310. 309

There will always exist variation of motivation among people—some will be motivated (more) materialistically, some intellectually, and some spiritually. It is a function of many variables such as (our): spirit, contemplation, emotion, volition, reason, and sensations. Motives nest at our psyche—some motives may not correspond to any empirical cause. For instance, “Majnoo”’s (suicidal) behavior due to love for “Lailee” (, and vice versa,) can not be compared to a bull’s reckless chase for a cow due to sexual drive/lust [, even though sexual instinct has been instilled by Allah SWT for the continuation of (every) species]. Neither a sufi’s renunciation can be compared (wholly) with the behavior of “Majnoo” (due to his love for “Lailee”). Because, along with love, many temporal dreams of “Majnoo” may be associated with his behavior about “Lailee”—these dreams are not same as a sufi’s expectation for entering into the Paradise (in the eternal life of the hereafter). Due to the variation of causes of the motives, human behaviors are in a perpetual conflict/in-fight. To avoid disastrous chaos, only those fundamental rights should be considered as inalienable which are compatible with the liberty and security of everyone. These are negative rights which impose a duty on others not to interfere within certain limits (of an individual). All other socio-economic inequalities should be on the basis of most welfare/benefits for the least advantaged to guarantee the basic necessities of each individual, and to maintain the equal opportunities for all above the level of basic necessities (of life). These are positive rights which impose on others a duty to actively/proactively cooperate with the state (for delivering benefits/welfare for the needy people). The positive duties, however, must be motivated by moral training and blended with spiritual features, so that the recipients of the benefits/welfare are not looked down. The government should deliver the positive rights (to the needy people) without infringing the dignity and honor of the recipients. This way, the least advantaged people (too) can be motivated with proper enthusiasm. Otherwise, the pauperization process may make circuits among the same group of people (in general). All these together require that the concept and standard of utility, satisfaction, reciprocity, etc. must be nurtured/established through the Divine Guidance. The external principles (/sha’ria) of Islam (along with the relevant abstract ideals) is, thus, the most suitable system for the Muslims in particular and for the human society in general. 310 According to a hadith (Sahih Bukhari, vol. 1, no. 1) narrated by Omar (r.), Allah’s Messenger, Muhammad (s.a.w.) said, “The reward of deeds depends upon the intentions, and every person will get the reward according to what he has intended. … .” In fact, a good will is the motivation to perform an act due to moral conscience regardless of the selfinterest—this kind of motivation is due to the belief that, it is the way entire mankind should act. Moral value of an action can not be based on the consequence to the self alone— because, otherwise, functionally it creates conflict of interests, inconsistency into moral counseling, and undermine the impartiality. On the other hand, it can not be based on the best interest of the majority (alone) either. For instance, an innocent person can not be punished for the best interest of the many—because, if the moral code can guarantee that the innocent must not be punished only then everyone will feel secure. In the case of conflicting moral obligations, however, we must choose the one with the least evil (or highest merit). But, we must remember the Qur’anic governing commandment that: (i) killing one innocent human is like killing the entire mankind, and (ii) protecting one innocent human is like protecting the entire mankind. Thus, in some cases, usage of toss/lottery may become essential for avoiding unfair decision making (in dire needs). Besides, social, creative, intellectual, and religious (, such as virtues and love,) values are functionally stronger and longer lasting. Some moral codes need to be (empirically/rationally) objective, some subjective and verifiable, and yet some subjective and not verifiable—human nature stipulates these criteria. Morality does not depend on the quantity of pleasure and pain only; it also depends on the (abstract) quality. Because, human’s free-will and action are not separable from the fundamental basis of the (total) reality and being. It is better to be a human (materially) unfulfilled than an animal satisfied. Similarly, it is better to be a wise needy than an affluent ignorant. Some actions are of intrinsic values only, some are of extrinsic values only, and some have both the intrinsic and extrinsic values—and these values varies depending on the experience of the person. All these aspects demand that moral codes (/socio-moral principles) must be suitable for the entire mankind. Due to “cultural” heterogeneity (and variation of individual conviction/devotion), it is impossible

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The Islamic concepts of equity and justice are objects of continuous comprehension phenomenon (which, perhaps, can be called as the trialectic process,) of the ongoing human history. This process engages all three realms (i.e. sensory, rational, and instinct) of human capacities (as taught by Islam). I like to advance the following analysis (from my in-depth concepts) to explain and claim the existence of this pervasive phenomenon. (Three-tyred Islamic Trialecticism311:) Human mind is a sort of dynamic program in the prodigious network of brain cells. Mind312 continuously upgrades/updates/integrates all its three types of inputs from three different sources—i.e., empirical, rational, and intuitive. Body, reason, and soul together make a human being. Human is three-wheeler bipolar being—his/her objective pole is a tandem of body and reason, and the subjective pole is faith. Continuous revision of empirical segments is performed by the ceaseless adaptation to the physical experience through (physiological) senses: i.e. eyes, ears, nose, tongue, skin, kinesthesis, and semicircular canals plus vestibular sacs. On the other hand, the upgrading/updating of the rational iterations are performed through the intellectual exercises [engaging brain matter + its imperatives (“program)] for determining the truth values of contentions, beliefs, etc. Similarly, revision of intuitive segment (of aspirations) is performed through motivational exercises in making free choices. All of these three realms of being are complementary and inter-connected to each other and are subjects to commit errors except by the special mercy of (guidance by) Allah SWT—in fact, crucial assumptions/premises/beliefs are essential in the basis of every realm. We can never perceive the ultimate reality in exact physical parameters or intellectual ideas—the highest form of perception is one’s faith without doubt.

(for human) to determine the overall ethical standard of any society (in particular) or of the mankind (in general). Islam has, thus, set up the highest possible standard of humanity; and, in addition, has laid down some fundamental (and universal) rights for humanity which must be safeguarded not only by moral laws but also through moral exhortations. It takes the Divine Revelation as the primary source of knowledge which teaches that true and sincere faith must be shown through the: (i) deeds of charity, (ii) obedience/humbleness to social order, (iii) uprightness for justice, (iv) firmness/loyalty in performing duties, (v) equality before Law, (vi) rejection of arrogance, etc. It also exhorts for: (i) enjoining good and forbidding evil; (ii) to be Allah-conscious with humility; (iii) to be modest with integrity; (iv) practicing self-restraint, truthfulness, patience, thankfulness/gratefulness, fraternity, good thinking, kindness, etc.; (v) the fulfillment of promise; (vi) to be belonged to the self, relatives, neighbors, friends, entire mankind, etc. (, as a total slave of Allah SWT); (vii) the sanctity of life, property, and honor/dignity; (viii) the security of personal freedom including freedom of religion, expression, association, participation in the affairs of the state, etc.; (ix) assuring the basic necessities of every human life; etc. etc. Also see Qur’an/2:177; 3:133-134,146; 5:8, 44; 17:23-39; 31:18-19; 42:38; 49:11-13; etc. To find out which actions Allah SWT loves, please see Qur’an/2:195, 222; 3:31,76,131,146,159; 5:13,42,54,93; 9:4,7; 49:9; 60:8; 61:4; etc. Besides, to find out which actions are not loved by Allah SWT, please see Qur’an/2:190,276; 3:32,57; 4:36,107,148; 5:64,87; 6:141; 7:31,55; 8:58; 22:38; 28:76,77; 31:18; etc. 311 Most part of this inclusion, excepting the first two paragraphs, has been adopted from my (the) ‘Paramount Abstract’ distributed in the seminar of January 28, 99 at Chittagong College, in which I presented from the contents of my (the) ‘Muslim School System’ as the key-note speaker. Like any human philosophy, my works/concepts can neither be perfect nor can be the final. That is why I have decided to include my (these relevant) thoughts here also, in addition to my other similar concepts. I hope mankind will succeed to build up a universal phenomenon for developing a consensus/improvement profile on these matters. 312 Please do not confuse mind (/“psycho-self”/“psyche”) with brain or soul—it could perhaps be viewed as the “super flux” of sensory, intellectual, and intuitive activities “lumped” around the brain.

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All the human activities could be arranged on the surface of an imaginary cylinder on which are three equally distant vertical (straight) lines (as depicted next)— namely: body, intellect, and soul with time as the (parallel) center axis advancing upward. The surface of the cylinder can be allocated in the following manner: (i) the area from the midline between the body and soul to the midline between the soul and intellect is for religious activities, (ii) the area from the midline between the soul and intellect to the midline between the intellect and body is for philosophical activities, and (iii) the area from the midline between the intellect and body to the midline between the body and soul is for scientific activities. Human history is an ongoing accumulation of empirical (sensory), rational, and devotional experience. All these (three) realms of human activities are governed together by human’s free-will (/“Ikhtiar”), Divine Plan (i.e. Divine Decree/Order or “Qada”/“Hookoom” and Divine Measure or “Qadar”), and devil’s (/shaytan’s) influence, in a way which can not be analyzed objectively/concretely. Human’s free will is the crucial aspect behind his/her ongoing change. S/he is neither under total compulsion, nor is absolutely independent—human’s real position is in between these two extremes. Motivational force (/“psyche”, derived from lumped experience/ideas) drives bi-polar (and “triune”) human nature in which the free-will forms the coupling phenomenon with the “psyche”—free-will influences motivation and motivation influences the free-will. Therefore, external (religious) nurturing is absolutely essential so that human makes right decision to get proper feedback/experience manifested as good motives. If free-will gets too corrupted, it may not be cured (due to the curse from Allah SWT, may Allah SWT save us). Free-will can be viewed as the orientational initiator—it motivates individual to make choices, accordingly impels objective (i.e. physical and intellectual) faculties. Activities of objective faculties affects soul which manifests in the free-will—if soul becomes habituated to wrong actions, then it fails to maintain proper balance in the ongoing individual development of spiritual, intellectual, and physical attributes. This way we find some people as monastic orthodox, some as agnostic sophists, and some as corrupt/criminal materialists, along with many other categories—faith is the status of the subjective realm of the individual. But, none the less, all three components of essential human nature are preserved (in every individual), at least rudimentarily. In the course of human history, Allah SWT had/has repeatedly sent messengers to guide nations/mankind toward well-balanced life of spiritual, intellectual, and sensual activities. Through these missions, mankind has gradually been trained/taught/nurtured/shown how to develop more and more accord among soul, intellect, and body—the revealed messages had/has repeatedly/gradually delivered first hand information about the human self. These messages could be patterned over the (imaginary) surface of a parabolloid converging upward with time as the center axis (as depicted below)—the mirror image of this parabolloid (, which is required to complete the relevant ellipsoid,) can, perhaps, be allocated for the period between the beginning of time (/“big-bang”) and human’s first appearance. This way distance among the guidelines for different activities involving soul (religious rituals), intellect (philosophy313), and body (science/ economics) had gradually been reduced. Human experience/maturity then attained a level at which the final and perfect/complete guidelines have been sent through Messenger Muhammad (s.a.w.) for to be used as the set of criteria for synchronizing man’s soul, intellect, and body in every place and at all the time to come. Islamic humanized guidelines can be distributed on an (imaginary) co-centric cylindrical surface growing upward (with time) above the parabolloid (just mentioned)—the lowest end of this cylinder circularly interfaces with the surface of the parabolloid and both (the parabolloid and cylinder) are co-centric. 313

In these contexts the term ‘philosophy’ has been loosely used to mean logical/mathematical contentions—in case of amguity, the term ‘mathematics’ can better be used.

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But, paradoxically enough, some people accepted devil’s slavery (instead) during the course of history, and diverted/ strayed away farther and farther from the divine guidelines. Limitation of human’s deviation could be confined within the space between the outer surfaces of the “pre-Muhammadan (s.a.w.)” parabolloid plus the “Islamic cylinder” and the inner surface of a co-centric hyperboloid314 diverging upward with time. The people who are (by practice) within the middle-half distance around the converging parabolloidal plus “Islamic cylindrical” surfaces, can be categorized as righteous. The time has purged out the most deviated people farther and farther away from the most righteous. Because, different types of sins gradually appeared and more and more people had/have been (and are being) included in both categories (, i.e. righteous and deviated). Human can commit sins in each category of pursuits: spiritual, philosophical, and scientific/empirical/economic/physical/sensual activities—if any of these activities deviates away from Islamic principles. On the other hand, a good Muslim (/Muslima) scientist, a good Muslim (/Muslima) philosopher, and a good Muslim (/Muslima) mufti, all three (/six) can be of same/equal status/merit in the sight of Allah SWT. Human’s perception is continuously shadowed by his/her intrinsic doubt. S/he keeps on drifting away from his/her view-point by exerting spiritual, intellectual, and sensory faculties to comprehend a truth—s/he may settle down with a truth (without doubt): (i) for ever, or (ii) for a long time, or (iii) for a short time. Depending on the nature of all his/her (doubtless) perceptions, a Muslim can be predominantly: (i) spiritual, or (ii) philosophical, or (iii) scientific (/empirical) for short/long/lifetime period of time. On the other hand, depending on the (doubtless) perceptions of all the (adult) inhabitants, a Muslim society can similarly be labeled from period to period—even though such labeling will (usually) be of lesser disparities. Thus, both Muslim individuals and societies keep on moving on a jig-jag path connecting spirituality, philosophy, and empiricism in a spiral/non-spiral line around the surface of the (above mentioned) “Islamic cylinder” (with or without touching the surface). The inertia of this motion follows the direction of the (prevailing) net influence of the trialectic phenomenon (of ideals, rationales, and empiricals) plus devil. This is why Islamic religious exercise (and prayers/supplications) should be regular part of life so that Shaitan can not influence away individuals (in particular and thus the society in general) far from the surface of the Islamic cylinder [where an individual might be categorized (by Allah SWT) as a non-Muslim315, and a society as un-Islamic].

314

It can actually be shown as a parabolloid of a greater ellipsoid—since nobody can actually escape away from the dominion of Allah SWT. A Muslim, however, can not be called (by a person/people) a kafir/hypocrite until s/he renounces/denounces (any of the) six pillars (i.e. kalima, salaat, sawm, hajj, zakat, & jihad) of Islam, and disbeliefs (any of the) seven foundation of (Islamic) I’man [i.e. Allah, angels, divine revelations, Messengers, Day of Judgment, Qadar (of khair/fortune and shaar/misfortune from Allah SWT alone), and eternal life after death]. 315

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Muslim must continuously struggle for excellence (/Jihad) by making sacrifice as charity (i.e. “shookoor”/thankfulness to Allah SWT) and self-restraint (i.e. “sabar”/steadfastness to Allah’s guidance). Alien (un-Islamic) creeds and practices cause confusions (in the psychological consciousness) in contradiction to ideological consciousness. But well preserved Islamic teachings can redirect a Muslim (in particular and a Muslim society in general) repeatedly to replace the confusing/conflicting psychological consciousness/motivation with Islamic subjective force. Islam also exhorts for the highest form of sacrifice by committing one’s life and wealth (for jihad or holy war). If anti-Islamic forces become too intimidating to the Muslims (and their allies in particular and human in general), then they (/Muslims) are obligated to participate (, by committing their life and belongings,) in the holy war to eradicate such forces, in exchange for the salvation in the hereafter. Islam enjoins that every Muslim must have the intention for participating in the holy war (, whenever required,) by committing his life and wealth— otherwise, he may die as a hypocrite. If political institutions fail to maintain/deliver conducive background (/nurturing) for well-balanced Islamic development of sensual, intellectual, and spiritual realms for continuous smooth Islamization, the people may have to pay hefty prices (through bloodshed) by resorting to “holy war” (repeatedly)—this is a historical fact (from both recent and past). On the other hand, the progress of the natural sciences (and related technologies) is gearing the mankind in a direction where it will matter very little as to how (technologically) advanced/developed/rich any particular nation is—even a poor amoral/immoral small nation will, perhaps, be able to wipe out the entire mankind (by using weapons of mass killing/destruction). It is, therefore, imperative that the societal institutions (in the Muslim countries) must be established according to Islamic prescriptions for proper development/exhibition of harmony among human’s physical, intellectual, and spiritual activities316 (for implicitly/explicitly guiding/harmonizing the entire mankind). No matter whatever any/some of us may do, Islam is destined to prevail (by the help of Allah SWT) on earth. If we create hurdles against Islamization (for personal gains to gratify baser desires/ego), we may have suffer for our wrongdoings (passiveness) even in this life—and we will then have no one to blame. The theories of ‘Dialectic Idealism’ (of Hegel) and ‘Dialectic Materialism’ (of Karl Marx) must be replaced (/supplemented) by (my) this theory of (three-tyred) ‘Islamic Trialecticism’ in order to correctly analyze/understand the human history.

316

Culture is the trialectical resultant of human’s spiritual, rational, and sensual aspirations manifested as arts, gestures, etiquettes, rituals, expressions, customs, etc. at different contexts of human life. Its genesis is religion—spiritual values/ideals are rationally reflected in sensual functions (within its contexts of environment and civilization). This is why same/similar sets of spiritual and sensual elements at same/similar contexts are manifested as different forms of arts, gestures, etiquettes, rituals, expressions, customs, etc. in different backgrounds (of environment and civilization). Besides, such expressions gradually deviate from true original religious standards. But the essential cultural values can be derived from the set of true expressions of humanity from well balanced resultant of spiritual, rational, and sensual human attributes (of every community)—it is through these (common) values that the entire mankind is belonged to a single community. Cultural consciousness once translated into physical parameters is not part of the culture any more, but becomes a part of the arts/civilization (as embodiment of body/matter and space in some contexts). Culture is human consciousness—its essential parts always remain the same for every person. For examples: (i) every human loves a beautiful flower, (ii) every human becomes kind with a (desperately) crying baby, etc. The differences among culture, art, and civilization, perhaps, may be compared with the differences among the logic, pure mathematics, and applied mathematics (/mathematical models).

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Socioeconomic Justice and Modeling Growth-Distribution Effective Common Market /The Republic Re-engineered/By N. U. M. Akramul Kabir Khan Some Islamic Socio-Economic Features:

The purpose and importance of no Islamic socio-economic feature can clearly be understood in isolation from: (i) six pillars (i.e. kalima, salaat, sawm, hajj, zakat, & jihad317) plus external principles (/sha’ria) of Islam, and (ii) seven articles of (Islamic) faith [i.e. Allah, angels, divine revelations, Messengers, Day of Judgment, Qadar (of khair/fortune and shaar/misfortune from Allah SWT alone), & eternal life after death] in particular, and (iii) the entire Islam in general. This is because Islam is complete code of life. However, I want to discuss (below) on some of the Islamic socio-economic features with (my) intention for: (i) aiding to comprehend my presentation in this work, (ii) reducing doubt about the vitality/viability of the school of Islamic socio-economic system, (iii) clarifying some of the related false propaganda against Islam, etc. Government Fiscal Policy: Islam allows a wide range of flexibilities for public revenue and expenditure policies best suited to achieve Islamic socio-economic progress. The basis of the variation, however, should always be proper income distribution, economic growth, resources and opportunities allocation, and monetary stability the following goals in focus (embracing production, consumption, exchange, and distribution): (i) (ii) (iii) (iv) (v)

Preservation of private318 ownership unless319 any such ownership is detrimental to the general welfare of the society and/or unless public/cooperative ownership of such business/estate is of much benefits of the society; Ensure the basic necessities320 of life for everyone in the society321; Freedom for economic activities322 unless any such pursuit is damaging to the general well-being of the society; Institution of private enterprise as the main means for economic activities except the natural resources which should be owned by the state; Tolerance for inequalities323 with prevention of gross inequalities324 of income, conspicuous325 consumption, and waste326; 317

Jihad or holy war, if required (as the pinnacle pillar), is compulsory (till the Day of Judgment) on Muslims/Muslimas (except those who are exempted)—but usually the (other) five pillars of Islam are compulsory on (qualified) Muslims and Muslimas. 318 See Qur’an/2:30. 319 See Qur’an/57:7. 320 Includes food, clothing, shelter, health care, and education. 321 See Qur’an/2:177; 7:10; 36:47; 51:19; 70:24-25. 322 See Qur’an/17:70; 62:10. 323 See Qur’an/43:32. 324 See Qur’an/59:7. 325 See Qur’an/17:27. 326 Socially essential labor for producing commodity corresponds to the societal basic needs and/or moral demand. But in secular capitalist (/“free market economy”) system, the average social expenditure of labor includes waste, conspicuous consumptionm, unnecessary accumulation etc. These are put out at the (partly) cost of unpaid productive efforts of

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Preservation of the free market economy with ensuring equitable, just, and humane socio-economic order327 through indirect controls (of price, distribution, production relations, etc.); (vii) Elimination and prevention of receipt and payment of usury to establish transaction/financing mechanisms on the basis of profit and loss, and/or profit and loss free, and/or time-trading328 loans; (viii) Pursuits of continuous development of moral character of the people through various educational and religious exercises; (ix) Fiscal policies should supplement and reinforce other government policies (which are based on Islamic principles); etc. (vi)

State Revenue: Islam permits the (Islamic) government to impose levy in many ways to meet the essential expenditures. Followings are the some of the sources of the government revenue system: (i)

Zakah- Allah SWT has permitted/assigned329 the state to collect zakah. The rate of zakah (to be paid by the affluents) has been fixed by Prophet Muhammad (s.a.w.) and by the Islamic (Muslim) jurists (in later period) through the process of analogy (/qiyas). Qur’an teaches that payment of zakah purifies one’s soul and increases his/her wealth. State do not have to collect the whole amount of zakah due from a nisab330. But every owner (/his/her representative) of a nisab is religiously bound to

the wage-workers. Secular capitalists system produces more than the volume of effective demand of the society, which gradually pushes toward material over-accumulation at the cost of free time for enjoying freedom and peace (by worshipping the Creator). Besides, they allow manufacturing/selling of less reliable products by giving warranty and usurious financing mechanism—these ways they exhaust extra materials, pollute environment excessively, and employ more unproductive (service/lender) parasites. They also allow less safe design if insurance premium cost is less than the cost of the safe/quality products—this way they advance blow to human life/humanity. The over accumulation of commodities (by consumers) is necessary to reduce the surplus inventory of the (secular) capitalistic production. This is why they induce the customers to buy more than their needs by offering “sales” such as “buy one get one free” (, of commodities). Consumers not only pay for unnecessary commodities, they also spend their precious time (from lifespan) to collect, accommodate, and maintain these extra commodities (or hurt their health by consuming unwisely)—a lot of diseases are caused due to less walking and more stresses. People in secular capitalism spend a lot of time in walking, jogging, and other forms of physical exercises which can otherwise be allowed for stress-free productive (recreational) physical work-efforts. Excessive spread of professional/gambling sports, harmful music, etc. (in secular capitalism) can also be controlled to allow moderate bona fide amateur such activities. (In contrast,) Islam can guide all such activities properly and is the most (complete/) bona fide system. 327 See Qur’an/16:90. 328 Invented by me. 329 See Qur’an/9:103. 330 Nisab is the minimum amount of wealth (in possession for one year long) that makes it liable to pay off zakah.

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pay off the entire amount of zakah according to the Qur’anic guidelines331. Depending of the nature of the nisab, zakat varies from 2.5 per cent to 20 per cent. Zakat332 is payable (in general) once in a year only, except for the agricultural produce, for which zakah is payable on harvesting of each crop. (ii)

Ghanimah333- Booty acquired in war is called ghanimah. On-fifth of the ghanima is to be kept under the disposal of the government. Prophet Muhammad (s.a.w.) used to distribute the rest four-fifth to the ones who took part in the battle.

(iii)

Fai334- Wealth surrendered by the enemy without combat is called Fai. Unlike ghanimah, this kind of accrual is to be placed entirely under the disposal of the government, and is to be used for the benefits of the whole society.

(iv)

Jizya- The poll tax imposed on some of the non-Muslim citizens of a Muslim state is called jizya. Unlike zakah, jizya is due from those non-Muslim men only who are able for military duty—women, children, old, ill, monks etc. who could not be expected for military duties, are exempted from paying jizya. Jizya is imposed in lieu of the protection of their lives, property, dignity etc., and exemption from the military services. This form of revenue could be used by the government in any legitimate need. Prophet Muhammad (s.a.w.) imposed 1 dinar (4.25 grams) of gold per head as yearly jizya335.

(v)

Kharaj- It is a yearly tax (, in addition to zakah,) on fertile arable land collected by the government on the basis of land area or in proportion to the agricultural output. This form of revenue can be used entirely by the government according to (legitimate) necessities.

(vi)

Ushoor- It is a form of custom duties on imported goods. During early period it was 2.5 per cent on the Muslim traders, and 5 per cent on the non-Muslim traders— the difference336 was because the Muslim traders were also required to pay of zakah on the merchandise at the rate of 2.5 per cent. This form of revenue too can be used by the government according to necessities.

331

See Qur’an/9:60. In modern/post-modern Islamic states, the same amount must be imposed on the non-Muslims also for to be (equivalently) spent for the welfare of their respective communities. In fact, tax-payable by each individual (with nisab amount) can be divided into amount as zakah and the remaining part as non-zakah, and accordingly funds must be separated. 333 See Qur’an/8:41. 334 See Qur’an/8:1. 335 This does not apply in an Islamic state where the non-Muslim citizens also serve in the military and military is supported by the tax collected from all (—Muslims and nonMuslims of the state). 332

336

In a modern/post-modern state the non-Muslims should also pay same (respective) amounts as that paid off by the Muslims—the ushoor should be equal on all.

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(vii)

Natural Resources- Natural resources like minerals, forests, natural water areas, un-owned land etc. are to be placed under the disposal of the government. Revenue from these sources can be used by the government for general expenditure.

(viii) Public Domain- This sector includes properties of deceased persons without heir, properties accrued by the state for the well-being of the public etc. Such income can be used by the government for the general expenditure. (ix)

Voluntary Contribution- Government is allowed to accept voluntary contributions (from any halal source without hurting public interests) to meet the general/emergency expenditure.

(x)

Equity Financing- To meet needs or for wise mobilization of the resources, government is allowed to resort for this mode of revenue from both domestic and/or foreign sources.

(xi)

Other Taxes- If all the above sources of revenues fail to meet the essential needs, then government is allowed to impose (more) taxes on the rich echelon of the society. Because, if ‘fard kifaya’337 part of the duties are not fulfilled voluntarily, the state has the responsibilities for ensuring that such responsibilities are fulfilled.

(xii)

Loan- If all the modes of revenues fail to fulfill the essential needs, only then government may borrow money (or goods) on the ‘qard hasana338’ basis. In the modern/post-modern time, the lenders could be (, in the order of preference,) private citizens, commercial banks339, central banks, or foreign sources. Usurious borrowing (/lending) is not allowed at all, except in the cases of dire necessities340 when haram (/un-lawful) becomes halal (/lawful). Government Expenditure- Public expenditure in an Islamic socio-economic system must be based on the objectives set by the Muslim jurists341 through proper process of ijma (/juridical consensus). Some of these objectives342 may be listed as follows:

337

Unlike compulsory duties on the (Muslim) individuals (i.e. ‘fard ayin’), a ‘fard kifaya’ is a compulsory duty on the whole community which is considered to have been rendered by all if at least some individuals discharge it. This Islamic provision is just one of the many principles which bind the individuals to the social interests along with his/her personal interests. 338 ‘Qard hasana’ means (beautiful) loan without usury, profit, and loss. Also, examine (non-usurious) time-trading micro and macro credits invented by me. 339 Part of the demand deposit could be made available for government use. 340 See Qur’an/2:173. 341 This set of objectives may be proposed by the Islamization Branch (as proposed by me) of the government for to be passed by the legislative assembly. 342 Not necessarily applicable to the basic human rights which are equal for all.

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(i) (ii) (iii)

Removal of hardship should be given priority over the provisions of comfort; The (quantitatively) greater interest should get precedence over the shallower interest (without infringing on anyone’s basic rights); Individual’s material sacrifice may be imposed to safe collective loss; etc.

Depending on the nature of the allowed sources of (public) revenues, related (public) expenditure must be divided into (at least) two categories. This is because zakah form of revenue must be spent on the eight heads specified by the holy Qur’an343. The two categories may be described as follows: (a) Primary Expenditure- The entire accrual in the form of zakah344 must be used with this area (of primary expenditure). If zakah is not enough, then some proceeds must be transferred from the general fund to meet the (following) essential needs. Voluntary contribution [also, in addition to/(in lieu of) zakah] for this category of expenditure is always welcome. Some of the expenditure of this type may be listed as follows: (i) (ii) (iii) (iv) (v)

liquid grants (cash or goods) to the poor/needy; self-supporting assistance to the poor/needy unemployed/underemployed individuals; exclusive welfare programs on the basic needs for the poor/needy; expediency expenses for the collection/distribution of the proceeds; circumstantial aids to buy freedom of war captives or slaves, to help insolvent debtor pay off the debt, needy stranded wayfarer(s) to help them reach the destination; war equipment for the needy mujahids; and to help the needy newly reverted (“converted”) Muslims.

343

See Qur’an/9:60. Since the rate of zakah payment is fixed for each form of nisab, it is worth to elucidate on its economic impacts along with its spiritual significance. Some of those may be listed as follows: (i) amount of wealth (liable to be) paid out as zakah is (much) less than half of the (usual) anticipated GDP growth (, as it is paid off by the rich people only,) but its scope is wide; (ii) zakah continuously spreads out purchasing power (by transferring some wealth from the richer echelon to the poorer segment (of the society) which induces increasing productive activities; (iii) zakah liabilities motivate the high income earners to earn (even) more which also induces increasing productive efforts and savings; (iv) zakah liabilities induces decreasing of: (a) conspicuous consumption, (b) unnecessary accumulation of goods, and (c) waste (by the rich people) which means better effectiveness /profile of the economy, better life/health of the rich people etc.; (v) zakah induces: (a) micro savings/investments /entrepreneurships, more education, better food/health, higher living standard etc., in the poor segment of the society; (vi) zakah induces (overall): (a) less hoarding, (b) more investments, (c)more employments, etc. and, therefore, continuous economic and spiritual/virtuous progress; (vii) Islam highly discourages dependency and encourages self-supporting—part of the zakah proceeds should be used to improve productive skills of the recipients and organize/assist them to become self-supporting, in order to assure minimize the retardation in the productive work-efforts (for earning) by the recipients (of zakah proceeds). Total zakah amount (of the Muslim countries only) is larger than the total yearly loan distributed by the World Bank to all the countries of the world (: see page 77, ‘The Islamic Nation’ by Ali Nawaz Memon). Thus, zakah is a highly beneficial (Islamic) economic and spiritual feature. 344

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(b) Secondary Expenditure- Usually all (other) forms revenues (i.e. excepting zakah) can be used in these categories of expenditures. However, first of all, (at least part of) these funds must be made available to supplement the primary expenditure fund to meet the essential (/basic) requirements listed above. The secondary expenditures may be divided into three (broad) categories (in order of priority) as follows: (i) (ii) (iii)

necessary (/“daruri”) expenditures including territorial defense, law and order for internal security, judiciary, propagation of virtues and suppression of evil345, establishment of vital facilities required to preserve human life (such as hospitals, emergency shelters etc.), education etc.; needed (/“haji”) expenditures may include infrastructures, postal services, communication, public broadcasting etc.; and, commendable (/“tahsini”) expenditures may include public libraries, public transportation, public rest stations, sports/recreational facilities, bona fide investments, humanitarian aids, (non-usurious) beautiful lending (/“qard hasana”), time-trading credits346 etc.

Islamic Finance- Islamic financial market must operate on absolutely non-usurious modes. Below I am going to describe some of the modes financing (most of) which are deemed to be Islamic by many/some illustrious (Islamic) jurists347: (i)

Mudaraba- Mudaraba is a contract between two parties in which one party deposits capital with the other for trade or investment. Here the capital owner is known as rab-al-ma’l and the other mudareb. The contract is made on certain conditions which stipulates the mode of investments, operations, and profit sharing by two parties. The venture is independently managed by the mudareb. If the mudareb breaks the terms or displays negligence, then the rab-al-mal is entitled to claim his/her capital sum back. Otherwise, the profit is shared according to the agreement made beforehand, and the loss is borne entirely by the rab-al-mal.

(ii)

Musharaka (or Sharikat-Al-Anane)- It is a partnership between two or more parties in which each party invest part of the capital, and each party is free to participate in management. It is not binding for every partner to be part of the management. However, the modes of operation, and partnership responsibilities and privileges are clearly agreed upon beforehand. The profit is shared according to the agreement made beforehand, and the loss is suffered by each partner in strict proportion to their respective part of the capital contribution.

345

This should include the institution of ‘muhtasib’ which looks after the social behavior and the performance of the religious duties of the people. Some of the duties (within the portfolio) of this office (of the muhtasib) should include: (i) monitoring supply of the essential commodities; (ii) prevention of hoarding (/price hiking); (iii) assuring just/equitable freedom of opportunities/participation in the market; (iv) minimizing harmful brokers/dealers; (v) ensuring correct standard of measure, weight, quality, reliability, functionality, sustainability, safety etc.; (vi) prevention of corruption and false publicity of goods/services/commerce, (viii) monitoring integrity, effectiveness, efficiency (etc.) of the government services etc. 346 This is invented by me. 347 Please consult appropriate ulema/literature for actual determination/confirmation.

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(iii)

Musharaka Mutanakessa- This is a contract of partnership culminating in ownership. In this arrangement capital is invested by one or more partners in some proportion. The profit/loss from the venture are divided (among the partners) according to some pre-determined agreement. In separate contracts, partner(s) may sell (in installments or at an instance) their respective shares of the asset to other partners or third parties. In this process a partner may become the sole owner of the property.

(iv)

Murabaha (or Cost Plus Sales)- It is sale on known profit. In this arrangement the client orders the seller to procure some specific commodity which he agrees to buy from him on some known amount of profit. The agreement is made usually for refunding by the client on installments. If the client proves that the declared cost of property was not correct then s/he may choose to retain it by paying the procurement cost only, or he may cancel the deal.

(v)

Bai Muajjal (or Sales by Installments)- This is a trade deal in which the seller stipulates a price same as, lower than, or higher than the spot price and tells the buyer that you may pay this price now, or within specific future date in lump sum or installments.

(vi)

Bai Salam (or Sales by Advance Payment)- It is a trade deal in which the seller receives the payment (of the agreed amount) from the buyer in advance to deliver the goods within some specific future date.

(vii)

Ijara- It means rental contract of certain lawful properties such as land, building, or other facilities against some specific rate agreed beforehand.

(viii) Ijara Wa Iqtina (or Hire-Purchase Contract)- This is a contract in which Islamic bank agrees to buy certain property and rent it to the client with an agreement from the client to pay extra amount (in addition to the rent) in an investment account with the bank. Bank regularly adds the profit to the installments paid until the amount in the investment account becomes equal to the amount paid by the bank to procure the asset. The client becomes the sole owner of the property and the contract terminates. (ix)

Qard Hasana- It is loan transaction in which the borrower obtains certain amount of money to be returned within a specific future date, free of usury/profit/loss. Some financial institutions may charge a modest service charge to defray the actual administrative cost for that transaction.

(x)

Non-Usurious Time-Trading Loan- This is invented by me—thorough mathematical models have already been developed for micro and macro credits. Models for mini-credits and other form/size of loans can also be developed by interpolation/analogy. Please see my related works.

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(xi)

Common (or Ordinary) Stock348- It is a certificate of partial ownership of an enterprise by which the investor is vested the right to vote to elect the board of directors. The board appoints the top executives. Thus, by the voting rights the stockholders in essence can control the operation of the enterprise—the company must not engage in any usurious/haram practices. As the common stockholders are the real owners of the company they take the principal risk. They can claim their proportional share of the profit (or asset, if liquidated only) after paying off all other liabilities. During the period of economic hardship (of the enterprise) they may not receive any dividend at all. On the other hand, during prosperity they may acquire a large sum of income. Some Essential Initial Steps

Islamization process of socio-economic system of the Muslim Ummah will have to overcome many existing problems and needs to address clearly many related issues in the present contexts. Islamization of the formal education system is the most important among these. This matter has been elaborately completed in my related works. Here, I like to briefly discuss the following other four most critical topics: (a) Interest (Usury, Ribaa)- Installation of non-usurious economic system is the only foundation upon which the process of Islamization of the societal institution can proceed. Below, I like to explicate on this topic-

348

Many forms of stocks and bonds (now are in vogue in secular capitalist economy) are not Islamic in nature. I like to elucidate on some of those as follows: Preferred Stocks- The return on these stocks are stipulated on some fixed dividends. If the company fails to earn over the stipulated dividends of these shares, the preferred stockholders take all the earnings of the enterprise. These shareholders do not have the voting rights to elect the board of directors. If the enterprise is liquidated, then these stockholders have the prerogative to receive the full value of their shares over the common stockholders. The fixed nature of the dividend is tantamount to usury, and their precedence over the other shareholders in claiming the liquidated asset is not on the basis of (Islamic) equity and justice. Bonds- There are several kinds of bonds viz. mortgage bond, debenture bond, callable bonds, convertible bonds etc. In general, bonds are sold at a lower price than the face value. Face value is returned after the maturity. Besides, bondholders receive periodic usury payments. Bondholders are not owners of the enterprise. In case of liquidation, bondholders have the precedence over the all forms of shareholders to claim the asset of the borrowing enterprise to have the full payment of their bonds. Thus, the return is usurious, and the bondholders are neither just lenders not just partners. Options: An ‘option’ for ordinary stocks is a contract to buy/sell certain number of shares from a writer (i.e. a dealer or an actual holder of the shares) at a specified time within a specified date. The writer receives a premium from the other party for holding the shares for the buyer/seller. Until the buyer exercises his/her rights to buy/sell, the writer receives the dividends of the shares from the issuing enterprise. If the price of the stocks rises over the specified price of the option plus the premium paid, then the buyer usually exercises his/her rights; otherwise, the writer receives the premium and retains the ownership of the shares. This kind of arrangement is speculative and is akin to gambling. Besides, it is unjust because it gives undue amount of control on the shares which the “buyer” actually did not purchase.

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Allah SWT says in the Qur’an, “Those who devour usury will not stand except as stands on whom the devil by his touch hath driven madness; That is because they say: “Trade is like usury”, but Allah hath permitted trade and forbidden usury; Those after receiving direction from their Lord, desist, shall be pardoned for the past: Their case is for Allah (to judge); But those who repeat (the offense) are companions of the fire: they will abide therein (for ever). Allah will deprive usury of all blessings, but will give increase for deeds of charity: For He loveth not creatures ungrateful and wicked.” (Q/2:275-276) “O you who believe! Fear Allah, and give up what remains of your demand for usury, if you are indeed believers. If you do it not, take notice of war from Allah and His Apostle: But if you turn back, you shall have your capital sums; Deal not unjustly, and you shall not be dealt with unjustly.” (Q/2:278-279) “O you who believe! Devour not usury, doubled and multiplied; but fear Allah, that you may (really) prosper.”

(Q/3:130)

“That they (Jews) took usury, though they were forbidden; and that they devoured men’s substance wrongfully; We prepared for those among them who reject Faith, a grievous punishment.” (Q/4:161) “That which you lay out on usury for increase through the property of (other) people, Will have no increase with Allah: But that which you lay out for charity, seeking the Countenance of Allah, (Will increase): it is these who will get a recompense multiplied.” (Q/30:39) I like to put forward the following points in connection with the above verses: (i) (ii) (iii)

Those who practice usury their status (in the sight of Allah) is as the ones who have been driven to madness by the touch of the devil, and it is due to this madness that they say, “trade is like usury”. Trade is lawful and usury is prohibited. Those who stopped the practice of usury will be forgiven by Allah SWT for their past sins (from the usurious practices).

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(iv) (v) (vi) (vii)

But those who continue (and die in that state) will be punished by Allah SWT—He will throw them in the Hell. Allah’s blessing is deprived349 from the usurious practices. Allah SWT increases His blessings on those who practices charity. It is from the bounties of Allah SWT alone that we acquire wealth (large or small). Practice of usury through the wealth (given by Allah SWT, Who can give even more through righteousness,) is an act of wickedness and showing of ungratefulness to Allah SWT. (viii) A believer must give up all his/her remaining demand of usury. Otherwise, s/he is not a true believer—to emphasize on this point, war has been declared on behalf of Allah SWT and His Apostle Muhammad (s.a.w.) against the usurer (because devouring of usury is a kind of usurpation indeed). (ix) If someone repent (from devouring usury) to deal justly and give up his/her claim for remaining usury, s/he should also be treated justly and be entitled to his/her capital sums. (x) Devouring of usury is an antithesis to the: (a) belief (in justice/equity), (b) fear of Allah, and (c) intention for really wanting to be prosperous. Because, it unjustly doubles and multiplies350 one’s wealth at the cost of the wealth of others. (xi) Jews were also forbidden351 (by Allah SWT) to practice usury, but they (, like some Muslims of our period,) violated this prohibition. They devoured other people’s wealth wrongfully (by legalizing the charging of usury from the non-Israelites352). Anyone from the Israelites who rejects Faith will be punished severely by Allah SWT. 349

Economists agree that rate of usury is inversely related to the investment decision—usury persistently causes unemployment. During the last few centuries no secular/usurious capitalist country ever achieved full employment, except during the large scale war periods (at the cost of less powerful nations). To reduce this problem, economists suggested (including Keynes) reduction of interest rate, and/or government intervention/force to create jobs. Any amount/rate of usury gradually increases unemployment. That is why governments (, where practice of usury is lawful,) are engaged in creating jobs (under special scheme) from time to time. But this creates inflation (/increase of prices) which races with the wages thus driving the interest rate to climb up, and the vicious cycle repeats. Therefore, the devaluation of money itself is caused by the practice of usury. Contrary to some of the earlier economists, many economists (including Keynes) denied that savings directly depend on the rate of usury—they postulated that saving is a function of income rather than the rate of usury. In fact, if savings increase, rate of usury is supposed to go down (due to extra availability of capital/deposits)—(i.e., it seems to be the other way around: rate of usury depends on savings). Thus, we have a composite function f(g(h(x))): where “x” is income, “h” is saving, “g” is the interest rate, and “f” is the investment. However, even if we accept that usury is somewhat functionally connected (, due to the very reason of the existence of itself,) in mobilization of savings and allocation of resources, it is neither indispensable nor vital. These functions can better be (and/or at least equally be) performed without interest. In that case relationship between land/labor vs. wage/interest/profit, and goods/service vs. cash (from sales) will be different. Cash flow (with/without economic growth) as fixed usury will be replaced by equitable profit/loss (from actual growth/decay). Besides, Islamic economic system will introduce zakat factor within the public sphere. All these changes will assure steady economic growth and/or will improve economic stability. Also, if inflation indeed occurs in the non-usurious economic system, it will be equitably distributed as part of the profit. 350 In reality there is no true difference between the nature/effects of the “simple” and compound usury. A loan on simple interest after the end of the term is same as compound interest, as because both the original capital and “earned” (/overdue) usury can (/will) earn interest in the next period and so on. A loan on compound interest can reciprocally be expressed as a loan on simple interest by adjusting equivalent rate at the end of some multiple periods (stipulated for compounding) and so on. The nature of both types of usuries is to assure increase of the capital (of the secular loan capitalists). Both types of usuries multiply lent money after a/some term(s). Therefore, Islam tolerates no amount of usury.

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(xii)

Wealth laid out on usury is equivalent to expect to increase in (unjust/non-equitable) wealth by usurping the property of other people. Allah SWT will give no true success/increase in this way. (xiii) If someone makes charity for the pleasure/blessings of Allah SWT alone, s/he will be recompensed by Allah SWT by manifold increase—Allah’s blessing is enough to multiply his/her temporal wealth and for great reward(s) in the Hereafter. “Earning” through usury is unfair because the actual labor was not rendered by the lender. The capital provided by the lender is the money s/he earned as his/her accumulated labor. His/her labor must not be paid again (as usury at the cost of someone else’s labor) only because s/he decided to save instead of spending or investing according to Islamic principles. In fact, Islam condemn hoarding—therefore, the saver should either spend it lawfully, or invest it legitimately, or lend it to someone for lawful purposes as Qard-e-Hasana353. There is no conclusive agreement among the secular economists that interests encourages savings and, therefore, encourages investment to cause economic growth and development. In fact, it hurts socio-economic well-being by inducing one-directional (continuous) multiplication of the capital/wealth which is detrimental to free competition—i.e. interest based investment (/finance) is not equitable. It is incompatible/conflicting with the other aspects of Islamic socio-economic principles in particular and (Islamic) socio-moral principles in general. Usury is one of the grave negative factors which substantially nullifies the positive aspects of the economic activities performed according to the teachings of Islam. This is a large part of the reasons why the Muslim countries are economically backward—usury is a grave evil (and is not compatible with Islamic socio-economic order). I believe this discussion has exposed the major part of the accurate position of Islam regarding usury for grasping the real gravity of seriousness of this issue by those who are concerned. Conversion of present economic system to the total non-usurious one must start with the banking/financing mechanism—much encouraging progress already been made (by the grace of Allah SWT). To make it more effective/expedient, banks and financial institutions should be trimmed to eliminate unproductive, counter-productive, and anti-social functions. At the top, Islamic Development Bank (IDB) should be made non-usurious to the most possible level. IDB should also be reinforced by all the Muslim countries (/relevant organizations)—it should function as the single most important financial institution among the Muslim countries (in general and Islamic Republics/banks/financial-institutions in particular).

351

Biblical texts [of the Holy Bible, New International Version (1984), published by International Bible Society,] referring the prohibition of usury are: Exd. 22:26; Lev. 25:36-37; Det. 23:19-20 etc. 352 According to the Holy Qur’an, therefore, Det. 23:20 (of Holy Bible) are not words of Allah SWT (/“God” Almighty). 353 If the money available for lending is huge then the lender (/government) can lend some money through ‘time-trading (non-usurious)’ financing mechanism invented by me. Please see my relevant works.

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The domestic banks (/financial institutions) should rapidly, steadily, and firmly change over to total non-usurious institutions. A deadline must be set to adhere to this objective by all the Muslim countries. IDB should coordinate this transition. Besides, a goal should be set for all (relevant) transactions between any bank/financial institution/ government (of any Muslim country) with the (Muslim/non-Muslim) outside to be made through IDB alone. Representation by the Muslim countries in the IDB should be made on the basis of (Islamic) equity and justice. (b) Un-Islamic Food- Delicious food, sensual pleasure, and comfortable leisure are the three things every human desires the most (to indulge)—sexual instinct (for the continuation of genes through the progeny), and instincts for earning wealth/power for the (guaranteed) fulfillment of such indulgence are also embraced by these desires. It is through this human lust (/weakness) that devil tries to mislead/derail us the most. None the less, Adam (a.) was misled in this gamut. He (along with his wife “Eve”/Haowa) ate from the forbidden tree which caused their expulsion from the paradise (and as a consequence, the tribulations of the temporal life of each human). Consumption of forbidden food constituted the very first violation (of the first man and woman) against the Divine Law. Below, I am going to hint on the nature of (Islamically) lawful food and the importance of the compliance to the related injunctions. Allah SWT says in the Qur’an: “O ye people! Eat of what is on earth, lawful, and pure and good; and do not follow the foot-step of Shaitan,…”

(Q/2:168)

“O ye who believe! Eat of the good and pure things that We have provided for you, And be grateful to Allah, if it is Him ye worship. He hath only forbidden you Dead meat, and blood, and the flesh of the swine, And that on which any other name hath been invoked besides that of Allah; But if one is forced by necessity, without willful disobedience, nor transgressing due limits,— Then is he guiltless; for Allah is Oft-forgiving, Most Merciful.” (Q/2:172-173) “They ask thee concerning wine and gambling; say: “In them is great sin and some profit for men; But the sin is greater than the profit”.” (Q/2:219) “For the inequity of the Jews We made unlawful for them certain (foods) good and pure which had been lawful for them …”(Q/4:160) “Forbidden to you (for food) are: dead meat, blood, the flesh of swine, And that on which hath been invoked the name of other than Allah: And that which hath been killed by strangling, or by a violent blow, or by a headlong fall, or by being gored to death;

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And that which hath been (partly) eaten by a wild animal; unless you are able to slaughter it (in due form); And that which is sacrificed on stone (altars/shrines); (Forbidden) also is the division (of meat) by raffling with arrows: that is impiety; … …But if any is forced by hunger, with no inclination to transgression, Allah is indeed oft-forgiving, Most Merciful. They ask thee what is lawful (as food) unto them; say: Lawful unto you are (all) things good and pure; And what ye taught your trained hunting animals (to catch) in the manner directed to you by Allah: Eat what they catch for you, but pronounce the name of Allah over it; And fear Allah: for Allah is swift in taking account. This day (all) things good and pure made lawful unto you; The food of the People of the Book is lawful unto you, and yours is lawful unto them …” (Q/5:3-5) “O ye who believe! Make not unlawful the good and pure things which Allah hath made lawful for you, But commit no excess: for Allah loveth not those given to excess. Eat of the things which Allah hath provided for you, lawful, and pure and good; …” (Q/5:87-88) “Say: “Not equal are things that are bad and things that are good and pure, Even though abundance of the bad may dazzle thee; So fear Allah, O ye that understand: (so) that you may prosper”.” (Q/5:100) “So eat of (meats) on which Allah’s name has been pronounced, if ye have faith in His Signs. Why should ye not eat of (meats) on which Allah’s name hath been pronounced, When He hath explained to you in detail what is forbidden to you, except under compulsion of necessity; But many do mislead (people) by their appetites unchecked without having knowledge— Thy Lord knoweth best those who transgress.” (Q/6:118-119) “Eat not of (meats) on which Allah’s name hath not been pronounced: that would be impiety; But evil ones inspire their friends to contend with you; if you were to obey them, you would indeed be pagans.”

(Q/6:121)

“Say: “I find not in the Message received by me by inspiration any (meat) forbidden to be eaten by one who wishes to it, unless it be dead meat, or blood poured forth, or any flesh of swine; for it is an abomination, or what is impious, (meat) on which a name has been invoked, other than Allah’s; But (even so), if a person is forced by necessity, without willful disobedience, nor transgressing due limits,—

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Thy Lord is Oft-forgiving Most merciful. For those who followed the Jewish Law, We forbade every animal with undivided hoof, And We forbade them the the fat of the ox and the sheep, Except what adheres to their backs, or their entails, or is mixed up with a bone: This in recompense for their willful disobedience:…” (Q/6:145-146) “…he allows them as lawful what is good and pure and prohibits them from what is bad…”

(Q/7:157)

“It is He Who has made the sea subject, that ye may eat thereof flesh that is fresh and tender, …”

(Q/16:14)

I would like to add the following notes354 in connection to the above verses: (i) (ii) (iii) (iv) (v)

Allah SWT permitted us to eat only the lawful (/halal) things from among the good and pure (tayyib/ wholesome) things355. The worshippers of Allah SWT should be grateful to Him (for His bounties). Dead meat, blood (gushed out), flesh of swine, and meat from sacrifice by invoking any other name besides Allah, have been made unlawful (/haram) by Allah SWT356. But a limited amount of unlawful items can be consumed to fulfill dire necessity, regarded that there was no intention for transgressing Allah’s commandment. Because, Allah is Oft-forgiving and Most Merciful. Wine (/intoxicants) and gambling are forbidden by Allah SWT, because even though there are some benefits in them for human, their harms outweigh357 the benefits. Some lawful and wholesome (/tayyib) foods had been made unlawful for the Jews due to their unfair preference358. Slaughtering (properly) is required for the meat of the animal to become lawful for consumption359. 354

All notes such as these are given to motivate the readers to get seriously involved in their own (related) research. Please, consult authoritative (Islamic) literature/scholars for actual determination. 355 All edible things that are good and pure (/tayyib) are generally lawful except those items which are specifically/categorically prohibited by Allah SWT (, for not necessarily because those are bad). The closest single-word English vocabulary for Arabic ‘tayyib’ is, perhaps, ‘wholesome’ which means ‘healthy’ as well as ‘clean’. Also, see Qur’an/16:114. 356 These items are not necessarily bad for health. But these are made unlawful by Allah SWT. We must not consume these/such (prohibited) items solely for the pleasure/blessings of Allah SWT. Also, see Qur’an/16:115. 357 This is the general rule for determining whether certain thing (/action) is either wholesome or bad/impure (i.e. khabis). If its benefits outweigh the harms then it should be considered as tayyib. Otherwise, it should be considered as ‘khabis’. 358 Also, see Qur’an/16:118; 66:1.

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(vi) Meat from the animals sacrificed on the altars360 (or shrines etc.) is unlawful. (vii) Meat divided (unjustly/un-equitably) by lottery361 (rather than according to the due shares) is also unlawful for consumption. (viii) Meat from the animals caught by trained hunting animals are lawful in the following situations/manners: (a) hunting animals are sent out by pronouncing the name of Allah SWT and they caught and killed the game without eating from it—during actual consumption Allah’s name must also be pronounced; and (b) they brought (the catch as) life animal (even if they ate part of it) and then it is properly slaughtered (by pronouncing the name of Allah SWT). (ix) Meat of the lawful animals given/served by the People of the Book (: followers of Taurat, Zaboor, and Injil,) is lawful (for consumption), if it is not known that the animal has not been slaughtered according to their (respective) Scriptures362. Islamic meat is also lawful (for consumption) to the People of the Book363. (x) Legislation364 is belonged to Allah SWT alone—a believer must not make any lawful and wholesome thing as unlawful. Also, believers must not commit excess— they must neither over consume wholesome and lawful things, nor make unlawful things as lawful. (xi) The wholesome (tayyib) things are superior to ‘Khabisa’ (bad/impure) things—even though the khabaith (bad/impure) things may be dazzling. Our true prosperity is through the consciousness (i.e. fear/hope or taqwah) of Allah SWT only. (xii) Many ignorant people mislead/derail others by being impelled by their desires365. But Allah SWT knows the best who are real transgressors.

359

Except, if the game is caught by a trained domestic hunting animal which killed it while it was set out for that purpose by pronouncing the name of Allah (and remembrance of Allah’s name continues while the animal is out on expedition). If a Muslim/Muslima slaughtered any lawful animal and (not deliberately) forgot to pronounce the name of Allah over it while slaughtering, the meat can also be consumed regarded Allah’s name is pronounced over it before starting consumption. This rule apply to the animals slaughtered by a Muslim/Muslima—this is not a general rule. Also, please see hadith number 415, chapter 21, volume 7, Sahih Al-Bukhari. 360 These are sacrificial stones used to slaughter animals by invoking the names of the deities other than (and/or in association of) Allah’s. 361 Arabs (, before Prophethood of Muhammad s.a.w.,) were used to buy animals by sharing the related cost/expenses. But after slaughtering they were used to draw lots (by raffling with arrows) for the shares of the meat. This way some share-holders were used to be totally deprived from their due shares of the meat. Such an act is gambling and, therefore, is prohibited. But certain lotteries are lawful (if no injustice is intended). For example, if a plot of land is equally divided for two brothers, lot can be drawn to decide which brother will own which portion (for side preference etc.). 362 There must exist reasonably sound assumption that the lawful animal has been slaughtered by a person from the People of the Book (and not by an atheist/polytheist or any other religion) in accordance in accordance with the concerned Scripture (or Qur’an). 363 It is lawful (and there is no taboo) to serve/give Islamic meat (i.e. upon which Allah’s name has been properly invoked) to the People of the Book, or to anyone who wants to eat it. Besides, after the revelation of this (Qur’anic) verse, any meat allowed for consumption by Muslims, can also be consumed by the People of the Book whether they (or anyone of them) reverted back to Islam or not. For example, camel meat was made prohibited [by the du’a of Yaqoob (a.) in exchange for the cure from his certain ailment like arthritis] for the children of Israel. Qur’an has repealed that prohibition, and if a Jew becomes a Muslim, s/he can eat camel meat. The Jews who do not become Muslims it matters very little (to nothing) whether they consume camel meat or not, even though camel meat can be given/served to them (also) by any/the Muslim(s). Same rules apply for fat etc. 364 Also, see Qur’an/6:138-139.

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(xiii) We must not eat any meat from any lawful (four-limbed) land animals without slaughtering by pronouncing Allah’s name366. But the consorts of Shaitan inspire their friends to oppose this view. One who obeys these evil ones becomes a polytheist (/Mushrik). (xiv) Meat from the animals with undivided hoof is unlawful. Besides, certain lawful fat had been made unlawful for the Jews as a punishment to their deliberate disobedience of Allah’s commandment. (xv) Lawful things are from among the wholesome (tayyib) things only, and all the bad/impure (khabaais) things are unlawful367. (xvi) All the flesh from the aquatic animals that are fresh and tender, are lawful for consumption368. Consumption of food is essential for everyone for continuation of life. Islamization of this aspect is the most basic step which touches the life of every Muslim. Besides, to increase the probability of (Allah’s) acceptance of anyone’s du’a, consumption of lawful foods/medicine/drinks/cosmetics (and/or use of the lawful consumer goods) is highly important. On the other hand, importance on the expulsion of intoxicants (like alcohol/drugs/narcotics /smoking) etc. can hardly be over emphasized. Under the auspices Organization of Islamic Cooperation (OIC369), an agency should be set up representing government of every Muslim country by the Islamic scholars of their respective countries/madhaabs. This committee will set up (and continuously upgrade) the details to eradicate/prevent the use of Islamically unlawful substance. Any commodity (raw/semi-finished/finished, and subject to this compliance) exported by any non-member country to any Muslim country must be pre-approved/approved by this agency (or self-certified by the exporter, assuring conformance to the relevant OIC standard). Government of every Muslim country must also establish mechanisms/protocols to enforce this standard both on the importers and the domestic producers/sellers.

365

This is a strong caution related to (/for not abusing) the maxim, “the basic ‘asl’ (/essence) is the permissibility of things”. Because foods, sensual pleasures, and leisure are three things everyone desires the most—accumulation of wealth and possession of power is for guaranteeing the fulfillment of these desires. But, in regards to halal and haram, we must not be carried away by our desires. 366 According to hadith number 2811, chapter 1041, volume 2, Sunan Abu Dawud, (Qur’anic) verse 5:5 was revealed after the verse 6:121. Therefore, the foods from the People of the Book is an exception to this rule. However, the foods from the People of the Book must also meet all the relevant criteria (in order to become lawful for consumption by a Muslim/Muslima). 367 Messenger of Allah, Muhammad (s.a.w.) has already identified certain things as wholesome (/tayyib) and certain things as bad/impure (i.e. khabaith), and accordingly declared either lawful or unlawful. Through the due process of Ijtehad (/juridical interpretations) by adopting the method of Qiyas (/analogy), and Ijmah (/consensus), the ulema shall determine the status of unclassified things. Also, according to a sound hadith reported by Bukhari, Muslim, Tirmidhi, we must avoid the doubtful things. 368 Also, see Qur’an/5:96, 35:12. This rule does not include the amphibians. Besides, the general criteria for being tayyib (good and pure = wholesome) and khabis (bad/impure) must be applied in order to be classified (, through Qiyas, Ijtehad, and Ijmah,) as halal or haram, unless any (/some) sound hadith(s) exists/exist which already has/have classified certain aquatic thing(s). 369 Organization of Islamic Conference changed its name as the Organization of Islamic Countries which has changed into Organization of Islamic Cooperation.

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(c)

Birth Control- Sexual is fundamentally important for not only continuation of human being (or any species) but also for the establishment of family through love and tranquility370. To safeguard the concept of family, institution of marriage has been firmly established by Allah SWT. Strong punishments (, both in this life and in the Hereafter,) has been prescribed by Islam371 for those who commit illicit sensual act. Modern/postmodern men have invented/expanded many mechanisms for controlling procreation by preventing fertilization during sexual intercourse (or aborting embryo afterwards). This (rampant) expansion caused many detrimental impacts in the society. Because, the concept (of contraception/abortion) is an anti-thesis to procreation, (integrity of the) family, and (social) disciplines (by facilitating illicit sensual acts). Any kind of (embryo) abortion under normal circumstances is a crime372 punishable by the Islamic panel code (/‘hoodood’)373. Prevention of fertilization during sensual act under normal circumstances, on the other hand, is not so clearly addressed by the Qur’anic texts. Below, I would like to briefly expound on this topic: Allah SWT says in the Qur’an, “It is He Who hath created for you all things that are on earth, … Behold, thy Lord said to the angels: “I will create a vicegerent on earth;” …”

(Q/2:29-30)

“…Allah intends every facility for you; He does not want to put you to difficulties; …”

(Q/2:185)

“Your wives are as a tilth unto you; so approach your tilth when and how ye will; …”

(Q/2:223)

“…And women shall have rights similar to the rights against them (/men), according to what is equitable; But men have a degree (of advantage) over them (/women); …” (Q/2:228) “The mothers shall give suck to their offspring for two whole years, …”

(Q/2:233)

“… kill not your children on a plea of want;—We provide sustenance for you and for them; …” (Q/6:151)

370

See Qur’an/30:21. Also, see Qur’an/24:2 for fornication, and the related sound hadiths (, for prescription of stoning to death after being lashed,) for adultery. 372 See pages 89-92, of the ABORTION, BIRTH CONTROL & SURROGATE PARENTING—An Islamic Perspective, By Abul Fadl Mohsin Ebrahim. 373 See Qur’an/2:178; 4:29; 5:32; 17:33; 81:8. 371

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“And He giveth you of all that you ask for; but ye count the favors of Allah, never will ye be able to number them; Verily, man is given up to injustice and ingratitude.” (Q/14:34) “If ye would count up the favors of Allah, never would ye be able to number them: …”

(Q/16:18)

“Kill not your children for fear of want: We shall provide sustenance for them and for you; …” (Q/17:31) “ … He has chosen you, and has imposed no difficulties on you in religion; …”

(Q/22:78)

“Marry those among you who are single, or the virtuous ones among your slaves, male or female: If they are in poverty, Allah will give them means out of His grace: … Let those who find not the wherewithal for marriage keep themselves chaste, Until Allah gives them means out of His grace; …” (Q/24:32-33) The above translated verses can be supplemented by the following notes: (i) (ii) (iii) (iv) (v)

Purpose of all other creation on earth is the existence of mankind. Human is Allah’s vicegerent on earth. Allah SWT intends no difficulty for us. Instead, He intends all the beneficial accommodations374 for us (in affairs of Islamic rules). Man’s wife is like a tilth to him—he is vested with purposeful discretionary mandate for his sexual approach to her375. Men and women have equal status376 (with equitable reciprocal rights) before Allah SWT as human individuals. But men have been given a degree of more advantageous position (such as physical strength, biological phenomenon etc.) and, therefore, a degree more responsibilities (such as maintenance, protection, leadership etc.) than women.

374

The purpose of Allah’s guidance is not to put mankind through difficulties. His commandments are to help us manage our life in the safest and most properly disciplined way. We must avoid all His prohibitions in normal circumstances—that is an essential prescription for true prosperity. The things which are not categorically prohibited will require are sincere (and honest/sound) judgment—we are allowed to take an easy and beneficial position if that outweighs the difficulties and harms. 375 The tilth is exclusively associated with reproduction. Therefore, the most essential purpose of sexual intercourse is procreation—any deviation (in approach) from this purpose is un-natural and, therefore, is considered as diabolic under normal circumstances. In fact, the related etiquettes are well-defined through many sound hadith (of Prophet Muhammad, s.a.w.)—in all the related cases, the procedure must be in the normal manner for reproduction.

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Mothers are obligated to breast-feed their offspring up to the age of two lunar years377. Scarcity of resources is not a valid reason for killing one’s own children, because Allah SWT is the One Who is the real Provider of sustenance for the children and as well as for the parents378. (viii) The nature is endued with all the resources that mankind will ever need—bounties of Allah SWT (, known and undiscovered,) are unlimited in numbers. But yet human strays by being ungrateful to Allah and unjust to His laws379. (ix) Everyone who is single (man or woman) is encouraged by Allah SWT to get married. If suitable match can not be found (from similar social rank) then a free Muslim should get married with a virtuous captive woman (by following Islamic rules)—a free Muslima can similarly marry a believing man slave380. (x) Those who have not succeeded to get married must also maintain their chastity—unmarried status can not be a valid pretext for fornication. (vi) (vii)

From the above points it is clear that deliberate birth-control measures under normal circumstances are discouraged in Islam. However, Qur’anic texts have not categorically prohibited (/made haram) all kinds of birth-control measures under normal circumstances. Islamic thinkers/ulema then searched the texts of hadith for guidance381. In fact, this topic has been discussed by numerous activists, thinkers, scholars, and laymen of Islam (and of the other religions as well) throughout the last many centuries. Followings are the views of the five major madhabs (/juridical school of thought) of Islam382: 376

Also see Qur’an/49:13; 4:124. The concept of leadership in Islam is linked with the meaning of Tawheed. Since, only one of the two (male and female) genders can be in the leadership position, Islam has chosen men (, who are endued with more physical strength, physiological/anatomical advantages etc.,) for to be at the edge of leadership (under normal circumstances). However, this does neither put the women anyway at an inferior position to men, nor does it mean that men are somewhat slaves to women. Both the men and women have equitable rights and responsibilities—even though both sides of the equality add up different terms and conditions. Because, even though status of man and woman are the same—they are created differently as a complement to each other. Therefore, in the matters of birth control (/contraception) women also have the discretionary rights. 377 Lactation period is a natural way for controlling population—a woman is less fertile (, if she breast-feeds a baby,) during this period. 378 Though this rule (apparently) can not be enforced directly on the matters of birth control, this definitely gives an indication that poverty can not be excuse to encourage birthcontrol. 379 This is an essential difference between the school of Islamic economics and any other school of economics. Islamic teachings make it clear that the resources are unlimited— they are needed to be discovered and wisely exploited in moderation (in accordance to the principles of Islam). Human’s life-span is limited during which period s/he needs to consume/use (, without wasting/abusing,) up to some limited amount of goods only. If mankind observes the (principles of Islamic) equity and justice in exploitation/consumption of materials there will neither be any scarcity of goods nor any environmental crisis (unless Allah SWT wants to warn/punish us by sending natural calamities—we pray for His Mercy on us). Allah SWT will always (, until the Dooms Day,) let human discover new means/items to keep up with the pace of the Islamic progress/change in the needs of mankind. 380 A slave man or woman becomes free after being married with a free woman or man respectively. 381 See pages 20-21, ‘ABORTION, BIRTH CONTROL & SURROGATE PARENTING—An Islamic Perspective’, by Abul Fadl Mohsin Ebrahim (1991). 382 Ibid.

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Ja’afari School- Birth control measure of ‘azl’ (/coitus interruptus) is lawful with a free woman only with her consent. Hanafi School- It is makrooh (/undesirable) for husband to practice ‘azl’ with his wife (/free woman) without her permission. But if it is practiced with her approval then it is not improper. Maliki School- ‘Azl’ is lawful with a free woman (/wife) only with her consent. Shafi’i School- ‘Azl’ is makrooh under all circumstances (, with/without the consent of the wife,) but not haram. Hanbali School- ‘Azl’ should not be practiced without the consent of the wife (/free woman). It is makrooh even with her consent. All other measures of birth-control practices not analogous to ‘azl’ are prohibited under normal circumstances383. This matter too needs urgent united attention of the Muslim Ummah (for establishing the universal rule through proper Ijmah of all the madhaabs of Islam). Under the patronage OIC, a committee should be set up representing government of every Muslim country by the Islamic scholars of their respective countries/madhaabs. This committee will set up (/update) the detailed Islamic guidelines on birth control. Every (OIC member) Muslim country must abide by those guidelines. Besides, every Muslim country must represent herself through this (united) OIC committee only in all the global forums on the issues related to birth control, abortion, women policy, human rights, surrogate parenting, inheritance, marriage/ divorce, adultery/fornication etc. (d)

Un-Islamic Mass Media- The three problems discussed above are more directly related to the body and towards the fulfillment of its baser desires. But the functions of mass media are more directly related to mind. This subtle phenomenon can be extremely effective in manipulating the thinking process of the individuals in particular and the socio-psychological consciousness in general. In fact, propagation process of any idea can not start without communication, and the mass media are the most powerful means to communicate with the people. Today, the power of mass media is more than ever. It is becoming mightier than military forces. Because, changes brought by the military force is not as hard to reverse as that caused by the gradual intellectual changes (/socio-psychological confusions) caused by the 383

Since birth control is related to personal freedom, there can be no flat rule limiting the number of offspring(s) a couple can have. However, population can/should be informed about the procedure and status of birth control measures in Islam. Under extra-ordinary circumstances [of dire need(s)], however, general Islamic rule of necessity applies. For this purposes separate ruling must be delivered by: (a) the best available authoritative (Islamic) scholars/experts, (b) the sincere and honest personal Ijtehad after checking with all the available sources of knowledge, etc. I leave these highly debated issues up to the related (Islamic) scholars, intellectuals, and experts [such as my proposed (related) OIC committee mentioned here].

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diabolic propaganda—if a falsehood is bombarded repeatedly in the psyche of an individual, eventually (sooner/later) it will sound/appear like a truth (to him/her) thus by creating psychological confusion (of conflict between mind and faith). Faith (in “heart”) can always impel people through mind to repel usurpers. But once a psychological confusion (/wrong notion) overly represses the communication process between the faith and mind, then the situation may reach to near hopeless. Today, the information/ideas received by the Muslims are mainly from the sources of secular/atheist/corrupt/sophistic groups. The ratio of such propaganda in the guises of news, arts, fine arts, dresses, foods, manners etc. from the un-Islamic/anti-Islamic sources to that of the Islamic sources may be worse than ten to one. This scenario demands urgent large scale (Islamic) attention from all the Muslim countries384. Under the support of the OIC, a unified (and independent) mass media agency must be formed by combining the pious journalists and Islamic scholars from all the Muslim countries. This agency will cooperate/communicate with all forms of mass media throughout the Muslim World. In particular this agency will be responsible to conduct a two-hour television program in Arabic in every (non-Arab) Muslim country. The contents of the program should include news, Islamic Studies, Islamic culture, and Arabic lessons. The agency will also set up (/update) the Islamic standard and guidelines to be followed by all forms of Mass media within every Muslim country. Besides, the agency will encourage the government of every Muslim country to form a censor board which will eradicate all forms of (Islamically) pseudo/anti-cultural mass propaganda within certain period and prevent similar trend in every future385. (E) Needs for Introducing (/Returning to) Sound Monetary/Currency System- Muslim World must seriously consider to establish a common and secure monetary/currency system—such a system may include coins of copper and few to several suitable precious metals (for stability of commodity prices). Existing monetary systems/policies (, are augmented by usurious financial systems, and) can be manipulated/distorted to unfairly confiscate/steal wealth of individuals within their respective domains and wealth of weaker nations by the stronger ones (, by devaluation of currency). Global Muslim Prospects and Challenges

There are over sixty countries where Muslims are either the absolute majority or simple majority. In this section I am going to analyze some socio-economic data of these countries. Most of these data had/have been computed/updated by using the information from the World Fact-Book, published by the CIA, Washington D. C. 205050, U.S.A. In some cases the data have been guestimated/extrapolated/interpolated. The data on population, total area, per capita income, GDP, and human density of these (65 OIC) countries have been tabulated in Appendix-1 (with their respective ranking). The per capita income (/GDP) is in equivalent purchasing power parity figures (in U. S. A. dollars). I like to add the following notes on these data: 384 385

Also see Qur’an/26:224-227; 49:6. I believe the countries like Iran, Saudi Arabia etc. where the mass media are comparatively more Islamic can play strong roles to organize/coordinate/help this program.

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Population- The total population of the 65 Muslim/OIC countries constitutes around 26 percent of global human population. The four largest (: Indonesia, Pakistan, Nigeria, and Bangladesh) of these 65 countries constitutes over forty percent of their total population. Area (political geography)- The total area of the above mentioned 65 countries constitutes around 23 percent of the global total. The four largest (: Kazakhstan, Algeria, Saudi Arabia, and Indonesia) among these constitutes around 27 percent their total area having around 18 percent of their total population. Per Capita GDP- The average per capita GDP of the above mentioned 65 countries is only around 42 percent of the global average. The twelve richest of them (: Qatar, Brunei, Kuwait, Saudi Arabia, U. A. E., Bahrain, Oman, Gabon, Malaysia, Lebanon, Turkey, and Kazakhstan) have per capita GDP above global average. These twelve countries together constitute only around 10 percent of their population. GDP- The four largest economies (: Indonesia, Turkey, Iran, and Saudi Arabia) of the above 65 economies constitute around 43 percent of their total. All these 65 countries together generate only 11 percent of the global GDP even though their population is around 26 percent of the global total. Population Density- Three most densely populated (: Bahrain, Maldives, and Bangladesh) countries among the 65 Muslim/OIC countries constitute around 9 percent of the total population packed in only around 0.4 percent of their total area. That means labor force of these countries should have the highest priorities to be relocated in other countries with labor shortage or with higher prospects for economic growth. An agency should be established (under the patronage of the OIC) to relocate the un-employed labor forces from the Muslim countries to other prospective Muslim countries (by giving them preference over the non-Muslim labor forces from the non-Muslim countries). Besides, protocols should be established for offering such re-located persons (along with their respective close relatives) an option for residing in the (respective) re-located countries permanently with automatic multiple citizenships after certain period of relocation. In this context the term labor force means all categories of productive human resources (in agriculture/industry/service). The data for the land and water area (of the 65 OIC/Muslim countries) have been provided in Appendix-2 (with their respective ranking). These data can further be briefly expounded as follows: Total Land Area- Around twenty percent of the total land is under the jurisdiction of the three largest countries (i.e. Kazakhstan, Algeria, and Saudi Arabia) among the 65 OIC/Muslim countries—these are all sparsely populated. These countries should have the priorities for industrialization over the agricultural/densely populated countries.

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Per Head Land- The average per head land area of all the OIC/Muslim countries is 1.814 hectares which is around 87 percent of the world average (2.076 hectares). The most sparsely populated country is Western Sahara where the per head land area (47.936 hectares) is about 1500 (fifteen hundred) times of Bangladesh which has the least amount of per head land (0.032 hectares). Per Head Arable Land- The average per head arable land area of all the OIC/Muslim countries is 0.166 hectares which is around 77 percent of the world average (0.217 hectares). Per Head Permanent Crop Land- The average per head permanent crop land area of all the OIC/Muslim countries is 0.030 hectares which is around 126 percent of the world average (0.024 hectares). Per Head Other Land- The average per head other land area of all the OIC/Muslim countries is 1.618 hectares which is around 88 percent of the world average (1.836 hectares). Per Head Water Land- The average per head water area of all the OIC/Muslim countries is 0.040 hectares which is around 95 percent of the world average (0.042 hectares). An agency should be established under the supervision of the OIC to coordinate the necessary programs for reforming and maintaining the land resources in every OIC country. Such programs should be compatible with physical infrastructure development programs such as proposed by me (in the ‘Moral Democracy—Unison of Ideals, Rationales, and Empiricals’). Vegetable cultivation should be increased, and more and more fruit-trees and medicinal trees should be cultivated for forestation (/wood collection) purposes. Sustainable substitutes for woods should be found to reduce deforestation—necessary wood plants must also be nurtured. Besides, the agency must also look after the water areas to drastically improve the maintenance/supply of fresh water (, such as planned by me in the ‘Moral Democracy—Unison of Ideals, Rationales, and Empiricals’, along with fish cultivation), reducing pollution, negotiating/mediating disputes, and navigability of rivers etc. These matters deserve highest level of attention. The data for the labor force, trade, industrial growth, and external debt (of the 65 OIC/Muslim countries) have been provided in Appendix-3 (with their respective ranking). These data can further be briefly expounded as follows: Labor Force Population- Even though the total population of these countries constitutes 26 percent of the global population, the sum of their labor force comprises only 21 percent of the labor force of the world. The four countries (i.e. Indonesia, Bangladesh, Pakistan, and Nigeria) with the largest labor population constitute around fifty percent of the total labor force of the OIC/Muslim countries.

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Agricultural Labor- Total agricultural labor force in the 65 OIC/Muslim countries is around 46 percent (of their total labor force) and, in juxtaposition, the agricultural labor force of the entire world is around 34 percent of the total global labor force. Industrial Labor- Total industrial labor force in the 65 OIC/Muslim countries is around 16 percent (of their total labor force) and, in juxtaposition, the industrial labor force of the entire world is around 23 percent of the total global labor force. Service Labor- Total service labor force in the 65 OIC/Muslim countries is around 38 percent (of their total labor force) and, in juxtaposition, the service labor force of the entire world is around 43 percent of the total global labor force. An agency should be established under the patronage of the OIC to coordinate the programs related to the labor force in every OIC country. Wages/salaries, weekly work-hours for men/women, overtime work, special remuneration, ranks, promotion/demotion, taxes, benefits, etc. should/can be determined according/similar to my ‘Universal Remuneration System—A Mathematical Model for GDP Based Adjustments’. Weekly regular work-hours for women should be around 10 percent more than that for men. Laborer training386 programs should be coordinated by the above (proposed) agency to: (i) increase the skills of the workers, (ii) to gradually add mechanical means, (iii) to properly distribute the percentage of the laborer categories, etc. If solve the system (of equations): (1) x1 + x2 + x3 = 100, (2) x1 – x2 = 5, and (3) x2 – x3 = 5; then x1 = 38.34, x2 = 33.33, and x3 = 28.33. The maximum percentage of labor force in any category should not (usually) exceed 38.34, and the minimum percentage of labor force in any category should not (usually) be lower than 28.33. High cautions must be observed to control the vocations related to luxury 386

According to some, in the USA from 1948 to 1979, the average number of years required to train non-skilled workers increased from 8 to 12 years. It is true that the labor productivity could be raised by (a) intensification of work-efforts, (b) mechanization, and (c) rationalization. But intensification process would not work without non-stagnating moral force. Besides, this process must be based on the concept of (equity and) justice in consonance to the essential human attributes. The other two processes must also reflect cultural factors (in the production relations) to conform to the religious spirituality of the people. The value of commodity is directly proportional to the quantity (of labor) and inversely proportional to the productivity of labor. Productiveness of laborer decreases the value (and application) of the commodities produced earlier. This is why, paradoxically, a secular capitalist monopoly resists incorporation of scientific/technological breakthrough as it often replaces complete array of tools and machinery. Collectivists/communists technology usually design and manufacture reliable/safe, and often less efficient equipment. On the other hand, secular capitalists usually design efficient and (, therefore,) less reliable/safe equipment by upgrading the designs much faster. Reliability, safety, efficiency (etc.) should be well-optimized in a way: (i) to protect the environment, (ii) to prevent over exhaustion of fuels/raw materials, (iii) to provide enough free-time in one’s own hand for the free activities of his/her own choices, etc. The productive power of human (“resources”) is correctly immeasurable, and of the land depends on the application of “capital”, labor, and science/technology. The nature is ready to expose its unlimited resources to satisfy the limited human needs. The progress of productivity/skill, exploitation, science/technology, management skill, consumption needs, human factors should be in a consorted harmony in a way so that the ultimate (Islamic/“natural”) purposes of peace and happiness of the people is not lost significantly.

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produces/goods/services. No more than three percent of the total (employed) work-force should be engaged in luxury related products/services (in agriculture/industry/service) either for domestic or for external use. Export Revenue- Total export revenue of the 65 OIC/Muslim countries is around 12 percent of the total global export revenue. The four largest exporter countries (i.e. Saudi Arabia, UAE, Malaysia, and Indonesia) earn around fifty per cent of their total. These four countries together constitute around 20 percent of the labor force of the 65 OIC/Muslim countries. Import Expenditure- Total Import expenditure of the 65 OIC/Muslim countries is around 10 percent of the total global import expenditure. The four largest importer countries (i.e. U. A. E., Malaysia, Saudi Arabia, and Turkey) spend around forty-four per cent of their total import expenditure. Any of these countries must not import more than it exports (, unless it is importing to fulfill only the basic needs—foods, clothes, shelter, health, and education). Export earning should usually be equal to the import spending. But the countries with the per capita GDP below the average of the Muslim/OIC countries may choose to export more than their imports. But the countries with the per capita income equal or over this average but below the world average could export (finished goods) more than their imports, to the countries with the per capita income over the world average387. An agency should be set up under the supervision of the OIC to coordinate import-export trade of all the Muslim/OIC countries. All the countries should be subgrouped according to their respective commodities/ resources. Thus, every country importing a particular item will pursue it together through this OIC agency. The agency will give preference and incentive to the other Muslim/OIC countries to supply that item. If the item must be imported from a non-Muslim country (outside of OIC), then consolidated tender should be called worldwide. Similar measures should be adopted for exports also. The existing trade agreements engaging Muslim/OIC countries should be brought under the coordination of that agency on equitable terms agreeable by the parties. The agency will also set up the required standards (of safety, efficiency, functions etc.) of the products imported from the non-Muslim countries, so that the items are suitable (for lifestyle, dress style, lawful consumption, related ergonomics etc.) for the Muslim countries. No Muslim country should be allowed to import any luxury commodity. The capital goods which are not available from the Muslim/OIC countries and must be imported from the non-Muslim countries (outside of the OIC) should be pursued from the countries like India388 and China389 [as long as their per capita GDP (ppp) remains below the World average]. Because such an idea will benefit 387

Some of the ideas given throughout this presentation (and my interrelated works) may not be mutually compatible. In those cases, the experts should determine the best suitable/viable options to meet the underlying objectives. 388 India should be persuaded to improve her attitude toward the Muslims and Muslim countries. Toward this end, a peaceful solution to Kashmir problem must urgently be adopted (in accordance with the related UN resolutions). If majority people of Kashmir endorses temporary joint defense (with Pakistan and India), let it be so. This issue must not remain hanging any longer as a political card while the people of Kashmir are suffering from it and their Islamic culture are being obliterated systematically. India should be, in

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general, more affirmative to her Muslims (and other) minorities. Their proportional shares of representation must be guaranteed in all levels of education, public services, and other opportunities under the supervision of the Indian government. India has built dams (such as Farakkah Dam) which has/have severely constricted the natural flow of river water to Bangladesh. Such streams of water are much more than just certain amount of water for Bangladesh. River flow carries silts which continuously cause sedimentation within the area of Bangladesh. This sedimentation process brings fertility for the land and continuously increases its elevation (from the sea-level). If recent scientific reports on the rising of the sea-level are factual then any disruption to the river flow(s) can be fatal against the existence of (a very large area of) Bangladesh in the long run. The (related) experts must look into this matter very closely and required solutions must be pursued before irreversible damage(s) is/are caused. India should give special privileges to Bangladesh (and due rights on the flow of Ganges/rivers) in all her natural resources around the relevant vicinity—India now is an extremely advantageous position (, especially in trade,) against Bangladesh. But peaceful co-existence is the key for (mutual) economic development. India should become a much better (, if not benevolent,) neighbor to Bangladesh (which is comparatively much smaller than India). Indian finished products are now overwhelming the Bangladesh market by crippling the local industries. Indian government with their enormous paraphernalia can easily stop the smuggling of Indian goods into Bangladesh. Bangladesh, on the other hand, should learn from the second half of the last century history of India to be self-reliant on the manufactures and consumption products. India is a gigantic multi-sectoral economy belonging to the “third world”. Excluding the religious rituals, her religio-cultural rudimentary values (/“socio-ideological basis”) are somewhat similar to the Muslim World. However, due to recent political history, the relation between socioideological consciousness and socio-psychological consciousness of India has erroneously diverged (somewhat) from that of the Muslim World. This process has included mutually detrimental antagonism/mistrust benefiting the neo-colonialist profiteers. During the past half century, India has accommodated the growth of a powerful secular pro/precapitalist class. If this process is not reversed, the Islamization process (of the Muslim World) as because geo-politically India is extremely important to the Muslim World. If India is given in secular capitalism, such capitalists will unfairly exploit not only the huge working class of India, but also will create many impediments against the fair/relevant Islamization process to (unfairly) exploit the market and resources of the Muslim World. All these facts together with India’s (substantially) developed heavy industries make her an inseparable economic partner for the Muslim World (, the Ummatan Wasataan). Recent socio-political development (in India) is another proof that the people of India are also religious to the bone. This trend should be guided in a way so that the socio-psychological consciousness of India is not given in communalism in the name of religion (—similar caution must also be considered by the Muslim World). I believe development of scio-econo-political institutions in India based on the religious guidelines (according to the will/interests of her all people) is the only way out for the general mass of India. This could also be a much better choice for her religious minorities compare to the secular socialism (with corrupted superstructure) and/or (secular) democratic capitalism (by the amoral/immoral mob-rule of the majority). For this purposes India can consider my (related) work, ‘Moral Democracy—Unison of Ideals, Rationales, and Empiricals’ (with reciprocal adjustments in their contexts). What is most important is the promotion tolerance/understanding among the adherents of different religions (with the aid of proper education in religion). Such promotion will be easier with a close relationship between India and the Muslim World. This will also have coupled phenomenon of positive augmentation (/“feed-back”) toward Islamization. Besides, large Indian economy without (secular) capitalistic profile will be a highly significant added impediment against the expansion of (unfairly) exploitative (secular) democratic capitalism—and the Muslim World will not have to resist the evil alone (besides Allah’s help) for the salvation/emancipation of the mankind. However, the Muslim World must not be given in the unfair policies of an exploitative India, if her (secular) capitalistic trend persists, and/or political sphere fails to safeguard the natural human rights of all citizens/inhabitants. During the past decades, India has promoted her “schedule caste” to admit them among the upper strata. This has developed a profile to level off the differences among the castes. During this period, many Indians (with respective religion of Indian genesis) have converted (/reverted) to the religions of non-Indian origins. Like the centuries in the past, Islam is the fastest growing religion in India today, and most likely will be so throughout the twenty-first century also. During the coming years, more and more religious minorities will most likely gather around the political forums and fronts dominated by the schedule caste. The current generation of Indians (of indigenous religions) who are converting to outlandish religions (,

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other than Islam due to prevailing antagonism,) will most likely be “converted” (/reverted) to Islam in the coming decades. By considering all these factors/potentials, it is imperative for the Muslim World to stand by India during the (coming) arduous journey of her inevitable transformation during the coming decades, in order to avoid violent instabilities and to develop reciprocal respects for mutual benefits. [Most part of this foot-note, excepting the first two paragraphs, has been adapted from the ‘Paramount Abstract’ authored by me and distributed in the seminar of January 28, 1999 at Chittagong College in which I presented from the contents of my ‘Muslim School System’ (re-titled now as the ‘Universal Morality and Modeling Progressive Education System’) as the key-note speaker]. 389 P. R. China should be persuaded to (thoroughly) respect the rights of the Muslims of her autonomous province Uighur-Xingjiang (i.e. the Eastern Turkistan now controlled by China) in particular and the rights of all her Muslim citizens in general. China should also be taken by the Muslim World as the second closest trade partner. By the size of her population and territory, China is larger than India—her population is not much smaller than the total population of all the Muslim countries combined. Buddhist concept of transient “self” (, out of desire without immortal soul,) which can not control its own dissolving changes, is (somewhat) in consonance with the concept of Dialectic Materialism advanced by Karl Marx. On the other hand, Buddhist teachings that human suffers due to cravings for material, life, pleasure, and power is somewhat in tune with Marxism. Oriental philosophical order in the socio-psychological consciousness of China makes it very likely that secular socialism (as a prelude to Communism/Maoism) may persist there for a longer period. Recent uprising for personal freedom in China, on the other hand, bears another proof that human is not only social—s/he is also selfish (i.e. anti-social, “bornfree”). However, this rudimentary selfish (i.e. sense of selfhood and personal freedom) needs to be morally guided during its course of further development for proper societal orientation in the socio-psychological consciousness of China (in the coming decades). Oriental philosophical order (put out by “psychological” doctrines of Buddha, “Tao”/La Tzu, Confucius, and Shinto without divine revelation) have repressed the rudimentary human nature (in China, Japan, etc. for around two thousand years) from proper development of the sense of personal freedom, in the name of overcoming desires, and love for others. Socio-psychological consciousness has developed without proper balance between the self-hood and self-lessness which has (somewhat) developed a pseudo socio-ideological basis around the deep-seated balanced essential human nature (which combines both selfishness and self-lessness). But essential human nature can not be (and has not been) obliterated. That is why we have seen (/are seeing) violent resurgence in China for more personal freedom in the socio-econo-political spheres. In the meantime China has significantly adapted to the order of secular “free market” economy. In the course of further development of this low profile secular democratic capitalistic order, Chinese capitalists are logically oriented to give up the notion of “self-lessness” for overcoming the “suffering out of desires”, for to replace it with another faulty notion that the “sufferings from desires” can be extinguished by indulgence (, and since desire is very seldom limited, they will be given in over indulgence). Since, they may still maintain the notion of “transient self” (without any eternal soul) only without any accountability in the hereafter; Chinese capitalists are destined to be more ruthless/unfair in (economic) exploitation. Regardless of the existence of this pathetically complex phenomenon in the social order of China, secular socialism (/Maoism) there could paradoxically be viewed both as the pre-requisite and impediment for Islamization. It is pre-requisite/corequisite (for Islamization) in the sense that it advocates for resisting secular capitalism, and gigantic such Chinese economy is an enormous challenge against the ruthless expansion of secular capitalism. It is also a hurdle against Islamization in the sense that her artificial (/temporary) economic success (by usurping personal freedom) without true humanistic progress is erroneously perceived (by many Chinese/from outsides) to be a good phenomenon. There exists a well-grounded Islamic (religious) profile all over China. In the coming decades, during the course of the development of the socio-moral consciousness for personal freedom, it is most likely that the Chinese people will be reverting (“converting”) to Islam like the centuries in the past. According to some estimate, there are around 100 (one hundred) million Muslims in China now, and Islam is the fastest growing religion there. Considering all these factors, Muslim World (, the Ummatan Wasataan,) must stand by China also [as long as China’s per capita GDP (ppp) remains below the world average]. Such close economic relationships will aid further infuse Islamic moral order (there) during the process of her inevitable transformation in the 21st century—this way neither Muslim World nor China will face too much difficulties for reversing the unfair exploitative profile of secular capitalism. [Most part of this foot-note has been adapted from the ‘Paramount

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more than one-third of the entire mankind with per capita income much below the world average. Besides, around 25% of the global Muslim population are living in these two countries. Also, since these two countries are comparatively more advanced (than the Muslim/OIC countries) (in science/technology) and have pressing needs for economic cooperation, they deserve the prerogatives (as candidates) for to be selected for technological/scientific cooperation. In addition, Muslim World can also persuade these two humongous economies to be very responsive about the environmental/climate/ecological conservation/restoration. The capital goods, scientific/technological know-how/skills etc. which can not be (effectively) acquired from the poorer countries, should be pursued in the best manner by safeguarding the interests/integrity of the concerned Muslim/OIC countries. Agricultural GDP- This information is arranged in the Appendix-3. Somalia is the highest ranking in agricultural GDP—65% of its total GDP comes from agriculture. On the other hand Bahrain, Brunei, Kuwait, and Qatar are the lowest ranking in agricultural GDP—only 1% of (each of) their total GDP comes from agriculture. The overall agricultural GDP of all the OIC/Muslim countries combined is only around 13%. Industrial GDP- This information is arranged in the Appendix-3. Libya is the highest ranking in industrial GDP—80% of its total GDP comes from industry. On the other hand, Comoros is the lowest ranking in industrial GDP—only 4% of its total GDP comes from industry. The overall industrial GDP of all the OIC/Muslim countries combined is around 43%. Muslim/OIC countries are mostly under-industrialized. But this fact is neither a liability nor a curse. These countries now can benefit themselves from some of the experience gained by the industrialized countries. Muslim countries (or any country) should not hasten for over-scale industrialization. Industrialization process should be focused on meeting the demand for essential commodities only. Equivalent capital formation should (usually) neither be (proportionally) less than the population growth rate nor should it be over double in magnitude of the population growth rate. If drastic and long-term infrastructure development plan (such as given by me in my the ‘Moral Democracy—Unison of Ideals, Rationales, and Empiricals’) is undertaken for implementation, then all the related socio-economic matters must also be analyzed carefully so that the progressive pace of the project remains in tune with the happiness and peace of the people. No country should allow more than five percent of the industries installed to produce luxury items. Superfluous basic goods must not be wasted—rather such goods should be supplied to the needy countries (whether Muslim/OIC countries or not, with preference for the Muslim/OIC countries). Each Muslim country must possess the state of the Art of all kinds of technologies—non-essential/unnecessary/non-commendable latest technology should also be owned for strategic reasons at the Abstract’ authored by me and distributed in the seminar of January 28, 1999 at Chittagong College in which I presented from the contents of my ‘Muslim School System’ (re-titled now as the ‘Universal Morality and Modeling Progressive Education System’) as the key-note speaker.

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absolute minimum scale (without violating the Islamic norm). Some technologies (like telecommunications) should be installed to the utmost latest level—the countries where the existing system is backdated/inadequate should adopt this strategy first390. Extreme cautions must be observed to keep industrial hazards (such as occupational hazards, environment pollution, ecosystem/climate/social impacts etc.) under control. Any land with agricultural potential should not be altered for setting up industries (etc.) except in dire needs. Any agency should be set up under the patronage of the OIC to co-ordinate the industrialization process throughout the OIC/Muslim World on the basis of (Islamic) equity and justice for all. The aim should be for to be at the leading edge of technology within a few decades (even without all-out essential/necessary/commendable industrialization). Industrial/technological/scientific progress should be pursued under strict guidance of the Islamic principles. Service GDP- This information has been arranged in the Appendix-3. Jordan is the highest ranking in service GDP—86% of its total GDP comes from service. On the other hand, Libya is the lowest ranking in service GDP—only 18% of its total GDP comes from service. The overall service GDP of all the OIC/Muslim countries combined is around 44%. The maximum percentage of GDP portion in any category should not (usually) exceed 38.34, and the minimum percentage of GDP portion in any category should not (usually) be lower than 28.33. Some of the manufacturing391/service activities of the Muslim/OIC countries must be switched toward increasing the agricultural GDP share. 390

Since the distribution of the first version of this work, Bangladesh has made tremendous progress in telecommunications. If we consider the problem of atmospheric ozone-layer depletion, air pollution, ground-water pollution, water pollution, ecological trauma, social problems etc. related to unwise industrialization, we can not allow unlimited freedom for producing anything, any amount, any way, and any where—any material activity that does not incur net addition to the happiness and peace in individual, family, and social life, that must be carefully controlled (without infringing allowable freedom). Asian economic crisis (in 90’s) should have sent us an alarming message about the hollowness of mere capital formation under the guidance of neo-imperialism. Most of the (secular) commercial and industrial capitalists of the Asian countries (: like Korea, Indonesia, Malaysia, Thailand etc.) borrowed money from the credit sphere controlled by IMF, IBRD, World Bank etc.—all of them adapts to the policies of neo-colonialism of the secular militarily powerful capitalist market (i.e. the “developed countries”). The secular loan capitalists are the “renteers” of these Asian countries. The Asian commercial and industrial (secular) capitalists have enslaved themselves to the neo-imperialists; and thus the working class of these countries, in turn, has become slaves of slaves. 391

There are multi-faceted undue advantages for the (secular) loan capitalists from the Asian market. Firstly, the Asian secular capitalists purchase machinery from the developed countries which helps expansion of the foreign market. The neo-colonialists use the collected profits to upgrade their technology continuously. The Asian industries, on the other hand, perpetually trail behind the technology of the developed countries and (thus) are prevented from competing effectively in the market of the developed countries. This way the developed countries remain immune from the (reciprocal/fair) exploitation by the developing countries. Secondly, the (secular) loan capitalists collect usury (or “finance charge”) which is paid off by the unpaid labor (“surplus value”) of the Asian working class (, and this unpaid labor is collected through the Asian secular capitalists/ entrepreneurs). Thirdly,

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GDP Growth Rate- This information has been arranged in the Appendix-3. Sierra Leone is the highest ranking in GDP growth rate—its (overall) GDP growth rate is 13.3%. On the other hand, Libya is the lowest ranking in GDP growth rate (with a negative growth rate)—its (overall) GDP “growth” rate is -5.1%. GDP growth rate (usually) should neither be less than the (positive) population growth rate of any country, nor should it be more than 10 times of its (positive) population growth rate. External Debt- This information has been arranged in the Appendix-3. Brunei, (along with Chechnya, Mayotte, and Western Sahara) is the highest ranking with zero (per capita) external debt; and Qatar is the lowest ranking with (the highest) per capita external debt (of $70,367) (among the Muslim/OIC countries) which is (almost) seven times of the world average. The average per capita external debt of all the Muslim/OIC countries combined (is $1,020 which) is only ten percent of the world average. these Asian countries are prevented from developing socialist (and/or Islamic) market and are used to compete against the industrial output of P. R. China—otherwise, the imperialists would have to resist P. R. China directly (by themselves). All these modes retard fast the abilities of the Asian (secular) capitalists to repay the old load—some of them even can not pay off the loan-interest due to lower (net) profit (than as was projected to justify the taking of loan). These Asian countries are then forced to take new loans to pay off the loan interest and pay back the old loans. Gradually, the sovereignty of each of these countries has/is become/becoming more and more constricted by allowing concessions for unfair exploitation by the neo-colonialists. There could be any of the three ramifications from the Asian economic complications. First: in consonance to the 1974 UN declaration to establish a “New International Economic Order” (and the Charter of Economic Rights and Duties of States), there could be some arrangements for the writing off the un-payable debts. In addition, the governments of these “delinquent” countries may exercise the option to be an effective part of the management and investment decisions in the large multi/trans-national enterprises. Second: there could be violent revolution by the people which would change the political institutions in order to drive out the neoimperialists. Since even the local (commercial/industrial) secular capitalists are not also satisfied with the scenario, they too may join the rank of the working class against the neocolonialists. Third: due to the presence of the P. R. China (and recent similar rise of India in the scenario), and inter-imperialist competitions, the neo-colonialist monopolies would be forced to gradually make more and more concessions to the developing (and less powerful) Asian countries in order to safeguard their position and optimize immediate profit/gains. Besides, to maximize profit, the neo-colonialist secular capitalists would divert more and more capital to the developing countries (from the developed countries). This phenomenon would increase the political power of the neo-colonial (secular) capitalists, in comparison to the political power of the governments of the developed countries. Thus, the secular loan capitalists would be in contradiction with the governments of the developed countries in one hand, and with the governments of the (“rented”) developing counties on the other. All these developments are pre-requisites for undermining the foundation of neo-colonial (secular) capitalism. That is, as the (systematic) end of the secular monopoly capitalism is with the attainment of the societal characteristics in production relation, so is the end of neo-imperial secular capitalism is with the “equalization” of strategic power between the developed and the developing countries. The technological progress would also be equalized to augment this trend. But, in the course of this long arduous journey, there would be enormous undue sufferings. But, since the morality is the ultimate favorable measure (for the benefit of all), Muslim countries, therefore, should integrate Islamic values in production relations, development plans, and political institutions (as quickly as possible). [Most part of this foot-note has been adapted from the ‘Paramount Abstract’ authored by me and distributed in the seminar of January 28, 1999 at Chittagong College in which I presented from the contents of my ‘Muslim School System’ (re-titled now as the ‘Universal Morality and Modeling Progressive Education System’) as the key-note speaker.

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A commission should be set up under the umbrella of the OIC to deal with the external debt of all the Muslim/OIC countries. The commission will find the total saving balance of these countries to move around (and adjust/write off) the debts of these countries to stop paying usuries. This way the balance savings should be quickly divested from the non-Muslim/non-OIC domains (for stopping accrual of usuries) and be re-invested in the Muslim/OIC domains on non-usurious basis (such as time-trading interest-free micro/macro credits system invented by me in my ‘Interest-Free Micro & Macro Credits—Mathematics of Time-Trading Cash Flow’). If the balance is a debt (instead of savings,) then the commission will form a fundraising system on the basis of per capita income to pay off the (total) debt of all the Muslim/OIC countries (as quickly as possible). Trade Balance- This information has been arranged in the Appendix-3. Turkey is lowest ranking among the Muslim/OIC countries with the largest negative trade balance. Saudi Arabia is the highest ranking among the Muslim/OIC countries with the largest positive trade balance. All the Muslim/OIC countries combined have a (large) positive trade balance. The data for the transportation (and related physical infrastructure) (of the 65 OIC/Muslim countries) have been provided in Appendix-4 (with their respective ranking). These data can further be briefly expounded as follows: Railroad- This information has been arranged in the Appendix-4. Kazakhstan is the highest ranking among the Muslim/OIC countries with the largest railroad system (of 15,333 Km). About one-third of all the 65 Muslim/OIC countries (, such as Bahrain, Chad, Comoros, Gambia, Guinea-Bissau, Guyana, Kuwait, Libya, Maldives, Mayotte, Niger, Oman, Palestine, Qatar, Somalia, Suriname, Togo, U.A.E., Western Sahara, Yemen, etc.) have no railroad. All the Muslim/OIC countries together constitute around seventeen percent of the global total (railroads). Roadways- This information has been arranged in the Appendix-4. Indonesia is the highest ranking among the 65 Muslim/OIC countries with the largest roadway system (of 496,607 Km). Mayotte is the lowest ranking among these 65 countries with the smallest road-way system (of only 50 Km). All the Muslim/OIC countries together constitute around six percent only of the global total (roadways). Waterways- This information has been arranged in the Appendix-4. Indonesia is the highest ranking among the Muslim/OIC countries with the largest waterway system (of 21,579 Km). About forty percent of all the 65 Muslim/OIC countries (, such as Algeria, Azerbaijan, Bahrain, Burkina-Faso, Chechnya, Comoros, Djibouti, Eritrea, Ethiopia, Jordan, Kosovo, Kuwait, Lebanon, Libya, Maldives, Mayotte, Morocco, Oman, Palestine, Qatar, Saudi Arabia, Tunisia, U.A.E., Western Sahara, Yemen, etc.) have no waterway. All the Muslim/OIC countries together constitute around twelve percent of the global total (waterways). Total Pipelines (= Oil + Petroleum + Gas)- This information has been arranged in the Appendix-4. Iran is the highest ranking among the Muslim/OIC countries with the largest pipeline system (of 38,906 Km). About one-third of all the 65 Muslim/OIC countries (, such as Benin, Burkina-Faso, Comoros, Djibouti, Eritrea,

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Ethiopia, Gambia, Guinea, Guinea-Bissau, Guyana, Kosovo, Maldives, Mali, Mauritania, Mayotte, Niger, Palestine, Sierra Leone, Somalia, Uganda, Western Sahara, etc.) have no pipeline. All the Muslim/OIC countries together constitute around sixteen percent of the global total (pipelines). Marine Ports- This information has been arranged in the Appendix-4. Turkey is the highest ranking among the Muslim/OIC countries with 14 marine ports. Burkina-Faso, Chad, Chechnya, Ethiopia, Kosovo, Mayotte, Niger, and Tajikistan have no marine port. All the Muslim/OIC countries together constitute around two percent only of the global total (marine ports). Merchant Ships- This information has been arranged in the Appendix-4. Indonesia is the highest ranking among the Muslim/OIC countries with 1,340 merchant ships. Around one-third of all the (65) Muslim/OIC countries (such as Afghanistan, Benin, Bosnia-Herzegovina, Burkina-Faso, Cameroon, Chad, Chechnya, Djibouti, Guinea, Guinea-Bissau, Kosovo, Kyrgyzstan, Mali, Mauritania, Mayotte, Niger, Palestine, Suriname, Tajikistan, Uganda, Uzbekistan, Western Sahara, etc.) have no merchant ship. All the Muslim/OIC countries together constitute around four percent only of the global total (merchant ships). Air Ports- This information has been arranged in the Appendix-4. Indonesia is the highest ranking among the all the (65) Muslim/OIC countries with 673 air ports. Every Muslim/OIC country has at least one air port. All the Muslim/OIC countries together constitute around ten percent only of the global total (air ports). OIC should devise strategic programs for developing physical infrastructure of all the Muslim/OIC countries. This matter has been elaborated ahead (, in the Strategic Muslim Prospects section of this part). The data for the natural resources, exported items, imported items, export partners, and import partners (of the 65 OIC/Muslim countries) have been provided in Appendix-5, Appendix-6, Appendix-7, Appendix-8, and Appendix-9, (with their related ranking). These data can further be briefly expounded as follows: Natural Resources- Appendix-5 has ranked each (of the 65) Muslim/OIC countries (in right-most column) according to the number of the main natural resources found therein. It has also ranked each of the main natural resources (of the 65) Muslim/OIC countries (in bottom-most row) according to the number of countries possessing each of those listed natural resources. Afghanistan is the highest ranking among all the (65) Muslim/OIC countries with 14 different kinds of notable natural resources. On the other hand petroleum/shale oil is the highest ranking natural resource which is possessed by 40 out of the 65 Muslim/OIC countries. Exported Items- Appendix-6 has ranked each (of the 65) Muslim/OIC countries (in the right-most column) according to the number of the main exported items. It has also ranked each of the main exported items (of the 65) Muslim/OIC countries (in bottom-most row) according to the number of countries exporting each of those listed exported items. Kyrgyzstan is the highest ranking among all the (65) Muslim/OIC countries with 9 different kinds of main exported items. On the other hand, fruits/nuts/agro-products/fish is the highest ranking category of exported item which is exported by 50 out of the 65 Muslim/OIC countries.

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Imported Items- Appendix-7 has ranked each (of the 65) Muslim/OIC countries (in the right-most column) according to the number of the main imported items. It has also ranked each of the main imported items (of the 65) Muslim/OIC countries (in bottom-most row) according to the number of countries importing each of those listed imported items. Chechnya is the highest ranking among all the (65) Muslim/OIC countries with only 2 (, the least,) different kinds of main imported items—it is the most self-sufficient country. On the other hand, machinery/electrical/transportational equipment is the highest ranking category of imported item which is imported by 60 out of the 65 Muslim/OIC countries. Export Partners- Appendix-8 has ranked each (of the 65) Muslim/OIC countries (in the right-most column) according to the number of the main export domains to which exporting are done. It has also ranked each of the main exporting domains (of the 65) Muslim/OIC countries (in bottom-most row) according to the number of countries exporting to each of those listed domains. Azerbaijan is the highest ranking among all the (65) Muslim/OIC countries with 7 exporting domains to which different kinds of main items are exported from Azerbaijan. On the other hand, OIC countries together is the highest ranking category of exporting domain to which main exporting items are exported by 43 out of the 65 Muslim/OIC countries. Import Partners- Appendix-9 has ranked each (of the 65) Muslim/OIC countries (in the right-most column) according to the number of the main import domains from which importing are done. It has also ranked each of the main importing domains (of the 65) Muslim/OIC countries (in bottom-most row) according to the number of countries importing from each of those listed domains. Bosnia-Herzegovina is the highest ranking among all the (65) Muslim/OIC countries with only 1 importing domain from which different kinds of main items are imported to Bosnia-Herzegovina. On the other hand, P.R. China is the highest ranking importing domain from which main importing items are imported by 57 out of the 65 Muslim/OIC countries. An agency under the umbrella of OIC should be established to coordinate export/import of all the Muslim/OIC countries. Every item from the OIC/Muslim countries will (usually) be allowed to export to the non-Muslim/non-OIC countries only after meeting the demands of the OIC/Muslim countries. Likewise, every item from the non-OIC/non-Muslim countries will (usually) be allowed to import to the Muslim/OIC countries only after completing the suitable/available procurements from the OIC/Muslim countries. Mineral resources should not be sold unless absolutely necessary—at every point barter of mineral resources/raw-materials should be pursued. Import/export of toys/flowers/luxury items should be at the absolute minimum level. Comparative Economic Status- Appendix-10 is divided into two adjacent sections—the left-hand section has tabulated all the 65 Muslim/OIC countries in descending order of their overall economic weights. Four parameters, namely population, land area, export amount, and GDP have been taken into account for this ranking. Besides, I have applied my own (engineering/mathematical/scientific) judgment to assign multiplication fraction for weighing each of these four factors according to their respective order of significance. The population factor has been given the highest order of significance—this parameter has been assigned the multiplier of full 1.00. Thus, Indonesia being the largest Muslim/OIC country (by population) has been assigned full (65*1=) 65 points for population factor. The land area has been considered to be the second highest order of significance—this parameter has been assigned the multiplier fraction of [(1.00-0.25)=] 0.75. Thus, Indonesia being the fifth largest Muslim/OIC country (by land area) has been assigned (61*0.75=) 45.75 points for land area parameter. The export amount factor has

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been given the third highest order of significance—this parameter has been assigned the multiplier fraction of [(0.75-0.25)=] 0.50. Thus, Indonesia being the fourth largest Muslim/OIC country (by export amount) has been assigned (62*0.50=) 31 points for export amount factor. The total GDP has been considered to be the fourth (/lowest) order of significance—this parameter has been assigned the multiplier fraction of [0.50-0.25)=] 0.25. Thus, Indonesia being the largest Muslim/OIC country (by the total GDP) has been assigned (65*0.25=) 16.25 points for total GDP parameter. Similarly, the right-hand section of the Appendix-10 has tabulated all the 65 Muslim/OIC countries in descending order of their overall economic strength. Four parameters, namely human (population) density, per capita GDP, (overall) GDP growth rate, and per capita external debt (in descending order of significance) have been taken into account for this ranking. Now, I am going to briefly characterize the (comparative) economic status of each of the 65 Muslim/OIC countries as follows: Afghanistan- The economic weight of this country ranks 25th, and her economic strength ranks 26th (among all the 65 Muslim/OIC countries). Her strongest factors are size of the human population and human population density (for the economic weight and economic strength) respectively; and similarly the weakest factors are total export amount and per capita GDP respectively. Albania- The economic weight of this country ranks 50th, and her economic strength ranks 39th (among all the 65 Muslim/OIC countries). Her strongest factors are total GDP and per capita GDP (for the economic weight and economic strength) respectively; and similarly the weakest factors are total land area and GDP growth rate respectively. Algeria- The economic weight of this country ranks 2nd, and her economic strength ranks 26th (among all the 65 Muslim/OIC countries). Her strongest factors are land area and human population density (for the economic weight and economic strength) respectively; and similarly the weakest factors are nil [, as because all remaining three relevant parameters (for economic weights) are in good shape and are of equal ranks,] and GDP growth rate (, for the economic strength,) respectively. Azerbaijan- The economic weight of this country ranks 33rd, and her economic strength ranks 29th (among all the 65 Muslim/OIC countries). Her strongest factors are total GDP and per capita GDP (for the economic weight and economic strength) respectively; and similarly the weakest factors are total land area and human population density respectively. Bahrain- The economic weight of this country ranks 51st among all the 65 Muslim/OIC countries—the relevant strongest factor is her total export amount and the weakest parameter is her total land area. The economic strength of this country ranks 48th among the 65 Muslim/OIC countries—the relevant strongest factor is her per capita GDP and the weakest parameter is her GDP growth rate.

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Bangladesh- The economic weight of this country ranks 15th among all the 65 Muslim/OIC countries—the relevant strongest factor is her total human population and the weakest parameter is her total land area. The economic strength of this country ranks 56th among the 65 Muslim/OIC countries—the relevant strongest factor is her GDP growth rate and the weakest parameter is her human population density. Benin- The economic weight of this country ranks 42nd among all the 65 Muslim/OIC countries—the relevant strongest factor is her total human population and the weakest parameter is her total export amount. The economic strength of this country ranks 45th among the 65 Muslim/OIC countries—the relevant strongest factor is her per capita external debt and the weakest parameter is her per capita GDP. Bosnia-Herzegovina- The economic weight of this country ranks 46th among all the 65 Muslim/OIC countries—the relevant strongest factor is her total export amount and the weakest parameter is her total land area. The economic strength of this country ranks 44th among the 65 Muslim/OIC countries—the relevant strongest factor is her per capita GDP and the weakest parameter is her GDP growth rate. Brunei- The economic weight of this country ranks 55th among all the 65 Muslim/OIC countries—the relevant strongest factor is her total export amount and the weakest parameter is her total population. The economic strength of this country ranks 10th among the 65 Muslim/OIC countries—the relevant strongest factor is her per capita GDP and the weakest parameter is her GDP growth rate. Burkina-Faso- The economic weight of this country ranks 27th among all the 65 Muslim/OIC countries—the relevant strongest factor is her total human population and the weakest parameter is her total GDP. The economic strength of this country ranks 30th among the 65 Muslim/OIC countries—the relevant strongest factor is her GDP growth rate and the weakest parameter is her per capita GDP. Cameroon- The economic weight of this country ranks 20th among all the 65 Muslim/OIC countries—the relevant strongest factor is her total human population and the weakest parameter is the total export amount. The economic strength of this country ranks 20th (also) among the 65 Muslim/OIC countries—the relevant strongest factor is her human population density and the weakest parameter is her per capita GDP. Chad- The economic weight of this country ranks 23rd among all the 65 Muslim/OIC countries—the relevant strongest factor is her total land area and the weakest parameter is total GDP. The economic strength of this country ranks 13th among the 65 Muslim/OIC countries—the relevant strongest factor is her human population density and the weakest parameter is her per capita GDP. Chechnya- The economic weight of this country ranks 56th among all the 65 Muslim/OIC countries—the relevant strongest factor is her total export amount and her other three relevant parameters are well-balanced. The economic strength of this country ranks 23rd among the 65 Muslim/OIC countries—the relevant strongest factor is her per capita external debt and the weakest parameter is her per capita GDP.

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Comoros- The economic weight of this country ranks 61st (and 3rd lowest) among all the 65 Muslim/OIC countries—the relevant strongest factor is her total human population and the weakest parameter is total export amount and total GDP. The economic strength of this country ranks 57th (and lowest) among the 65 Muslim/OIC countries—the relevant strongest factor is her per capita external debt and the weakest parameter is her per capita GDP. Cote D’Ivoire- The economic weight of this country ranks 22nd among all the 65 Muslim/OIC countries—the relevant strongest factor is her total human population and the weakest parameter is total GDP. The economic strength of this country ranks 33rd among the 65 Muslim/OIC countries—the relevant strongest factor is her human GDP growth rate and the weakest parameter is her per capita GDP. Djibouti- The economic weight of this country ranks 60th among all the 65 Muslim/OIC countries—the relevant strongest factor is her total land area and the weakest parameter is total export amount. The economic strength of this country ranks 24th among the 65 Muslim/OIC countries—the relevant strongest factor is her human population density and the weakest parameter is her per capita GDP. Egypt- The economic weight of this country ranks 7th among all the 65 Muslim/OIC countries—the relevant strongest factor is her total population and total GDP, and the weakest parameter is total export amount. The economic strength of this country ranks 42nd among the 65 Muslim/OIC countries—the relevant strongest factor is her per capita external debt and the weakest parameter is her GDP growth rate. Eritrea- The economic weight of this country ranks 47th among all the 65 Muslim/OIC countries—the relevant strongest factor is her total population and the weakest parameter is total export amount. The economic strength of this country ranks 26th among the 65 Muslim/OIC countries—the relevant strongest factor is her GDP growth rate and the weakest parameter is her per capita GDP. Ethiopia- The economic weight of this country ranks 9th among all the 65 Muslim/OIC countries—the relevant strongest factor is her total population and the weakest parameter is total export amount. The economic strength of this country ranks 37th among the 65 Muslim/OIC countries—the relevant strongest factor is her human GDP growth rate and the weakest parameter is her per capita GDP. Gabon- The economic weight of this country ranks 40th among all the 65 Muslim/OIC countries—the relevant strongest factor is her total export amount and the weakest parameter is total population. The economic strength of this country ranks 2nd among the 65 Muslim/OIC countries—the relevant strongest factor is her human population density and the weakest parameter is her per external debt.

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Gambia- The economic weight of this country ranks 59th among all the 65 Muslim/OIC countries—the relevant strongest factor is her total population and the weakest parameter is total export amount. The economic strength of this country ranks 50th among the 65 Muslim/OIC countries—the relevant strongest factor is her GDP growth rate and the weakest parameter is her per capita GDP. Guinea- The economic weight of this country ranks 37th among all the 65 Muslim/OIC countries—the relevant strongest factor is her total population and the weakest parameters are total export amount and total GDP. The economic strength of this country ranks 41st among the 65 Muslim/OIC countries—the relevant strongest factor is her human population density and the weakest parameter is her per capita GDP. Guinea-Bissau- The economic weight of this country ranks 58th among all the 65 Muslim/OIC countries—the relevant strongest factor is her total land area and the weakest parameters are the total export amount and total GDP. The economic strength of this country ranks 43rd among the 65 Muslim/OIC countries—the relevant strongest factor is her human population density and the weakest parameter is her per capita GDP. Guyana- The economic weight of this country ranks 52nd among all the 65 Muslim/OIC countries—the relevant strongest factor is her total land area and the weakest parameter is total human population. The economic strength of this country ranks 6th among the 65 Muslim/OIC countries—the relevant strongest factor is her human population density and the weakest parameter is her GDP growth rate. Indonesia- The economic weight of this country ranks 1st, and her economic strength ranks 46th (among all the 65 Muslim/OIC countries). Her strongest factors are size of the human population and per capita external debt (for the economic weight and economic strength) respectively; and similarly the weakest factors are total land area and human population density respectively. Iran- The economic weight of this country ranks 3rd among all the 65 Muslim/OIC countries—the relevant strongest factor is her total GDP and the weakest parameter is total export amount. The economic strength of this country ranks 14th among the 65 Muslim/OIC countries—the relevant strongest factor is her total land area and the weakest parameter is her GDP growth rate. Iraq- The economic weight of this country ranks 12th among all the 65 Muslim/OIC countries—the relevant strongest factor is her total export amount and the weakest parameter is total land area. The economic strength of this country ranks 34th among the 65 Muslim/OIC countries—the relevant strongest factors are population density, per capita GDP, and per capita external debt, and the weakest parameter is her GDP growth rate. Jordan- The economic weight of this country ranks 38th among all the 65 Muslim/OIC countries—the relevant strongest factor is her total export amount and the weakest parameter is total land area. The economic strength of this country ranks 46th among the 65 Muslim/OIC countries—the relevant strongest factor is her per capita external debt and the weakest parameter is her GDP growth rate.

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Kazakhstan- The economic weight of this country ranks 8th among all the 65 Muslim/OIC countries—the relevant strongest factor is her total land area and the weakest parameter is total population. The economic strength of this country ranks 5th among the 65 Muslim/OIC countries—the relevant strongest factor is her human population density and the weakest parameter is GDP growth rate. Kosovo- The economic weight of this country ranks 57th among all the 65 Muslim/OIC countries—the relevant strongest factor is her total GDP and the weakest parameter is total export amount. The economic strength of this country ranks 47th among the 65 Muslim/OIC countries—the relevant strongest factor is her per capita GDP and the weakest parameter is her GDP growth rate. Kuwait- The economic weight of this country ranks 39th among all the 65 Muslim/OIC countries—the relevant strongest factor is her total export amount and the weakest parameter is total land area. The economic strength of this country ranks 28th among the 65 Muslim/OIC countries—the relevant strongest factor is her per capita GDP and the weakest parameter is her population density. Kyrgyzstan- The economic weight of this country ranks 44th among all the 65 Muslim/OIC countries—the relevant strongest factor is her total land area and the weakest parameter is total GDP. The economic strength of this country ranks 16th among the 65 Muslim/OIC countries—the relevant strongest factor is her human population density and the weakest parameter is her per capita GDP. Lebanon- The economic weight of this country ranks 43rd among all the 65 Muslim/OIC countries—the relevant strongest factor is her total GDP and the weakest parameter is total land area. The economic strength of this country ranks 52nd among the 65 Muslim/OIC countries—the relevant strongest factor is her total land area and the weakest parameter is her population density and GDP growth rate. Libya- The economic weight of this country ranks 40th among all the 65 Muslim/OIC countries—the relevant strongest factor is her total land area and the weakest parameter is total population. The economic strength of this country ranks 9th among the 65 Muslim/OIC countries—the relevant strongest factor is her human population density and the weakest parameter is her GDP growth rate. Malaysia- The economic weight of this country ranks 11th among all the 65 Muslim/OIC countries—the relevant strongest factor is her total export amount and the weakest parameter is total land area. The economic strength of this country ranks 25th among the 65 Muslim/OIC countries—the relevant strongest factor is her per capita GDP and the weakest parameter is her population density.

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Maldives- The economic weight of this country ranks 63rd among all the 65 Muslim/OIC countries—the relevant strongest factors are her total GDP and total export amount, and the weakest parameter is total land area. The economic strength of this country ranks 55th among the 65 Muslim/OIC countries—the relevant strongest factor is her per capita GDP and the weakest parameter is her per population density. Mali- The economic weight of this country ranks 24th among all the 65 Muslim/OIC countries—the relevant strongest factor is her total land area and the weakest parameter is total GDP. The economic strength of this country ranks 22nd among the 65 Muslim/OIC countries—the relevant strongest factor is her human population density and the weakest parameter is her per capita GDP. Mauritania- The economic weight of this country ranks 35th among all the 65 Muslim/OIC countries—the relevant strongest factor is her total land area and the weakest parameter is total GDP. The economic strength of this country ranks 12th among the 65 Muslim/OIC countries—the relevant strongest factor is her human population density and the weakest parameter is her per capita GDP. Mayotte- The economic weight of this country ranks 62nd among all the 65 Muslim/OIC countries—the relevant strongest factor is her total export amount and the weakest parameter is total population. The economic strength of this country ranks 38th among the 65 Muslim/OIC countries—the relevant strongest factor is her per capita GDP and the weakest parameter is her population density. Since the total population is not large enough and population density is too high, this country is seemed to be very much constricted intrinsically. Morocco- The economic weight of this country ranks 14th among all the 65 Muslim/OIC countries—the relevant strongest factor is her total population and the weakest parameter is total export amount. The economic strength of this country ranks 32nd among the 65 Muslim/OIC countries—the relevant strongest factors are her human population density and per capita external debt, and the weakest parameter is her per capita GDP. Mozambique- The economic weight of this country ranks 19th among all the 65 Muslim/OIC countries—the relevant strongest factor is her total land area and the weakest parameter is total GDP. The economic strength of this country ranks 21st among the 65 Muslim/OIC countries—the relevant strongest factor is her human population density and the weakest parameter is her per capita GDP. Niger- The economic weight of this country ranks 26th among all the 65 Muslim/OIC countries—the relevant strongest factor is her total land area, and the weakest parameters are total export amount and total GDP. The economic strength of this country ranks 17th among the 65 Muslim/OIC countries—the relevant strongest factor is her human population density and the weakest parameter is her per capita GDP.

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Nigeria- The economic weight of this country ranks 2nd among all the 65 Muslim/OIC countries—the relevant strongest factor is her total population and the weakest parameter is total land area. The economic strength of this country ranks 46th among the 65 Muslim/OIC countries—the relevant strongest factor is her GDP growth rate and the weakest parameter is her population density. Oman- The economic weight of this country ranks 32nd among all the 65 Muslim/OIC countries—the relevant strongest factor is her total export amount and the weakest parameter is her total population. The economic strength of this country ranks 4th among the 65 Muslim/OIC countries—the relevant strongest factors are her human population density and per capita GDP, and the weakest parameter is her GDP growth rate. Pakistan- The economic weight of this country ranks 6th among all the 65 Muslim/OIC countries—the relevant strongest factor is her total population, and the weakest parameters are total land area and total export amount. The economic strength of this country ranks 54th among the 65 Muslim/OIC countries—the relevant strongest factor is her per capita external debt and the weakest parameter is her population density. Palestine- The economic weight of this country ranks 54th among all the 65 Muslim/OIC countries—the relevant strongest factor is her total population and the weakest parameter is total land area. The economic strength of this country ranks 53rd among the 65 Muslim/OIC countries—the relevant strongest factor is her GDP growth rate and the weakest parameter is her population density. Qatar- The economic weight of this country ranks 45th among all the 65 Muslim/OIC countries—the relevant strongest factor is her total GDP and the weakest parameter is total land area. The economic strength of this country ranks 34th among the 65 Muslim/OIC countries—the relevant strongest factor is her per capita GDP and the weakest parameter is her population density. Saudi Arabia- The economic weight of this country ranks 4th among all the 65 Muslim/OIC countries—the relevant strongest factor is her total export amount and the weakest parameter is the total population. The economic strength of this country ranks 8th among the 65 Muslim/OIC countries—the relevant strongest factor is her per capita GDP and the weakest parameter is her per capita external debt. Senegal- The economic weight of this country ranks 34th among all the 65 Muslim/OIC countries—the relevant strongest factor is her total population and the weakest parameter is the total export amount. The economic strength of this country ranks 40th among the 65 Muslim/OIC countries—the relevant strongest factor is her human population density and the weakest parameter is her per capita GDP. Both the factors of total population and population density are favorable means great potential for expansion.

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Sierra Leone- The economic weight of this country ranks 49th among all the 65 Muslim/OIC countries—the relevant strongest factor is her total population and the weakest parameter is total GDP. The economic strength of this country ranks 35th among the 65 Muslim/OIC countries—the relevant strongest factor is her GDP growth rate and the weakest parameter is her per capita GDP. Somalia- The economic weight of this country ranks 36th among all the 65 Muslim/OIC countries—the relevant strongest factor is her total land area and the weakest parameter is total GDP. The economic strength of this country ranks 39th among the 65 Muslim/OIC countries—the relevant strongest factor is her human population density and the weakest parameter is her per capita GDP. Sudan- The economic weight of this country ranks 10th among all the 65 Muslim/OIC countries—the relevant strongest factor is her total land area and the weakest parameter is the total export amount. The economic strength of this country ranks 27th among the 65 Muslim/OIC countries—the relevant strongest factor is her human population density and the weakest parameter is her per capita GDP. Suriname- The economic weight of this country ranks 53rd among all the 65 Muslim/OIC countries—the relevant strongest factor is her total land area and the weakest parameter is total population. The economic strength of this country ranks 3rd among the 65 Muslim/OIC countries—the relevant strongest factor is her human population density and the weakest parameter is her GDP growth rate. Syria- The economic weight of this country ranks 29th among all the 65 Muslim/OIC countries—the relevant strongest factors are her total population and total GDP, and the weakest parameter is the total export amount. The economic strength of this country ranks 51st among the 65 Muslim/OIC countries—the relevant strongest factor is her per capita external debt and the weakest parameter is he GDP growth rate. Tajikistan- The economic weight of this country ranks 41st among all the 65 Muslim/OIC countries—the relevant strongest factor is her total population and the weakest parameter is total export amount. The economic strength of this country ranks 19th among the 65 Muslim/OIC countries—the relevant strongest factor is her human population density and the weakest parameter is her per capita GDP. Tanzania- The economic weight of this country ranks 13th among all the 65 Muslim/OIC countries—the relevant strongest factor is her total population and the weakest parameter is total export amount. The economic strength of this country ranks 23rd among the 65 Muslim/OIC countries—the relevant strongest factors are her human population density and GDP growth rate, and the weakest parameter is her per capita GDP. Togo- The economic weight of this country ranks 48th among all the 65 Muslim/OIC countries—the relevant strongest factor is her total population and the weakest parameter is total export amount. The economic strength of this country ranks 50th among the 65 Muslim/OIC countries—the relevant strongest factors are her GDP growth rate and per capita external debt, and the weakest parameter is her per capita GDP.

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Tunisia- The economic weight of this country ranks 28th among all the 65 Muslim/OIC countries—the relevant strongest factor is her total GDP and the weakest parameter is total land area. The economic strength of this country ranks 28th (also) among the 65 Muslim/OIC countries—the relevant strongest factor is her per capita GDP and the weakest parameter is her GDP growth rate. Turkey- The economic weight of this country ranks 5th among all the 65 Muslim/OIC countries—the relevant strongest factor is her total GDP and the weakest parameter is total land area. The economic strength of this country ranks 36th among the 65 Muslim/OIC countries—the relevant strongest factor is her per capita GDP and the weakest parameter is her GDP growth rate. Turkmenistan- The economic weight of this country ranks 30th among all the 65 Muslim/OIC countries—the relevant strongest factor is her total export amount and the weakest parameter is total population. The economic strength of this country ranks 1st among the 65 Muslim/OIC countries—the relevant strongest factor is her per capita external debt and the weakest parameter is her per capita GDP. U. A. E.- The economic weight of this country ranks 31st among all the 65 Muslim/OIC countries—the relevant strongest factor is her total export amount and the weakest parameter is total land area. The economic strength of this country ranks 15th among the 65 Muslim/OIC countries—the relevant strongest factor is her per capita GDP and the weakest parameter is her GDP growth rate. Uganda- The economic weight of this country ranks 21st among all the 65 Muslim/OIC countries—the relevant strongest factor is her total population and the weakest parameter is total export amount. The economic strength of this country ranks 49th among the 65 Muslim/OIC countries—the relevant strongest factor is her GDP growth rate and the weakest parameter is her per capita GDP. Uzbekistan- The economic weight of this country ranks 17th among all the 65 Muslim/OIC countries—the relevant strongest factor is her total population and the weakest parameter is total land area. The economic strength of this country ranks 18th among the 65 Muslim/OIC countries—the relevant strongest factor is her GDP growth rate and the weakest parameter is her per capita GDP. Western Sahara- The economic weight of this country ranks 55th among all the 65 Muslim/OIC countries—the relevant strongest factor is her total land area and the weakest parameter is total GDP. The economic strength of this country ranks 7th among the 65 Muslim/OIC countries—the relevant strongest factor is her human population density and the weakest parameter is her per capita GDP.

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Yemen- The economic weight of this country ranks 16th among all the 65 Muslim/OIC countries—the relevant strongest factor is her total population and the weakest parameter is total GDP. The economic strength of this country ranks 31st the 65 Muslim/OIC countries—the relevant strongest factor is her human population density and the weakest parameter is her per capita GDP. Strategic Muslim Prospects

In this section, I like to briefly discuss on some of the strategies and programs which should be initially considered to effectively implement some of the related ideas/plans/models suggested by me (in my relevant works). As an expediency strategy (for the OIC/Muslim World common market/“Commonwealth”) all the OIC/Muslim countries can be grouped into four subgroups (/“zones”) not strictly based on the political geography alone, but also on the basis of convenient characteristics etc. also. These zones can be as follows: Zone-A: This zone consist of: (1) Bangladesh, (2) Brunei, (3) Comoros, (4) Indonesia, (5) Malaysia, (6) Maldives, (7) Mayotte, and (8) Tanzania. Zone-B: This zone includes: (1) Afghanistan, (2) Azerbaijan, (3) Iran, (4) Kazakhstan, (5) Kyrgyzstan, (6) Pakistan, (7) Tajikistan, (8) Turkey, (9) Turkmenistan, and (10) Uzbekistan. Zone-C392: This zone is formed by: (1) Albania, (2) Bahrain, (3) Bosnia-Herzegovina, (4) Chechnya, (5) Guyana, (6) Iraq, (7) Jordan, (8) Kosovo, (9) Kuwait, (10) Lebanon, (11) Oman, (12) Palestine, (13) Qatar, (14) Saudi Arabia, (15) Suriname, (16) Syria, (17) U. A. E., and (18) Yemen. Zone-D: This zone embraces: (1) Algeria, (2) Benin, (3) Burkina-Faso, (4) Cameroon, (5) Chad, (6) Cote D’Ivoire, (7) Djibouti, (8) Egypt, (9) Eritrea, (10) Ethiopia, (11) Gabon, (12) Gambia, (13) Guinea, (14) Guinea-Bissau, (15) Libya, (16) Mali, (17) Mauritania, (18) Morocco, (19) Mozambique, (20) Niger, (21) Nigeria, (22) Senegal, (23) Sierra Leone, (24) Somalia, (25) Sudan, (26) Togo, (27) Tunisia, (28) Uganda, and (29) Western Sahara. The detailed data on all the items discussed in the last section [with the help of Appendix-1, Appendix-2, Appendix-3, Appendix-4, Appendix-5, Appendix-6, Appendix-7, Appendix-8, Appendix-9, (Table for Appendix10,) and, Appendix-10] have been re-arranged according to the above zones in Appendix-1A, Appendix2A, Appendix-3A, Appendix-4A, Appendix-5A, Appendix-6A, Appendix-7A, Appendix-8A, Appendix-9A, and Appendix10A respectively. 392

This zone may also include every other relevant country (which is not included yet among the Muslim/OIC countries,) if it is political geographically isolated from the other zones (and their respective ventures).

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Every (relevant) suggested program should first be implemented within each respective zone wherever applicable and then among all the Muslim countries. Each zone will form a sub-committee393 under the umbrella of the OIC. Besides, each zone can undertake the following strategic development ventures: Marine Transportation- This should be undertaken by the Zone-A. Under this venture this zone will be responsible to own (and manage) a merchant fleet (of marine vessels) which will be lean but large enough to effectively meet the total marine transportation needs by all the Muslim/OIC countries. Within two-year’s time this shipping line will connect every relevant sea-port throughout the OIC/Muslim World. Besides, within next five years this shipping line will increase its both-way transportation capacity virtually among all the relevant sea-ports of the world. All the external marine transportation (to another Muslim/non-Muslim country) from any Muslim/OIC country will solely be provided with this consolidated shipping line. Islamic etiquettes/principles must be followed by this shipping line in staffing, services, job descriptions etc.—female may not be employed as voyage-crews. Railway Transportation- This should be assigned to the Zone-B. Under this joint venture this zone will develop a railway transportation system to establish a railway transportation network by interconnecting at least one city of every country within this zone during the first two years. During the next six years period the zone will be responsible to establish railway transportation links among all the connectable Muslim/OIC countries. Arrangements and suitable protocols should be established with the relevant non-Muslim/non-OIC countries wherever a passage through that (/those) country (/countries) is needed. During next two years the extension of the railway links should be pursued eastward up to Korea in cooperation with P. R. China, Mongolia, North Korea, and South Korea. Air Transportation- This should be assigned to the Zone-C. Within one year period this consolidated air line should inter-connect every country within this zone. During the next two year’s time the airline will interconnect all the Muslim/OIC countries (at least with one air-port in each such country). During the next five-year period, the airline will establish flight connection with at least one city in every relevant country of the world (at least bi-weekly). Islamic etiquettes/principles must be followed by this airline in staffing, services, job descriptions etc.—female may not be employed as flight-crews. Highway Transportation- This joint venture should be undertaken by the Zone-D. During the first two-year period this venture will establish highway links with all the countries within this zone. During the next eight year’s time highway connection will be completed among all the connectable Muslim/OIC countries. During the next five-year period highway connection should pursued eastward up to Korea. Similar arrangements as that for railways will be made with non-Muslim/non-OIC countries wherever needed in these pursuits. All the joint ventures proposed above should be financed (non-usuriously) through IDB. Each zone will be the entrepreneur for its respective venture (as described above). That means every country (in each zone) will share the relevant risks and privileges on the Islamic basis of justice and equity. But hiring and installation of 393

Until the Khilafah/confederation of the Muslim World (, “CIMIC”,) proposed (with probable constitution) by me (, in my Moral Democracy—Unison of Ideals, Rationales, and Empiricals,) has been successfully established.

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facilities (for research, development, design, manufacturing, maintenance, logistics etc.) will be made throughout the Muslim/OIC world for every (relevant) program on the Islamic basis of equity and justice. Each Muslim/OIC country will (separately) be responsible for their respective domestic sectors in marine, railway, air, and road transportation. The four joint ventures proposed above will provide necessary helps and cooperation to each Muslim/OIC country in development and maintenance of their domestic transportation systems (and vice versa). We can reasonably estimate394 that the strength of the armed forces of all the Muslim countries combined is around six millions. Out of this the figure for the armies is around five millions, for the navies is around three hundred thousand, and for the air forces is around seven hundred thousand. Each Muslim/OIC country should engage their 5% of the naval force personnel for the physical, equipment, and logistic set up for consolidated marine transportation system proposed above. Similarly, 5% of the army personnel should be engaged for setting up the consolidated railway transportation system, 5% of the air force personnel should be engaged for setting up the consolidated air transportation system, and another 5% of the army and 5% of the paramilitary personnel should be engaged for setting up the consolidated highway transportation system. Besides, unemployed labor forces of the Muslim countries can also be mobilized for realization of these colossal projects. In this domain, the unemployed individuals can be encouraged to volunteer for working certain number of weeks (according to mutual agreements) for to be paid off at some other times in the future. These volunteers can also be given the preferences for employment in these ventures. This way it will become easier to overcome the financial obstacle. None of the above ventures will have to be started from “ground zero”. Because, substantial amount of physical facilities, equipment, and logistic establishments already exist in the individual countries. What are necessary are the connecting the missing links, re-organize the human resources, repair/upgrade/procure/re-locate the equipment, renovate the old and build new physical facilities, re-define the logistics and protocols etc. However, these are still tremendously challenging. But, if the governments of the Muslim/OIC countries sincerely undertake these ventures, ins’Allah the relevant tasks will become easy. Local Muslim Prospects

Each Muslim/OIC country will determine/evaluate all of their (respective) domestic problems/prospects separately. An advisory commission should be set up under the sponsorship of the OIC to assist every country separately in their relevant endeavors. Here, I am going to propose the following for measures for Bangladesh: New Civilization: The existing megacity concepts and high rise buildings should gradually replaced by well-designed educational campuses with all postmodern urban, sub-urban, and rural features. They will be of seven different sizes for nominal population of 500,000 (five hundred thousand), 255,102 (two hundred fifty-five 394

By extrapolating the data given in “The Islamic Nation: Status and Future of Muslims in the New World Order” by Ali Nawaz Memon.

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thousand one hundred two), 125,000 (one hundred twenty-five thousand), 63,776 (sixty-three thousand seven hundred seventy-six), 20,000 (twenty thousand), 11, 250 (eleven thousand two hundred fifty), and 5,000 (five thousand) in post-graduate college, graduate college, undergraduate college, high school, secondary school, primary school, and elementary school campuses (respectively). The education program in each of these campuses will start from ground zero. The largest (only) such campus should be built immediately—then the second largest ones, and so on. The (related) detailed outlines, configurations, top-level attributes etc. have been completed in my: Moral Democracy—Unison of Ideals, Rationales, and Empiricals. It seems like most of the (relevant) population will be accommodated without the construction of any of the smallest and the second smallest campuses. However, outlines for those (un-constructed) campuses should also be completed with the construction of the relevant fresh-water reservoirs/ponds so that the level of their planes rises up as planned. The remaining land of the country should also be reformed/developed into agricultural units of land plus ponds (under joint ownerships) to similarly raise the level of the planes. These units, wherever possible, should be of at least five acres and of at most ten acres of land. Fish Production/Processing Increase- The soil and climate of Bangladesh is highly conducive for transforming the whole country into a “mega-farm” of housing, industries, trades, services including educational facilities, agricultural activities etc.—every aspect of socio-economic activities can be uniformly distributed almost throughout the entire land area. Besides, fish production activities (, in addition to catching fish from its numerous canals, rivers, and Bay of Bengal etc.) can also be uniformly distributed throughout the country—in fact, that is how the existing picture looks like. That is why my relevant work (: ‘Moral Democracy—Unison of Ideals, Rationales, and Empiricals’) has embraced all these features as an effective integrated whole. But such a plan should be implemented (completely) in a period of two to three generations395 time. In the meantime the two following large scale programs can be adopted for highly increasing fish production very effectively: (a) Charitable Fund for Fish Cultivation- A charitable fund could be established countrywide for cultivating freshwater fish in the ponds. This fund will finance to repair certain number of ponds in each upazila (sub-district) every year. The fund spent in each pond will be the investment shared by a number of neighborhood families who qualify to consume zakat396. This qualification will be determined by the Imam (or equivalent) of the nearest mosque and two other practicing Muslims [, who perform daily five prayers (usually) in the mosque, and elected by the Jumu’a congregation,] of the neighborhood—it will be better if these three persons themselves are not (similarly) needy (to consume zakat). The shares should be determined according to the size and poverty level of the needy families. The owners of the pond and these families (, themselves my also be the owners/shareholders of the pond,) will come to a written agreement to cultivate fish (to generate income). Each year (, as much as possible, or) a portion (, say one-tenth,) of the money invested (for repairing the pond) from the charity fund will be paid back to the designated needy families (i.e. the shareholders of the investment). A portion of the income (, say one-fourth of the remaining income,) will be spent to maintain the cultivation process (for buying baby fish etc.). The remaining portion of the income will be equally divided between the ownership(s) and the “investors” (i.e. designated needy 395

One generation time has been deemed to be of twenty-five years. According to some study zakah has the potential to transfer 3 to 4 percent of the (total) GDP. If only around 10 percent of this (transferable zakah) fund is invested in this scheme, then in five years time there will be around one million needy families who will become beneficiaries of these ventures. 396

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families). The owners (of the pond) will split their half according to their respective shares of ownership of the pond. Similarly, the designated needy families will split their half according to their (respective) shares (of investment) allocated on the basis of their needs. This (non-usurious) joint/cooperative venture will function until all the money spent from the charitable fund are completely paid back to the designated needy families—other usage of the pond will also be kept open (during this functional period) to these (needy investor) families as much as it is provided for the owners (of the pond). Thereafter, only the owners will decide the usage of the pond (according to the relevant law). In case the venture fails to pay back the (partial/full) investment (within the period as agreed upon) to the (designated investor) needy families, then the (outstanding) spent money must be paid off by the owners of the pond (to the designated investor families). However, the investor(s) will also be responsible for their respective parts of the faults (if any, behind the failure). The venture should not be in contradiction/redundant/counterproductive to the (relevant) long-term plans. The Tableeg Jama’ah can (voluntarily) take the responsibilities to raise/collect and distribute this charitable fund. Each pond in this program will be selected in such a way so that the output sharing terms and conditions (etc.) are same/equivalent for all units. (b) Financing Through Time-trading Non-usurious Micro/Mini Credits- This program will focus on the marsh land, swamps, big ponds etc.—both public and private. Entrepreneur(s) will be financed by the government /bank (or equivalent) separately for each project on the basis of non-usurious time-trading credits (as invented by me in my: ‘Interest-Free Micro & Macro Credits—Mathematics of Time-Trading Cash Flow’). There are numerous marsh land by the highways/railways and community (public) big ponds in the rural areas. These areas can be transformed in to fish producing (and related income generating) units through private investments. In the cases of public lands, all the normal usage of the water will be kept open to all as usual. At the expiration of the term neither the entrepreneur(s) nor the financier will enjoy any special privilege in the relevant property. Thereafter the government may lease it to anyone as usual in the best interest of the relevant neighborhood(s)/communities. Such a venture can also add (related) fish/vegetable/fruits processing factories etc. Natural Fertilizers Production- This program will focus on production of ecosystem/environment friendly fertilizers (by decomposing shrubs and other suitable natural substances) through the (above mentioned) non-usurious time-trading financing mechanism. Insect-controlling Natural Medicine Production- This program will focus on production of ecosystem/health /environment friendly insect-controlling medicine (by using herbs and other suitable natural substances) through the (above mentioned) non-usurious time-trading financing mechanism. Employment Optimization: Ideas given in my ‘Universal Remuneration System—A Mathematical Model for GDP Based Adjustments’ along with my other related works should be quickly implemented for optimization of employment. Optimization of Effective Housing, Sustainable Development, and Environment Friendly Productivity- Ideas/designs given in my ‘Moral Democracy—Unison of Ideals, Rationales, and Empiricals’ along with my other related works should quickly be implemented for the optimization of effective housing, sustainable development, and environment friendly productivity.

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Development of Highway/Railway Infrastructure with Productive Features: The entire land area (of Bangladesh) should be uniformly divided by grids (of equal squares) as much as possible (for planning to build/develop 135,135 campuses of seven different categories). Then the following campuses (designed in my ‘Moral Democracy—Unison of Ideals, Rationales, and Empiricals’) should be (planned to be) built/developed: (a) The only post-graduate college campus at the middle, (b) (then) 12 graduate college campuses uniformly distributed throughout the entire land area, (c) (then) 130 under-graduate college campuses uniformly distributed throughout the entire land area, (d) (then) 1,144 high school campuses uniformly distributed throughout the entire land area, (e) (then) 7,722 secondary school campuses uniformly distributed throughout the entire land area, (f) (then) 36,036 primary school campuses uniformly distributed throughout the entire land area, and (g) (then) 90,090 elementary school campuses uniformly distributed throughout the entire land area. The above campuses will be planned in such a way so that (straight) highways/railways can be built (, as much as possible,) according to the (related) outlines/configurations/features included in the designs of the largest four categories of campuses listed above. Manipulation of Sea Retreat, Rise of Deltas, and Upgrading of the Chittagong Sea-port/Coastal Area397: The water flow in the Sandwip Channel, in the passage between Sandwip and Urirchar (to the north-west of Sandwip) (/“New Sandwip” to the west of Sandwip), in the passage between Urirchar and the mainland (to the northwest which is to the southeast of Kabirhat of Noakhali), and in the passage between the “New Sandwip” and mainland to the east of Ramgati of Noakhali should be gradually constricted. The objective is to let/accelerate the consolidation of the (land areas of) Sandwip, Urirchar, and (newly risen) “New Sandwip” together. The gradual bi-directional constriction of Sandwip channel will allow the flow from Little Feni River and Feni River (from the direction of the Muhuri Project) through the channel by suitably narrowing it down to keep it broad enough for the flows and the sea-port extention [along the coastal line of Sandwip (at the west) and coastal line of the mainland (at the east) between Hashim Nagar and Bhatiari (of Chittagong)]. The rise of Urirchar made such manipulation a natural choice—to guide the consolidation of the land area of Sandwip Island with that of the islands around it to let it bcome a continuous land area (, instead of an island well separated from the mainland,) extended from the west/north-west (instead of from the east/north-east as I proposed earlier). We must remember that these deltas are not going to be lost anywhere and the sea is actually going to retreat continuously due to the flow of silts from the upstreams (insh’Allah). Therefore, we must take suitable measures to properly guide the rise of these deltas so that rise of the deltas is faster than the rise of the sea level (due to global warming etc.). At the larger scale the flow from the (mighty) Meghna should also be studied (for guiding it) to the southwest of Char Piya (at the southwest of Sandwip)—such studies will naturally include the entire region embracing Char Piya, Char King, Hatiya Island, Manpura, Char Fashion, Sona Char, Tazumuddin (of Bhola), flow through the other side of Bhola etc.

397

This is an update/upgrade of my earlier relevant suggestions.

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The constriction process of the Sandwip Channel (perhaps) should include multipurpose features. Arrangements (perhaps) can include: (i) transportational hauling (of passengers & goods) by bi-directional towing of boats (by hanging with/without touching the water surface of the channel), (ii) connection of Sandwip to the (main) grids of communication and power distribution; (iii) generation of power from water waves; (iv) generation of power from wind, (v) generation of power from sunlight, (vi) rising of the chanel bed from both coasts by gradual obstruction from the bottom and gradual constriction from both the coasts, (vii) cultivation of fish/sea-lives in captivity (by using suitable nets along all three above mentioned constrictional lines) if there exists no significant natural migration of fish/sea-lives (from the Bay of Bengal) toward the upstreams, etc. After the successful completion of the above mentioned consolidation the new region (as Sandwip) can perhaps be converted into a district (like Bhola) which can include the region up to the coastal line (in Meghna) of Ramgati as a part of the mainland delta (of Bangladesh). Optimization of Counter-cyclone Measure and Environment Friendly Electric Power Generation398: The coastal line of Bangladesh could be used to build cyclone restraining and electricity generating (& storing) windmill line(s). The technical details (, of understanding/ideas obtained from the experimental studies of the formation of vortex rings in fluid, generated through impulsively started jets,) can be noted as follows: The experiments utilized piston-cylinder arrangements in a water tank to obtain velocity and velocity fields of the vortex rings by using Digital Particle Image Velocitymetry (DPIV) for wide range of piston stroke to diameter (L/D) ratios. The following observations have been recorded/discovered on this subtle natural phenomenon— (i)

The flow field generated by large L/D consists of a leading vortex ring followed by a trailing jet. The velocity field of the formed leading vortex is separated from that of the trailing jet.

(ii)

Flow fields generated by small stroke ratios show only a single vortex ring.

(iii)

The transition between the above two distinct states is found to occur at a stroke ratio of around 4, which is called “formation number”.

(iv)

The “formation number” is the limiting factor for the maximum amount of fluid that a vortex ring can circulate.

(v)

This non-dimensional universal time has been tested to remain in the range of 3.6 – 4.5 for a broad range of flow conditions.

(vi)

The formation number is independent of the fluid viscosity. 398

Adapted from my report on seminar-2 (, held on January 26, 1998,) of course #AME 4971/5971 (, University of Oklahoma,) titled: ‘A Universal Time Scale for Vortex Ring Formation’ (by Prof. Morteza Gharib , Department of Aeronautics, California Institute of Technology, as the key-note speaker).

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(vii)

The above experimental results are explained by (and clarifies) the principle for the existence of the “formation number” based on the Kelvin-Benjamin variational for steady axis-touching vortex rings. The existence of this intriguing “formation number” is crucial for the stability of many natural phenomenon. This time scale regulates the undesirable energy and circulation pattern of the fluid dynamics. Some of the areas of high human interests involving this natural phenomenon can be listed as follows:

(a) Destruction from the atmospheric disorders (, such as tornado, cyclone, hurricane, typhoon etc.,) has limitation due to the optimizing nature of the fluid velocity and vortex field limiting the amount of fluid and energy. I399 wonder if this natural principle can be utilized for developing the following anti-catastrophic features: (i)

(ii)

Upstream mechanical measures/features can be designed to alter the velocity and vortex field pattern by re-distributing the amount of fluid and energy in the flow regime beyond certain wind speed. Rigid and strong mechanical mesh (with/without distributed veins to create whirlpools) can be tested to see if the devastation caused by the wind can be reduced. Such development may aid (, as external auxiliary reinforcement,) in improving the structural design of homes, buildings, catastrophic shelters etc. On the large scale cost-effective anti-catastrophic measures can perhaps be developed for the coastal lines of the countries like Bangladesh through which devastating cyclones flows from the Bay of Bengal frequently. Optimum line(s) of windmills distributed throughout such mesh can perhaps be utilized (also) for power generation. Optimum design parameters/attributes for (effective) cost and performance of the windmills, etc.; (b) Optimization of the design parameters/configurations/features/attributes of the propulsion system; (c) Determination of the anatomical/physiological parameters/configurations/attributes/features for treating (medical) disorders in the blood circulatory system of the human body. This area is claimed to have already utilized this natural principle by reducing the size of the anomalous enlarged heart for functional formation number. A surgeon in South America has reportedly operated (surgically) on many (such) heart patients by actually removing the chunks of heart tissues to reduce the cavity. He claimed successes in his pursuits. But the art is at its very early stage. The facts mentioned above can be studied to determine any feasible solution to regulate/manipulate and utilize wind power (both normal and catastrophic). Even if any viable solution might not be found for this serious problem, the studies will help to have a better grasp for assessing the critical attributes of the problem. Such knowledge will definitely aid in determination of vital and viable schemes toward desired solution.

399

N. U. M. Akramul Kabir Khan

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There are many other measures and programs which can be undertaken urgently in Bangladesh, in order to drive the country’s socio-economic aspects toward appropriate goals. Toward the achievements of those goals every respective part (, including this,) of my mammoth work, ‘The Republic Re-engineered’ should seriously be studied. Similar measures can be undertaken by each Muslim country also depending on the prevailing respective conditions/prospects. Detail discussions of such matters are beyond the scope of this work (by a single author). However, (next,) I am going to propose some more detailed policies (, some of which may be redundant,) and measures for Bangladesh for consideration by her governments. Socio-economic Goals- The government of Bangladesh should set suitable goals for economic growth and development with gradual Islamization in the formation of an (productive) employment oriented, and post-modern balanced economy (of agriculture, industries, and services) to become almost self-sufficient within next decade. Toward this end, the following programs can be promoted: (i) (ii) (iii) (iv) (v) (vi) (vii)

Eliminate usury and develop an effective Islamic financing400 structure (by including both public and private initiatives) within next five years. Eliminate starvation and homelessness. Minimize unemployment401. Reform/replace the formal education system in accordance with my: (a) ‘Universal Education System—Postmodern Muslim World Perspective’, (b) ‘Universal Morality and Modeling Progressive Education System’, (c) ‘Test Scores and GPA—Mathematics of Letter Grades’, and (my) other related ideas/works. Develop environment friendly industries to fulfill domestic essential and necessary demand. Improve public health care system—implement my ‘Universal Remuneration System—A Mathematical Model for GDP Based Adjustments’ to complement this program. Restore/protect the environment from pollution. To achieve the above objectives, the following policies and strategies can be adopted:

(i) (ii) (iii) (iv) (v)

Rehabilitate the homeless people. Cooperate with the OIC to enhance trade/commerce among the Muslim countries, and to infuse Islamic culture/values in the production relations. Minimize importing non-essential goods. Propagate thorough knowledge on Islamic socio-economic principles. Increase fish production. 400 401

Including time-trading non-usurious financing invented by me in my, ‘Interest-Free Micro & Macro Credits—Mathematics of Time-Trading Cash Flow’. Implement the ideas/features given in my, ‘Universal Remuneration System—A Mathematical Model for GDP Based Adjustments’.

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(vi) (vii) (viii) (ix) (x) (xi)

Increase agricultural production. Increase production of environment/ecosystem friendly (natural) fertilizers/insect-controlling medicines. Reform traffic laws/signals/forces for the best possible form of traffic management. Monitor markets for ensuring healthy foods. Promote productive skills and private sector. Increase exports, including surplus human resources. The economic participation of the public sector should be aimed to reinforce and supplement the private sector. Any public investment enterprise should be on equal footing to compete in the market with private sector, and can eventually be divested, if commendable. The government should clearly promulgate her position on the issues like private ownerships, roles/prerogatives of the public/private sectors so that the private investors feel secured to participate in the economic/development activities. The focus of the public sector investment should be to train and cherish the private sector. The public sector may initially be limited within the following areas:

(i) (ii)

The activities which if kept in the private sector may be harmful for the country or the consumers; and The areas which are usually avoided by the private sector due to logistic impediments etc. The policies on the investments should aim to promote (environment/ecosystem friendly) self-sustaining growth of the economy to increase employment, to meet the demands of the essential goods of the people in particular, and to benefit the people of all echelons in general. Toward this end, government will guide to cherish a private sector led free market economy to establish socio-economic equity and justice on the basis of Islamic principles. Apart from the administrative roles, the role of the public sector in the economy may be limited to:

(i) (ii) (iii) (iv) (v)

Maintenance of non-usurious and Islamically sound financial institutions in order to mobilize savings from the people, and help finance both long and short-term projects for economic development and growth. To augment/complement these activities my ideas given in my ‘Interest-Free Micro & Macro Credits—Mathematics of Time-Trading Cash Flow’ should be implemented. Investment in human development including propagation of knowledge on Islamic socio-economic principles. Maintenance of essential and necessary infrastructure. These activities should be in harmony with the implementation activities/plans of my ‘Moral Democracy— Unison of Ideals, Rationales, and Empiricals’. Maintenance of monetary stability through budgetary policies to minimize inflation/deflation—non-usurious financing instruments should supplement these activities. Monitoring economic growth, remuneration, and exchange rates—implementation of my ‘Universal Remuneration System—A Mathematical Model for GDP Based Adjustments’ should supplement these activities.

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(vi)

Establishment of necessary institutions to safeguard the interests of the consumers, to eliminate corruption, to promote/protect investment, and to oversee/coordinate the infusion of Islamic culture in the production relations. The private sector, on the other hand, will lead economic growth/development in conformance to the indirect guidance of the government. They will be given the freedom (, on the Islamic basis of equal/equitable opportunities for all,) to participate in every sector (of his/her choice) of the economy accept it may be detrimental to the religious principles, to the interests of the country/consumers etc. Foreign capital in partnership with the domestic capital/entrepreneur should be given suitable investment opportunities in the private sectors. Due to current shortage of domestic capital some/all of the following interim policies can be adopted (to attract the foreign capital investments):

(i) (ii) (iii)

Freedom to remit equitable profits and repatriation of capital; Freedom for the re-investment of profits; Assurance/insurance of foreign capital against damage due to internal political instability, confiscation/nationalization, without equitable/just compensation; etc. In Bangladesh, there are critical needs, challenges/prospects for restoration, renovation, reconstruction, and development in practically all sectors. Indirect government guidance to prioritize the sectors should be human-centered; and based on Islamic social justice, environmental sustainability, and economic efficiency. The inter-sectoral priorities (for public/private sectors) can be set as follows402: Services-Develop effective and Islamically sound financial institutions to facilitate, promote, and guide investments toward Islamization of the socio-economic system. Fish Cultivation- Double the fish production by next five years. Agricultural Output- Double the overall agricultural production by next 10 years. Manufacturing- Increase manufacturing of agricultural equipment, supplies, and processed foods to meet the domestic demand and as well as for increasing exports. Promote pharmaceutical, construction supply, garment, knitwear, foot-wear, high-tech, household supply, and high-tech industries to meet the domestic demands and to increase exports.

402

All these activities should in harmony with the plans/activities of the (related/correlated/interrelated) implementation programs of my ideas/models given in my: “The Republic Re-engineered”.

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Transportation- Enhance all modes of transportation system. Telecommunication403- Develop research/development/design programs for manufacturing state of the art telecommunication devices to meet the domestic needs and for increasing exports. Marine Ports- Upgrade all the sea-ports (to at the leading edge), and work toward converting Bangladesh as an important hub for my proposed consolidated international marine transportation axis of the Muslim/OIC countries. Marine Vessels- Develop research/development/design programs for manufacturing all types of marine vessels to met domestic needs and for increasing exports. Air Transport- Develop/upgrade/maintain one international air-port in every divisional metropolitan city—build the post-graduate and all the (12) graduate college campuses quickly. Roads- Maintain existing roads and highways and develop the highway system as proposed by me (in the relevant parts of my, ‘The Republic Re-engineered’). Railway- Maintain existing railways and develop the railway system as proposed by me (in the relevant parts of my, ‘The Republic Re-engineered’). Mining- Increase exploration and exploitation. Marine Resources- Increase exploration and exploitation. Housing-Maintain existing housing units and develop the agro-housing complexes and apartments as proposed by me (in the relevant parts of my, ‘The Republic Reengineered’). Solar/Wind Energy- Develop research/development/design programs for manufacturing solar/wind energy based power generating units as proposed by me (in the relevant parts of my, ‘The Republic Re-engineered’).

403

Since first edition of this work (in February, 1997), Bangladesh has made tremendous progress in this area, alhamduLillah.

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Socioeconomic Justice and Modeling Growth-Distribution Effective Common Market /The Republic Re-engineered/By N. U. M. Akramul Kabir Khan Closing Remarks

Human is highly complex being endowed with lofty abilities by the Allah SWT, the Creator. Self consciousness and curiosity about the purpose of life is the basis of our individuality. Human is neither merely a composition of responses to stimuli (due to material forces), nor is he a mere rational “computer” mind404 apart being material body. He is also a spiritual being—he is subject to failure and growth in all three realms of capacity (: empirical, rational, and intuitive). Spiritual capacity and religious experience of man impels him for development—man is not a mere object of “deep-seated sub-conscious forces”. In addition to the objective analysis, science must rely on the subjective experience of human nature—there are truth known by: (i) senses, reason, and belief; (ii) reason and belief; (iii) senses and faith; (iv) senses and reason, (v) senses only, (vi) reason only, and (vii) faith only. Any truth known by faith alone, which can not be disproved by reason and senses, must be taken as maxims without which our empirical/rational analysis will eventually be paralyzed405. In fact, in the pursuits of exploration of the natural laws/rational paradoxes, science/mathematics often rely on ascientific/alogical metaphysical dictum(s)406—without this science, reason, and individual experience/intuition can not be harmonized. There exists a set of human values common to all human communities. It is with this set (of human values) that the entire human society contains a universal community. Humanity, religion, Allah (“God”), morality, pure art (which brings joy, love etc. instead of provocation, lust etc.), altruism, asceticism, marriage, mother’s (universal) kindness/love, love, one’s joy while walking in a bloomed rose garden, baby’s smile, community, culture, etc, are inwardly belonged to each other. On the other hand, animality, materialism, science, functional art, hunger, thirst, lust, agnosticism, rationalism, adultery, society, civilization etc. are inwardly belonged to each other. It is the well-balanced (/natural) combination of the both sets (of attributes) that makes an ideal human being. The set of human population which qualifies to be grouped within the symmetric half (of the total span) around the mid-point of these aspects should be considered as the ideal human community—one extreme of these aspects is bounded by monasticism, and the other extreme is bounded by atheism. This (imaginary) ideal human community is suppose to be the witness for the entire mankind by possessing the balanced set of socio-moral principles by which they qualify to be the middle nation (“ummatan waShaitan”) or Muslim World (—one that has submitted to the natural law endued by the Creator, Allah SWT). If such nation can not be determined, then we must 404

Cognition includes experience of knowing excluding experience of feeling and willing. The essence of cognition is judgment which is characterized by some concepts built up by perceiving, recognizing, conceiving, and reasoning. According to some, mind is designed to acquire, process, store, and use information through three modes—the enactive mode involves representation through action, the iconic mode uses visual and mental images, and the symbolic mode uses language. But mind is the (rational) moderator between our sense-based experience and intuitive inspiration. 405 Primitives are terms taken to represent certain concept (without logical proof) to (intuitively) construct basic postulates. These postulates, in turn, become object of mind for logical derivation. 406 Some “elementary particles” that physical science deals with today do not seem to be matter—like the package of energy as it exists in motion and exert force. Their activities can not be formulated by materialism, and the true reality can not be explained by the principle of causality alone. In fact, matter conceivably disappears (leaving field of forces) by the synthesis of gravitational and electromagnetic fields. These facts assert the existence of ideals beyond the reality of matter as the ultimate realities of the universe. Besides, harmony of those “ideals” demands the existence of omnipotent omniscient Creator, Allah SWT.

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seek the guidance of intact Divine revelations, Qur’an and sunnah (/traditions) of the Prophet Muhammad (s.a.w.) (and related ramifications) conforming to the Qur’an. The basic human inclination of this ‘ideal community’ should be taken as the valid set of (individual, private, and social) moral principles407. Those things should be considered as good toward which this “ideal community” is naturally inclined—whatever is anti-thesis to those good values should be considered as evils. However, the real world problem is to be able to identify such an “ideal community” and the moral values attached to them. This is why we need Divine guidance—the criteria given by Islam is the only way to determine what is good and what is evil. Because, Allah SWT, the Creator is the final reference of the universe and everything in it—including morality, and of the entire reality. We can convince ourselves by reflecting on our deep-seated individual (/humane) inclinations toward the set of moral values established by Islam. Through our spiritual/intellectual aspirations we can determine the meaning and purpose of life from the consequences of our action, fear/hope in Allah SWT, and belief in the Day of Judgment. All ultra-materialistic schools of economics look at the universe and human life from a narrow superficial view either without any philosophical basis or on the basis of Dialectic Materialism. These schools of economics advanced diverged views for solving problems of life related to temporal needs. Such views almost always emanate from human intellects which are not matured/wised enough through comprehensive education/nurturing process for well-balanced flourishing of empirical, rational, and intuitive reams of human personality. Such limitations of intellectual abilities (, especially in foresight,) has always been the cause of failures in these regards. Human’s stubborn nature to emphasize on the views s/he preached and built up his/her reputation/“integrity”/career/ego/boastfulness/arrogance408 has/had always been the major obstacle for the rejection of his/her own erroneous position by accepting the truth, no matter how plainly the truth is presented to him/her. The intellectual phenomenon of quest for the truth by using rational arguments (“syllogism”) (during modernization period also), on the other hand, had/has grossly abused/misused the art of logic again and again to create many confusion (by using wrong premises in three-tyred static logic) and caused many complications throughout the human history. But our Creator/Sustainer has never forsaken us. He had/has sent us His guidance repeatedly, and every time a group of people have succeeded to grasp the truth by giving up fallacious pre-conceived notions409. Without this favor mankind would have strayed totally, and would have caused their extinction. Islam is the all embracing ultimate truth (repeatedly revealed by the Creator, Allah SWT), which is the only way out for the mankind. Islamic school of economics is not mere an idea. Rather it s set of (divinely guided) principles which have been implemented with thorough success. It is based on Islamic justice which is a pervasive phenomenon for the complete system of life. As Muslims gradually deviated from some illuminating principles of Islam, only 407

To find out who are loved by Allah SWT please see Qur’an/2:195,222; 3:31,76,134,146,159; 5:13,42,54,93; 9:4,7; 49:9; 60:8; 61:4; etc. Also, to find out who are not loved by Allah SWT please see Qur’an/2:190,276; 3:32,57; 4:36,107,148; 5:64,87; 6:141: 7:31,55; 8:58; 22:38; 28:76-77; 31:18; etc. 408 Islam teaches that even a miniscule amount of arrogance (/“kibr”) will not be permitted into the Paradise (/Jannah). May Allah SWT guide us all. 409 This is the associated negative learning (or unlearning of the errors) which needs deliberate denial/renouncing/denouncing of the notions already conceived/held—it is much more challenging than mere positive learning (/knowing of unknown).

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then the school of Islamic economics crumbled. Now it exists in its reduced form in addition to its concepts in the minds of the Muslims. But Islam is not like any other revolution (, without any clear-cut realistic/natural destination,) that once its institutions disappears from the society, its ideology too becomes obsolete. Islam solved human problems one by one, by dealing with them according to unalterable/essential human nature and pragmatism. Its internal principles (/I’maan)) flourishes humane qualities and external principles (/Sha’ria) regulates/guides/coordinates private/social life. If both the internal and external principles of Islam are harmonized, then Islam can solve every human problem in every place and at every/all the time. Pragmatism in Islam means derivation of proper/suitable mechanism to implement an idea without compromising any principle of Islam. Islam is not just the Universal Remedy, it is also the Universal Preventive. Any compromise against its principle(s) will dilute its actual strength and derail (us) from proper direction. Because, no human idea (, contradicting any Islamic principle,) can enhance an Islamic phenomenon by any (overall) amount. Such mixing up will rather be counteractive to its effectiveness410—we must remember that Islam allows required flexibility in dire needs. This, however, does not meant that we can not adopt an approach to implement Islamic principles gradually—in fact, a (suitable) gradual process is an Islamic prescription. Because, human being is incapable of changing overnight. But such a gradual process must be firmly progressive. In such a process high level of cautions must be observed so that Islam is not abused for the sake of tactics (“wisdom”/hikmah), and, rather, tactics (/strategies) are used solely for the sake of Islam. Islamic School of Economics (or any school) deals with the relevant affairs with the standard of its concept of justice. Therefore, any mechanism adopted to institute its principle must have been guided by that concept instead of selection through open “logical” procedure. Human resources in the Muslim countries can not be motivated to develop an economic system which is immune to diabolic aggression unless aspirations of the Muslim individuals become immune to alien thoughts (/confusion) and (associated) evil desires. This means the people need to be exposed more and more to the

410

This phenomenon is peculiar to Islam. Because, Islam is the complete way of life. It gives true/natural solution for every human problem—both material and spiritual. Any adulteration to it is bound to cause detrimental result(s). In contrast, ultra-materialistic idealism is neither all embracing/complete nor error-free. That is why corrective measures (/antithesis) are needed to be injected in order to save the system from rapid collapse. For instance, many anti-capitalist measures (, such as minimum wage, social welfare etc.,) have to be accommodated in order to save a (secular) capitalist system. Such injections are sometimes so heavy that the (secular) capitalism gives away to “mixed economy” (, also see page 756, ‘ECONOMICS’, 7th edition, Paul A. Samuelson,). Similar measures (/antithesis) are needed to be imported by the Marxist economy also along the timeline when Marxist ideology are being humanized. This is because a corrective measure can improve the scenario caused by the implementation of an erroneous doctrine. But any such injection (of antithesis) to an error-free doctrine will only be subversive against its stability and progress. Because, a correct system needs no (further) correction. One may, however, argue that by adopting corrective measures all the shortcomings of a (un-Islamic) fallacious/erroneous system can be eradicated. This is though theoretically possible, is practically improbable. In cases of paramount human (socio-economic) problems, ultra-materialistic doctrines are essentially wrong in their interpretation of human nature/life. Therefore, once this essential (erroneous) concept is replaced by the correct one, then such (erroneous) doctrines will no longer maintain their original identities. In other words, (theoretically,) they will have to be totally replaced by the correct one (eventually)—and, there exists only one such correct system: School of Islamic Economics.

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(Islamic) spiritual/moral realities and practices. For this purposes 411Tableeg Jamaah412 is a ready-made training institution. The employers should encourage their (respective) employees to spend time in the path of Allah SWT in order to increase their Islamic aspirations and to develop Islamic awareness in the society413. Each

411

Jamaah Tableeg is perceived (by many) as the movement of those who believe in renunciation (of temporal life). To some extent (erroneous) renunciation had/have been a fact for some Muslims engaged in this movement. However, this trend is an (pseudo-Islamic) opposing consequence of invasion by the (secular) ultra-materialistic ideologies in the Muslim society. Tableegee Muslims are very sincere/honest/devoted in Islamic Faith. But, not enough number of thoroughly matured Islamic scholars are engaged in this work yet—even though such number is gradually increasing. But, the works of this group is extremely important for: (i) regular spiritual/pious upgrading/repairing/flourishing of Muslims, (ii) universal promotion of Islam, and (iii) Unity of the Muslims. During the last few decades numerous non-Muslims have reverted (/“converted”) to Islam through this Jamaah—their engagements/practices have been tremendously reinforced/enhanced by this Jamaah to gradually develop a high profile (with strong Islamic potential) globally. The programs/activities of Tableeg Jamaah is to counterbalance the ultra-materialistic propagation—without these some Muslim communities could have already been overwhelmed by ultra-materialism and have strayed. Besides, overall piety of the Muslim Ummah could have become even worse without the exercises of the Tableeg Jamaah during the last several decades—such activities will be required even more during the process of future post-modernization. As the Madrasa education system has polarized to counterbalance the secular education programs, so did the tableeg jamaah (directly/indirectly) to the secular socio-economic institutions. But this mutually exclusive polarization is not the solution— it is a phenomenon of mere survival, and this gap must be reduced. Toward that direction, the participation of the Muslims from all wakes of life will be mutually beneficial—this way only the impelling force for the fulfillment of the baser/physical cravings can properly be controlled, and extreme asceticism/renunciation trend can be avoided. For true Islamic preaching and universal Islamic participation, tableeg jamaah should add the seventh point (, along with their “six points” of preaching,) for emphasizing the need for moral positivism by acquiring (thorough education in): (a) religion and philosophy (~idealism) (for morality/abstract ideals); and (b) philosophy (~rationalism/empiricism), mathematics, science, applied science, technology, and skills (for positivism/concrete objectives). Because, physical reality is the lumped co-existence of ideals, rationales, and empiricals—in it, (eternal) human soul is not transcendent either. There is a difference between the eternity of soul and eternity of Allah SWT—because Allah SWT is the Perfect/Transcendent: He is the (only one Who is) above and independent of all/everything (else). Also see Qur’an/22:78. Along with emphasizing for proper knowledge, Tableeg Jamaat should also engage themselves in (Islamically) training the society (by field works) in the important day-to-day matters such as: (i) forbidding inappropriate parking of vehicles; (ii) forbidding improper obstruction of path by standing etc.; (iii) forbidding selling of too young bananas (as ripen bananas); (iv) forbidding selling of bad commodities; (v) forbidding use of inappropriate preservatives; (vi) forbidding cheating (in amounts/qualities etc.), overpricing, etc.; (vii) forbidding every un/anti-Islamic culture, etiquette, food, dress, practice, observation, game, sport, recreation, work effort, earning, etc: (viii) forbidding throwing/dumping of garbages/pollutants in drains, roads, neighborhood/environment, etc.; (ix) exhorting/enjoining physicians and surgeons to: (a) examine patients thoroughly, (b) to avoid unnecessary lab testing and medicines, (c) to clearly/legibly/completely write every prescription [in block letters/prints with scientific names of the medicine and its concentration/strength/composition etc., dose (mg., ml. etc.)] so that mistake(s), unnecessary revisits/confusions can be avoided, (d) urging manufacturers to firmly print production/expiration date on both/all ends of the tablet/capsule leaf etc., etc.; (x) exhorting/enjoining Imams for: (a) making supplication (to Allah SWT) for the establishment of Islamic government/Khilafah, (b) ensuring gap-free straight prayer lines from shoulder to shoulder and toe to toe, (c) prohibiting walking of people (over the shoulders of the seating devotees) during khutba, (d) avoiding giving of inappropriate preference—only a few positions (in the prayer line) just behind the Imam should be reserved for the individuals best suited to become Imam, (e) avoiding milaad chanting where people (, such as those who joined the congregession in late, etc.) are performing salat, and (f) encouraging to complete khatam tarawee prayers in the 27th nights of Ramadan (by chronologically reciting first 1.5 paras in every night of the first six and 1 para in every night of the remaining 21 nights); (xi) forbidding selling of fruits/vegitables

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employee should be given (, in order to regular holidays/vacation,) (paid) three days off for spending with the Tableeg Jamaah each year. The employer, however, will reserve the rights to verify that those three days have indeed been spent for the intended purpose. Similar option should also be kept open to the employees from the other religions. Sound team work in joint ventures is tremendously effective for achieving goals. In such phenomena the team-mates not only add to each other they also (are supposed to) enhance the morale and motivation of each other—that is, the sum of the total productivity/effectivity of a number of (separate) individuals can be surpassed by the overall productivity/effectivity of the same number of (combined/united/organized) individuals. That is why such process requires due respect/obligation for each other—regardless of the (respective) ethnic origin and/or socio-economic status of the (engaged) individuals. Therefore, each individual must learn to behave similar way to all (Arab/azam). In fact, only this way the crystallization process for unity for true success can start and continue. Because, without the sense of interpersonal respect, the Islamic414 (governing) phenomenon of ‘enjoining good and forbidding evil’ can not be promoted easily. of inappropriate ages; (xii) allowing suitable prerogatives for the pedestrians (over the vehicles); (xiii) advocating for setting up suitable price ranges (per kg) for the animals (such as during Eid-ul-Adha); (xiv) advocating for strict implementation/promulgation of traffic laws, signs, mark-ups; etc. 412 Samprodayeekota (communalism) means usurping the rights of the people of other religions. Islam has prohibited this by many teachings such as: (i) allow freedom of religions (Lakoom Dee’nookoom walya deen, Qur’an/109:1-6), (ii) give even to Shaitan whatever is its rights, (iii) protect the rights of the neighbours—Prophet Muhammad (s.a.w) offered a Kafir (seating next right to him) to take the sip (as the second person after him) from the same milk-bowel and the act was followed by (all) the great companions (seating in that circle) to drink from (the remaining milk left over by the kafir in) the same bowl, etc., etc. In this connection mixing up of Islamic religious teachings (with un/anti-Islamic teachings) is prohibited and finding the set of common beliefs/features with other religion(s) is commendable (in Islam). Besides, Allah SWT says (Qur’an/49:13) to the entire mankind (instead of just the Muslims) that we are divided into tribes and nations (by religions) as a mirror for (knowing) each other—and the most honored of us in the sight Allah (SWT) is the one who is the most righteous. In fact, the main grouping within the entire mankind is on the basis of religious dominance, even though different other types of lower level sub-groupings (, such as on the basis of language etc.,) also pervade within/overlapping the main groups. Besides, any kind of separate/group identity on the basis of specific creed/ideology/aim/objective/purpose/belief is a type of short/long term religious movement indeed (/in disguise). Every society is composed of different communities/groups—we must cooperate with each other on the basis of inter/co-relationships. Therefore, the citizens of other religions can also choose to engage in the above listed field-works for enjoining good and forbidding evil. For such tasks well-formed appropriate network(s) can be formed for easier expediencies. Government of Bangladesh can publish a list of guidelines (conforming to all/eight schools of Islamic thoughts separately/combinedly) on Islamic culture, etiquettes, foods, dresses, practices, observances, games, sports, recreations, productive efforts, honest living, celebration, ceremony, festivals etc., Islamic Foundation (and every political party/social group/individual) can cooperate with the Tableeg Jamaat at individual, family, community, para, mahalla, village, graam, union, thana, upazila, zila, division, national, and international levels. 413 Yesterday (4/August/2016-Thursday: ~8:05 a.m.) I tried to persuade a person that he parked his car improperly—he parked at an extremely unacceptable spot. But in response he exhibited his (economic class superiority), insulted me, abused my parents, pronounced that he will kill me, etc. I called the only available (traffic) police personnel (, as the other police persons moved to manage the area around the schools on the Muhammad Ali Road,) who forced him to move out. But, that terrible individual was still shouting (, while driving out,) from his car and insulting/threatening me. I hope the government/authority will take all necessary relevant steps. The incident has taken place at the front of butcher/meat shop (opposite to Amirbag entrance), Gol Pahar Mor, Mehedibag, Chittagong Metro. It became apparent that the butcher knows the individual. 414 See Qur’an/3:110.

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415

Neither (secular) capitalism, nor Marxism/Maoism, nor any mixture of the two can emancipate the “third world” from the present socio-economic bondage. Multisectoral economy of the developing countries along with their respective religious, cultural, physiographical, climate/ecosystem, and other relevant factors should be objectively analyzed to formulate a “third way” which will be suitable for establishing moral relationships for the proper process of socio-econo-political positivism of each “third world” country. Toward this end, all the underdeveloped countries with the identical religious belief (of their respective majority) should be organized/united together to device socio-econo-political institutions which must allow relevant liberty/justice (including personal/religious freedom) for all. For the Muslim countries, the following points can be noted: (i)

To ensure equal liberty/justice and equitable (economic) distribution, secular democracy should be replaced with moral democracy, Marxism/Maoism/socialism/freemarket with Islamic moral distributive justice, secularism with freedom of religions coordinated by the state religion (of the majority, Islam), and nationalism with socio-ideological consciousness.

(ii)

The creed, “Government of the People, by the People, and for the People” should be replaced by the creed, “Government of the People, by the People, and for the People under (the religion of) Islam”.

(iii)

Non-Muslim minorities must be guaranteed their due shares in the social, economic, and political institutions. Affirmative measures should be maintained so that they can organize themselves for to be equitably effective to exercise their rights/responsibilities in the socio-econo-political forums without being mere “political cards” of the majority. To ensure immunity from (unfair) exploitation by the developing countries, the Muslim countries should form their own ‘Muslim Common Market’416 (~“MCM”) by preventing enslaving agreements/loans/deposits/ concessions/treaties/trades.

(iv)

415

Most of the contents from here to the end of this chapter are adapted (with revision/rephrasing) from my ‘Paramount Abstract’ distributed in the seminar of January 28, 1999 at Chittagong College in which I presented from the contents of my ‘Muslim School System’ as the key-note speaker. 416 In the recent past some activists had been advancing some ideas/creeds for establishing consolidated socio-econo-political domains on the basis of adjacent political geography. Some thoughts/hints/suggestions have been propagated for econo-political unification of sovereign Bangladesh with Indian states of Assam, Tripura, Meghalaya, Manipur, Arunachal, Nagaland, Mizoram, West Bengal, Bihar, and Orissa—i.e. a “greater Bengal” like in the old/ancient political map. Such an arrangement is no more than another faulty alternative for whimsical/fashionable/secular experimentation at the cost of more sufferings for the general people. Even though essential socio-moral spirits of the adherents of the major religions of this larger area are similar to a considerable extent, the respective lifestyle, external religious order (such as Islamic Sha’ariah), religio-linguistic needs (such as Arabic as the language of the Qur’an), inter-communal/ethnic relationships, and other diversities among the (relevant) sub-domains poses too many challenging barriers. Such a socio-econo-political domain will be too much lesser homogeneous than the “MCM”/”CIMIC” proposed by me. Because, Muslims form the single largest/overwhelming absolute majority of the proposed “MCM”/“CIMIC”—and all Muslims are ideologically tied up (as religious obligations) for to be united together in a single brotherhood which is much stronger/compulsive/expedient than the universal brotherhood among the entire mankind. Whatever the weaknesses in the Muslim unity, can easily be removed (insh’Allah) by the

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(v)

The “MCM” should establish relationships (of mutual reciprocities) with India and China and maintain such relationships until their (PPP) per capita GDP becomes equal to the world average.

(vi)

The first priority of the “MCM” should be the establishment of a thorough, consolidated, unified education system with the guidance/design of my following (and other) relevant works: (a) ‘Universal Education System—Postmodern Muslim World Perspective’ (b) ‘Universal Morality and Modeling Progressive Education System’ and (c) ‘Test Scores and GPA—Mathematics of Letter Grades’.

(vii)

The second priority of the “MCM” should be optimization/maximization of the agricultural growth related to basic needs.

(viii) The third priority of the “MCM” should be optimization of the industrial growth related to basic needs. The countries with more agricultural land will be less industrialized and vice versa. Islamic principles/culture must be instilled in production relations. Gradual capital formation should be pursued from internal resources. Purchase of heavy machinery/equipment (, from the sources which are outside the “MCM”,) should be pursued by trading finished goods.

process of (socio-econo-political) Islamization, starting with the Islamization of the education system. A federated Pakistan failed (in 1971) not only because of the weakness in (Islamic) brotherhood, but mainly because of the (un-Islamic) greed and unfair domination by the oligarcho-capitalist class from the west wing. In fact, this class was (also) the main hurdle against the process of Islamization. An econo-political domain without the same religion of the majority in every sub-domain, is bound to be less effective/expedient than a domain such as (my) proposed “MCM”/“CIMIC” (, and may even be a disastrous failure). Besides, (different) domains such as “MCM”/“CIMIC” can maintain reciprocal relationships among themselves for much more global benefits (including true world peace). Likewise, sovereign Bangladesh alone (and/or as a sub-domain of my proposed “MCM”/ “CIMIC”) should be able to establish strong enough formal relationships of mutual benefits and reciprocal respects in the adjacent (geographic) region. In fact, such relationships with the preservation of the sovereign identity is the only pragmatic measure within the regional contexts in order to be efficient/expedient for wise exploration/utilization of the resources for the benefits of the people of the entire region. We must not forget/overlook the paramount importance of the religious solidarity among the people, and that the reason behind our poverty is not just logistic (/mechanical)—it mainly lies in the religio(/ideo)-psychological conflicts and philosophical confusions caused by the experimentation of outlandish ideas (such as secular democratic capitalism, Marxism etc.). Until the religion of this larger region becomes substantially more homogeneous, there must exist political independence (of the sub-domains). History has repeatedly proved that a nationalistic/secular creed without a distinct/common ideological basis is an empty creed indeed. [Most part of this foot-note has been adapted (with revision/rephrasing) from my ‘Paramount Abstract’ distributed in the seminar of January 28, 1999 at Chittagong College in which I presented from the contents of my ‘Muslim School System’ as the key-note speaker.]

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(ix)

The fourth priority of the “MCM” should be optimization of the (essential/necessary) services related to basic needs, security/defense, and religious activities. Most of the other categories of (commendable) services should be minimized. Other unproductive/counterproductive/parasitic (and as well as unnecessary) services should be obliterated.

(x)

“MCM” can be formed even before the formation of confederation/khilafah of the Muslim World (such as “CIMIC” proposed by me in my, ‘Moral Democracy— Unison of Ideals, Rationales, and Empiricals’). If such a confederation comes into existence (, with Allah’s will,) then “MCM” can function (more easily/effectively) under the umbrella of the confederation (, insh’Allah). School of Islamic Economics (~“SIE”) in the modern/postmodern contexts distinctly differs from secular democratic/despotic capitalism (/“free market economy”), Marxism/Maoism, etc. In this era of post-modernization, Islamization is the only way to maintain progressive (~moral) positivism for the human society. “SIE” promote personal freedom along with religious duties which makes it different from other system—non-Islamic/secular economic pursuits (at least) lacks moral component and, therefore, is unable to protect dignity of all. “SIE” also promotes distribution according to needs, and, in addition, according to work efforts—i.e. it assures basic necessities for everyone (even without work efforts), and everyone is given moral freedom/exhortation for earning beyond that. Secular democratic/despotic capitalism, Marxism/Maoism etc. do not assure the basic necessities for everyone (at least) in principle, and such systems include no formal stipulation for moral obligations in pursuits of earnings, exploitation, and indulgence. No matter how fine the differences between the “SIE” and a secular/nonIslamic economic system may seem to be, their consequences make tremendous differences. In brief, the critical characterizing points on Islamic socio-politicoeconomic system can be listed as follows:

(i) (ii)

Islamic socio-political system is based on equal liberty supplemented by retributive justice; and Islamic socio-economic distribution is based on equity and justice with some of the following features(a) Assurance of economic freedom by preserving private ownership as a part of personal freedom; (b) Assurance of basic necessities of life for all; (c) Ensure continuous re-distribution of wealth by preventing its making circuits in the hands of the riches only; (d) Promotion of free market under proper guidance; (e) Freedom (with facilitation) of earning beyond the basic needs without tempering the lawful interests of others; (f) Moral exhortation/compulsion for spending in the path of Allah SWT, and/or for investing in lawful economic activities, and/or for lending as Qard-e-Hasana by preventing hoarding, conspicuous consumption, and waste (—such features help to preserve the dignity/enthusiasm of the welfare recipients); (g) Promotion of the creed, ‘from everyone according to his/her ability and (moral) will and to everyone according to his/her (moral) needs and as well as (moral) work-efforts”; etc.

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Socioeconomic Justice and Modeling Growth-Distribution Effective Common Market /The Republic Re-engineered/By N. U. M. Akramul Kabir Khan Epilogue

Problems of the Muslim countries are directly related to the presence of unsuitable/un-Islamic socio-econo-political institutions. These problems can only be solved through the Islamization of the socio-econo-political systems. Islamization of the society is improbable (, if not impossible,) without removing the confusions/ignorance of the people about Islam and its essentialities/potentials in today’s (/post-modern) contexts. For this reason we can (insh’Allah) proceed step by step by utilizing my ideas/models given in my mammoth work, ‘The Republic Re-engineered’. Most of these ideas/models can start up simultaneously for continuous Islamization of the lives and society along with ever progressive journey for stability, growth, prosperity, happiness, and peace. For some long period of time I was thinking about Islamization of Muslim societies and Islamic Khilafah embracing the entire Muslim World. I had/have been doing a lot of related studies. But it was not until the later part of 1995 (after finishing the first draft of my work: ‘Muslim School System’417,) that I started to collect/accumulate related materials/ideas seriously. This way another year passed during which I have made contacts and correspondence to many Muslims/organizations and governments of the Muslim countries (and provided them the copies of the first draft of the ‘Muslim School System’). During this period, I also have completed the revision of the ‘Muslim School System’ by June of 1996. Suddenly, during the month of September (of 1996) I was laid off from my job. I, therefore, devoted myself in my research/creativities more intensely. With the help of Allah SWT, I started writing this work by the end of the year. I worked hard nights and days in this project and (alhamduLillah) completed the first draft on February 16, 1997. Subsequently, I distributed the copies of the first completed draft of the ‘Muslim Material Management’ to many individuals, organizations, and governments of the Muslim countries (along with a copy of the 2nd version of the ‘Muslim School System’ in large number of cases). Following is the list of the organizations (or offices) to each of which a copy of the first draft of the ‘Muslim Material Management’ and a copy of the 2nd version of the ‘Muslim School System’ were sent (by registered mail, on February 24, 1997, from Norman, Oklahoma, USA), and from which I have received replies: Bangladesh- (1) Prof. Mohammad Junaid, Principal, Chittagong College, Chittagong; and (2) Br. Najmul Huq, Private Secretary to Ameer-E-Jamaat-E-Islami Bangladesh [, on behalf of the (bedridden) Hon. Prof. Ghulam Azam, Ameer, Jamaat-E-Islami Bangladesh, Central Office, 505 Elephant Road, Bara Moghbazar, Dhaka- 1217].

417

‘Muslim School System’ embraced the complete formal education system (in August, 1995), from the beginning to the Ph. D. degree. It was completed long after my related letter to my respected teacher, Mvi. Moazzem Hossain (in 1987) who inspired me at this (and some other) milestone(s) of my life. May Allah extend His Mercy, Grace, and long good life for him and for all of us (, ameen!). He was our Headmaster of our secondary school: A. K. Academy, Gasua, Sandwip, Chittagong, Bangladesh (, and I passed my Secondary School Certificate examination in 1976).

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Saudi Arabia-Ambassador Mohamed Saleh Zaimi, Director of Cabinet, on behalf of Hon. Dr. Azeddine Laraki, Secretary General of the Organization of the Islamic Conference (OIC), P. O. Box 178, Jeddah. Maldives- Mr. Abdullah Shahid (, Executive Secretary to the President), on behalf of Hon. Abdul Gayoom, The President of the Republic of Maldives, Male. Following is the (partial) list of the organizations/individual to each of which a copy of the first draft of the ‘Muslim Material Management’ and a copy of the 2nd version of the ‘Muslim School System’ was sent (by registered mail, on February 24, 1997), and from which I have (yet) not received reply: Afghanistan- Hon. Burhanuddin Rabbani, or Current Chief of State of the Islamic State of Afghanistan, Kabul. Albania- Hon. Sali Berisha, or Current Chief of State of the Republic of Albania, Tirane. Algeria- Hon. Lamine Zeoual, or Current Chief of State of the Democratic and Popular Republic of Algeria, Algiers. Azerbaijan- Hon. Heyder Aliyev, or Current Chief of State of the Azerbaijani Republic, Baku. Bahrain- Hon. Sheikh Isa Bin Salman Al Khalifa, Amir of the State of Bahrain, Manama. Bangladesh- (1) Hon. Sheikh Hasina Wajed, Prime Minister of the People’s Republic of Bangladesh, Dhaka. (2) Hon. Khaleda Zia (, Ex Prime Minister of Bangladesh Govt.), Leader of Opposition, Chairperson of BNP, Central Office, Dhaka. (3) Hon. Lt. Gen. (Ret.) H. M. Ershad (, Ex President of Bangladesh), Chairman of the Jatiyo Party, Central Office, Dhaka. (4) Hon. Mustafizur Rahman M. P. (Sandwip), Bauria, Sandwip, Chittagong. (5) Vice Chancellor, University of Dhaka, Dhaka. (6) Vice Chancellor, Jahangirnagar University, Dhaka. (7) Vice Chancellor, Bangladesh University of Engineering and Technology (BUET), Dhaka. (8) Principal, (or Prof. Ibn Inam of History Dept.), Dhaka College, Dhanmondi, Dhaka. (9) Principal Munir Ahmad, or Current Chief Executive, T & T College, Dhaka. (10) Vice Chancellor, University of Chittagong, Chittagong. (11) Principal, Govt. College of Commerce, Agrabad, Chittagong. (12) Vice Chancellor, Rajshahi University, Rajshahi. (13) Vice Chancellor, Mymensingh Agricultural University, Memensingh.

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(14) (15) (16)

Vice Chancellor, Khulna University, Khulna. Chief Executive (, or Dr. Abu Lais Hoq of Computer Science Dept.), North-South University, 12 Kemal Ataturk Ave., Banani, Dhaka. Principal, Govt. A. B. College, Sandwip, Chittagong.

Benin- Hon. Nicephore Soglo, or Current Chief of State of the Republic of Benin, Porto-Novo. Bosnia-Herzegovina- Hon. Alija Izetbegovic, or Current Chief of State of the Republic of Bosnia-Herzegovina, Sarajevo. Brunei- Hon. Paduka Seri Baginda Sultan Haji Hassanal Bolkiah Mu’izzadin Waddaulah, Sultan and Prime Minister of Negara Brunei Darussalam, Bandar Seri Begawan. Burkina Faso- Hon. Captain Blaise Compaore, or Current Chief of State of Burkina Faso, Ouagadougou. Chad- Hon. Lt. Gen. Idriss Deby, or Current Chief of State of the Republic of Chad, N’Djamena. Chechnya- Head of the Government of Chechnya, Grozny. Comoros- Hon. Said Mohamed Djohar, or Current Chief of State of the Federal Islamic Republic of the Comoros, Moroni. Cote d’Ivoire- Hon. Henri Konan Bedie, or Current Chief of State of the Republic of Cote d’Ivoire, Yamoussoukro. Djibouti- Hon. Hassan Gouled Aptidon, or Current Chief of State of the Republic of Djibouti, Djibouti. Egypt- Hon. Mohammed Hosni Mubarak, The President of the Arab Republic of Egypt, Cairo. Eritrea- Hon. Isaias Afworke, or Current Chief of State of the State of Eritrea, Asmara. Ethiopia- Hon. Meles Zenawi, or Current Chief of State of Ethiopia, Addis Ababa. Gambia- Hon. Captain Yahya A. J. J. Jammeh, or Current Chief of State of the Republic of The Gambia, Banjul.

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Ghana- Hon. Jerry John Rawlings, or Current Chief of State of the Republic of Ghana, Accra. Guinea- Hon. Lansana Conte, or Current Chief of State of the Republic of Guinea, Conakry. Guinea-Bissau- Hon. Joao Bernardo Vieira, or Current Chief of State of the Republic of Guinea-Bissau, Bissau. Indonesia- Hon. Gen. (Ret.) Soeharto, The President of the Republic of Indonesia, Jakarta. Iran- Hon. Ayatolla Ali Hoseini-Khamenei, The Leader of the Islamic Revolution, Tehran. Iraq- Hon. Saddam Husayn, The President of the Republic of Iraq, Baghdad. Jordan- Hon. Hussein Bin Talal Al-Hashemi, The King of the Hashemite Kingdom of Jordan, Amman. Kazakhstan- Hon. Nursultan Nazarbayev, The President of the Republic of Kazakhstan, Almaty. Kuwait- Hon. Shaykh Jabir al-Ahmad al-Jabir Al-Sabah, The Amir of the State of Kuwait, Kuwait. Kyrgyzstan- Hon. Askar Akayev, or Current Chief of State of the Kyrgyz Republic, Bishek. Lebanon- Hon. Rafiq Hariri, or Current Head of Government of the Republic of Lebanon, Beirut. Liberia- Hon. David Kpomakpor, or Current Chief of State of the Republic of Liberia, Monrovia. Libya- Hon. Col. Mu’ammar Abu Minyar al-Qadhafi, The Revolutionary Leader of the Socialist People’s Libyan Arab Jamahiriya, Tripoli. Malaysia- Hon. Dr. Mahatir bin Mohammad, The Prime Minister of Malaysia, Kuala Lumpur. Mali- Hon. Alpha Oumar Konare, or Current Chief of State of the Republic of Mali, Mamako. Mauritania- Hon. Col. Maaouya Ould Sid’ Ahmed, or Current Chief of State of the Islamic Republic of Mauritania, Nouakchott.

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Mayotte- Hon. Mansour Kamardine (or his representative), The Leader of the Mahoran Rally for the Republic, Mamoutzou. Morocco- Hon. Hassan II, The King of the Kingdom of Morocco, Rabat. Niger- Hon. Mahamane Ousmane, or Current Chief of State of the Republic of Niger, Niamey. Nigeria- Hon. Gen. Sani Abacha, or Current Chief of State of the Federal Republic of Nigeria, Abuja. Oman- Hon. Qaboos bin Said Al Said, The Sultan of the Sultanate of Oman, Muscat. Pakistan- Hon. Nawaz Sharif, or Current Head of Government of the Islamic Republic of Pakistan, Islamabad. Palestine (Gaza & West Bank)- Hon. Yaser Arafat, Leader of the Palestine Liberation Organization, Gaza, Jericho & West Bank. Qatar- Hon. Hamad bin Khalifa Al Thani, The Amir of the State of Qatar, Doha. Saudi Arabia- Hon. Fahd bin Abd al-Aziz Al Saud, the King of the Kingdom of Saudi Arabia, Riyadh. Senegal- Hon. Abdou Diouf, or Current Chief of State of the Republic of Senegal, Dakar. Sierra Leone- Hon. Capt. Valentine E. M. Strasser, or Current Chief of State of the Republic of Sierra Leone, Freetown. Somalia- Chief of the United Somali Congress (or his Representative), or Current Chief of State of Somalia, Mogadishu. Sudan- Hon. Lt. Gen. Umar Hasan Ahmad al-Bashir, The President of the Republic of Sudan, Khartoum. Syria- Hon. Hafiz al-Asad, The President of the Syrian Arab Republic, Damascus. Tajikistan- Hon. Emomili Rakhmonov, or Current Chief of State of the Republic of Tajikistan, Dushanbe.

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Tanzania- Hon. Ali Hasan Mwinyi, or Current Chief of State of the United Republic of Tanzania, Dar es Salaam. Tunisia- Hon. Zine el Abidine Ben Ali, or Current Chief of State of the Republic of Tunisia, Tunis. Turkey- Hon. Necemettin Erbakan, The Prime Minister of the Republic of Turkey, Ankara. Turkmenistan- Hon. Saparmurad Niyazov, or Current Chief of State of Turkmenistan, Ashgabat. U. A. E.- Hon. Zayid bin Sultan Al Nuhayyan, The President of the United Arab Emirates, Abu Dhabi. U. S. A. – (1) Hon. Abdullah Idriss, or Current Chief Executive of the Islamic Society of North America, P. O. Box -38, Plainfield, IN 46168; (2) Dr. Muhammad Omar Farooq (, or Current Chief Executive of N. A. B. I. C.), The Editor of NABIC, North American Bangladeshi Islamic Community, P. O. Box- 6631, Oak Ridge, TN 37831; (3) Hon. Mujahid Malek, or Current Chief Executive of the Islamic Circle of North America, P. O. Box -3174, Jamaica, NY 11432; (4) Hon. Muhammad El-Ashmawy, or Current Chief Executive of the Muslim Arab Youth Association, P. O. Box -6765, Kansascity, KS 66106-0765; (5) Dr. Baasem Khafaji, or Current Chief Executive of the Islamic Assembly of North America, 3588 Plymouth Road, Suite 270, Ann Arbor, MI 48105; Uzbekistan- Hon. Islam Karimov, or Current Chief of State of the Republic of Uzbekistan, Tashkent. Western Sahara- Hon. Muhammad Abdul Aziz (or his representative), The Leader (& the Secretary General) of the Polisario Front, El-Aaiun. Yemen- Hon. Ali Abdullah Salih, The President of the Republic of Yemen, Sanaa. Zambia- Hon. Frederick Chiluba, or Current Chief of State of the Republic of Zambia, Lusaka. Besides, a copy of the first draft of the ‘Muslim Material Management’ and copy of the 2nd version of the ‘Muslim School System’ were also sent [by registered mail (from Norman, Oklahoma, USA), on or before April 29, 1997] to the following addresses from which I have (yet) not received any reply: Afghanistan- Dr. Syed Amir Shah Asanyar, Director, Kabul University, Kabul. Australia- Dr. M. A. Masih, Department of Economics, Australian Defense Force Academy, University of New South Wales, Campbell, A.C.T. 2601.

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Bangladesh- (1) Maulana Idris Saheb, Al-Jamiatul Islamia, Dar-ul-Ulum, Madani Nagar, Demra, Dhaka. (2) Hon. A. B. M. Mohiuddin Chowdhury, Mayor, Chittagong City Corporation, Chittagong-4000. Egypt- Dr. Ahmed Abd el-Moneim Abd el-Baki, Professor of E. N. T. & Dean of the Faculty of Medicine, Minia University, Minia418. Saudi Arabia- (1) Prof. Izzudin Umar A. Musa, Professor of Islamic History, Department of History, College of Fine Arts, King Saud University, P. O. Box 2456, Riyadh 11451. (2) Dr. Shahjahan Khan, Associate Professor, Department of Math Sciences, King Fahd University of Petroleum and Minerals, Dahran-31621. On March 9, 1997 a group of about thirty Muslims gathered (on my invitation) at my apartment. The first draft manuscript of the ‘Muslim Material Management’ was introduced (through discussion, questions/answers etc.), and its copies were distributed among the attendees. On March 21, 1997 Islamic Society of Norman held a discussion session (on this manuscript) in which I briefly presented the contents. Many individuals have contributed/encouraged greatly through discussion, questions/answers, comments, and suggestions (mostly verbal). Majority of the organizations (including all the Chiefs of States and/or the Heads of the Governments) listed above have been informed that the expenses made for these activities have been large, and (alhamduLillah) so far all the expenditure have been met from my personal resources. They were also encouraged to send me some money for (at least) defraying the cost of the correspondence [and/or for (/at least) sending me a letter of reply]. No one (so far) has provided me any financial help. In the meantime, I (, by the Grace/Mercy of Allah SWT,) I re-started my research to enhance my understanding in order to improve the contents of the ‘Muslim Material Management’. Dr. Anas Al-Hajji (, who was an attendee to both the above mentioned discussion sessions,) gave me two books to read. These are ‘The Islamic Nation’ by Ali Nawaz Memon and the ‘Modeling Interest-free Economy’ by Muhammad Anwar. He also gave me over a dozen of Articles related/relevant to the contents of my ‘Muslim Material Management’. During this time I was also revising (again) the ‘Muslim School System’ and by June, 1997 (with Allah’s help) I completed the revision (~ to put out the 3rd version) of the ‘Muslim School System’ and sent (copies of) it to many publishers for evaluation. By July (, 1997), I started revising the ‘Muslim Material Management’ and completed its second edition by September, 1997 (alhamduLillah). I decided to revise the ‘Muslim School System’ (“MSS”) again and put out its 4th edition on May 08, 1998. On June 03, 1998 I sent a copy of the 4th edition of the “MSS” and a copy of the 2nd edition of the ‘Muslim Material Management’ (“MMM”) to Hon. Justice Shahabuddin Ahmed, the President of the People’s Republic of Bangladesh via registered (postal) mail. Subsequently, on June 13, 1998 I set out (from Norman, Oklahoma, USA) for Bangladesh and reached Dhaka on June 15, 418

Hand delivered to him (on April 29, 97) while he was visiting Norman, Oklahoma, USA.

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1998. Since then I have made personal correspondence/contacts with many scholars, educators, policy makers, thinkers, politicians, organizations, and embassies of the Muslim countries. During this period I also handed over a copy of the “MSS” (4th edition) and a copy of the “MMM” (2nd edition) to many individuals, officials, and institutions. A brief list of these recipients is provided below: 1. July 01, 98: Mr. Hassan Sadri419, Attaché, Embassy of the Islamic Republic of Iran, House #7, Road #6, Baridhara, Dhaka, Bangladesh. 2. July 27, 98420: Hon. Mohammad bin Ahmad Al-Hassani, Director, Foreign Affairs Office and Center, Rabita Al-A’lam Al-Islamia, P. O. Box 537, Makka AlMukarramah, Kingdom of Saudi Arabia. 3. August 02, 98: Mr. A. K. M. Rafiqul Alam Bhuiyan, President, Central Executive Committee, Institute of Diploma Engineers (, Bangladesh), Central Office, 160/A Kakrail, Dhaka-1000. 4. August 06, 98: Prof. Rowshan Akhtar Hanif, Principal, Chittagong College, Chandanpura, Chittagong-4000, Bangadesh. 5. August 09, 98: Mr. Mir Quasem Ali, Director of the Rabiat Al-A’lam Al Islami, 5/5 Gaznabi Road, Mohammadpur, Dhaka-1207. 6. August 12, 98: Dr. Zohurul Islam421, Secretary General of the Bangladesh Institute of Islamic Thought (BIIT) (& Treasurer of the Bangladesh Open University), 312 Elephant Road, Dhaka-1205. 7. August 12, 98: Dr. A. M. Patwari, Director General, Islamic Institute of Technology, Board Bazar, Gazipur. 8. August 17, 98: Mr. Binode Bihari Chowdhury, President, Hindu-Bowddha-Christian Unity Council, 120 Momin Road, Chittagong-4000. 9. August 18, 98: Mr. Abu Taher, General Secretary, Islamic Social Welfare Council, 152 College Road, Chakbazar, Chittagong-4000. 10. August 18, 98: Mr. A. Z. M. Obaidullah (, for Prof. Mohammad Ali, Vice Chancellor, ICU), Registrar (in-charge), Islamic University Chittagong, 154/A College Road, Chakbazar Chittagong-4000. 419

To follow up (on my behalf) with M. A. Tashkiri, Head of International Relations, Office of the Islamic Leadership, P. O. Box-1385-1555, Tehran, Iran. Sent via registered mail within few days. 421 By following the advice of Prof. Dr. Shamser Ali, Chairman of the BIIT. 420

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11. September 16, 98: Prof. Dr. Syed Ali Ahsan, Vice Chancellor, Dar-ul-Ehsan University, House #21, Road #9A, Dhanmondi, Dhaka. 12. September 16, 98: Hon. M. A. Mannan M. P.422, Minister of Labor and Manpower, Govt. of the P. R. Bangladesh, Bangladesh Secretariat, Purana Paltan, Dhaka1000. 13. September 17, 98: Prof. Dr. Aminul Islam, Vice Chancellor, National University of Bangladesh, Board Bazar, Gazipur. 14. November 04, 98: Dr. Rafiq Ahmed, Chairman, Dept. of Arabic and Islamic Studies, University of Chittagong, Hathazari, Chittagong. 15. November 16, 98. Dr. Saeed Al-Zaharani, Asstt. Professor, Dept. of Chemical Engineering, College of Engineering, King Saud University, P. O. Box 800, Riyadh, 11421, Kingdom of Saudi Arabia. 16. November 30, 98: Mr. Abdul Jalil Jamadar, Director, Publication Division, Islamic Foundation Bangladesh, Baitul Mukarram, Dhaka-1000. 17. December 16, 98: Dr. Qazi Din Mohammad, Pro-Vice Chancellor, Asian University of Bangladesh, House #9, Road #7, Uttara Model Town, Dhaka-1000. 18. December 27, 98: Dr. Enayetur Rahman, Chairman, Board of Secondary and Higher Secondary Education Chittagong, X-29, Block-B, Chandgaon, Chittagong4000. 19. May 04, 1999: Hon. Nurul Islam Nahid M. P.423 (Sylhet), Chairman, Parliamentary Standing Committee on the Affairs of the Ministry of Education, 21 North Road (3rd Floor), Dhanmondi, Dhaka-1205. 20. May 31, 99: Dr. Anisuzzaman, Professor and Chairman, Department of Philosophy, Dhaka University, Dhaka-1000. 21. August 19, 99: Prof. M. A. Mannan424, Vice Chancellor, University of Chittagong, Hathazari, Chittagong. Etc.

422

To coordinate (, which he kindly agreed,) with the Ministry of Education and other organs of the Govt. of Bangladesh. As follow up of our meeting of July 06, 1998 along with Hon. Mustafizur Rahman M. P. (Sandwip), at the Parliament House (“Sangsad Bhaban”). 424 As a follow up of our previous contacts and correspondence. 423

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During this period I have had the opportunities to discuss (as the key-note speaker) on the contents of the “MSS” at several seminars held at: Islamic University Chittagong, Bangladesh Institute of Islamic Thought425, Islamic Academy (, Dar-ul-Ehsan University426), Chittagong College, Govt. A. B. College (Sandwip), etc. During that period I had been searching heard for a job in Bangladesh, and I also kept myself deeply engaged in my research/creative activities for my next works. However, before completing the next research/creative work I put out 5th edition of the “MSS” (on Oct. 05, 99) and the 3rd edition of “MMM” (on Oct. 12, 99)—even though I did not have a conducive situation (as failed to set up my computer). Besides, my failure to find a job (in Bangladesh) forced me to consider for going back to Norman, Oklahoma, USA. But I continued with my research/creative activities/accumulation—I put out the 6th edition of “MSS” on February 21, 2000. Subsequently, I also submitted a (manuscript) copy of the 3rd version of the “MMM” (along with a manuscript copy of the 6th version of the “MSS”) to the following (and some other) individuals/organizations: 1. Feb. 22, 2000: Prof. M. Aminul Islam427, Vice Chancellor, Bangladesh Open University, Board Bazar, Gazipur. 2. Feb. 22, 2000: Prof. Qaisuddin, Vice Chancellor, Islamic University Bangladesh, Kustia. 3. Feb. 22, 2000: Prof. Habibur Rahman, (or current) Vice Chancellor, Shahjalal University of Science & Technology, Sylhet. 4. Feb. 22, 2000: Maulana Syed Abu Nu’man, Principal, Dar-ul-Ulum Alia Madrasa, Chandan Pura (near Goods Hill), Chittagong-4000. 5. Feb. 22, 2000: Hon. Humayun Rashid Chowdhury428, Speaker, Jatiyo Sangsad (~Bangladesh Parliament), Government of the People’s Republic of Bangladesh, Sangsad Bhaban, Manik Mia Avenue, Sher-E-Bangla Nagar, Dhaka-1000. 6. Feb. 22, 2000: Hon. H. M. Ershad M. P.429 (, Ex President of the P. R. of Bangladesh), Chairman, Jatiyo Party, House #3, Road #8, Baridhara, Dhaka-1000. 7. Feb. 22, 2000: Hon. Shaikhul Hadith Maulana Azizul Hoq430, Chairman, Islami Oikka Jote, Dhaka-1000.

425

This seminar also included discussion on the contents of the “MMM”. The previously arranged another seminar at IBS, Dar-ul-Ehsan University, where I discussed (as the key-note speaker) on the contents of the “MMM”. 427 Through Mr. Faridul Alam, Regional Director (in-charge) Chittagong, R.R.C., M. A. Aziz Stadium Drive, Chittagong-4000. 428 Through Hon. M. A. Mannan M. P., Minister of Labour and Manpower, Govt. of the P. R. of Bangladesh, Bangladesh Secretariat, Purana Paltan, Dhaka 1000. 429 Through Hon. Majharul Islam Chowdhury (Ex M. P.), President, Chittagong District (North) Jatiyo Party, Agrabad C/A, Chittagong-4000. 430 Through Hon. Mufti Ezharul Islam Chowdhury, Chittagong Region Leader of the Islami Oikka Jote, Lalkhan Bazar Madrasa, Lalkhan Bazar, Chittagong-4000. 426

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8. Feb. 22, 2000: Advocate Ahmad Sagir431, President, Chattagram Jila Aynjibee Samitee (~ Chittagong District Lawyers’ Association), Bar Library, Court Building, Chittagong-4000. 9. Feb. 22, 2000: Mr. Mohammad Abu Sufyan, President, Chittagong Press Club, 4/5 Jamal Khan Road, Chittagong-4000. 10. Feb. 22, 2000: Dr. L. A. Qaderi, President, Bangladesh Medical Association Chittagong (BMAC), GEC Circle, Nasirabad, Chittagong-4000. 11. Feb. 22, 2000: Mr. A. B. M. A. Baset, Chairman, Institute of Engineers Chittagong, S. S. Khaled Road, Chittagong-4000. 12. Feb. 22, 2000: Mr. Mohiuddin Ahmed432, Managing Director, The University Press Ltd. (~UPL), Red Crescent Building, 114 Motijheel C/A, Dhaka-1000. 13. Feb. 23, 2000: Headmaster433, G. K. Academy, Bauria, Sandwip, Chittagong. 14. March 02, 2000: Mr. Ali Ahmad, Senior Librarian, Divisional (Govt.) Public Library Chittagong, K. C. Dey Road, Chittagong-4000. 15. March 03, 2000: Headmaster434, A. K. Academy, Gasua, Sandwip, Chittagong. 16. March 04, 2000: Hon. Prof. Ghulam Azam435, Ameer, Jamaat-E-Islami Bangladesh, 505 Elephant Road (/118 Kazi Office Lane), Bara Moghbazar, Dhaka-1000. 17. March 04, 2000: Hon. Salahuddin Kader M. P.436 (, BNP Central Leader), Goods Hill, K. B. Abdus Sattar Road, (near) Chandanpura, Chittagong-4000.

431

He returned the contents to me after around a year. Through Mr. M. Kalim Ullah, Depo-Incharge, UPL, 146 Dampara, Chittagong-4000—the contents have been returned (through them) to me after around six months. 433 “MSS” (version-5, plus the necessary updated pages to make it version-6), and “MMM” (3rd version). 434 “MSS” (version-5, plus the necessary updated pages to make it version-6), and “MMM” (3rd version). 435 Only the updated pages of “MSS” (version-6) to add to the (previously submitted) version-5 were submitted through Hon. Maulana Principal Abu Taher, Ameer, Jamaat-EIslami Chittagong City District, 43 Dewanjee Pookoor Lane, Dewanbazar, Chittagong-4000. 436 Through Hon. Mir Mohammad Nasir (, Ex Mayor, Chittagong City Corporation), President, Chittagong Mahanagar BNP, Gazi Shah Lane, Chattesshawri Road, Chittagong4000. Only the updated pages of “MSS” (versio-6) have been submitted to add to the versio-5 submitted before. 432

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18. June 22, 2000: Mr. Sarwar Jahan, Executive Director, iMiT/Preston University (of USA)-Chittagong Campus, House #7, Road #5, Nasirabad H/S, Chittagong4000. 19. Nov. 19, 2000: Hon. Shaikh Hamad Bin Khalifa Al Thani, Emir of the State of Qatar (, President of the OIC), Doha, Qatar. During the months of March, April, & May (of 2000 C. E.) I mostly stayed (at my rural village) in Mahabbat Khan Para, Bauria, Sandwip, Chittgaong and looked after/cultivated my (/family’s) land properties and my younger brother. In June, 2000 I joined (, as an Instructor, by the Grace of Allah SWT,) iMiT-Chittagong campus of the Preston University (of Cheyenne, Wyoming, USA). Since then have been working harder in my research/creative activities to collect/accumulate related materials/ideas. I put out the 4th version of this work (, re-titled as: Socio-Economic Justice and Modeling Growth-Distribution Effective Common Market,) on March 26, 2001. On the same day I also put out the seventh version of the “MSS” (, re-titled as: Universal Morality and Modeling Progressive Education System,). These works had been submitted to the Chittagong University as the proposed M. Phil and Ph. D. thesis respectively. My simultaneous application for single/simultaneous admission (into M. Phil/Ph. D. programs) had initially approved (by the academic committee, Department of Philosophy) with a single admission into M. Phil. Degree program for to be continued into the Ph. Degree program. But later on the Academic Council of the University unfairly cancelled it and finally the matter had ended up with a meeting with the President437 of the P. R. of Bangladesh (at Bangabhaban, Dhaka). I continued with my creative/research pursuits. In February, 2002 I joined the Premier University as the first full-time/regular teacher of that University. Subsequently, I enhanced my creative/research activities and completed different parts of the ‘The Republic Re-engineered’— all by the Grace and Mercy of Allah SWT. Below I am including copies of a few (out of numerous) of my correspondence to present here a glimpse on my (related) endeavors: May 05, 2011 To Honorable M. Zillur Rahman H.E. President of the People’s Republic of Bangladesh Bangabhaban, Dhaka-1000. Subject: Follow up to the letter of 27-October-2010 (of the undersigned), all my previous/recent relevant submittals/correspondence, and submission (/resubmission) of a complete (manuscript) copy (/extra copy) of each of the latest version of my item-8, item-9, and item-10 as listed in the enclosure table (below). 437

As the Chancellor of the Chittagong University (and other public universities). His efforts/intention to deliver justice (to me) had apparently also failed due to somewhat outlaw type non-cooperation/complicatedness at the related lower levels. Details can be found in my other works/correspondence.

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Your Reference: Ra Ka/Sa Am/2/04-209(08-05-04) (M. Abdul Gani Haoladar) (A.P.S.-2 to the President), etc. UGC Reference: UGC/2187(May 09, 2004), Prof. Dr. M. Mahbub Ullah/Ex Member, UGC CU References: G-355/2738/Sa (29/04/03), Aca-59/10,549/sa; G-355/3013/Sa (15/05/02), & letters (to CU V. C. dated 15/11/03, 04/09/03, 04/12/01 etc.). Copies Given To: # Name 1 Hon. Sheikh Hasina Wazed 2 Hon. Begum Khaleda Zia, M.P. (Ex Prime Minister) 3 Hon. H. M. Ershad M. P. (Ex President of B-desh) 4 Hon. Maulana Mutiar Rahman Nizami (Ex-Minister) 5 Hon. Maulana Sayed Rezaul Karim 6 Hon. Mufti Fazlul Hoq Aminee 7 Hon. Shaikhul Hadith Maulana Azizul Hoq 8 Hon. Mufti Izharul Islam 9 Hon. Maulana Ishaq 10 Hon. Mr. M. Monjurul Alam 11 Prof. Dr. A A M S Arefin Siddique 12 Prof. Dr. M Alauddin 13 Prof. Dr. Anupam Sen 14 Prof. Dr. M. Mahabub Ullah 15 Prof. Muhammad Ali 16 Others Enclosures: # Dated 1 24-April-2011 2 24-April-2011 3 24-April-2011

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Designation/Address Prime Minister, Govt. of the P. R. of Bangladesh Chairperson, BNP (Opposition Leader, BD Parliament) Chairman, Jatiyo Party, Dhaka, Bangladesh Or Ameer (in-charge), Jamaat-E-Islami Bangladesh Ameer, Islamic Andolon Bangladesh Ameer, Islami Oikka Jote (Aminee) Bangladesh Ameer, Islami Oikka Jote (Azizul Hoq) Bangladesh Ameer, Islami Oikka Jote (Izhar) Bangladesh Ameer, Islami Oikka Jote (Ishaq) Bangladesh Mayor, Ctg. City Corp. (Chair, B.O.G., Premier Univ.) Vice Chancellor, Dhaka University Vice Chancellor (in-charge), Chittagong University Vice Chancellor, Premier University, Chittagong Vice Chancellor, Int’l Islamic University Chittagong Vice Chancellor, Southern University, Chittagong various

Description My Letter to Prof. Dr. Anupam Sen Vice Chancellor, Premier University, Chittagong My Letter to Prof. Dr. M. Mahabub Ullah, V. Chancellor, International Islamic University Chittagong My Letter to Prof. Muhammad Ali, Vice Chancellor, Southern University, Chittagong

Enclosure none none none none none none none none none none none none 2&3 1&3 1&2 Misc.

Received by Registered Mail Registered Mail Registered Mail Registered Mail Registered Mail Registered Mail Registered Mail Registered Mail Registered Mail Registered Mail Registered Mail Registered Mail

pages 1-3 1-3 1-3


Your Excellency, Assalamualaikum. With due honor I like to state that this letter is a humble follow up of the following events: (1) My letter of: (a) October 27, 2010, (b) July 21, 2009, (c) May 05, 2009 (to the above addressee), and of: (d) Aug. 25, 2007, (e) Oct. 18, 2005, (f) May 05, 2005 (etc.) to the (then) President of the P. R. Bangladesh (h. e. Prof. Dr. Iazuddin Ahmad); (2) Scheduled discussion held on 17-May-2004 (12:15 P.M.-01:00 P.M. at Bangabhaban) with h. e. President Prof. Dr. Iazuddin Ahmad (regarding the research/creative works of the undersigned); (3) My letter of Dec. 10, 2001 to the (then) President of the People’s Republic of Bangladesh (h. e. Dr. AQM Badrudduza Chowdhury); (4) My letter (from USA) of June 03, 1998 to the (then) President of the People’s Republic of Bangladesh (h. e. Justice Shahabuddin Ahmed); etc., etc. First of all, I respectfully request you to see (the respective copies of) my today’s letters (, enclosed herewith,) as enlisted in the “Enclosure” table above in order to (easily) find (again) the list of my subject relevant (research/creative) works. For your quick review I giving the following table of (some of) my (submitted) works related to my lifetime mammoth work (of around two thousand pages, forthcoming, insh’Allah): The Republic Re-engineered. Table of the Relevant Submitted Works of the Undersigned (to PU) (Submission Date Reference for PU) # Items 1st Submission Last Submission Date Total Pages Date 1

2

3 438 439

‘Universal Education System—Postmodern Muslim World Perspective’ ‘Utilitarianism, Egalitarianism, Dialecticism, and Justice—With PanIslamic Perspectives’ ‘Moral Democracy—

different438

16

28/12/08 (Incomplete)

3

Pending (complete)

Total Pages 238

different439

Different

different

different

Pending (complete)

20

28/05/08

1

28/Dec/08 (complete)

126

Pending (complete)

200

Supplement to the work (item-11) which was printed on 26/03/2001. Similar contents appeared in my previous major works also.

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Total Pages

Submission Today Status


4

5

6 7

8 9

Unison of Ideals, Rationales, and Empiricals’ ‘Interest-Free Micro & Macro Credits— Mathematics of TimeTrading Cash Flow’ ‘Universal Remuneration System—A Mathematical Model for GDP Based Adjustments’ ‘Test Scores and GPA— Mathematics of Letter Grades’ Research Poem: ‘Biswa Sangeet’ (in Bangla)/‘World Anthem’ (Translated by the author himself) ‘Importance of Sunnah’ ‘Socio-economic Justice and Modeling GrowthDistribution Effective Common Market’442

440

(Revised: 18/July/09) 28/05/08

20

Revised (06/July/08)

22

Pending (complete)

22

29/01/08

7

28/05/08

31

Pending (complete)

31

29/01/08

1

19/03/08

12

Pending (complete)

12

different440

4 (not typed), (128 lines) 132 lines (3 pages) typed

06/12/09 (Revised, enlarged & English Translation)

144 lines, 5 pages (typed)

Pending (complete)

441

152 lines, 5 pages (typed)

complete

7

Re-submittal/ Extra (hard) Copy (of March 26, 2001 version) (complete)

192

Completed on November 15, 1997 (7 pages) (i) First Version (Muslim Material Management), completed on February 16, 1997; (ii) Second Version (Muslim Material Management), completed on September 21, 1997; (iii) Third Version (Muslim Material Management), completed on October 12,

Has already been uploaded in my website Fourth Version is ‘Socio-economic Justice and Modeling GrowthDistribution Effective Common Market’ (192 pages) and has already been uploaded in my website

First completed on 31/03/05 This version has also been submitted (several months back) to PU’s DELL for publication along with item-2 and item-8. 442 Hard copies of the different versions of this work have been distributed worldwide (in over sixty countries); a copy of the latest (4th) version has been submitted (several years back) to Prof. Dr. Jamal Nazrul Islam, (then) Member, B.O.G., Premier University. 441

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10 ‘Universal Morality and Modeling Progressive Education System’443

11 ‘Ramificatiions of Laplace’s Equation and Electrostatic Fields’ (2 versions: Full 21 pages, Brief 6 pages)

1999; and (iv) Fourth Version (Title Changed), completed on March 26, 2001 (i) First Version (Muslim School System), completed on August 19, 1995; (ii) Second Version (Muslim School System), completed on June 18, 1996; (iii) Third Version (Muslim School System), completed on June 06, 1997; (iv) Fourth Version (Muslim School System), completed on May 08, 1998; (v) Fifth Version (Muslim School System), completed on October 05, 1999; (vi) Sixth Version (Muslim School System), completed on February 21, 2000; and (vii) Seventh Version (Title Changed), completed on March 26, 2001 07/08/06 (completed: Spring- 21 1987)

Seventh version is‘Universal Morality and Modeling Progressive Education System’ (289 pages) and has already been uploaded in my website


289

10/Sept/08

Has been published444

21

6, & 21

I like to humbly remind (your esteemed office) that I have included the required gist(s) of the above works in my letters of 27-10-10, 21-07-09, and 05-05-09 for your quick and kind review. At this point I am bringing (to your kind attention) the following (sample) information about (some of) my tribulations (of unclear actual motive/source) during the course of my submerged struggle for completing the above works of tremendous human benefits: (i)

One of our very closed relative (from my in-law side) had been maintaining very cooperative relation with us—he responded in almost every of our call (such as sickness in the family and other our/family needs); but gradually things were happening to my family in the ways to destroy peace in us (including frequent quarrels with my wife); even though he exhibited no interest in my research works, occasionally he made negative/derogatory comments about those; occasionally he asked/said me things out contexts without ever clearing up such matters to me in spite of my efforts; he gradually intensified and broadened his (apparently pre443

Hard copies of the different versions of this work have been distributed worldwide (in over sixty countries); a copy of the latest (7th) version has been also submitted (several years back) to Prof. Dr. Jamal Nazrul Islam, (then) Member, B.O.G., Premier University. 444 It (, in full version of 21 pages,) has been published in the Vol. I (2009) (ISSN 2075-650X) of Premier Critical Perspectives, Journal of the Premier University, Chittagong, Bangladesh.

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(ii) (iii) (iv) (v) (vi)

meditated) tactics to disturb me (almost in cold blood) (which even included overwhelming/destroying/undermining of my just set up so that I can be portrayed negatively, ignoring/underrating my decision/judgment, pushing me to the extreme limits, etc.); till now I neither found any reason from my side nor any reason/talent in him (alone) for such conduct from him—because I did almost everything (even by spending445 more than my abilities) to accommodate their (continuously increasing) expectations (May Allah SWT accept from me); it has been terribly agonizing that he is known as an Islamist, and I believe in no pursuit outside Islam; Another relative (who is married to one of my sister’s daughter) recently called my wife and made very disturbing comments to her to decrease my wife’s confidence in me; Another relative (married to one of my sister) also has done multiple things to disturb me (deliberately); Two of my friends (one since 1972, other since 1980) also behaved strangely which disturbed me (in lesser degree; One of childhood (senior) neighbor (of Katgar, Sandwip) whom I have (probably) not seen since December 20, 1971 invited me (over the phone) to attend the wedding reception of his sister’s daughter; due to illness of my daughter and wife I failed to attend the ceremony; after couple of days he called me back over the phone and insulted me (for my failure to attend the ceremony, without believing my explanations); Etc., etc. I am again (humbly) adding/repeating the following requests/notes/remarks in relation to all my relevant works:

(i) The conscience of the intellectuals, and most of all that of the teachers, must not be sold out to (blind/ unreliable446) partisan politics for mob rule—intellectuals must use their conscience for promoting bona fide works, regardless of the particular affiliation (/ideology) of the author (/initiator); 445

I must, however, also acknowledge that the same person frequently also managed to lend me money (usually at the end of months)—most of which I have regularly paid back (with difficulties). But some money has accumulated as a debt to him—now I owe him a total of [10,000 (before, from his elder brother) +20,000 (accumulation)=] thirty thousand taka (May Allah SWT make it easy and guiding for me and for him). 446 Any movement which is reluctant to promote bona fide work(s) of others, and/or practices fascism (even in the name/guise of democracy), nepotism, etc. must be deemed as un-reliable. In our country decision of Parliament is manipulated by the decision-making body of the large political parties—even an M. P. can not vote against party line. It is not, therefore, surprising to know that question arises whether the Parliament is truly sovereign enough to represent the true view of the people. Recently some anti-religious force wanted to make law (of “equality”) for same amount of inheritance land for a son and a daughter (, and the role of honorable Sheikh Hasina against it, proclaiming “no law against Qur’an and Sunnah”, deserves praises). But the question remains, does this (failed) attempt represent the view of our people? Besides, what do they mean by equality? Does equality only mean same such as 2 = 2, or can it also be something like 2-0.5 = 1+0.5? Does this diabolic column also advocate for assigning same responsibilities to wife as that of the husband? Do they also advance that husbands must also get pregnant?—In the Law of the Creator the Justice is an integrated whole for continuous harmony instead chaotic discords. Why such group can not utilize time in better ways such as growing up in wisdom about the Justice of the Creator and then decide on their negative and positive (social) duties?

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(ii) My works, if properly promoted, are destined, insh’Allah, to solve our national problems and tremendously contribute toward the (paramount human challenge) of establishment of world peace; these are geared to initiate Islamic Renaissance (in the contexts of 21st century CE) in Bangladesh447 (in particular) toward the (global) triumph for harmonious religious guidance (by all religions in general) for paving the way for peaceful co-existence of everyone and all; (iii) All my inter-related works are being combined/expanded/integrated together to construct, insh’Allah, my mammoth work: ‘The Republic Re-engineered’ in around two thousand pages; this work is anticipated to become an all-embracing concrete guide for full-pledged flourishing of the (academic) discipline of Social Engineering as a sub-branch of Social Philosophy (which is a major branch of the subject of Philosophy); it will work as an application model for establishing the correct dictates of the (natural) meaning of justice (, through a true universal process/guidance of trial and error,) without remaining within the embrace of any particular theory of justice (advanced so far by the scholars, including today’s illustrious John Rawl); (iv) Every academic subject has/had evolved as a (/has the capacity to become a) part of the subject of Philosophy and each terminal investigation/creativity (at the cutting edge) ends in philosophy; that is, any newly created/organized knowledge which does not fit (completely) within the curriculum of any other subject, must be accommodated (/disseminated/reared) by the subject of Philosophy; (v) Government of Bangladesh should replace the education system448 with the one structured in my work(s) as (also) indicated in my letter of 05-05-09, 21-07-09, and 27-10-10; 447

If the leaders of the political parties are sincere and honest they will agree that the people of Bangladesh are religious in general. If they explained the features of Islam (in particular) and (mutual) compatibility of socio-moral principles among all religions (in general) to the people, Islam can be established very easily—and there exists no other way to make meaningful progress toward our paramount goal(s). This way the people who are misusing religion mainly for material benefit (“dhandha”) can (also) be put out of business. I believe the families of Bangabandhu and Zia-ur-Rahman have tremendous roles to play toward that direction. There are some small numbers of “intellectuals” who have erected their reputation/career (among confused and wishful “egalitarian”/“progressive” people) on the erroneous (and fashionable) notions of secularism (by spreading misgivings and misleading creeds). With them are also harnessed together those who have amassed large “fortunes” through unfair means and want to continue the same to secure their positions. This consort wants to gradually obliterate (deep-seated) religious profile of Bangladesh by manipulating decisions/policies (in favor of their egocentric desires) at the top level—such diabolic trend must be reversed (in order to avoid undesirable clashes and for practicing freedom of expression fairly instead of manipulation). The works/sacrifices of many (especially during the last two hundred years) have brought/revived up Islam (/religions) to a level when works like mine can be advanced and this trend is destined to reach the goal(s), insh’Allah. 448 If our education system were thoroughly reformed according to my works (of August, 1995) by this time we would have already made tremendous progress. Even though many changes are made/proposed (in education system and other sectors) which are same/similar to my ideas (given to the Government of Bangaldesh and other organization/individuals); my works have neither been thoroughly publicized/discussed nor been duly acknowledged. During the period of the last government honorable Prof. Dr. Iazuddin Ahmed (then the President of Bangladesh) called me (along with Prof. Dr. Mahabubullah & Prof. Monirul Hoq of UGC) and spent about an hour with us (at Banagabhaban)—it became very apparent to me that he was very much convinced about the potential success of my works, and accordingly gave me some instructions to follow

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(vi) Government of Bangladesh should replace the remuneration system with the one innovated in my work(s) as indicated in my letter of 05-05-09, 21-07-09, and 27-1010; (vii) Government of Bangladesh should replace the examination system with the one constructed in my work(s) as indicated in my letter of 05-05-09, 21-07-09, and 2710-10; (viii) Government of Bangladesh should replace the micro and macro credit system with the interest-free time-trading449 mechanism invented in my work(s) as indicated in my letter of 05-05-09, 21-07-09, and 27-10-10; (ix) Government of Bangladesh should build the largest (mother) campus (first, before building all other campuses) according to the comprehensive plan given in my (subject/other) work(s) as indicated in my letter of 05-05-09; this is more important than the construction of ($3.5b) Padma Bridge, and much more correct than the construction of ($0.4b) fly-over two-storied drive-ways (over the city of Dhaka); (x) Government of Bangladesh should form a national committee (including all minorities and political parties) to thoroughly study/discuss/disseminate the ideas given in my model (for proposed Islamic Republic of Bangladesh) in the (above) subject work; and let them decide how to implement/improve it (by referendum etc.); (xi) Government of Bangladesh should publish a complete list (ward/union-parishad-wise with detail addresses of each person) of Bangladeshies who took refuge in India (& Burma) in 1971; (xii) Government of Bangladesh should publish a complete list (ward/union-parishad-wise with detail addresses of each person) of Bangladeshies who died because of liberation war in 1971; these list should categorize the killings450 by the anti-liberation force, and pro-liberation force;

(for promoting me and my works). Even though I took all steps according to those instructions, the relevant offices/individuals seemed to have repressed my advancement thus by clearly ignoring (, like the outlaws,) the intents of the President. Since the beginning of this government I writing repeatedly, but have received no reply so far. 449 Installments for this mechanism can be standardized on the basis of amount of food-grains, gold, etc. (until the detrimental effects of usurious practices are obliterated). 450 For example, I (then a student of class-VI) remember hearing that (innocent) Kamal Master (of Kalapania, Sandwip) was killed by “freedom fighter(s)” as personal “revenge” (for not allowing to be sent up for S.S.C. examination?). Similarly, Faizullah Chairman (of Niamosti, Sandwip) (who was the husband of one of my maternal aunts) was also killed (along with another person there) by “freedom fighter(s)” for wrong personal reasons (and he neither collaborated the Pakistani military nor committed any of the terrible crimes).

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(xiii) Government of Bangladesh should publish a complete list (ward/union-parishad-wise with detail addresses of each person) of Bangladeshies who were raped because of liberation war in 1971; these list should categorize the rapes by the anti-liberation force, and pro-liberation force; (xiv) Government of Bangladesh should publish a complete list (ward/union-parishad-wise with detail addresses of each person) of Bangladeshies who’s house/assets were burnt because of liberation war in 1971; these list should categorize the burning by the anti-liberation force, and pro-liberation force; (xv) Government of Bangladesh should publish a complete list (ward/union-parishad-wise with detail addresses of each person) of Bangladeshies who’s house/assets were looted because of liberation war in 1971; these list should categorize the plundering by the anti-liberation force, and pro-liberation force; (xvi) Government of Bangladesh should publish a complete list (ward/union-parishad-wise with detail addresses of each person) of Bangladeshies who were victimized by other forms of painful violence/persecution because of liberation war in 1971; these list should categorize the crimes by the anti-liberation force, and proliberation force; (xvii) Government of Bangladesh should form a national committee (representing all religious groups) to moderate on the matters/practices which are deemed to be in conflict with religious sentiments/principles—in many cases even different modes of such observance/rites may be allowed/encouraged; (xviii) Government of Bangladesh should emphasize on rearing the culture of Bangladesh (that is of the East Bengal of 1905-1906); (xix) Government of Bangladesh should promulgate the underlying fact that common people participated in struggle for independence (of Bangladesh) to remove injustice (as deemed by them due to their respective religious-moral aspirations (and not to institute the outlandish ideas of secularism and communism—most of them even did/do not clearly understand these terms); our culture is a humanized unison of family, community, religion, geography, climate, language, and history; (xx) I strongly believe that if Bangabandhu was alive today he would have accepted my models—I have the same belief about Zia-ur-Rahman451; I met honorable H. M. Ershad in 1998 [at his Baridhara (Dhaka) JP Office]—he said that if they (JP) come in power they will implement my model(s);

451

It is natural for the nation to have sympathy for the families of the national leaders—especially if such leaders were murdered. This is why our country has lifted the family members of Bangabandhu and Zia-ur-Rahman up in the political echelon—and this will carry appropriate meaning as long as the spouses and blood relatives of these two national leaders seek justice for the murders. Otherwise, only the qualified relatives (of such icons) should be considered for the topmost leaderships, so that the cliques and touts can not take undue advantages for gratifying their base desires (by repressing/plagiarizing genuine vital inputs such as mine). But in any case, if no real crime(s) was/were committed, any of these relatives (of national figures) must not be kept in confinement.

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(xxi)

Government of Bangladesh should form a national committee to concisely and precisely settle the following matters (of historical importance):

(a) Urdu is not a language of Pakistan (—then neither of East Pakistan nor of West Pakistan): (i) why was it proclaimed to be the (only) state language of Pakistan? (ii) Why Bangla (, the language of the largest group,) was not considered at the beginning? (iii) Why Arabic (instead of Urdu) was (also) not considered along with Bangla? (iv)Had the displacements (by British colonial power) of Bangali civil servants by Urdu speaking civil servants caused any ramification? (b) Why, how, and what form(s) of disparities existed in the ethnic representation of military personnel (of then Pakistan)? (c) Why, how, and what form(s) of disparities existed (among different parts) in socio-economic distribution (of then Pakistan)? (d) Jinnah was called the father of Pakistan—why there existed (then) no significant protest against it (on religious ground)? Does Islam totally prohibit the conferring of such title to anyone (other than Ibrahim a. s.), or such a title (of lesser degree) is also accommodated by Islamic Sha'ria? Is it absolutely essential to call Bangabandhu as the father of Bangladesh? Or can we confer on him the most suitable honor (as he deserved/deserves) in another way?—Religious scholars should settle it in the finest way; (e) Even though the speech (by Bangabandhu) of March 7, 1971 had not proclaimed sovereign Bangladesh (due to diplomatic technicalities)—it was perceived (by the common people) as the proclamation for sovereign Bangladesh (and common people do not understand/care for such technicalities); besides, previous other events (such as hoisting of flag of sovereign Bangladesh) supplemented the history to make it as a fact that the declaration of the 7th March, 1971 (by Bangabandhu) was the Proclamation for sovereign Bangladesh indeed—this view needs clarification; (f) The declaration by Zia-ur-Rahman (after the black night of 25th March, 1971 from Kalurghat Radio Station, Chittagong) proclaiming sovereign Bangladesh had tremendously reinforced the motivation for all out struggle in an well-organized way, and this event must also be duly lauded (in the history texts)—this view too needs clarification; and (g) Why the leaders and intellectuals failed to establish an Islamic constitution for Pakistan (during 1947-1971); (h) People who collaborated the horrible crimes (in Bangladesh) of Pakistani Military did they want to save Pakistan or wanted to gratify their base desires? Since most of the civil ties was broken during March 25 to Dec. 16, 1971; no political party (of then East Pakistan) as a whole can be blamed for collaborating Pakistani military—in this matter actions should be judged individually452 (even the declaration/action by any party chief); besides, new generations (of Bangladeshies) who adhere to some (religion-based) political group(s) who are labeled as anti-freedom must also not be stigmatized in that way [as because they have the rights to uphold their beliefs to avoid other creeds (such as secularism, anti/a-religious movements]; (i) Why the anti-independence column (“Shanti Committee”) failed to persuade the terrible Military (rulers) of Pakistan (in 1971) to: (1) handover power to Awami League (AL), the winner in election; (2) accept six points (advanced by AL); and/or (3) to form a looser confederation by allowing provincial autonomy?—Was it

452

Recent arrest of Maulana Delwar Hussain Sayedee shocked me. I had been among his audience since he started delivering tafseer (of Al-Qur’an) in front of Collegiate School (Chittagong). If he really committed any of the (war-time) terrible crimes (in 1971), such crimes must be proven without doubt and should be promulgated thoroughly (to the nation) and only then be sentenced; otherwise, such a champion of Qur’anic knowledge must not be lingered in confinement.

(Page 286 of 1344)


because they looked down on Bangabandhu (due to their sense of bigotry), or were they really confused453 about the Agortola Conspiracy case?—this question needs thorough examination and clear clarification in the texts of history. (xxii)

Government of Bangladesh should form a competent committee of Islamic scholars for the following purposes;

(a) Arrange discussion session(s) with competent counterpart (from Iran in particular, and) of the Ja’fari Madhaab (in general,) in order to first resolve the questions of twelve Imams454; and (b) Continue discussions to resolve other relevant issues; (xxiii) I believe any political party which adopts455 my system to represent Bangladeshi Socio-moral profile will (, insh’Allah,) be identified (by the people) as reliable, honest, and sincere—all powers are belonged to (the Almighty) Allah SWT alone to keep all of us safe and sound; (xxiv) Please, redress my grievances as expounded in my letter of 05-05-09 and in my previous correspondence; (xxv) Please, encourage the Premier University, International Islamic University Chittagong, and Southern University to promote my works (in accordance to their choices as mentioned in my enclosed respective letters to them); also please, take any other suitable step(s) for the same purposes (as in the ways your esteemed office desires);

453

Bangabandhu was very consistent in his patriotism (and faith in Allah SWT)—both before and after January 10, 1972. Besides, he was gravely disturbed with the corruption (of others)—his speeches during last two years before his murder made it clear. In these matters Zia-ur-Rahman (, whom Bangabandhu also liked very much,) possessed similar aspirations and had never exhibited any disrespect for Bangabandhu. We, therefore, must be very cautious about making any derogatory statements (without clear evidence) about our national heroes. Hon. Sheikh Hasina, as a daughter of Bangabandhu, should genuinely seek justice for the (conspiracy and) murder of Zia-ur-Rahman also. 454 According to Shahi Bukhari, Sunan Abu Dawoud, Sahih Muslim (in Kitab-al-Imara) (and most probably other authentic Hadith endorsed by the “Sunni” Schools of Islamic Thought) there are supposed to be twelve rightly guided leaders (, all from Quraish,) after the Messenger of Allah (, Prophet Muhammad s.a.w.). Question, therefore, arises how then we claim that there are only four (, or five including Umar bin Abdul Aziz, may Allah SWT place him in Jannah) rightly guided Caliphs—why have we stopped increasing our list? On the other hand, how Jaa’fari Madhhaab has identified twelve Imams (by names) without including Abu Bakr (r.a.), Umar (bin Khattab, r.a.), Uthman (r.a.), and the fifth rightly guided Caliph as endorsed by us?. This issue needs to be formally addressed in order to either come to a common consensus or to clearly identify the principles upon which one’s (different) view can be accommodated by the other (and vice versa). In this instance similar resolution must also be searched regarding the Imam Mahadi (a.s.). 455 I believe the Bangladesh Awami League is (currently) in the right place (of power) and right time to adopt my works—if they take strong initiatives will succeed (insh’Allah) to implement the ideas given in my works with least difficulties. After their implementation people will elect the individuals (/party) whom they trust most for better performance and lesser corruption.

(Page 287 of 1344)


(xxvi) Please, take initiatives to encourage the SAARC countries to reform/replace their respective education system according to my works; (xxvii) Please, take initiatives to encourage the OIC countries to reform/replace their respective education system according to my works; (xxviii) This is my humble intention that every concerned individual (/group) examines my works (by giving up all pre-conceived detrimental notions) by using my website (www: numakramulkabirkhan.zxq.net), and accordingly takes suitable steps to kindly evaluate, promote, disseminate, support, and recognize my works; (xxix) Please, provide me enough cooperation/security so that I can easily/safely complete my research; also, please allocate enough fund to properly publish 10,000 (printed hard) copies of my forthcoming ‘The Republic Re-engineered’ and distribute them among the teachers of higher education as follows: (i) 2,000 copies in Bangladesh, (ii) 2,000 copies among the remaining members of the OIC (iii) 2,000 copies in India, (iv) 2,000 copies in P. R. China, & (v) 2,000 copies in the remaining parts of the world; (xxx) During the period of around last generation this undertakings have costed me (, by the Grace of Allah SWT,) over a million US dollars from my savings and (potential) incomes—so far no one/group has cooperated with me in this regard in any form (; may Allah SWT forgives my shortcomings, accept my efforts, and continuously increase me and all of us in enlightenment); (xxxi) I believe if the above mentioned steps are properly taken456, Bangladesh will (insh’Allah) be at the leading edge not only for achieving drastic progress in domestic (socio-economic) development, but also for guiding the movement for properly setting the global order (/progress) by guaranteeing (ever desperately wanted) harmony, expansion, and stability; and (xxxii) My proposed ideas are (, by the Grace of Allah S.W.T.,) highly vital, feasible, sufficient/all-embracing enough, and congruent both inwardly and outwardly with the true wants of the mankind. Your excellencies! Mr. President!! My works are highly valuable (by the Grace of Allah SWT). The government may spent in millions (of US$), but would most likely not succeed to put out plans/ideas/models which are better but not similar to my works—I advance this as a challenge (because, I believe the actual 456

I strongly believe in the potential success of my works (as completed and as are being completed by the Grace of Allah SWT). Since 1995 I have distributed hundreds of (manuscript) copies of different versions of some of my works in over sixty countries—during last (over) fifteen years I have made thousands of correspondence. All these together have reduced an estimated (equivalent) amount of over a million US dollars from my savings and income. Now I am under debt without meeting all the basic needs for my family and dependants, and this situation is continuously becoming more challenging for me to continue with these invaluable endeavors. Please join me with my supplication: May Allah SWT accept from me and help me.

(Page 288 of 1344)


price/benefits of my works are in billions/trillions (of US$) in addition to the respective intrinsic values). Besides, I harmed no one. Yet excruciatingly painful difficulties have been created against me (—why the related individuals/offices could not cooperate with me instead?). Would you please examine my works and order the government for thorough discussions in open public forums—the nature (and rank) of my works demand such attention (, as I believe my works have, by the Grace of Allah, genuinely outdone all other such works of our entire history, and have comprehensively embraced the true aspirations of our people). If you fail to (urgently) do so then the matter will remain pending (for the nation) against you (and superstructure of our government) until the Day of Judgment—because delay in justice is denial of justice indeed. With all the above, I respectfully request you (again) to kindly take necessary/suitable actions (at your earliest convenience) so that: (1) government takes steps to secure/recognize/implement my research/creative works, (2) my works are well publicized/published/acknowledged (and cooperation are extended to me for completing and distributing the above mentioned hard copies worldwide), (3) all the works (of others) which have/had plagiarized/repressed my works (including education system, pay-scale, wind/solar energy control/use, naval/maritime vessel/transportation system consolidation/development/evaluation, etc.) are exposed457, and (4) all the relevant investigations/redresses (as requested in my letter of 05-05-09 and previously) are thoroughly completed and results are delivered to me. Before closing for now, I supplicate to Allah SWT to shower His Mercy on those who sacrificed their lives and belongings in the struggles for removing tyranny from this country (for establishing Bangladeshi socio-moral orders). I also pray to Allah SWT to extend His Grace on those who used (/are using) their resources (in the struggles) for making progress toward a just society by which efforts such as (mine) these could be made without fear. Finally, with my plea (to Allah SWT) for your good health, high Islamic spirit, and long prosperous life, I intend to close for now. May Allah SWT give us tawfiq—wama tawfiqui illa Billah. Jazakumullahu khairan. Thank you very much. Yours truly, [N.U.M. Akramul Kabir Khan, Assistant Professor, Department of Computer Science & Engineering—Premier University, 1/A O. R. Nizam Road, Chittagong4203, Ph. 656917-ext 107/122; Cell: 0155-434-7583; e-mail: [email protected], website: numakramulkabirkhan.zxq.net] [Note (02/02/15): Now I owe no money to any one (in Bangladesh)— (contrarily,) some of my relatives from both my and my wife’s sides owe me money. However, I owe some money in the USA which I like to pay off as soon as I am able. May Allah SWT extend His Mercy on me/us continuously. So far no one financially helped me (in any form) in my these pursuits of universal human interests.]

457

If the esteemed office of the President really wants to nurture the good and punish the wicked, then (I believe) it will not be difficult to identify those who have repressed/plagiarized my works (of my lifetime)—even if such criminals be from among the topmost government officers, members of the cabinet, relatives/friends of the top leaders/officers, etc.

(Page 289 of 1344)


November 15, 2011 To Prof. Dr. M. Mahbub Ullah Vice Chancellor International Islamic University Chittagong (IIUC) College Road, Chawkbazar, Chittagong-4203. Through: Prof. Dr. Abu Bakar M Rafique, Pro V. C., IIUC Copy (& Today’s Enclosures) Given to: # Name 1 Prof. Dr. Anupam Sen 2 Prof. Muhammad Ali 3 Prof. Dr. Abu Bakar M Rafique

Designation Vice Chancellor, Premier University (PU), Chittagong Vice Chancellor, Southern University (SU), Chittagong Pro Vice Chancellor, International Islamic University Chittagong (IIUC)

Enclosures # 7, 12, & 13

Received By-

Subject: Follow up of all my previous/recent submittals and relevant correspondence, and submission of a complete (manuscript) copy of enlarged version of my item-7 as listed in the enclosure table (below). Sir, Assalamualaikum. This is to follow up the following correspondence/events: (1) My (relevant) letter of May 05, 2011; (2) My (relevant) letter of October 27, 2010; (3) My (relevant) letter of December 06, 2009; (4) My (relevant) letter of July 21, 2009; (5) My (relevant) letter of 05-May-2009 to Hon. M. Zillur Rahman, his excellency the President of the People's Republic of Bangladesh; (6) My (relevant) letter of 15-April-2009 (addressed to your Prof. Dr. Abu Bakar M Rafique, Pro V. C. of IIUC); (7) My (relevant) letter of 23-February-2009; (8) My (relevant) letter of 28-December-2008;

(Page 290 of 1344)


(9) My letter of May 28, 2008; and (10) All other (relevant) submittals, events, correspondence, interactions, etc. between me and different personnel (/authorities/affiliates) of the IIUC since July, 1998. For your quick kind review and consideration (for publication and publicity) I am humbly including the following table of information on my all relevant submittals (for publication) (including the subject enclosure): Enclosures: (Submission Date Reference for PU) # Items 1st Submission Date 1 2

3

4

5 458 459

Last Submission Date Total Pages 28/12/08 3 (Incomplete)

Submission Today Status Total Pages Pending 238 (complete)

Different

different

different

Pending (complete)

20

1


126

200

28/05/08

20


22

Pending (complete) (Revised: 18/July/09) Pending (complete)

29/01/08

7

28/05/08

31

Pending (complete)

31

different458 ‘Universal Education System—Postmodern Muslim World Perspective’ different459 ‘Utilitarianism, Egalitarianism, Dialecticism, and Justice— With Pan-Islamic Perspectives’ ‘Moral Democracy—Unison 28/05/08 of Ideals, Rationales, and Empiricals’ ‘Interest-Free Micro & Macro Credits— Mathematics of TimeTrading Cash Flow’ ‘Universal Remuneration System—A Mathematical


(Page 291 of 1344)

Total Pages 16

22


6 7

Model for GDP Based Adjustments’ ‘Test Scores and GPA— Mathematics of Letter Grades’ Research Poem: ‘Biswa Sangeet’ (in Bangla)/‘World Anthem’ (Translated by the author himself)

29/01/08

1

19/03/08

different460


8

‘Importance of Sunnah’

Completed on November 15, 1997 (7 pages)

9

‘Socio-economic Justice and Modeling GrowthDistribution Effective Common Market’462

(i) First Version (Muslim Material Management), completed on February 16, 1997; (ii) Second Version (Muslim Material Management), completed on September 21, 1997; (iii) Third Version (Muslim Material Management), completed on October 12, 1999; and (iv) Fourth Version (Title Changed), completed on March 26, 2001 (i) First Version (Muslim School System), completed on August 19, 1995; (ii) Second Version (Muslim School System), completed on June 18, 1996; (iii) Third Version (Muslim School System), completed on June 06, 1997; (iv) Fourth Version


460

12

Pending (complete)

12

461 06/12/09 152 (Revised, lines, 5 enlarged & pages English (typed) Translation) Has already been uploaded in my website Re-submittal/ Extra (hard) Copy (of March 26, 2001 version) (complete)

Enlarged (complete)

156 lines, 5 pages, typed

Pending (complete) Pending (complete)

7


Pending (complete)

192

289

First completed on 31/03/05 This version has also been submitted (several months back) to PU’s DELL for publication along with item-2 and item-8. 462 Hard copies of the different versions of this work have been distributed worldwide (in over sixty countries); a copy of the latest (4th) version has been submitted (several years back) to the addressee while he was the Dean-Faculty of Arts, Chittagong University. Beside a copy of an earlier version had been submitted to the V. C. of the IIUC (through Mr. AZM Obaidullah, then Registrar-in-Charge) in 1998. 463 Hard copies of the different versions of this work have been distributed worldwide (in over sixty countries); a copy of the latest (7th) version has been submitted (several years back) to the addressee while he was the Dean-Faculty of Arts, Chittagong University. Beside a copy of an earlier version had been submitted to the V. C. of the IIUC (through Mr. AZM Obaidullah, then Registrar-in-Charge) in 1998. 461

(Page 292 of 1344)


(Muslim School System), completed on May 08, 1998; (v) Fifth Version (Muslim School System), completed on October 05, 1999; (vi) Sixth Version (Muslim School System), completed on February 21, 2000; and (vii) Seventh Version (Title Changed), completed on March 26, 2001 07/08/06 (completed: Spring-1987) 21

11 ‘Ramificatiions of Laplace’s Equation and Electrostatic Fields’ (2 versions: Full 21 pages, Brief 6 pages) 12 Today’s Letter to the VC of SU 13 Today’s Letter to the VC of PU

10/Sept/08

6, & 21


21

-

3 3

Previously I have submitted (to you) my (above) items 1, 2, 3, 4, 5, 6, 7, 8, 9, & 10 (and updated the submittals) for publication and seminars. With this letter I have enclosed (for you) an enlarged complete copy of item-7. I like to humbly repeat that I have (also) submitted the (above) items 1, 2, 3, 4, 5, 6, 7, 8, 9, & 10 to the corresponding vice chancellors of the PU and SU for publication, seminars, etc. This letter is a humble (repeated) request that the esteemed authority of the IIUC kindly considers to take any of the following steps: (i) (ii)

publish [in the journal(s) of IIUC] (and schedule seminars on) items 1, 2, 3, 4, 5, 6, 7, 8, 9, & 10 regardless of the action of the (above mentioned) counterparts (i.e. PU & SU); or discuss with the counterparts of the PU and of the SU and distribute these items among the journals of the corresponding three institutions for publication; and accordingly arrange for joint programs for sponsoring (open forum) seminars/discussions. Thank you very much. Yours truly, [N.U.M. Akramul Kabir Khan, Assistant Professor, Department of Computer Science & Engineering—Premier University, 1/A O. R. Nizam Road, Ctg-4203, Ph. 656917-ext 107/122; Cell: 0155-434-7583; e-mail: [email protected]; website-www.numakramulkabirkhan.zxq.net] 464

It (, in full version of 21 pages,) has been published in the Vol. I (2009) (ISSN 2075-650X) of Premier Critical Perspectives, Journal of the Premier University, Chittagong, Bangladesh.

(Page 293 of 1344)


November 15, 2011 To Prof. Dr. Iftekhar Uddin Chowdhury Dean of the Faculties, Premier University (PU) 1/A O. R. Nizam Road, Prabartak Circle, Chittagong-4202. Through: Mr. Sheikh M. Ibrahim, Deputy Registrar (Academic), Premier University Copy Given to: # Name 1 Prof. Dr. Anupam Sen 2 Mr. Sheikh M. Ibrahim

Designation Vice Chancellor, Premier University Deputy Registrar/Academic, Premier University

Enclosures # Item-12

Received By-

Subject: Request to publish works of the undersigned (already remained pending for years) Sir, Assalamualaikum. With due respect and honor I humbly like to state that this letter is to follow up the following events: (1) My (relevant) letter of May 05, 2011; (2) My (relevant) letter of October 27, 2010; (3) My (relevant) letter of December 06, 2009; (4) My (relevant) letter of July 21, 2009; (5) My (relevant) letter of 05-May-2009 to Hon. M. Zillur Rahman, his excellency the President of the People's Republic of Bangladesh; (6) My (relevant) letter of 05-May-2009 to Alhajj ABM Mohiuddin Chowdhury, (then) honorable Mayor, Chittagong City Corporation (Chairman, BOG, Premier University); (7) My (relevant) letter of 15-April-2009 (to the above addressee); and (8) All other (relevant) submittals, events, correspondence, interactions, etc. between me and different personnel (/authorities/affiliates) of the PU since December 01, 1999 (then IIBT).

(Page 294 of 1344)


For your quick and kind review and consideration (for publication and for my promotion) I am humbly including the following table of information on my all relevant submittals (including the subject enclosures): Enclosures: (Submission Date Reference for PU) # Items 1st Submission Date 1 2

3

4

5

6 465 466



Different

different

different

Pending (complete)

20

1


126

200

28/05/08

20


22


29/01/08

7

28/05/08

31

Pending (complete)

31

29/01/08

1

19/03/08

12

Pending

12

different465 ‘Universal Education System—Postmodern Muslim World Perspective’ different466 ‘Utilitarianism, Egalitarianism, Dialecticism, and Justice— With Pan-Islamic Perspectives’ ‘Moral Democracy—Unison 28/05/08 of Ideals, Rationales, and Empiricals’ ‘Interest-Free Micro & Macro Credits— Mathematics of TimeTrading Cash Flow’ ‘Universal Remuneration System—A Mathematical Model for GDP Based Adjustments’ ‘Test Scores and GPA—


(Page 295 of 1344)

Total Pages 16

22


7

Mathematics of Letter Grades’ Research Poem: ‘Biswa Sangeet’ (in Bangla)/‘World Anthem’ (Translated by the author himself)

(complete) different467


8



9


(i) First Version (Muslim Material Management), completed on February 16, 1997; (ii) Second Version (Muslim Material Management), completed on September 21, 1997; (iii) Third Version (Muslim Material Management), completed on October 12, 1999; and (iv) Fourth Version (Title Changed), completed on March 26, 2001 (i) First Version (Muslim School System), completed on August 19, 1995; (ii) Second Version (Muslim School System), completed on June 18, 1996; (iii) Third Version (Muslim School System), completed on June 06, 1997; (iv) Fourth Version (Muslim School System), completed on May 08, 1998; (v) Fifth Version (Muslim School System), completed on October 05, 1999; (vi) Sixth Version (Muslim School System), completed on February 21, 2000; and (vii) Seventh Version (Title Changed), completed on March 26, 2001


467


Enlarged (complete)



7


Pending (complete)

192

289

First completed on 31/03/05 This version has also been submitted (several months back) to PU’s DELL for publication along with item-2 and item-8. 469 Hard copies of the different versions of this work have been distributed worldwide (in over sixty countries); a copy of the latest (4th) version has been submitted (several years back) to Prof. Dr. Jamal Nazrul Islam, (then) Member, B.O.G., Premier University. 470 Hard copies of the different versions of this work have been distributed worldwide (in over sixty countries); a copy of the latest (7th) version has been also submitted (several years back) to Prof. Dr. Jamal Nazrul Islam, (then) Member, B.O.G., Premier University. 468

(Page 296 of 1344)


11 ‘Ramificatiions of Laplace’s 07/08/06 (completed: Spring-1987) Equation and Electrostatic Fields’ (2 versions: Full 21 pages, Brief 6 pages) 12 Today’s Letter to the VC of PU

21

10/Sept/08

6, & 21


21

-

3

I am grateful to everyone involved for publishing my item-11 (above) for publication in the first issue/volume of the journal of the Premier University. I humbly like to repeat that (, according to the advice of the PU authority,) I have (also) submitted the (above) items 1, 2, 3, 4, 5, 6, 7, 8, 9, & 10 to the corresponding vice chancellors of the IIUC and SU for publication, seminars, etc. This letter is a humble (repeated) request that the esteemed office of the Dean of the Faculties of the Premier University kindly considers to take any of the following steps: (iii) (iv) (v)

publish (in the journals of PU) (and schedule seminars on) every item (from item-1 to item-10) regardless of the action of the (above mentioned) counterparts (i.e. IIUC & SU); or discuss with the counterparts of the IIUC and of the SU and distribute these items among the journals of the corresponding three institutions for publication; and accordingly arrange for joint programs for sponsoring (open forum) seminars/discussions; or Publish my large works (items-1, 3, 9, & 10) as a special volume; and my other works (items-2, 4, 5, 6, 7, & 8) in the PU journals. I hope the above information and materials (along with my 20-pages472 long bio-data/cv available in my website) will help you to make relevant plans, and accordingly, take suitable (kind) actions (for promoting me) at your earliest convenience. I pray to Allah SWT for your good health and well being. Thank you very much. Yours truly, [N.U.M. Akramul Kabir Khan, Assistant Professor, Department of Computer Science & Engineering—Premier University, 1/A O. R. Nizam Road, Chittagong4203, Ph. 656917-ext 107/122; Cell: 0155-434-7583; e-mail: [email protected]; website-www.numakramulkabirkhan.zxq.net]

471

It (, in full version of 21 pages,) has been published in the Vol. I (2009) (ISSN 2075-650X) of Premier Critical Perspectives, Journal of the Premier University, Chittagong, Bangladesh. 472 Hard copy of earlier version (19 pages) of this item had been submitted before.

(Page 297 of 1344)


November 15, 2011 To Prof. Dr. Anupam Sen Vice Chancellor, Premier University (PU) 1/A O. R. Nizam Road, Prabartak Circle, Chittagong-4202. Through: Mr. Sheikh M. Ibrahim, Deputy Registrar (Academic), Premier University Copy (& Today’s Enclosures) Given to: # Name Designation 1 Prof. Dr. M. Mahbub Ullah Vice Chancellor, International Islamic University Chittagong (IIUC) 2 Prof. Muhammad Ali Vice Chancellor, Southern University (SU), Chittagong 3 Prof. Iftekhar U Chowdhury Dean of the Faculties, Premier University 4 Mr. Sheikh M. Ibrahim Deputy Registrar/Academic, Premier University

Enclosures # 7, 12, 13, & 14

Received By-

Subject: Follow up of all my previous/recent submittals, petition for promotion, and relevant correspondence, and submission of an enlarged complete (manuscript) copy of my item-7 as listed in the enclosure table (below). Sir, Peace be with you (all). With due respect and honor I humbly like to state that this letter is to follow up the following events: (1) My (relevant) letter of May 05, 2011; (2) My (relevant) letter of October 27, 2010; (3) My (relevant) letter of December 06, 2009; (4) My (relevant) letter of July 21, 2009; (5) My (relevant) letter of 05-May-2009 to Hon. M. Zillur Rahman, his excellency the President of the People’s Republic of Bangladesh; (6) My (relevant) letter of 05-May-2009 to Alhajj ABM Mohiuddin Chowdhury, (then) honorable Mayor, Chittagong City Corporation (Chairman, BOG, Premier University); (7) My (relevant) letter of 15-April-2009 (to the above addressee); and

(Page 298 of 1344)


(8) All other (relevant) submittals, events, correspondence, interactions, etc. between me and different personnel (/authorities/affiliates) of the PU since December 01, 1999 (then IIBT). For your quick and kind review and consideration (for publication and for my promotion) I am humbly including the following table of information on my all relevant submittals (including the subject enclosures): Enclosures: (Submission Date Reference for PU) # Items 1st Submission Date 1 2

3

4

5 473 474



Different

different

different

Pending (complete)

20

1


126

200

28/05/08

20


22


29/01/08

7

28/05/08

31

Pending (complete)

31

different473 ‘Universal Education System—Postmodern Muslim World Perspective’ different474 ‘Utilitarianism, Egalitarianism, Dialecticism, and Justice— With Pan-Islamic Perspectives’ ‘Moral Democracy—Unison 28/05/08 of Ideals, Rationales, and Empiricals’ ‘Interest-Free Micro & Macro Credits— Mathematics of TimeTrading Cash Flow’ ‘Universal Remuneration System—A Mathematical


(Page 299 of 1344)

Total Pages 16

22


6 7

Model for GDP Based Adjustments’ ‘Test Scores and GPA— Mathematics of Letter Grades’ Research Poem: ‘Biswa Sangeet’ (in Bangla)/‘World Anthem’ (Translated by the author himself)

29/01/08

1

19/03/08

different475


8



9


(i) First Version (Muslim Material Management), completed on February 16, 1997; (ii) Second Version (Muslim Material Management), completed on September 21, 1997; (iii) Third Version (Muslim Material Management), completed on October 12, 1999; and (iv) Fourth Version (Title Changed), completed on March 26, 2001 (i) First Version (Muslim School System), completed on August 19, 1995; (ii) Second Version (Muslim School System), completed on June 18, 1996; (iii) Third Version (Muslim School System), completed on June 06, 1997; (iv) Fourth Version (Muslim School System), completed on May 08, 1998; (v) Fifth Version (Muslim School System), completed on October 05,


475

12

Pending (complete)

12


Enlarged (complete)



7


Pending (complete)

192

289

First completed on 31/03/05 This version has also been submitted (several months back) to PU’s DELL for publication along with item-2 and item-8. 477 Hard copies of the different versions of this work have been distributed worldwide (in over sixty countries); a copy of the latest (4th) version has been submitted (several years back) to Prof. Dr. Jamal Nazrul Islam, (then) Member, B.O.G., Premier University. 478 Hard copies of the different versions of this work have been distributed worldwide (in over sixty countries); a copy of the latest (7th) version has been also submitted (several years back) to Prof. Dr. Jamal Nazrul Islam, (then) Member, B.O.G., Premier University. 476

(Page 300 of 1344)


1999; (vi) Sixth Version (Muslim School System), completed on February 21, 2000; and (vii) Seventh Version (Title Changed), completed on March 26, 2001 07/08/06 (completed: Spring-1987) 21

11 ‘Ramificatiions of Laplace’s Equation and Electrostatic Fields’ (2 versions: Full 21 pages, Brief 6 pages) 12 Today’s Letter to the VC of SU 13 Today’s Letter to the VC of IIUC 14 Today’s Letter to the Dean of the Faculties, PU

10/Sept/08

6, & 21


21

-

3 3 3

I am grateful to everyone involved for publishing my item-11 (above) for publication in the first issue/volume of the journal of the Premier University. I humbly like to repeat that (, according to the advice of the above addressee,) I have (also) submitted the (above) items 1, 2, 3, 4, 5, 6, 7, 8, 9, & 10 to the corresponding vice chancellors of the IIUC and SU for publication, seminars, etc. This letter is a humble (repeated) request that the esteemed office of the Vice Chancellor of the Premier University kindly considers to take any of the following steps: (vi) (vii)

publish (in the journals of PU) (and schedule seminars on) every item (from item-1 to item-10) regardless of the action of the (above mentioned) counterparts (i.e. IIUC & SU); or discuss with the counterparts of the IIUC and of the SU and distribute these items among the journals of the corresponding three institutions for publication; and accordingly arrange for joint programs for sponsoring (open forum) seminars/discussions. I hope the above information and materials (along with my 20-pages480 long bio-data/cv available in my website) will help you to make relevant plans, and accordingly, take suitable (kind) actions (for promoting me) at your earliest convenience. I pray to Allah SWT for your good health and well being. Thank you very much. Yours truly,

479

It (, in full version of 21 pages,) has been published in the Vol. I (2009) (ISSN 2075-650X) of Premier Critical Perspectives, Journal of the Premier University, Chittagong, Bangladesh. 480 Hard copy of earlier version (19 pages) of this item had been submitted before.

(Page 301 of 1344)


[N.U.M. Akramul Kabir Khan, Assistant Professor, Department of Computer Science & Engineering—Premier University, 1/A O. R. Nizam Road, Chittagong4203, Ph. 656917-ext 107/122; Cell: 0155-434-7583; e-mail: [email protected]; website-www.numakramulkabirkhan.zxq.net] November 15, 2011 To Prof. Muhammad Ali Vice Chancellor Southern University (SU) Shahid Mirza Lane (East), Mehedibag, Chittagong-4202. Through: Mr. Sarwar Jahan, Founder/Treasurer, SU Copy (& Today’s Enclosures) Given to: # Name Designation 1 Prof. Dr. Anupam Sen Hon. Vice Chancellor, Premier University (PU) 2 Prof. Dr. M. Mahbub Ullah Vice Chancellor, International Islamic University Chittagong (IIUC) 3 Mr. Sarwar Jahan, Treasurer, SU

Enclosures # 7, 12, & 13

Received By-

Subject: Follow up of all my previous/recent submittals and relevant correspondence, and submission of a copy of my enlarged (complete) version of item-7 as listed in the enclosure table (below). Sir, Assalamualaikum. This is to follow up the following correspondence/events: (1) My (relevant) letter of May 05, 2011; (2) My (relevant) letter of October 27, 2010; (3) My (relevant) letter of December 06, 2009; (4) My (relevant) letter of July 21, 2009; (5) My (relevant) letter of 05-May-2009 to Hon. M. Zillur Rahman, his excellency the President of the People’s Republic of Bangladesh; (6) My (relevant) letter of 15-April-2009;

(Page 302 of 1344)


(7) My (relevant) letter of 24-February-2009; (8) Seminar on my item-5 below held on January 26, 2009 at the Southern University Conference Hall arranged by Southern University Research Center; (9) My (relevant) letter of 28-December-2008; (10) My letter of May 28, 2008; and (11) All other (relevant) submittals, events, correspondence, interactions, etc. between me and different personnel (/authorities/affiliates) of the SU since June, 2000. For your quick kind review and consideration (for publication and publicity) I am humbly including the following table of information on my all relevant submittals (for publication) (including the subject enclosure): Enclosures: (Submission Date Reference for PU) # Items 1st Submission Date 1 2

3

4

481 482

different481 ‘Universal Education System—Postmodern Muslim World Perspective’ different482 ‘Utilitarianism, Egalitarianism, Dialecticism, and Justice— With Pan-Islamic Perspectives’ ‘Moral Democracy—Unison 28/05/08 of Ideals, Rationales, and Empiricals’ ‘Interest-Free Micro & Macro Credits— Mathematics of Time-

28/05/08


(Page 303 of 1344)



Different

different

different

Pending (complete)

20

1


126

200

20


22


Total Pages 16

22


5

6 7

Trading Cash Flow’ ‘Universal Remuneration System—A Mathematical Model for GDP Based Adjustments’ ‘Test Scores and GPA— Mathematics of Letter Grades’ Research Poem: ‘Biswa Sangeet’ (in Bangla)/‘World Anthem’ (Translated by the author himself)

29/01/08

7

28/05/08

31

Pending (complete)

31

29/01/08

1

19/03/08

12

Pending (complete)

12

different483



Enlarged (complete)



7

8



9


(i) First Version (Muslim Material Management), completed on February 16, 1997; (ii) Second Version (Muslim Material Management), completed on September 21, 1997; (iii) Third Version (Muslim Material Management), completed on October 12, 1999; and (iv) Fourth Version (Title Changed), completed on March 26, 2001

483

192

First completed on 31/03/05 This version has also been submitted (several months back) to PU’s DELL for publication along with item-2 and item-8. 485 Hard copies of the different versions of this work have been distributed worldwide (in over sixty countries); three copies of the latest (4th) version had been submitted (several years back) to Mr. Sarwar Jahan, (now) Tresurer, Southern University (which he returned to me few years back). Beside, a copy of an earlier version of this work has (also) been submitted to him previously. 484

(Page 304 of 1344)



(i) First Version (Muslim School System), completed on August 19, 1995; (ii) Second Version (Muslim School System), completed on June 18, 1996; (iii) Third Version (Muslim School System), completed on June 06, 1997; (iv) Fourth Version (Muslim School System), completed on May 08, 1998; (v) Fifth Version (Muslim School System), completed on October 05, 1999; (vi) Sixth Version (Muslim School System), completed on February 21, 2000; and (vii) Seventh Version (Title Changed), completed on March 26, 2001 07/08/06 (completed: Spring-1987) 21

11 ‘Ramificatiions of Laplace’s Equation and Electrostatic Fields’ (2 versions: Full 21 pages, Brief 6 pages) 12 Today’s Letter to the VC of PU 13 Today’s Letter to the VC of IIUC


Pending (complete)

289

10/Sept/08


21

-

3 3

6, & 21

Previously I have submitted (to you) my (above) items 1, 2, 3, 4, 5, 6, 7, 8, 9, & 10 (and updated the submittals) for publication and seminars. With this letter I have enclosed (for you) an enlarged complete copy of item-7. I like to humbly repeat that I have (also) submitted the (above) items 1, 2, 3, 4, 5, 6, 7, 8, 9, & 10 to the corresponding vice chancellors of the PU and IIUC for publication, seminars, etc. This letter is a humble (repeated) request that the esteemed authority of the SU kindly considers to take any of the following steps: (viii) publish [in the journal(s) of SU] (and schedule more seminars on) items 1, 2, 3, 4, 5, 6, 7, 8, 9, & 10 regardless of the action of the (above mentioned) counterparts (i.e. PU & IIUC); or (ix) discuss with the counterparts of the PU and of the IIUC and distribute these items among the journals of the corresponding three institutions for publication; and accordingly arrange for joint programs for sponsoring (open forum) seminars/discussions. 486

Hard copies of the different versions of this work have been distributed worldwide (in over sixty countries); three copies of the latest (7th) version had been submitted (several years back) to Mr. Sarwar Jahan, (now) Tresurer, Southern University (which he returned to me few years back). Beside, a copy of an earlier version of this work has (also) been submitted to him previously. 487 It (, in full version of 21 pages,) has been published in the Vol. I (2009) (ISSN 2075-650X) of Premier Critical Perspectives, Journal of the Premier University, Chittagong, Bangladesh.

(Page 305 of 1344)


Thank you very much. Yours truly, [N.U.M. Akramul Kabir Khan, Assistant Professor, Department of Computer Science & Engineering—Premier University, 1/A O. R. Nizam Road, Ctg.-4203, Ph. 656917-ext 107/122; Cell: 0155-434-7583; e-mail: [email protected]; website-www.numakramulkabirkhan.zxq.net] Today, every Muslim/Muslima has the responsibilities to help Islamize/re-Islamize the society. Toward that direction, Islamization of the economic system is the second most important step, next to the Education System. However, Islamization of the economic system is much more challenging than that of the education system. Because in pursuits of the Islamized economic system, many political hurdles have to be conquered. Conquests of these hurdles, no matter how complex, mainly depends on the sincere/honest intentions of the Muslim activists, politicians, administrators, and the people in general. Like always, the (Muslim) activists will be needed to sacrifice the highest prices. The greatest of these sacrifices is the activists’ endurance with patience (along with complete trust in Allah SWT). They have the great tasks of plainly presenting the concrete Islamic solutions. Besides, they need to work hard to convince the politicians, religious minorities, confused modernists, uncorrupt foreign scholars/clergies etc. that Islam is the only solution for the Muslim countries and is benevolent for the entire mankind. King Faisal (r.) of Saudi Arabia organized OIC—may Allah SWT give us the tawfiq to establish the Islamic Khilafah embracing the entire Muslim World for the benefit of the entire mankind. (ameen !!).

APPENDICES

(Page 306 of 1344)

MEMBER?

MUSLIM %

HUMAN DENSITY

GDP (U.S. $)

PER CAPITA GDP

COUNTRY/ITEM

TOTAL AREA

#

POPULATION

APPENDIX-1: TABLE OF POPULATION, AREA, AND INCOME(ppp)

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27

AFGHANISTAN ALBANIA ALGERIA AZERBAIJAN BAHRAIN BANGLADESH BENIN BOSNIA-HERZ. BRUNEI-DAR. BURKINA-FASO CAMEROON CHAD CHECHNYA COMOROS COTE D'IVOIRE DJIBOUTI EGYPT ERITREA ETHIOPIA GABON GAMBIA GUINEA GUINEA-BISSAU GUYANA INDONESIA IRAN IRAQ

(Page 307 of 1344)

31,822,848 3,020,209 38,813,722 9,686,210 1,314,089 166,280,712 10,160,556 3,871,643 422,675 18,365,123 23,130,708 11,412,107 1,469,000 798,000 22,848,945 810,179 86,895,099 6,380,803 96,633,458 1,672,597 1,925,527 11,474,383 1,693,398 735,554 253,609,643 80,840,713 32,585,692

15 49 10 34 57 4 33 47 63 23 21 30 56 59 22 58 6 38 5 55 52 29 54 60 1 8 14

652,230 28,750 2,381,741 86,600 760 143,998 112,622 51,197 5,765 274,200 475,440 1,284,000 19,300 2,235 322,463 23,200 1,001,450 117,600 1,104,300 267,667 11,295 245,857 36,125 214,969 1,904,569 1,648,195 438,317

19 52 2 46 63 41 44 50 61 30 23 8 54 62 28 53 13 43 11 31 57 33 51 35 4 7 26

1,100 10,700 7,500 10,800 29,800 2,100 1,600 8,300 54,800 1,500 2,400 2,500 5,023 1,300 1,800 2,700 6,600 1,200 1,300 19,200 2,100 1,100 1,200 8,500 5,200 12,800 7,100

50 16 24 15 6 42 45 22 2 46 39 38 31 48 43 36 26 49 48 7 42 50 49 21 29 13 25

35,005 32,316 291,103 104,611 39,160 349,189 16,257 32,135 23,163 27,548 55,514 28,530 7,379 1,037 41,128 2,187 573,508 7,657 125,623 32,114 4,044 12,622 2,032 6,252 1,318,770 1,034,761 231,358

34 35 10 20 33 9 45 36 42 41 28 40 56 65 32 61 6 54 16 37 59 50 62 58 1 3 12

49 105 16 112 1,729 1,155 90 76 73 67 49 9 76 357 71 35 87 54 88 6 170 47 47 3 133 49 74

37 18 43 17 1 3 22 27 29 32 37 48 27 7 30 39 25 35 24 50 12 38 38 52 15 37 28

OIC

RANK

/Sq.-Km

~MILLION

RANK

RANK

~U.S.$

RANK

Sq.-Km

#

RANK


99 70 99 93 100 90 24 40 79 61 20 53 95 98 60 94 94 60 50 40 90 85 55 15 87 99 99

1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 1 0 0 1 1 1 1 1 1 1 1


28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57

JORDAN KAZAKHSTAN KOSOVO KUWAIT KYRGYZSTAN LEBANON LIBYA MALAYSIA MALDIVES MALI MAURITANIA MAYOTTE MOROCCO MOZAMBIQUE NIGER NIGERIA OMAN PAKISTAN PALESTINE QATAR SAUDI ARABIA SENEGAL SIERRA LEONE SOMALIA SUDAN SURINAME SYRIA TAJIKISTAN TANZANIA TOGO

(Page 308 of 1344)

7,930,491 17,948,816 1,859,203 2,742,711 5,604,212 5,882,562 6,244,174 30,073,353 393,595 16,455,903 3,996,000 220,000 32,987,206 24,692,144 17,466,172 177,155,754 3,219,775 196,174,380 4,547,431 2,123,160 27,345,986 13,635,927 5,743,725 10,428,043 35,482,233 573,311 17,951,639 8,051,512 49,639,138 7,351,374

36 25 53 50 43 40 39 16 64 27 46 65 13 20 26 3 48 2 45 51 18 28 41 32 12 61 24 35 9 37

89,342 2,724,900 10,908 17,818 199,951 10,400 1,759,540 329,847 298 1,240,192 1,030,700 374 446,550 799,380 1,267,000 923,768 309,500 796,095 6,220 11,586 2,149,690 196,722 71,740 637,657 1,861,484 163,820 185,180 143,100 947,300 56,785

45 1 58 55 36 59 6 27 65 10 12 64 25 16 9 15 29 17 60 56 3 37 48 20 5 39 38 42 14 49

6,100 14,100 7,600 42,100 2,500 15,800 11,300 17,500 9,100 1,100 2,200 8,700 5,500 1,200 800 2,800 29,800 3,100 2,900 102,100 31,300 2,100 1,400 600 2,600 12,900 5,100 2,300 1,700 1,100

27 11 23 3 38 9 14 8 19 50 41 20 28 49 51 35 6 33 34 1 4 42 47 52 37 12 30 40 44 50

48,376 253,078 14,130 115,468 14,011 92,944 70,559 526,284 3,582 18,101 8,791 1,914 181,430 29,631 13,973 496,036 95,949 608,141 13,188 216,775 855,929 28,635 8,041 6,257 92,254 7,396 91,553 18,518 84,387 8,087

31 11 46 17 47 22 26 7 60 44 51 63 14 38 48 8 21 5 49 13 4 39 53 57 23 55 24 43 25 52

89 7 170 154 28 566 4 91 1,321 13 4 588 74 31 14 192 10 246 731 183 13 69 80 16 19 3 97 56 52 129

23 49 11 13 41 6 51 21 2 45 51 5 28 40 44 9 47 8 4 10 45 31 26 43 42 52 20 34 36 16

97 70 96 85 75 60 97 61 100 95 100 99 99 30 80 55 90 97 95 95 100 94 70 100 100 25 90 90 51 30

1 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1


58 TUNISIA 59 TURKEY 60 TURKMENISTAN 61 U. A. E. 62 UGANDA 63 UZBEKISTAN 64 WESTERN SAHARA 65 YEMEN TOTAL/AVERAGE % OF GLOBAL WORLD

10,937,521 81,619,392 5,171,943 5,628,805 35,918,915 28,929,716 554,795 26,052,966 1,847,407,576 26 7,174,611,584

31 7 44 42 11 17 62 19 -

163,610 783,562 488,100 83,600 241,038 447,400 266,000 527,968 34,243,970 23 148,941,024

40 18 22 47 34 24 32 21 -

9,900 15,300 9,700 29,900 1,500 3,800 2,500 2,500 5,556 42 13,100

17 10 18 5 46 32 38 38 -

108,281 1,248,777 50,168 168,301 53,878 109,933 1,387 65,132 10,264,279 11 93,987,412

19 2 30 15 29 18 64 27 -

67 104 11 67 149 65 2 49 54 112 48

32 19 46 32 14 33 53 37 -

99 100 90 80 20 90 100 99 80 21 23

1 1 1 1 1 1 0 1 57 -

APPENDIX-1A: TABLE OF POPULATION, AREA, AND INCOME(ppp)(BY ZONE)

#

COUNTRY

ZONE-A 1 BANGLADESH 2 BRUNEI-DAR. 3 COMOROS 4 INDONESIA 5 MALAYSIA 6 MALDIVES 7 MAYOTTE 8 TANZANIA SUBTOTAL/AVERAGE ZONE-B 1 AFGHANISTAN 2 AZERBAIJAN 3 IRAN

(Page 309 of 1344)

POPULATION #

TOTAL AREA Sq.-Km

INCOME/CAPITA ~U.S.$

GDP (U.S. $) ~MILLION

HUMAN DENSITY /Sq.-Km

166,280,712 422,675 798,000 253,609,643 30,073,353 393,595 220,000 49,639,138 501,437,116

143,998 5,765 2,235 1,904,569 329,847 298 374 947,300 3,334,386

2,100 54,800 1,300 5,200 17,500 9,100 8,700 1,700 4,603

349,189 23,163 1,037 1,318,770 526,284 3,582 1,914 84,387 2,308,326

1,155 73 357 133 91 1,321 588 52 150

31,822,848 9,686,210 80,840,713

652,230 86,600 1,648,195

1,400 10,800 12,800

44,552 104,611 1,034,761

49 112 49


4 KAZAKHSTAN 5 KYRGYSTAN 6 PAKISTAN 7 TAJIKISTAN 8 TURKEY 9 TURKMENISTAN 10 UZBEKISTAN SUBTOTAL/AVERAGE ZONE-C 1 ALBANIA 2 BAHRAIN 3 BOSNIA-HERZ. 4 CHECHNYA 5 GUYANA 6 IRAQ 7 JORDAN 8 KOSOVO 9 KUWAIT 10 LEBANON 11 OMAN 12 PALESTINE 13 QATAR 14 SAUDI ARABIA 15 SURINAME 16 SYRIA 17 U. A. E. 18 YEMEN SUBTOTAL/AVERAGE ZONE-D 1 ALGERIA

(Page 310 of 1344)

17,948,816 5,604,212 196,174,380 8,051,512 81,619,392 5,171,943 28,929,716 465,849,742

2,724,900 199,951 796,095 143,100 783,562 488,100 447,400 7,970,133

14,100 2,500 3,100 2,300 15,300 9,700 3,800 7,484

253,078 14,011 608,141 18,518 1,248,777 50,168 109,933 3,486,550

7 28 246 56 104 11 65 58

3,020,209 1,314,089 3,871,643 1,469,000 735,554 32,585,692 7,930,491 1,859,203 2,742,711 5,882,562 3,219,775 4,547,431 2,123,160 27,345,986 573,311 17,951,639 5,628,805 26,052,966 148,854,227

28,750 760 51,197 19,300 214,969 438,317 89,342 10,887 17,818 10,400 309,500 6,220 11,586 2,149,690 163,820 185,180 83,600 527,968 4,319,304

8,800 29,800 8,300 5,023 8,500 7,100 6,100 7,600 42,100 15,800 29,800 2,900 102,100 31,300 12,900 5,100 29,900 2,500 14,296

26,578 39,160 32,135 7,379 6,252 231,358 48,376 14,130 115,468 92,944 95,949 13,188 216,775 855,929 7,396 91,553 168,301 65,132 2,128,004

105 1,729 76 76 3 74 89 171 154 566 10 731 183 13 3 97 67 49 34

38,813,722

2,381,741

7,500

291,103

16


2 BENIN 3 BURKINA-FASO 4 CAMEROON 5 CHAD 6 COTE D'IVOIRE 7 DJIBOUTI 8 EGYPT 9 ERITREA 10 ETHIOPIA 11 GABON 12 GAMBIA 13 GUINEA 14 GUINEA-BISSAU 15 LIBYA 16 MALI 17 MAURITANIA 18 MOROCCO 19 MOZAMBIQUE 20 NIGER 21 NIGERIA 22 SENEGAL 23 SIERRA LEONE 24 SOMALIA 25 SUDAN 26 TOGO 27 TUNISIA 28 UGANDA 29 WESTERN SAHARA SUBTOTAL/AVERAGE

(Page 311 of 1344)

10,160,556 18,365,123 23,130,708 11,412,107 22,848,945 810,179 86,895,099 6,380,803 96,633,458 1,672,597 1,925,527 11,474,383 1,693,398 6,244,174 16,455,903 3,996,000 32,987,206 24,692,144 17,466,172 177,155,754 13,635,927 5,743,725 10,428,043 35,482,233 7,351,374 10,937,521 35,918,915 554,795 731,266,491

112,622 274,200 475,440 1,284,000 322,463 23,200 1,001,450 117,600 1,104,300 267,667 11,295 245,857 36,125 1,759,540 1,240,192 1,030,700 446,550 799,380 1,267,000 923,768 196,722 71,740 637,657 1,861,484 56,785 163,610 241,038 266,000 18,620,126

1,650 1,500 2,400 2,500 1,800 2,700 6,600 1,200 1,300 19,200 2,100 1,100 1,200 11,300 1,100 2,200 5,500 1,200 800 2,800 2,100 1,400 600 2,600 1,100 9,900 1,500 2,500 3,208

16,765 27,548 55,514 28,530 41,128 2,187 573,508 7,657 125,623 32,114 4,044 12,622 2,032 70,559 18,101 8,791 181,430 29,631 13,973 496,036 28,635 8,041 6,257 92,254 8,087 108,281 53,878 1,387 2,345,716

90 67 49 9 71 35 87 54 88 6 170 47 47 4 13 4 74 31 14 192 69 80 16 19 129 67 149 2 39


(Page 312 of 1344)

652,230 27,398 2,381,741 82,629 760 130,168 110,622 51,187 5,265 273,800 472,710 1,259,200 17,300 2,235 318,003 23,180 995,450 101,000 1,000,000 257,667 10,000 245,717 28,120

19 52 2 47 63 42 43 50 61 30 22 9 55 62 28 53 13 44 12 32 59 33 51

2.050 0.907 6.136 0.853 0.058 0.078 1.089 1.322 1.246 1.491 2.044 11.034 1.178 0.280 1.392 2.861 1.146 1.583 1.035 15.405 0.519 2.141 1.661

21 48 14 49 65 63 44 37 39 29 22 8 40 59 34 19 41 28 45 6 56 20 27

0.245 0.196 0.193 0.186 0.001 0.041 0.245 0.260 0.006 0.310 0.266 0.421 0.212 0.123 0.125 0.003 0.033 0.093 0.136 0.186 0.207 0.248 0.138

19 28 29 33 65 51 20 14 62 9 13 4 24 39 38 64 52 47 37 32 26 16 36

0.004 0.023 0.023 0.022 0.002 0.005 0.028 0.026 0.011 0.004 0.060 0.002 0.012 0.087 0.190 0.000 0.009 0.000 0.010 0.099 0.002 0.060 0.115

36 20 20 21 38 35 17 19 29 36 8 38 28 6 3 40 31 40 30 5 38 8 4

0.249 0.220 0.217 0.208 0.003 0.046 0.273 0.286 0.017 0.314 0.327 0.424 0.224 0.211 0.315 0.003 0.042 0.093 0.147 0.285 0.209 0.308 0.253

26 29 31 37 64 52 22 17 58 13 11 5 28 35 12 65 53 49 41 18 36 16 23

WATER PER HEAD Hctrs

1.801 0.688 5.919 0.645 0.055 0.032 0.815 1.036 1.228 1.177 1.717 10.610 0.954 0.069 1.077 2.859 1.104 1.490 0.888 15.120 0.310 1.833 1.408

RANK

OTHER LAND PER HEAD Hctrs

RANK

TOTAL Hctrs

RANK

AFGHANISTAN ALBANIA ALGERIA AZERBAIJAN BAHRAIN BANGLADESH BENIN BOSNIA-HERZ. BRUNEI-DAR. BURKINA-FASO CAMEROON CHAD CHECHNYA COMOROS COTE D'IVOIRE DJIBOUTI EGYPT ERITREA ETHIOPIA GABON GAMBIA GUINEA GUINEA-BISSAU

AGRICULTURAL LAND/HEAD ARABLE PRMT CROP Hctrs Hctrs RANK

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23

RANK

COUNTRY

RANK

#

LAND AREA ONLY TOTAL PER HEAD Sq. Km. Hctrs

RANK

APPENDIX-2: TABLE OF LAND & WATER AREA

22 47 14 49 64 65 45 39 31 33 23 8 42 62 38 19 35 27 43 6 55 21 29

0.000 0.045 0.000 0.041 0.000 0.008 0.020 0.000 0.118 0.002 0.012 0.217 0.000 0.000 0.020 0.002 0.007 0.260 0.108 0.598 0.067 0.001 0.473

37 19 37 20 37 30 25 37 12 35 28 7 37 37 25 35 31 6 13 3 17 36 4


24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53

GUYANA INDONESIA IRAN IRAQ JORDAN KAZAKHSTAN KOSOVO KUWAIT KYRGYSTAN LEBANON LIBYA MALAYSIA MALDIVES MALI MAURITANIA MAYOTTE MOROCCO MOZAMBIQUE NIGER NIGERIA OMAN PAKISTAN PALESTINE QATAR SAUDI ARABIA SENEGAL SIERRA LEONE SOMALIA SUDAN SURINAME

(Page 313 of 1344)

196,849 1,811,569 1,531,595 437,367 88,802 2,699,700 10,887 17,818 191,801 10,230 1,759,540 328,657 298 1,220,190 1,030,700 374 446,300 786,380 1,266,700 910,768 309,500 770,875 6,000 11,586 2,149,690 192,530 71,620 627,337 1,861,484 156,000

35 5 7 25 45 1 57 54 37 58 6 27 65 10 11 64 24 16 8 14 29 17 60 56 3 36 48 20 4 39

26.762 0.714 1.895 1.342 1.120 15.041 0.586 0.650 3.422 0.174 28.179 1.093 0.076 7.415 25.793 0.170 1.353 3.185 7.252 0.514 9.613 0.393 0.132 0.546 7.861 1.412 1.247 6.016 5.246 27.210

4 51 24 36 42 7 53 52 17 60 2 43 64 12 5 61 35 18 13 57 9 58 62 55 11 33 38 15 16 3

0.522 0.088 0.190 0.123 0.022 1.327 0.269 0.004 0.218 0.019 0.279 0.059 0.008 0.410 0.113 0.032 0.241 0.207 0.855 0.200 0.010 0.102 0.010 0.007 0.114 0.276 0.191 0.104 0.355 0.098

3 48 31 40 54 1 12 63 23 55 10 49 60 5 42 53 21 25 2 27 57 45 56 61 41 11 30 44 6 46

0.035 0.075 0.020 0.006 0.011 0.005 0.041 0.002 0.013 0.021 0.054 0.191 0.008 0.007 0.003 0.059 0.035 0.008 0.004 0.018 0.012 0.004 0.014 0.001 0.009 0.004 0.023 0.003 0.004 0.011

15 7 23 34 29 35 13 38 27 22 11 2 32 33 37 9 15 32 36 24 28 36 26 39 31 36 20 37 36 29

0.557 0.163 0.211 0.130 0.033 1.331 0.310 0.006 0.231 0.040 0.333 0.251 0.015 0.417 0.116 0.091 0.276 0.215 0.859 0.218 0.021 0.106 0.024 0.008 0.123 0.280 0.215 0.107 0.358 0.109

3 39 34 42 55 1 15 63 27 54 10 24 60 6 45 50 21 32 2 30 57 48 56 62 43 20 33 47 8 46

26.205 0.551 1.684 1.212 1.087 13.710 0.275 0.644 3.191 0.134 27.846 0.842 0.061 6.997 25.677 0.079 1.077 2.969 6.394 0.296 9.590 0.287 0.108 0.538 7.738 1.132 1.032 5.909 4.888 27.102

4 51 24 32 36 7 58 50 17 59 2 44 63 12 5 61 37 18 13 56 9 57 60 52 11 34 40 15 16 3

2.463 0.037 0.144 0.003 0.007 0.140 0.001 0.000 0.145 0.003 0.000 0.004 0.000 0.122 0.000 0.000 0.001 0.053 0.053 0.007 0.000 0.013 0.005 0.000 0.000 0.031 0.002 0.099 0.000 1.364

1 21 9 34 31 10 36 37 8 34 37 33 37 11 37 37 36 18 18 31 37 27 32 37 37 24 35 14 37 2


54 SYRIA 55 TAJIKISTAN 56 TANZANIA 57 TOGO 58 TUNISIA 59 TURKEY 60 TURKMENISTAN 61 U. A. E. 62 UGANDA 63 UZBEKISTAN 64 WESTERN SAHARA 65 YEMEN TOTAL/AVERAGE % OF GLOBAL WORLD

183,630 141,510 885,800 54,385 155,360 769,632 469,930 83,600 197,100 425,400 266,000 527,968 33,509,844 22.50 148,940,000

38 41 15 49 40 18 23 46 34 26 31 21 -

1.023 1.758 1.784 0.740 1.420 0.943 9.086 1.485 0.549 1.470 47.946 2.027 1.814 87.38 2.076

46 26 25 50 32 47 10 30 54 31 1 23 -

0.255 0.105 0.219 0.327 0.246 0.247 0.353 0.009 0.153 0.141 0.010 0.045 0.166 76.67 0.217

15 43 22 8 18 17 7 59 34 35 58 50 -

0.058 0.016 0.032 0.027 0.208 0.037 0.011 0.007 0.050 0.012 0.000 0.011 0.030 126.37 0.024

10 25 16 18 1 14 29 33 12 28 40 29 -

0.313 0.121 0.251 0.354 0.454 0.284 0.364 0.016 0.203 0.153 0.010 0.056 0.196 81.61 0.240

14 44 25 9 4 19 7 59 38 40 61 51 -

0.710 1.637 1.534 0.385 0.966 0.659 8.721 1.469 0.345 1.317 47.936 1.971 1.618 88.13 1.836

46 25 26 53 41 48 10 28 54 30 1 20 -

0.009 0.032 0.032 0.033 0.075 0.017 0.351 0.000 0.122 0.076 0.000 0.000 0.040 94.61 0.042

29 23 23 22 16 26 5 37 11 15 37 37 -

APPENDIX-2A: TABLE OF LAND & WATER AREA (BY ZONE)

#

COUNTRY

ZONE-A 1 BANGLADESH 2 BRUNEI-DAR. 3 COMOROS 4 INDONESIA 5 MALAYSIA 6 MALDIVES 7 MAYOTTE

(Page 314 of 1344)

LAND AREA ONLY

AGRICULTURAL LAND/HEAD

TOTAL Sq. Km.

ARABLE Hctrs

/HEAD Hctrs 130,168 5,265 2,235 1,811,569 328,657 298 374

0.078 1.246 0.280 0.714 1.093 0.076 0.170

P CROP Hctrs 0.041 0.006 0.123 0.088 0.059 0.008 0.032

OTHER LAND /HEAD Hctrs

TOTAL Hctrs 0.005 0.011 0.087 0.075 0.191 0.008 0.059

0.046 0.017 0.211 0.163 0.251 0.015 0.091

0.032 1.228 0.069 0.551 0.842 0.061 0.079

WATER /HEAD Hctrs 0.008 0.118 0.000 0.037 0.004 0.000 0.000


8 TANZANIA SUBTOTAL/AVERAGE ZONE-B 1 AFGHANISTAN 2 AZERBAIJAN 3 IRAN 4 KAZAKHSTAN 5 KYRGYSTAN 6 PAKISTAN 7 TAJIKISTAN 8 TURKEY 9 TURKMENISTAN 10 UZBEKISTAN SUBTOTAL/AVERAGE ZONE-C 1 ALBANIA 2 BAHRAIN 3 BOSNIA-HERZ. 4 CHECHNYA 5 GUYANA 6 IRAQ 7 JORDAN 8 KOSOVO 9 KUWAIT 10 LEBANON 11 OMAN 12 PALESTINE 13 QATAR 14 SAUDI ARABIA 15 SURINAME

(Page 315 of 1344)

885,800 3,164,366

1.784 0.631

0.219 0.084

0.032 0.054

0.251 0.138

1.534 0.493

0.032 0.025

652,230 82,629 1,531,595 2,699,700 191,801 770,875 141,510 769,632 469,930 425,400 7,735,302

2.050 0.853 1.895 15.041 3.422 0.393 1.758 0.943 9.086 1.470 1.660

0.245 0.186 0.190 1.327 0.218 0.102 0.105 0.247 0.353 0.141 0.208

0.004 0.022 0.020 0.005 0.013 0.004 0.016 0.037 0.011 0.012 0.014

0.249 0.208 0.211 1.331 0.231 0.106 0.121 0.284 0.364 0.153 0.222

1.801 0.645 1.684 13.710 3.191 0.287 1.637 0.659 8.721 1.317 1.438

0.000 0.041 0.144 0.140 0.145 0.013 0.032 0.017 0.351 0.076 0.051

27,398 760 51,187 17,300 196,849 437,367 88,802 10,887 17,818 10,230 309,500 6,000 11,586 2,149,690 156,000

0.907 0.058 1.322 1.178 26.762 1.342 1.120 0.586 0.650 0.174 9.613 0.132 0.546 7.861 27.210

0.196 0.001 0.260 0.212 0.522 0.123 0.022 0.269 0.004 0.019 0.010 0.010 0.007 0.114 0.098

0.023 0.002 0.026 0.012 0.035 0.006 0.011 0.041 0.002 0.021 0.012 0.014 0.001 0.009 0.011

0.220 0.003 0.286 0.224 0.557 0.130 0.033 0.310 0.006 0.040 0.021 0.024 0.008 0.123 0.109

0.688 0.055 1.036 0.954 26.205 1.212 1.087 0.275 0.644 0.134 9.590 0.108 0.538 7.738 27.102

0.045 0.000 0.000 0.000 2.463 0.003 0.007 0.001 0.000 0.003 0.000 0.005 0.000 0.000 1.364


16 SYRIA 17 U. A. E. 18 YEMEN SUBTOTAL/AVERAGE ZONE-D 1 ALGERIA 2 BENIN 3 BURKINA-FASO 4 CAMEROON 5 CHAD 6 COTE D'IVOIRE 7 DJIBOUTI 8 EGYPT 9 ERITREA 10 ETHIOPIA 11 GABON 12 GAMBIA 13 GUINEA 14 GUINEA-BISSAU 15 LIBYA 16 MALI 17 MAURITANIA 18 MOROCCO 19 MOZAMBIQUE 20 NIGER 21 NIGERIA 22 SENEGAL 23 SIERRA LEONE 24 SOMALIA 25 SUDAN

(Page 316 of 1344)

183,630 83,600 527,968 4,286,572

1.023 1.485 2.027 2.880

0.255 0.009 0.045 0.109

0.058 0.007 0.011 0.016

0.313 0.016 0.056 0.125

0.710 1.469 1.971 2.755

0.009 0.000 0.000 0.021

2,381,741 110,622 273,800 472,710 1,259,200 318,003 23,180 995,450 101,000 1,000,000 257,667 10,000 245,717 28,120 1,759,540 1,220,190 1,030,700 446,300 786,380 1,266,700 910,768 192,530 71,620 627,337 1,861,484

6.136 1.089 1.491 2.044 11.034 1.392 2.861 1.146 1.583 1.035 15.405 0.519 2.141 1.661 28.179 7.415 25.793 1.353 3.185 7.252 0.514 1.412 1.247 6.016 5.246

0.193 0.245 0.310 0.266 0.421 0.125 0.003 0.033 0.093 0.136 0.186 0.207 0.248 0.138 0.279 0.410 0.113 0.241 0.207 0.855 0.200 0.276 0.191 0.104 0.355

0.023 0.028 0.004 0.060 0.002 0.190 0.000 0.009 0.000 0.010 0.099 0.002 0.060 0.115 0.054 0.007 0.003 0.035 0.008 0.004 0.018 0.004 0.023 0.003 0.004

0.217 0.273 0.314 0.327 0.424 0.315 0.003 0.042 0.093 0.147 0.285 0.209 0.308 0.253 0.333 0.417 0.116 0.276 0.215 0.859 0.218 0.280 0.215 0.107 0.358

5.919 0.815 1.177 1.717 10.610 1.077 2.859 1.104 1.490 0.888 15.120 0.310 1.833 1.408 27.846 6.997 25.677 1.077 2.969 6.394 0.296 1.132 1.032 5.909 4.888

0.000 0.020 0.002 0.012 0.217 0.020 0.002 0.007 0.260 0.108 0.598 0.067 0.001 0.473 0.000 0.122 0.000 0.001 0.053 0.053 0.007 0.031 0.002 0.099 0.000


26 TOGO 27 TUNISIA 28 UGANDA 29 WESTERN SAHARA SUBTOTAL/AVERAGE

54,385 155,360 197,100 266,000 18,323,604

0.740 1.420 0.549 47.946 2.506

0.327 0.246 0.153 0.010 0.207

0.027 0.208 0.050 0.000 0.027

0.354 0.454 0.203 0.010 0.234

0.385 0.966 0.345 47.936 2.272

0.033 0.075 0.122 0.000 0.042

APPENDIX-3: TABLE OF LABOR, TRADE, GDP, & EXTERNAL DEBT [$ = U.S. DOLLAR] [Part 1]

(Page 317 of 1344)

RANK

%

RANK

%

RANK

MILLION $

RANK

MILLION $

RANK

SERVICE

INDUSTRIAL

%

AFGHANISTAN ALBANIA ALGERIA AZERBAIJAN BAHRAIN BANGLADESH BENIN BOSNIA-HERZ. BRUNEI-DAR. BURKINA-FASO CAMEROON

IMPORT

RANK

1 2 3 4 5 6 7 8 9 10 11

TOTAL

COUNTRY

EXPORT

1000'S

#

LABOR FORCE DISTRIBUTION AGRICULTURE

LABOR FORCE

7,512 1,088 11,150 4,680 717 78,620 3,662 1,490 206 6,668 8,426

22 50 15 29 54 2 33 45 61 24 19

78 48 14 38 1 47 34 19 4 80 70

3 13 30 18 38 14 19 25 36 2 7

6 23 13 12 79 13 14 30 63 8 13

25 12 19 20 1 19 18 7 2 23 19

16 29 73 50 20 40 52 51 33 12 17

36 29 5 17 32 22 15 16 27 39 35

389 2,323 68,250 34,460 20,690 26,910 1,108 5,687 12,750 2,844 6,002

59 44 10 15 19 16 52 32 25 38 29

7,390 5,598 43,160 8,575 1,825 27,510 2,123 12,290 2,100 2,343 6,123

27 30 12 26 44 16 40 22 41 39 28


12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41

CHAD CHECHNYA COMOROS COTE D'IVOIRE DJIBOUTI EGYPT ERITREA ETHIOPIA GABON GAMBIA GUINEA GUINEA-BISSAU GUYANA INDONESIA IRAN IRAQ JORDAN KAZAKHSTAN KOSOVO KUWAIT KYRGYSTAN LEBANON LIBYA MALAYSIA MALDIVES MALI MAURITANIA MAYOTTE MOROCCO MOZAMBIQUE

(Page 318 of 1344)

4,293 597 234 7,928 295 27,690 2,955 45,650 629 777 5,409 633 313 120,000 27,720 8,900 1,898 9,022 800 2,380 2,344 1,481 1,644 13,190 160 3,241 1,318 58 11,730 10,555

31 57 60 21 59 8 36 5 56 53 26 55 58 1 7 18 43 17 52 38 39 46 44 12 63 35 49 65 14 16

70 33 70 60 65 29 70 80 50 65 66 72 33 39 17 22 3 26 24 5 48 10 17 11 15 70 50 50 45 71

7 20 7 11 10 21 7 2 12 10 9 5 20 17 27 24 37 22 23 35 13 32 27 31 29 7 12 12 16 6

12 33 14 16 16 24 12 7 20 24 15 13 33 13 34 19 20 12 36 10 13 15 23 36 15 13 2 10 20 11

20 5 18 16 16 11 20 24 14 11 17 19 5 19 4 15 14 20 3 22 19 17 12 3 17 19 27 22 14 21

18 34 16 24 19 47 18 13 30 11 19 15 34 48 49 60 77 62 40 85 39 75 59 54 70 17 48 40 35 18

34 26 36 31 33 20 34 38 28 40 33 37 26 19 18 11 3 9 22 1 23 4 12 14 7 35 19 22 25 34

3,865 2,000 20 12,960 91 24,810 496 3,214 9,777 113 1,310 148 1,337 178,900 61,220 91,990 7,914 87,230 408 121,000 1,881 5,826 38,450 230,700 283 2,577 2,728 650 16,780 3,920

35 45 65 24 64 18 57 36 27 63 50 62 49 4 12 8 28 9 58 6 46 31 14 3 60 42 39 55 22 34

3,900 1,500 160 10,500 1,555 56,620 701 10,206 4,100 400 1,900 250 1,600 179,000 75,250 64,000 16,000 65,000 2,600 22,790 5,000 16,000 41,000 231,000 1,276 3,500 2,800 341 45,000 5,500

35 48 56 23 47 9 51 24 34 52 43 54 46 4 6 8 20 7 38 18 33 20 14 2 49 36 37 53 11 31


42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65

NIGER NIGERIA OMAN PAKISTAN PALESTINE QATAR SAUDI ARABIA SENEGAL SIERRA LEONE SOMALIA SUDAN SURINAME SYRIA TAJIKISTAN TANZANIA TOGO TUNISIA TURKEY TURKMENISTAN U. A. E. UGANDA UZBEKISTAN WESTERN SAHARA YEMEN TOTAL/AVERAGE % OF GLOBAL WORLD

(Page 319 of 1344)

4,688 51,530 969 59,210 1,373 1,424 8,412 6,096 2,207 3,447 11,920 166 5,014 2,209 25,590 2,595 3,974 27,910 2,300 4,588 17,400 16,990 144 7,100 705,317 21 3,308,000

28 4 51 3 48 47 20 25 42 34 13 62 27 41 9 37 32 6 40 30 10 11 64 23 -

80 60 10 45 16 5 7 68 70 60 70 8 17 46 70 60 18 26 48 7 82 26 50 75 46.39 135 34.40

2 11 32 16 28 35 34 8 7 11 7 33 27 15 7 11 26 22 13 34 1 22 12 4 -

10 15 15 21 28 10 21 12 14 10 12 14 16 11 10 10 32 26 14 15 5 13 25 10 15.81 70 22.70

22 17 17 13 8 22 13 20 18 22 20 18 16 21 22 22 6 9 18 17 26 19 10 22 -

10 25 75 34 56 85 72 20 16 30 18 78 67 43 20 30 50 48 38 78 13 61 25 15 37.81 88 42.90

41 30 4 26 13 1 6 32 36 28 34 2 8 21 32 28 17 19 24 2 38 10 30 37 -

1,539 93,550 56,220 25,050 846 12,700 376,300 2,691 1,563 516 4,145 2,512 2,675 1,163 5,920 982 17,460 167,600 17,130 368,900 3,156 14,910 200 66,694 2,338,432 12 18,710,000

48 7 13 17 54 26 1 40 47 56 33 43 41 51 30 53 20 5 21 2 37 23 61 11 -

1,800 85,000 50,000 42,000 2,000 25,000 200,000 5,500 1,000 1,000 10,000 2,000 18,000 5,000 10,000 2,000 29,000 200,000 18,000 250,000 6,000 15,000 200 15,000 1,981,986 10 19,000,000

45 5 10 13 42 17 3 32 50 50 25 42 19 33 25 42 15 3 19 1 29 21 55 21 -

Socioeconomic Justice and Modeling Growth-Distribution Effective Common Market /The Republic Re-engineered/By N. U. M. Akramul Kabir Khan APPENDIX-3: TABLE OF LABOR, TRADE, GDP, & EXTERNAL DEBT [$ = U.S. DOLLAR] [Part 2]

(Page 320 of 1344)

/CAPITA

%

RANK

%

RANK

MLN$

RANK

$

RANK

MILLION $

RANK

TOTAL

GROWTH

RANK

SERVICE

INDUSTRIAL

AFGHANISTAN ALBANIA ALGERIA AZERBAIJAN BAHRAIN BANGLADESH BENIN BOSNIA-HERZ. BRUNEI-DAR. BURKINA-FASO CAMEROON CHAD CHECHNYA COMOROS COTE D'IVOIRE DJIBOUTI EGYPT ERITREA

%

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

TRD BLNCE

RANK

COUNTRY

EXTERNAL DEBT

%

#

AGRICULTURE

GDP COMPOSITION/GROWTH

38 22 8 8 1 20 33 10 1 30 44 23 20 40 28 18 14 22

10 18 29 29 36 19 12 27 36 14 6 17 19 8 15 21 24 18

24 21 61 64 45 28 14 24 72 19 16 47 50 4 22 22 38 23

24 27 7 5 12 22 33 24 3 29 32 11 10 38 26 26 16 25

38 57 31 29 54 52 53 66 27 51 40 30 30 56 50 60 48 55

26 9 31 33 12 14 13 4 35 15 24 32 32 10 16 7 18 11

5.5 3.0 3.1 5.8 4.4 5.8 5.0 0.8 1.4 6.5 4.6 3.9 5.0 3.5 8.0 5.0 1.8 7.0

13 29 28 10 20 10 16 37 36 7 19 23 16 26 3 16 34 5

1,280 3,213 5,278 9,552 28,820 30,690 1,236 11,140 0 2,863 3,455 1,828 0 143 8,959 822 48,760 1,094

13 23 31 37 48 50 12 40 1 21 27 17 1 2 36 7 53 10

40 1,064 136 986 21,932 185 122 2,877 0 156 149 160 0 179 392 1,014 561 171

2 40 8 37 58 15 6 50 1 11 10 12 1 14 30 39 32 13

-7,002 -3,275 25,090 25,885 18,865 -600 -1,015 -6,603 10,650 501 -121 -35 500 -140 2,460 -1,464 -31,810 -205

55 49 7 6 9 35 39 53 10 17 26 21 18 27 14 42 64 28


19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48

ETHIOPIA GABON GAMBIA GUINEA GUINEA-BISSAU GUYANA INDONESIA IRAN IRAQ JORDAN KAZAKHSTAN KOSOVO KUWAIT KYRGYSTAN LEBANON LIBYA MALAYSIA MALDIVES MALI MAURITANIA MAYOTTE MOROCCO MOZAMBIQUE NIGER NIGERIA OMAN PAKISTAN PALESTINE QATAR SAUDI ARABIA

(Page 321 of 1344)

48 6 33 23 62 35 13 11 7 4 6 13 1 33 5 2 9 16 45 25 50 17 23 39 17 2 19 8 1 3

4 31 12 17 2 11 25 26 30 33 31 25 36 12 32 35 28 23 5 16 3 22 17 9 22 35 20 29 36 34

13 58 10 38 12 19 47 45 67 10 40 23 50 20 18 80 47 7 17 29 10 37 30 17 54 39 28 18 75 64

34 8 36 16 35 29 11 12 4 36 14 25 10 28 30 1 11 37 31 21 36 17 20 31 9 15 22 30 2 5

39 36 57 39 26 46 40 44 26 86 54 64 49 47 77 18 44 77 38 46 40 46 48 44 28 59 53 74 24 33

25 28 9 25 36 20 24 22 36 1 12 6 17 19 2 40 22 2 26 20 24 20 18 22 34 8 13 3 38 30

7.0 6.6 6.4 2.9 3.5 5.3 5.3 -1.4 4.2 3.3 5.0 2.5 6.2 7.4 1.5 -5.1 4.7 3.5 4.8 6.4 5.0 5.1 7.0 6.2 6.2 5.1 3.6 5.7 5.5 3.6

5 6 8 30 26 14 14 38 21 27 16 33 9 4 35 40 18 26 17 8 16 15 5 9 9 15 25 11 13 25

11,990 3,433 518 2,584 1,095 1,846 223,800 15,640 59,490 22,040 131,300 448 29,760 3,859 26,740 6,319 100,100 891 3,349 3,233 0 36,510 6,276 1,556 15,730 10,840 52,430 1,300 149,400 149,400

41 26 5 20 11 18 60 43 55 45 57 4 49 28 46 33 56 9 25 24 1 51 32 16 44 39 54 14 58 58

124 2,052 269 225 647 2,510 882 193 1,826 2,779 7,315 241 10,851 689 4,546 1,012 3,329 2,263 204 809 0 1,107 254 89 89 3,367 267 286 70,367 5,463

7 45 23 18 33 48 36 16 44 49 56 20 57 34 54 38 51 46 17 35 1 41 21 4 4 52 22 25 60 55

-6,992 5,677 -287 -590 -102 -263 -100 -14,030 27,990 -8,086 22,230 -2,192 98,210 -3,119 -10,174 -2,550 -300 -993 -923 -72 309 -28,220 -1,580 -261 8,550 6,220 -16,950 -1,154 -12,300 176,300

54 13 31 34 25 30 24 60 5 56 8 44 3 48 57 45 32 38 37 22 19 63 43 29 11 12 62 41 59 1


49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65

SENEGAL SIERRA LEONE SOMALIA SUDAN SURINAME SYRIA TAJIKISTAN TANZANIA TOGO TUNISIA TURKEY TURKMENISTAN U. A. E. UGANDA UZBEKISTAN WESTERN SAHARA YEMEN TOTAL/AVERAGE % OF GLOBAL WORLD

17 48 65 38 13 25 23 43 40 13 9 18 2 31 28 40 13 12.81 320 4.00

22 4 1 10 25 16 17 7 8 25 28 21 35 13 15 8 25 -

19 31 10 25 22 25 28 18 25 33 31 39 63 25 29 20 42 42.88 134 32.00

29 64 19 21 36 25 23 37 26 65 23 50 22 49 30 39 23 35 18 54 19 60 15 43 6 35 23 44 21 43 28 40 13 45 - 44.30 69 - 64.00

6 39 37 27 5 16 17 25 29 12 7 23 29 22 23 24 21 -

4.0 13.3 2.6 3.9 4.7 -2.3 7.4 7.0 5.5 2.8 3.6 12.2 4.0 5.6 7.0 5.0 3.8 3.75 129 2.90

22 1 32 23 18 39 4 5 13 31 25 2 22 12 5 16 24 -

4,375 1,331 3,050 40,920 860 9,796 2,162 13,820 719 26,950 359,500 429 167,900 5,223 8,773 0 7,806 1,884,623 3 72,970,000

29 15 22 52 8 38 19 42 6 47 61 3 59 30 35 1 34 -

321 232 292 1,153 1,500 546 269 278 98 2,464 4,405 83 29,829 145 303 0 300 1,020 10 10,171

29 19 26 42 43 31 23 24 5 47 53 3 59 9 28 1 27 -

-2,809 563 -484 -5,855 512 -15,325 -3,837 -4,080 -1,018 -11,540 -32,400 -870 118,900 -2,844 -90 0 51,694 356,446 -290,000

APPENDIX-3A: TABLE OF LABOR, TRADE, GDP, & EXTERNAL DEBT [BY ZONE]

LABOR

(Page 322 of 1344)

LABOR FOR

EXPORT

IMPORT

GDP FROM/GROWTH

EXTERNAL DEBT

TRADE

46 15 33 52 16 61 50 51 40 58 65 36 2 47 23 20 4 -

(Page 323 of 1344)

/CAPITA

GROWTH

MILLION$

SERVICE

INDUSTRIAL

AGRICULTURE

MILLION$

78,620 206 234 120,000 13,190 160 58 25,590 238,057

47 4 70 39 11 15 50 70 43

13 63 14 13 36 15 10 10 14

40 33 16 48 54 70 40 20 43

26,910 12,750 20 178,900 230,700 283 650 5,920 456,133

27,510 2,100 160 179,000 231,000 1,276 341 10,000 451,387

20 1 40 13 9 16 50 43 14

28 72 4 47 47 7 10 18 43

52 27 56 40 44 77 40 39 43

5.8 1.4 3.5 5.3 4.7 3.5 5.0 7.0 5.3

30,690 0 143 223,800 100,100 891 0 13,820 369,444

185 0 179 882 3,329 2,263 0 278 737

-600 10,650 -140 -100 -300 -993 309 -4,080 4,746

7,512 4,680 27,720 9,022 2,344 59,210 2,209 27,910 2,300 16,990 159,897

78 38 17 26 48 45 46 26 48 26 35

6 12 34 12 13 21 11 26 14 13 21

16 50 49 62 39 34 43 48 38 61 43

389 34,460 61,220 87,230 1,881 25,050 1,163 167,600 17,130 14,910 411,033

7,390 8,575 75,250 65,000 5,000 42,000 5,000 200,000 18,000 15,000 441,215

38 8 11 6 33 19 23 9 18 28 12

24 64 45 40 20 28 28 31 39 29 36

38 29 44 54 47 53 49 60 43 43 51

5.5 5.8 -1.4 5.0 7.4 3.6 7.4 3.6 12.2 7.0 2.6

1,280 9,552 15,640 131,300 3,859 52,430 2,162 359,500 429 8,773 584,925

40 986 193 7,315 689 267 269 4,405 83 303 1,256

-7,002 25,885 -14,030 22,230 -3,119 -16,950 -3,837 -32,400 -870 -90 -30,183

FORCE TOTAL 1000'S ZONE-A 1 BANGLADESH 2 BRUNEI-DAR. 3 COMOROS 4 INDONESIA 5 MALAYSIA 6 MALDIVES 7 MAYOTTE 8 TANZANIA SUBTOTAL/AVERAGE ZONE-B 1 AFGHANISTAN 2 AZERBAIJAN 3 IRAN 4 KAZAKHSTAN 5 KYRGYSTAN 6 PAKISTAN 7 TAJIKISTAN 8 TURKEY 9 TURKMENISTAN 10 UZBEKISTAN SUBTOTAL/AVERAGE

SERVICE

COUNTRY

INDUSTRIAL

#

AGRICULTURE


%

%

%

%

%

%

%

TOTAL MILLION$

$

BALANCE MILLION$


ZONE-C 1 ALBANIA 2 BAHRAIN 3 BOSNIA-HERZ. 4 CHECHNYA 5 GUYANA 6 IRAQ 7 JORDAN 8 KOSOVO 9 KUWAIT 10 LEBANON 11 OMAN 12 PALESTINE 13 QATAR 14 SAUDI ARABIA 15 SURINAME 16 SYRIA 17 U. A. E. 18 YEMEN SUBTOTAL/AVERAGE ZONE-D 1 ALGERIA 2 BENIN 3 BURKINA-FASO 4 CAMEROON 5 CHAD 6 COTE D'IVOIRE 7 DJIBOUTI 8 EGYPT 9 ERITREA

(Page 324 of 1344)

1,088 717 1,490 597 313 8,900 1,898 800 2,380 1,481 969 1,373 1,424 8,412 166 5,014 4,588 7,100 48,709

48 1 19 33 33 22 3 24 5 10 10 16 5 7 8 17 7 75 23

23 79 30 33 33 19 20 36 10 15 15 28 10 21 14 16 15 10 19

29 20 51 34 34 60 77 40 85 75 75 56 85 72 78 67 78 15 59

2,323 20,690 5,687 2,000 1,337 91,990 7,914 408 121,000 5,826 56,220 846 12,700 376,300 2,512 2,675 368,900 66,694 1,146,022

5,598 1,825 12,290 1,500 1,600 64,000 16,000 2,600 22,790 16,000 50,000 2,000 25,000 200,000 2,000 18,000 250,000 15,000 706,203

22 1 10 20 35 7 4 13 1 5 2 8 1 3 13 25 2 13 4.9

21 45 24 50 19 67 10 23 50 18 39 18 75 64 22 25 63 42 55

57 54 66 30 46 26 86 64 49 77 59 74 24 33 65 50 35 45 40

3.0 4.4 0.8 5.0 5.3 4.2 3.3 2.5 6 1.5 5.1 5.7 5.5 3.6 4.7 -2.3 4.0 3.8 3.7

3,213 28,820 11,140 0 1,846 59,490 22,040 448 29,760 26,740 10,840 1,300 149,400 149,400 860 9,796 167,900 7,806 680,799

1,064 21,932 2,877 0 2,510 1,826 2,779 241 10,851 4,546 3,367 286 70,367 5,463 1,500 546 29,829 300 4,574

-3,275 18,865 -6,603 500 -263 27,990 -8,086 -2,192 98,210 -10,174 6,220 -1,154 -12,300 176,300 512 -15,325 118,900 51,694 439,819

11,150 3,662 6,668 8,426 4,293 7,928 295 27,690 2,955

14 34 80 70 70 60 65 29 70

13 14 8 13 12 16 16 24 12

73 52 12 17 18 24 19 47 18

68,250 1,108 2,844 6,002 3,865 12,960 91 24,810 496

43,160 2,123 2,343 6,123 3,900 10,500 1,555 56,620 701

8 33 30 44 23 28 18 14 22

61 14 19 16 47 22 22 38 23

31 53 51 40 30 50 60 48 55

3.1 5.0 6.5 4.6 3.9 8.0 5.0 1.8 7.0

5,278 1,236 2,863 3,455 1,828 8,959 822 48,760 1,094

136 122 156 149 160 392 1,014 561 171

25,090 -1,015 501 -121 -35 2,460 -1,464 -31,810 -205


13 30 11 19 15 59 17 48 35 18 10 25 20 16 30 18 30 50 13 25 26

3,214 9,777 113 1,310 148 38,450 2,577 2,728 16,780 3,920 1,539 93,550 2,691 1,563 516 4,145 982 17,460 3,156 200 325,245

10,206 4,100 400 1,900 250 41,000 3,500 2,800 45,000 5,500 1,800 85,000 5,500 1,000 1,000 10,000 2,000 29,000 6,000 200 383,181

48 6 33 23 62 2 45 25 17 23 39 17 17 48 65 38 40 13 31 40 19

AFGHANISTAN

(Page 325 of 1344)

25

25

RANK

(Km) 44 42,150

RANK

(Km) 1

WATER-WAYS INLAND

COUNTRY RANK

#

ROADWAYS

(Km) 1,200

39 36 57 39 26 18 38 46 46 48 44 28 64 21 25 37 35 54 44 40 39

7.0 6.6 6.4 2.9 3.5 -5.1 4.8 6.4 5.1 7.0 6.2 6.2 4.0 13.3 2.6 3.9 5.5 2.8 5.6 5.0 4.0

11,990 3,433 518 2,584 1,095 6,319 3,349 3,233 36,510 6,276 1,556 15,730 4,375 1,331 3,050 40,920 719 26,950 5,223 0 249,455

124 2,052 269 225 647 1,012 204 809 1,107 254 89 89 321 232 292 1,153 98 2,464 145 0 341

(PIPE=OIL+PETRO+GAS) PIPELINES MARINE MERCHANT TOTAL PORTS SHIPS

APPENDIX-4: TABLE OF TRANSPORTATION & INFRASTRUCTURE

RAILROAD

13 58 10 38 12 80 17 29 37 30 17 54 19 31 10 25 25 33 25 20 41

12

(Km) 466

38

(#) 3

8

(#) 0

-6,992 5,677 -287 -590 -102 -2,550 -923 -72 -28,220 -1,580 -261 8,550 -2,809 563 -484 -5,855 -1,018 -11,540 -2,844 0 -57,936

AIR PORTS

32

RANK

7 20 24 15 13 23 13 2 20 11 10 15 12 14 10 12 10 32 5 25 13

RANK

80 50 65 66 72 17 70 50 45 71 80 60 68 70 60 70 60 18 82 50 61

RANK

45,650 629 777 5,409 633 1,644 3,241 1,318 11,730 10,555 4,688 51,530 6,096 2,207 3,447 11,920 2,595 3,974 17,400 144 258,654

RANK

10 ETHIOPIA 11 GABON 12 GAMBIA 13 GUINEA 14 GUINEA-BISSAU 15 LIBYA 16 MALI 17 MAURITANIA 18 MOROCCO 19 MOZAMBIQUE 20 NIGER 21 NIGERIA 22 SENEGAL 23 SIERRA LEONE 24 SOMALIA 25 SUDAN 26 TOGO 27 TUNISIA 28 UGANDA 29 WESTERN SAHARA SUBTOTAL/AVERAGE

(#) 52

23


2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

ALBANIA ALGERIA AZERBAIJAN BAHRAIN BANGLADESH BENIN BOSNIA-HERZ. BRUNEI-DAR. BURKINA-FASO CAMEROON CHAD CHECHNYA COMOROS COTE D'IVOIRE DJIBOUTI EGYPT ERITREA ETHIOPIA GABON GAMBIA GUINEA GUINEA-BISSAU GUYANA INDONESIA IRAN IRAQ JORDAN KAZAKHSTAN KOSOVO KUWAIT

(Page 326 of 1344)

339 3,973 2,918 0 2,622 438 601 13 622 1,245 0 1,000 0 660 100 5,083 306 681 649 0 1,185 0 0 5,042 8,442 2,370 507 15,333 430 0

40 10 14 46 15 37 33 45 32 22 46 25 46 30 42 6 41 28 31 46 24 46 46 7 3 16 35 1 38 46

18,000 113,655 52,942 4,122 21,269 16,000 22,926 3,029 15,272 51,350 40,000 3,000 880 81,996 3,065 137,430 4,010 44,359 9,170 3,740 44,348 3,455 7,970 496,607 198,866 59,623 7,203 97,418 6,955 6,608

37 9 21 55 33 38 30 61 39 22 26 62 63 14 60 8 57 23 46 58 24 59 47 1 5 18 48 11 51 52

41 0 0 0 8,370 150 50 209 0 50 50 0 0 980 0 3,500 0 0 1,600 390 1,300 50 330 21,579 850 5,279 0 4,000 0 0

30 31 31 31 3 27 29 25 31 29 29 31 31 15 31 8 31 31 10 22 11 29 23 1 17 5 31 7 31 31

580 29,642 6,425 74 2,950 0 156 1,176 0 1,200 582 500 0 487 0 15,725 0 0 2,449 0 0 0 0 21,704 38,906 10,437 522 26,963 0 858

33 2 17 42 22 45 39 29 45 28 32 35 45 37 45 6 45 45 23 45 45 45 45 4 1 12 34 3 45 30

4 10 1 2 3 1 4 3 0 3 0 0 2 3 1 11 2 0 5 1 2 4 1 13 5 3 1 5 0 5

7 4 10 9 8 10 7 8 11 8 11 11 9 8 10 3 9 11 6 10 9 7 10 2 6 8 10 6 11 6

17 38 90 8 62 0 0 9 0 0 0 0 149 1 0 67 4 8 2 4 0 0 10 1,340 76 2 12 11 0 34

22 14 7 27 12 32 32 26 32 32 32 32 5 31 32 11 29 27 30 29 32 32 25 1 9 30 23 24 32 15

5 157 37 4 18 6 24 1 23 33 59 10 4 27 13 83 13 57 44 1 16 8 117 673 319 102 18 96 6 7

46 5 27 47 38 45 35 49 36 28 18 41 47 32 40 15 40 19 25 49 39 43 9 1 2 11 38 13 45 44


32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61

KYRGYSTAN LEBANON LIBYA MALAYSIA MALDIVES MALI MAURITANIA MAYOTTE MOROCCO MOZAMBIQUE NIGER NIGERIA OMAN PAKISTAN PALESTINE QATAR SAUDI ARABIA SENEGAL SIERRA LEONE SOMALIA SUDAN SURINAME SYRIA TAJIKISTAN TANZANIA TOGO TUNISIA TURKEY TURKMENISTAN U. A. E.

(Page 327 of 1344)

470 401 0 1,849 0 593 728 0 2,067 4,787 0 3,505 0 7,791 0 0 1,378 906 84 0 5,978 0 2,052 680 3,689 0 2,165 12,008 2,980 0

36 39 46 20 46 34 27 46 18 8 46 12 46 4 46 46 21 26 43 46 5 46 19 29 11 46 17 2 13 46

34,000 6,970 100,024 144,403 88 22,474 10,628 50 58,395 30,331 18,949 193,200 60,240 262,256 4,686 9,830 221,372 14,008 11,300 22,100 11,900 4,304 69,873 27,767 86,472 11,652 19,418 385,748 58,592 4,080

27 50 10 7 64 31 44 65 20 28 36 6 17 3 53 45 4 40 43 32 41 54 16 29 13 42 35 2 19 56

600 0 0 7,200 0 1,800 50 0 0 460 300 8,600 0 700 0 0 0 1,000 800 50 4,068 1,200 900 200 100 50 0 1,200 1,300 0

20 31 31 4 31 9 29 31 31 21 24 2 31 19 31 31 31 14 18 29 6 12 16 26 28 29 31 12 11 31

496 88 11,630 9,068 0 0 0 0 1,389 1,250 0 12,714 8,185 16,309 0 3,830 10,600 51 0 0 5,839 50 5,199 587 1,210 100 5,013 15,641 9,001 7,738

36 41 9 13 45 45 45 45 25 26 45 8 15 5 45 21 11 43 45 45 18 44 19 31 27 40 20 7 14 16

1 3 5 1 1 1 2 0 6 3 0 3 5 3 1 4 6 1 3 2 1 2 3 0 2 2 5 14 1 11

10 8 6 10 10 10 9 11 5 8 11 8 6 8 10 7 5 10 8 9 10 9 8 11 9 9 6 1 10 3

0 29 23 315 18 0 0 0 26 2 0 89 5 11 0 28 72 1 215 1 2 0 19 0 94 61 9 629 11 61

32 16 19 3 21 32 32 32 18 30 32 8 28 24 32 17 10 31 4 31 30 32 20 32 6 13 26 2 24 13

28 8 146 114 9 25 30 1 55 98 30 54 132 151 3 6 214 20 8 61 74 55 90 24 166 8 29 98 26 43

31 43 7 10 42 34 29 49 20 12 29 21 8 6 48 45 3 37 43 17 16 20 14 35 4 43 30 12 33 26


62 UGANDA 63 UZBEKISTAN 64 WESTERN SAHARA 65 YEMEN TOTAL % OF GLOBAL WORLD

1,244 4,230 0 0 114,169 17 657,382

23 20,000 9 86,496 46 7,000 46 71,300 - 3,707,324 6 - 64,285,009

34 12 49 15 -

200 1,100 0 0 81,856 12 671,886

26 0 13 11,345 31 0 31 2,033 301,168 16 - 1,942,669

45 3 10 1 45 2 24 3 199 2 - 8,293

8 10 9 8 -

0 0 0 5 3,670 4 86,300

32 47 32 53 32 6 28 57 - 4,002 10 - 41,821

24 22 45 19 -

APPENDIX-4A: TABLE OF TRANSPORTATION & INFRASTRUCTURE [BY ZONE]

#

RAILROAD

ROADWAYS

(Km)

(Km)

COUNTRY

ZONE-A 1 BANGLADESH 2 BRUNEI-DAR. 3 COMOROS 4 INDONESIA 5 MALAYSIA 6 MALDIVES 7 MAYOTTE 8 TANZANIA SUBTOTAL ZONE-B 1 AFGHANISTAN 2 AZERBAIJAN 3 IRAN 4 KAZAKHSTAN 5 KYRGYSTAN

(Page 328 of 1344)

W-WAYS INLAND (Km)

PIPELINES TOTAL (Km)

MARINE PORTS (#)

MARCHANT SHIPS (#)

AIR PORTS (#)

2,622 13 0 5,042 1,849 0 0 3,689 13,215

21,269 3,029 880 496,607 144,403 88 50 86,472 752,798

8,370 209 0 21,579 7,200 0 0 100 37,458

2,950 1,176 0 21,704 9,068 0 0 1,210 36,108

3 3 2 13 1 1 0 2 25

62 9 149 1,340 315 18 0 94 1,987

18 1 4 673 114 9 1 166 986

25 2,918 8,442 15,333 470

42,150 52,942 198,866 97,418 34,000

1,200 0 850 4,000 600

466 6,425 38,906 26,963 496

3 1 5 5 1

0 90 76 11 0

52 37 319 96 28


6 PAKISTAN 7 TAJIKISTAN 8 TURKEY 9 TURKMENISTAN 10 UZBEKISTAN SUBTOTAL ZONE-C 1 ALBANIA 2 BAHRAIN 3 BOSNIA-HERZ. 4 CHECHNYA 5 GUYANA 6 IRAQ 7 JORDAN 8 KOSOVO 9 KUWAIT 10 LEBANON 11 OMAN 12 PALESTINE 13 QATAR 14 SAUDI ARABIA 15 SURINAME 16 SYRIA 17 U. A. E. 18 YEMEN SUBTOTAL ZONE-D 1 ALGERIA 2 BENIN 3 BURKINA-FASO

(Page 329 of 1344)

7,791 680 12,008 2,980 4,230 54,877

262,256 27,767 385,748 58,592 86,496 1,246,235

700 200 1,200 1,300 1,100 11,150

16,309 587 15,641 9,001 11,345 126,139

3 0 14 1 1 34

11 0 629 11 0 828

151 24 98 26 53 884

339 0 601 1,000 0 2,370 507 430 0 401 0 0 0 1,378 0 2,052 0 0 9,078

18,000 4,122 22,926 3,000 7,970 59,623 7,203 6,955 6,608 6,970 60,240 4,686 9,830 221,372 4,304 69,873 4,080 71,300 589,062

41 0 50 0 330 5,279 0 0 0 0 0 0 0 0 1,200 900 0 0 7,800

580 74 156 500 0 10,437 522 0 858 88 8,185 0 3,830 10,600 50 5,199 7,738 2,033 50,850

4 2 4 0 1 3 1 0 5 3 5 1 4 6 2 3 11 3 58

17 8 0 0 10 2 12 0 34 29 5 0 28 72 0 19 61 5 302

5 4 24 10 117 102 18 6 7 8 132 3 6 214 55 90 43 57 901

3,973 438 622

113,655 16,000 15,272

0 150 0

29,642 0 0

10 1 0

38 0 0

157 6 23


4 CAMEROON 5 CHAD 6 COTE D'IVOIRE 7 DJIBOUTI 8 EGYPT 9 ERITREA 10 ETHIOPIA 11 GABON 12 GAMBIA 13 GUINEA 14 GUINEA-BISSAU 15 LIBYA 16 MALI 17 MAURITANIA 18 MOROCCO 19 MOZAMBIQUE 20 NIGER 21 NIGERIA 22 SENEGAL 23 SIERRA LEONE 24 SOMALIA 25 SUDAN 26 TOGO 27 TUNISIA 28 UGANDA 29 WESTERN SAHARA SUBTOTAL

(Page 330 of 1344)

1,245 0 660 100 5,083 306 681 649 0 1,185 0 0 593 728 2,067 4,787 0 3,505 906 84 0 5,978 0 2,165 1,244 0 36,999

51,350 40,000 81,996 3,065 137,430 4,010 44,359 9,170 3,740 44,348 3,455 100,024 22,474 10,628 58,395 30,331 18,949 193,200 14,008 11,300 22,100 11,900 11,652 19,418 20,000 7,000 1,119,229

50 50 980 0 3,500 0 0 1,600 390 1,300 50 0 1,800 50 0 460 300 8,600 1,000 800 50 4,068 50 0 200 0 25,448

1,200 582 487 0 15,725 0 0 2,449 0 0 0 11,630 0 0 1,389 1,250 0 12,714 51 0 0 5,839 100 5,013 0 0 88,071

3 0 3 1 11 2 0 5 1 2 4 5 1 2 6 3 0 3 1 3 2 1 2 5 3 2 82

0 0 1 0 67 4 8 2 4 0 0 23 0 0 26 2 0 89 1 215 1 2 61 9 0 0 553

33 59 27 13 83 13 57 44 1 16 8 146 25 30 55 98 30 54 20 8 61 74 8 29 47 6 1,231

1 2 3 4 1

AFGHANISTAN ALBANIA ALGERIA AZERBAIJAN

(Page 331 of 1344) 2

1 1 1 1 1 1 1 1

COUNTRY/ITEM

1 1 1 1

5

1 1 1 1

6

1 1 1 1 1 1 1 1 1

1 1

1

1 1

WD/COCOA

1 1 1 1 1 1 1

RANK

TOTAL

ZIRCON/GRAPHITE

BORATE/STRONTIUM/EMERY/FELDSPAR/PERLITE/MERCURY/ANTIMONY

RARE EARTH ELEMENTS/TUNGSTEN

COLOMBITE/BARITE/NIOBIUM

TANTALUM/PUMICE/DIATOMITE/LIGNITE

POTASH/MAGNESIUM

NATRON/GRANITE/TITANIUM

PRECIOUS STONES/PEARLS

MICA/NEPHELINE/TALC/ASHPHALT/KAOLIN

ASBESTOS/TIN

GYPSUM

URANIUM

MANGANESE

MARBLE/SULPHUR

CHROMIUM/CHROMITE

ARABLE LAND/FERTILE S./LAND

TIMBER/HRD OIL LEAD

BAUXITE

FISH/SHRIMP

PHOSPHATES

BEAN/RUBBER/COFEE/PALM

9

COAL/BROWN COAL

8

SALT/ROCK SALT

7

HYDRO-POWER/GEOTHERMAL

STONE/GRAVEL/SAND/SILICA/LIME STONE/CLAY

COPPER

4

ZINC/NICKEL/COBALT/NONFEROUS METALS

3

PRECIOUS METALS

IRON

#

NATURAL GAS

PETROLEUM/SHALE OIL


APPENDIX-5: TABLE OF NATURAL RESOURCES

10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

14 1 11 4 7 8 5 10


5 BAHRAIN 6 BANGLADESH 7 BENIN 8 BOSNIA-HERZ. 9 BRUNEI-DAR. 10 BURKINA-FASO 11 CAMEROON 12 CHAD 13 CHECHNYA 14 COMOROS 15 COTE D'IVOIRE 16 DJIBOUTI 17 EGYPT 18 ERITREA 19 ETHIOPIA 20 GABON 21 GAMBIA 22 GUINEA 23 GUINEA-BISSAU 24 GUYANA 25 INDONESIA 26 IRAN 27 IRAQ 28 JORDAN 29 KAZAKHSTAN 30 KOSOVO 31 KUWAIT 32 KYRGYSTAN 33 LEBANON

(Page 332 of 1344)

1

1 1

1 1 1

1

1

1 1

1

1

1

1

1 1

1 1 1

1 1 1

1 1

1

1 1

1

1 1

1 1 1

1

1 1

1

1 1

1 1 1

1

1

1 1 1 1

1

1

1

1

1

1

1

1

1

1 1

1 1 1 1 1 1

1 1 1 1 1

1

1 1

1

1

1 1 1

1 1 1

1

1 1 1

1 1

1 1

1 1

1 1 1 1 1 1 1 1

1 1 1 1

1

1 1

1

1 1

1 1 1 1

1 1

1

1 1

1

1 1

1

1 1

1

1

1

1 1 1 1

1 1 1 1

1 1 1

1 1

1 1

1 1

1 1

1

1

1

1 1

1 1

1 1

1 1

1 1

1 1

1

1 1

1 1

1

1

1 1 1

1 1 1 1

1

1 1

1 1

1

1 1 1

1

1 1 1

1

1

1

1

1

1

1 1

1

1

1

1 1

1

1

4 6 4 13 3 6 5 8 10 1 13 9 12 8 5 10 1 5 8 7 5 10 10 4 3 12 7 3 9 4

11 9 11 2 12 9 10 7 5 14 2 6 3 7 10 5 10 7 8 10 5 5 11 12 3 8 12 6 11


34 LIBYA 35 MALAYSIA 36 MALDIVES 37 MALI 38 MAURITANIA 39 MAYOTTE 40 MOROCCO 41 MOZAMBIQUE 42 NIGER 43 NIGERIA 44 OMAN 45 PAKISTAN 46 PALESTINE 47 QATAR 48 SAUDI ARABIA 49 SENEGAL 50 SIERRA LEONE 51 SOMALIA 52 SUDAN 53 SURINAME 54 SYRIA 55 TAJIKISTAN 56 TANZANIA 57 TOGO 58 TUNISIA 59 TURKEY 60 TURKMENISTAN 61 U. A. E. 62 UGANDA

(Page 333 of 1344)

1 1

1 1

1 1

1

1

1

1

1 1 1

1 1

1 1

1

1

1 1

1

1

1

1

1 1

1

1

1 1

1 1

1

1

1 1 1 1 1 1 1

1 1

1 1 1 1 1 1

1

1 1 1

1 1 1

1

1 1 1 1

1

1 1 1

1 1 1 1

1 1

1

1 1

1

1 1

1

1

1

1 1

1

1

1 1 1

1 1

1

1 1 1

1 1 1 1 1 1 1 1

1

1 1 1

1 1 1 1 1

1 1

1 1 1

1 1

1 1 1 1 1

1 1 1

1

1

1

1

1 1

1

1 1 1

1

1

1

1

1

1

1

1

1 1 1 1

1

1 1 1 1

1 1

1

1

1 1

1

1

1

1

1 1

1 1

1

1

1

1 1

1

1

1 1

1

1

1 1

1

1

1

1 1

1

1

1

1

3 7 1 13 7 1 7 1 6 9 10 9 8 2 3 5 3 6 9 9 9 9 9 9 4 6 13 4 2 7

12 8 14 2 8 14 8 9 6 5 6 7 13 12 10 12 9 6 6 6 6 6 6 11 9 2 11 13 8

2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

NATURAL GAS PRECIOUS METALS ZINC/NICKEL/COBALT/NONFEROUS METALS COPPER HYDRO-POWER/GEOTHERMAL STONE/GRAVEL/SAND/SILICA/LIME STONE/CLAY SALT/ROCK SALT COAL/BROWN COAL FISH/SHRIMP PHOSPHATES N/RUBBER/COFEE/PALM OITIMBER/HRD WD/COCOA BEAN

BAUXITE LEAD PRECIOUS STONES/PEARLS MANGANESE URANIUM CHROMIUM/CHROMITE GYPSUM ARABLE LAND/FERTILE S./LAND ASBESTOS/TIN MICA/NEPHELINE/TALC/ASHPHALT/KAOLIN NATRON/GRANITE/TITANIUM MARBLE/SULPHUR POTASH/MAGNESIUM TANTALUM/PUMICE/DIATOMITE/LIGNITE COLOMBITE/BARITE/NIOBIUM RARE EARTH ELEMENTS/TUNGSTEN BORATE/STRONTIUM/EMERY/FELDSPAR/PERLITE/MERCURY/ANTIMONY

ZIRCON/GRAPHITE

63 UZBEKISTAN 1 1 1 1 1 1 1 1 64 WESTERN SAHARA 1 1 65 YEMEN 1 1 1 1 1 1 1 1 1 1 TOTAL # COUNTRIES 40 33 31 26 24 23 20 19 18 17 17 16 15 15 15 12 11 11 10 10 10 10 10 10

ZONE-A

(Page 334 of 1344)

1

7 5 5 4 4 2

TOTAL

1

IRON

#

PETROLEUM/SHALE OIL

COUNTRY/ITEM


9 6 2 13 10 5 2 - -

APPENDIX-5A: TABLE OF NATURAL RESOURCES [BY ZONE]


1 BANGLADESH 2 BRUNEI-DAR. 3 COMOROS 4 INDONESIA 5 MALAYSIA 6 MALDIVES 7 MAYOTTE 8 TANZANIA SUBTOTAL ZONE-B 1 AFGHANISTAN 2 AZERBAIJAN 3 IRAN 4 KAZAKHSTAN 5 KYRGYSTAN 6 PAKISTAN 7 TAJIKISTAN 8 TURKEY 9 TURKMENISTAN 10 UZBEKISTAN SUBTOTAL ZONE-C 1 ALBANIA 2 BAHRAIN 3 BOSNIA-HERZ. 4 CHECHNYA 5 GUYANA 6 IRAQ 7 JORDAN 8 KOSOVO

(Page 335 of 1344)

1 1

1

1

1

1

1 1

0

6 3 1 10 7 1 1 9 -

0

14 5 10 12 9 8 9 13 4 9 -

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11 4 13 10 5 4 3 7


9

13

KUWAIT LEBANON OMAN PALESTINE QATAR

14

SAUDI ARABIA

10 11 12

SURINAME 16 SYRIA 17 U. A. E. 18 YEMEN SUBTOTAL ZONE-D 1 ALGERIA 2 BENIN 3 BURKINA-FASO 4 CAMEROON 5 CHAD 6 COTE D'IVOIRE 7 DJIBOUTI 8 EGYPT 9 ERITREA 10 ETHIOPIA 11 GABON 12 GAMBIA 13 GUINEA

1

GUINEA-BISSAU

15

LIBYA MALI MAURITANIA MOROCCO

16 17 18

1

1 1 1 1

15

14

1

1 1 1

1 1 1

1 1 1 1

1

7

9

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1

1

1 1

1

1 1 1

1

1 1

1 1 1

3

1

1

1 1 1

1 1 1

5

1 3

1

1

1 1

1

2

1

1 1

1 4

1

1

1 1 1

1 6

1

1 1

4

1 3

1 1

1 1 1 1 1 1

1

1

12

(Page 336 of 1344)

1 1

1

1 1 1

1

1

1 1 1

1

1

1

1

3 4 9 2 3 5 9 9 2 10 7 4 6 5 8 13 9 12 8 5 10 5 8 7 3 13 7 7


1

19

MOZAMBIQUE

20 22

NIGER NIGERIA SENEGAL

23

SIERRA LEONE

24

28

SOMALIA SUDAN TOGO TUNISIA UGANDA

29

WESTERN SAHARA

21

25 26 27

1 1 1 1

1 1 1 1 1 1

1

1

1 1

1 1 1

1

1

1

1

1 1

1

1

1

1 1

SUBTOTAL

1 1

1

1

1

1

1

8

10

12

10

1 1

1

1

(Page 337 of 1344)

2

2

-

1 1

1

1

1

1 1

1 10

14

9

3

13

8

5

6

5

5

6

7

2

7

3

6

4

7

4

2

3

2

2

0

22

23

24

25

26

27

28

29

30

31

APPENDIX-6: TABLE OF EXPORTS

#

6 9 10 3 6 9 9 4 6 7 2

1

1 1 1

1 1

1

1

1 17

1

1 1

16

1

1 1

1 1 1

1

1 1

1

1

1

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

AFGHANISTAN

2 ALBANIA

3 ALGERIA

4 AZERBAIJAN

5 BAHRAIN

6 BANGLADESH

7 BENIN

8 BOSNIA-HERZ.

9 BRUNEI-DAR.

10 BURKINA-FASO

11 CAMEROON

12 CHAD

13 CHECHNYA

14 COMOROS

1 1 1 1

1

1 1

1 1 1

1

(Page 338 of 1344) 1 1 1 1 1 1 1 1 1 1 1 1

1 1 1 1

1 1 1 1

1

1

1 1

1 1

1 1

1

1 1

MERCURY

COAL

JUTE/JUTE GOODS

ASPHALT

AUTOMOBILES

SORGHUM/PAPER

BAUXITE

STONES/LIMESTONES/CONSTRUCTION MINERAL

RICE/WHEAT

ELECTRICITY

RUBBER

SUGAR

URANIUM/URANIUM ORES

GEMS/PRECIOUS STONES

POTASH/PHOSPHATES

FERTILIZERS

ELECTRICAL APPLIANCES/ELECTRONICS

1

RANK

1

OPIUM/TOBACCO

1

TOTAL

1

CARPETS/RUGS/WOOLS

OILSEEDS/EDIBLE OIL-PRODUCTS

MACHINERY/EQUIPMENT

HIDES/PELTS/LEATHER

WOOD/WOOD-PRODUCTS/TIMBER

NATURAL GAS/GAS

CHEMICALS/PHARMACEUTICALS

PRECIOUS METALS

OTHER

METALS/METALLIC ORES/ALUMINUM/MANGANESE

OIL/PETROLEUM/PETR. PRODUCTS

TEXTILES/FOOTWEARS/COTTON/GARMENTS/KNITW EAR/APPAREL

1 FRUITS/NUTS/AGRO-PRODUCTS/FISH/FROZEN FOOD/CATTLE/SPICES/COCOA/COFFEE

COUNTRY/ITEM


6 5 2 5 3 4 2 3 2 3 5 2 2 2 4 5 8 5 7 6 8 7 8 7 5 8 8 8

Socioeconomic Justice and Modeling Growth-Distribution Effective Common Market /The Republic Re-engineered/By N. U. M. Akramul Kabir Khan 15

COTE D'IVOIRE

16

DJIBOUTI

17

EGYPT

18

ERITREA

19

ETHIOPIA

20

GABON

21

GAMBIA

22

GUINEA

23

GUINEA-BISSAU

24

GUYANA

25

INDONESIA

26

IRAN

27

IRAQ

28

JORDAN

29

KAZAKHSTAN

30

KOSOVO

31

KUWAIT

32

KYRGYSTAN

33

LEBANON

34

LIBYA

35

MALAYSIA

36

MALDIVES

37

MALI

38

MAURITANIA

39

MAYOTTE

40

MOROCCO

41

MOZAMBIQUE

42

NIGER

43

NIGERIA

44

OMAN

1

1

1

1 1

1 1 1

1 1

1

1

1

1

1

1

1

1

1 1

1

1 1 1 1 1

1 1

1

1 1

1 1 1 1

1 1

1 1 1 1 1 1 1 1 1

1 1 1

(Page 339 of 1344)

1 1 1 1

1 1

1 1 1

1

1 1

1

1 1

1

1

1 1

1 1

1 1 1

1

1

1 1 1

1

1 1

1 1 1 1 1

1 1

1 1 1 1 1

1

1 1

1

1 1

1 1

1

1

1 1

1

1

1

1

1

1

1

1

1 1

1 1

1 1

1 1

1 1

1

1

1 1

1

4 1 5 3 4 4 3 4 2 5 5 4 2 5 8 7 2 9 8 3 9 1 3 4 1 7 6 2 3 4

6 9 5 7 6 6 7 6 8 5 5 6 8 5 2 3 8 1 2 7 1 9 7 6 9 3 4 8 7 6


1 1

PAKISTAN

46

PALESTINE

47

QATAR

48

SAUDI ARABIA

49

SENEGAL

50

SIERRA LEONE

51

SOMALIA

52

SUDAN

53

SURINAME

54

SYRIA

55

TAJIKISTAN

56

TANZANIA

57

TOGO

58

TUNISIA

59

TURKEY

60

TURKMENISTAN

61

U. A. E.

62

UGANDA

63

UZBEKISTAN

64

WESTERN SAHARA

65 YEMEN TOTAL # COUNTRIES

1

1

1

1

1 1

1 1 1 1 1 1 1 1 1 1 1

1 1 1

1

1

1

1 1

1 1 1

1 1 1

1 1 1 1 1 1 1

1 1 1

1 1 1 1

1

1 1 1

1 1

1 1 1 1 1

1 1 1

1

1 1

1 1

1 1 1 1

1

1 1

1 1

1

1

1

1 1

1 OF

1

1

50

36

1

31

14

14

12

9

10

9

7

7

6

5

5

5

5

4

11

12

13

14

15

16

17

3

3

3

3

3

3

2

2

2

1

1

7 2 4 1 4 3 3 5 5 5 5 4 4 6 4 3 4 3 8 1 3

3 8 6 9 6 7 7 5 5 5 5 6 6 4 6 7 6 7 2 9 7 -

1

1

1

-

28

29

30

31

APPENDIX-6A: TABLE OF EXPORTS #

1

(Page 340 of 1344)

2

3

4

5

6

7

8

9

10

18

19

20

21

22

23

24

25

26

27

1 2 3 4 5 6 7 8

SUBTOTAL

1 AFGHANISTAN 2 AZERBAIJAN BANGLADESH BRUNEI-DAR.

1

COMOROS INDONESIA MALAYSIA MALDIVES MAYOTTE TANZANIA 1

(Page 341 of 1344)

FOOD//

1 1

1 1

ZONE-B

1 1 1 5 1 5 3

1 1 1 1 1

1 1 1

1 2

0 1 1 1

1 1 1 1

1 1 2 1 0

1 1 1

1

1 1 1

1 2 0 0 0 0

1 1

0 0 2 0 0 0 0 0

1

0 1 0

1

1 1

1 1

0

TOTAL

ZONE-A

MERCURY

COAL

SORGHUM/PAPER

JUTE/JUTE GOODS

ASPHALT

AUTOMOBILES

BAUXITE

STONES/LIMESTONES/CONSTRUCTION MINERAL

RICE/WHEAT

ELECTRICITY

RUBBER

SUGAR

URANIUM/URANIUM ORES

GEMS/PRECIOUS STONES

OPIUM/TOBACCO

POTASH/PHOSPHATES

FERTILIZERS

ELECTRICAL APPLIANCES/ELECTRONICS

OILSEEDS/EDIBLE OIL-PRODUCTS

CARPETS/RUGS/WOOLS

MACHINERY/EQUIPMENT

HIDES/PELTS/LEATHER

WOOD/WOOD-PRODUCTS/TIMBER

NATURAL GAS/GAS

CHEMICALS/PHARMACEUTICALS

PRECIOUS METALS

OTHER

METALS/METALLIC ORES/ALUMINUM/MANGANESE

OIL/PETROLEUM/PETR. PRODUCTS

TEXTILES/FOOTWEARS/COTTON/GARMENTS/KNITWEAR/APPAREL

FRUITS/NUTS/AGRO-PRODUCTS/FISH/FROZEN CATTLE/SPICES/COCOA/COFFEE

COUNTRY/ITEM


0 4 2 2 5 9 1 1 4 6 5


3 4 5 6 7 8 9 10

IRAN KAZAKHSTAN

KYRGYSTAN

PAKISTAN TAJIKISTAN TURKEY

1 1 1 1 1 1

TURKMENISTAN

UZBEKISTAN

SUBTOTAL

1 9

1 1 1 1 1 1 1 1 8

1 1

1

1

1 1

1 1

1

1

1 1 1 1

1

1

1

1

1 1

1 1

1

1

1 4

1

1 1 3

1 3

1 2

3

3

0

2

1 5

5

1

0

1 1

0

2

1

1

0

0

2

1

0

0

1 1

0

0

0

1

1

4 8 9 7 5 4 3 8 -

ZONE-C

1 2 3 4 5 6 7 8 9

ALBANIA BAHRAIN BOSNIA-HERZ.

13

CHECHNYA GUYANA IRAQ JORDAN KOSOVO KUWAIT LEBANON OMAN PALESTINE QATAR

14

SAUDI ARABIA

10 11 12

15 16 17 18

1

SURINAME SYRIA U. A. E. YEMEN

SUBTOTAL

1 1 1

1 1

1 1 1

1 1 1 1

1 1 1 1 1

1

1

1 1 1 1 1 2

(Page 342 of 1344)

1

1 1 1

1

1

1

1

1

1 1

1

1

1 1 1 1

5 3 3 2 5 2 5 7 2 8 4 2 4 1 5 5 4 3

1 1

1 1

1

1

1

1

1

1

1

1

8

1 1 1 1 1 1

1

1

1

12 6

1

1

1 1

1 1 4

1 1 2

2

3

3

1

2

0

0

1

3

1

2

0

0

1

0

0

2

2

1

0

1

0

1

0

0

-

Socioeconomic Justice and Modeling Growth-Distribution Effective Common Market /The Republic Re-engineered/By N. U. M. Akramul Kabir Khan ZONE-D

1 2 3 4 5 6 7 8 9

ALGERIA BENIN BURKINA-FASO

CAMEROON CHAD COTE D'IVOIRE

13

DJIBOUTI EGYPT ERITREA ETHIOPIA GABON GAMBIA GUINEA

14

GUINEABISSAU

10 11 12

15 16 17 18 19 20 21 22 23 24 25 26 27 28

1 1 1 1 1 1

1 1 1 1

1 1

1 1 1

1

1 1 1

1 1 1

1 1

1

1 1 1

1 1 1

1

1

1

1

1

1

1 1

1

1

LIBYA MALI

1 1 MAURITANIA MOROCCO 1 MOZAMBIQUE 1 NIGER 1 NIGERIA 1 SENEGAL 1 1 SIERRA LEONE SOMALIA 1 SUDAN 1 TOGO 1 TUNISIA 1 UGANDA 1

(Page 343 of 1344)

1 1

1 1

1

1 1 1

1 1

1

1 1

1 1

1

1

1

1

1

1

1

1 1

1 1

1 1 1 1

1 1 1 1

1

1 1 1

1 1

1 1

1

1

1 1

2 2 3 5 2 4 1 5 3 4 4 3 4 2 3 3 4 7 6 2 3 4 3 3 5 4 6 3

1

2

3

4

5

6

7

8

9

10

#

AFGHANISTAN ALBANIA ALGERIA AZERBAIJAN BAHRAIN BANGLADESH BENIN BOSNIA-HERZ. BRUNEI-DAR. BURKINA-FASO

(Page 344 of 1344) 1

1 1 1 1 1 1 1 1 1

2

1 1 1 1

1 1 1 1 1 1 1 1

1

3 4

1 1

1 1

1 1 1

1

7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

CRUDE OIL MEDICINE/MEDICAL SUPPLIES PLASTICS CLOTHING PAPER WOOD PRODUCTS INDUSTRIAL SUPPLIES/RAW-MATERIALS SEMI-FINISHED GOODS LUBRICANTS OIL PRODUCTS TECHNICAL SERVICES TOBACCO ELECTRICITY EDIBLE OILS TEA QAT YARN ALUMINUM OXIDE HYDROCARBONS

4 2

1

4

1

3

1

1

0

1

0 3 2 1 1 4 0 2 2 2 1 1 0 0 1 0 0 0 1 0

1 1

1 1 1

1

0

4 4 3 5 3 7 3 4 6 3

RANK

WESTERN SAHARA

TOTAL

6

CEMENT/CONSTRUCTION MATERIALS

5

MOTOR VEHICLES/PARTS

7

METALS/MINERALS/METAL PRODUCTS

5

TEXTILES/COTTON

12

5

CONSUMER/MANUFACTURE GOODS/ELECTRONICS

15

CHEMICALS

24

PETROLEUM/FUELS/PETR. PRODUCTS

SUBTOTAL

FOOD/FOODSTUFFS/CEREALS/LIVESTOCK

29

MACHINERY/ELECTRICAL & TRANSPORT EQUIP.

COUNTRY/ITEM


1 -

APPENDIX-7: TABLE OF IMPORTS

3 3 2 4 2 6 2 3 5 2

Socioeconomic Justice and Modeling Growth-Distribution Effective Common Market /The Republic Re-engineered/By N. U. M. Akramul Kabir Khan 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40

CAMEROON CHAD CHECHNYA COMOROS COTE D'IVOIRE DJIBOUTI EGYPT ERITREA ETHIOPIA GABON GAMBIA GUINEA GUINEA-BISSAU GUYANA INDONESIA IRAN IRAQ JORDAN KAZAKHSTAN KOSOVO KUWAIT KYRGYSTAN LEBANON LIBYA MALAYSIA MALDIVES MALI MAURITANIA MAYOTTE MOROCCO

(Page 345 of 1344)

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

1 1

1 1 1

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

1 1 1 1 1 1 1 1 1 1 1

1

1

1 1

1 1

1 1

1

1 1

1 1

1

1 1 1 1

1

1

1 1 1

1 1 1

1 1 1

1 1 1 1 1 1

1 1 1

1 1 1

1

1

1

1

1

1

1

1

1 1

1

1

1 1

1

1

1 1

1

1

1 1

1

1

1

1

3 3 2 5 3 4 5 4 6 4 4 5 3 4 4 5 3 4 3 8 4 4 11 4 7 3 5 4 4 8

2 2 1 4 2 3 4 3 5 3 3 4 2 3 3 4 2 3 2 7 3 3 8 3 6 2 4 3 3 7


63

MOZAMBIQUE NIGER NIGERIA OMAN PAKISTAN PALESTINE QATAR SAUDI ARABIA SENEGAL SIERRA LEONE SOMALIA SUDAN SURINAME SYRIA TAJIKISTAN TANZANIA TOGO TUNISIA TURKEY TURKMENISTAN U. A. E. UGANDA UZBEKISTAN

64

WESTERN SAHARA

65

YEMEN

41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62

TOTAL # OF COUNTRIES

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 60

1 1 1 1 1 1 1 1 1 1 1 1 1 1

1 1

1

1 1 1 1 1 1

1

1 1

1 1

1 1 1

1

1 1

58

1

1

1

26

27

28

1

1

1

1 1 1 1

1

1

1

1 1

1

1

1

1

1

1

1

1 1

1

1 1

1 1 1 1 1 1

1

1

1 1 1

7 4 4 4 7 5 3 5 3 5 5 6 5 7 4 4 3 5 4 3 3 5 4 2 3 -

1 1

1

1 1 1 1

1

1 1

1

1 1

1

1

1 1 38

APPENDIX-7A: TABLE OF IMPORTS # 1 2 3 4

(Page 346 of 1344)

1

20

31

5

15

6

9

13

7

8

7

9

5

10

4

4

3

3

2

2

11

12

13

14

15

16

2

17

2

18

1

1

19

1

20

1

21

1

22

1

23

1

24

1

25

6 3 3 3 6 4 2 4 2 4 4 5 4 6 3 3 2 4 3 2 2 4 3 1 2 -

ZONE-A 1 BANGLADESH 2 BRUNEI-DAR. 3 COMOROS 4 INDONESIA 5 MALAYSIA 6 MALDIVES 7 MAYOTTE 8 TANZANIA SUBTOTAL ZONE-B 1 AFGHANISTAN 2 AZERBAIJAN 3 IRAN 4 KAZAKHSTAN 5 KYRGYSTAN 6 PAKISTAN 7 TAJIKISTAN 8 TURKEY 1 1 1 1 1 1 1 1 8

1 1 1 1 1 1 1 1

(Page 347 of 1344) 1 1 1 1

1 1

1 1 1 1

1

5 5

1 1 1 1 1 1

1 1 1 1 1 1

1 1

5

1 1 4

1

1

1 1

1

1

1

1 1 1

4

1 2 2 1 1

1

0 1

1

1 0

1 0 1 1 0

1 1

1 1

0 0 0 0 0 0

1

0 0 0

1 1 1 1

1

0

1 1 1

1

1 1 1

TOTAL

1

HYDROCARBONS

ALUMINUM OXIDE

YARN

QAT

TEA

EDIBLE OILS

ELECTRICITY

TOBACCO

TECHNICAL SERVICES

OIL PRODUCTS

LUBRICANTS

SEMI-FINISHED GOODS

INDUSTRIAL SUPPLIES/RAW-MATERIALS

WOOD PRODUCTS

PAPER

CLOTHING

PLASTICS

MEDICINE/MEDICAL SUPPLIES

CRUDE OIL

CEMENT/CONSTRUCTION MATERIALS

MOTOR VEHICLES/PARTS

METALS/MINERALS/METAL PRODUCTS

TEXTILES/COTTON

CONSUMER/MANUFACTURE GOODS/ELECTRONICS

CHEMICALS

PETROLEUM/FUELS/PETR. PRODUCTS

FOOD/FOODSTUFFS/CEREALS/LIVESTOCK

MACHINERY/ELECTRICAL/TRANSPORT EQUIP.

COUNTRY/ITEM


0 7 6 5 4 7 3 4 4 -

4 5 5 3 4 7 4 4


TURKMENISTAN

10

UZBEKISTAN

SUBTOTAL ZONE-C 1 ALBANIA 2 BAHRAIN 3 BOSNIA-HERZ. 4 CHECHNYA 5 GUYANA 6 IRAQ 7 JORDAN 8 KOSOVO 9 KUWAIT 10 LEBANON 11 OMAN 12 PALESTINE 13 QATAR 14 15 16 17 18

SAUDI ARABIA

SURINAME SYRIA U. A. E. YEMEN SUBTOTAL ZONE-D 1 ALGERIA 2 BENIN 3 BURKINA-FASO 4 CAMEROON 5 CHAD 6 COTE D'IVOIRE 7 DJIBOUTI 8 EGYPT

1 1 10

1 1 1 1 1

1 1 8

5

1 1

1 1

1 1 1 1 1 1

1 1 1 1 1 1 1 1 1 1 1 1 1 1

15

16

6

1 1 1 1 1 1 1 1

1 1 1 1 1 1 1 1

1 1 1 1

(Page 348 of 1344)

1

1 1 5

1

1 1 1 1

1

1 4

0

0

0

1

1 1 1

1

1

0

1 1 1 1 1

1 1

1 1 1 1

1

1

0

1

1

0

0

1

1

0

0

1

0

4 3 4 2 4 3 4 8 4

1

1

11

1

4 5 3 5 5 7 3 3 -

1 1 1 1

1 1

6

1 1

5

3

1

3

2

3

2

1

1

2

2

1

1

1

1 1 1

1

1

1

1 1 1 1 1 1

1

1

1 1 1 12

0

1

1 1

1

1

1 1

1

0

1

3 4 -

0

0

1

0

0

0

0

0

0

1

0

0

3 3 3 3 3 3 4 5

Socioeconomic Justice and Modeling Growth-Distribution Effective Common Market /The Republic Re-engineered/By N. U. M. Akramul Kabir Khan 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29

ERITREA ETHIOPIA GABON GAMBIA GUINEA

SIERRA LEONE

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

SOMALIA SUDAN TOGO TUNISIA UGANDA

1 1 1 1

GUINEA-BISSAU

LIBYA MALI MAURITANIA

MOROCCO MOZAMBIQUE

NIGER NIGERIA SENEGAL

WESTERN SAHARA

SUBTOTAL

27

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

1 1

1 1

29

22

1 1 1

1 1 1

1

1 1

1 1

1

1 1 1 1 1 1

1 1 1 1

1 1 1

1 1 1 1

1 1 1

1

1

1 1

1

1 1

1 1 1

1

1

1

1

1 1

1

1 1

9

9

8

2

4

1 3

1

2

1

0

0

1

0

1

1

0

0

0

1

0

0

1

0

APPENDIX-8: TABLE OF EXPORT PARTNERS

#

1

(Page 349 of 1344)

2

3

4

5

6

7

8

9

10

11

12

13

14

15

0

1

4 6 4 4 5 3 4 5 4 8 7 4 4 3 5 5 6 3 5 5 2 -

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

AFGHANISTAN ALBANIA ALGERIA AZERBAIJAN BAHRAIN BANGLADESH BENIN BOSNIA-HERZ. BRUNEI-DAR. BURKINA-FASO CAMEROON CHAD CHECHNYA COMOROS COTE D'IVOIRE DJIBOUTI EGYPT ERITREA ETHIOPIA GABON GAMBIA

(Page 350 of 1344)

1 1 1 1

1 1 1 1

1 1

1

1 1

1

1 1

1 1 1 1 1 1 1

1 1

1 1 1

1

1

1

1

1 1 1

1 1

1

1 1 1 1 1

1

1 1

1 1 1 1

1 1

1

1 1 1

1

1

1

3 2 3 7 3 3 3 1 5 3 4 2 2 4 4 1 4 3 4 6 3

RANK

TOTAL # OF DOMAINS

ISRAEL 1

1 1

OTHER AMERICA

OTHER WORLD

1

1

1 1

BRAZIL

AUSTRALIA

SOUTH

NORTH OTHER AMERICA

RUSSIA

OTHER AFRICA

JAPAN

OTHER ASIA

1 1

1 1

USA

INDIA

P. R. CHINA

OTHER EUROPE

COUNTRY/ITEM

OIC COUNTRIES


5 6 5 1 5 5 5 7 3 5 4 6 6 4 4 7 4 5 4 2 5


22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51

GUINEA GUINEA-BISSAU GUYANA INDONESIA IRAN IRAQ JORDAN KAZAKHSTAN KOSOVO KUWAIT KYRGYSTAN LEBANON LIBYA MALAYSIA MALDIVES MALI MAURITANIA MAYOTTE MOROCCO MOZAMBIQUE NIGER NIGERIA OMAN PAKISTAN PALESTINE QATAR SAUDI ARABIA SENEGAL SIERRA LEONE SOMALIA

(Page 351 of 1344)

1

1 1

1 1 1 1 1 1 1 1 1

1 1 1 1 1 1

1 1 1 1

1 1 1 1 1

1 1 1 1

1 1 1 1 1 1

1 1

1

1 1

1

1 1 1 1

1 1 1

1

1

1 1

1 1

1

1

1 1 1 1 1

1 1 1

1 1 1

1 1

1 1

1

1

1 1 1

1

1 1

1 1

1 1

1

1

1 1 1 1 1

1 1

1

1

1 1 1 1

1

1 1 1

1

1 1

1 1

1 1 1

5 2 3 6 5 5 3 2 3 5 3 3 3 6 3 3 4 2 3 4 6 5 4 3 4 4 5 3 4 1

3 6 5 2 3 3 5 6 5 3 5 5 5 2 5 5 4 6 5 4 2 3 4 5 4 4 3 5 4 7


52 SUDAN 53 SURINAME 54 SYRIA 55 TAJIKISTAN 56 TANZANIA 57 TOGO 58 TUNISIA 59 TURKEY 60 TURKMENISTAN 61 U. A. E. 62 UGANDA 63 UZBEKISTAN 64 WESTERN SAHARA 65 YEMEN TOTAL # OF COUNTRIES

1 1 1 1 1 1 1 1

1

1

1 1 1 1 1 1

1 1 1 1

1 1 1

1

1

1 1 1

1 1 1 1

1 1

1

1

1

1 1

1 1

43

1 31

38

1 30

1 16

25

15

1

6

6

5

3

3

2

2

11

12

13

2

1 5 1 4 5 5 3 3 2 4 3 3 3 3 -

7 3 7 4 3 3 5 5 6 4 5 5 5 5 -

ZONE-A 1 BANGLADESH

(Page 352 of 1344)

1

1

1

TOTAL # OF DOMAINS

SOUTH

15

ISRAEL

BRAZIL

AUSTRALIA

14

OTHER AMERICA

10 NORTH

9

OTHER AMERICA

8

RUSSIA

7

OTHER AFRICA

USA

6

JAPAN

5

OTHER ASIA

4

INDIA

OTHER EUROPE

3

P. R. CHINA

2

OIC COUNTRIES

1

COUNTRY/ITEM

#

OTHER WORLD

APPENDIX-8A: TABLE OF EXPORT PARTNERS

3


2 BRUNEI-DAR. 3 COMOROS 4 INDONESIA 5 MALAYSIA 6 MALDIVES 7 MAYOTTE 8 TANZANIA SUBTOTAL ZONE-B 1 AFGHANISTAN 2 AZERBAIJAN 3 IRAN 4 KAZAKHSTAN 5 KYRGYSTAN 6 PAKISTAN 7 TAJIKISTAN 8 TURKEY 9 TURKMENISTAN 10 UZBEKISTAN SUBTOTAL ZONE-C 1 ALBANIA 2 BAHRAIN 3 BOSNIA-HERZ. 4 CHECHNYA 5 GUYANA 6 IRAQ 7 JORDAN 8 KOSOVO 9 KUWAIT

(Page 353 of 1344)

1 1 1 1 4 1 1 1

1 1 1 5

1 8 1 1

1 3

1 5

1 1

1 1 1 1

1 1

1 1 1 1

1

1 1 1 5

1 1 1 1 1 1 1 7

1 1 1

1 1 1 4 1 1

1 1 1 1 1 5 1 1

1

1

1 1

1

1 4

0

0

1

0

0

1 1

1 1 1 3

3

1

2

1

0

1 5

0

1

1

1 1 1 1

1

1

1

1

0

1

1 1 1 1

2

1

1 1

1 1 1

1

1

1

1

1

1

1

0

0

0

0

1

5 4 6 6 3 2 5 3 7 5 2 3 3 4 3 2 3 2 3 1 2 3 5 3 3 5


10 LEBANON 11 OMAN 12 PALESTINE 13 QATAR 14 SAUDI ARABIA 15 SURINAME 16 SYRIA 17 U. A. E. 18 YEMEN SUBTOTAL ZONE-D 1 ALGERIA 2 BENIN 3 BURKINA-FASO 4 CAMEROON 5 CHAD 6 COTE D'IVOIRE 7 DJIBOUTI 8 EGYPT 9 ERITREA 10 ETHIOPIA 11 GABON 12 GAMBIA 13 GUINEA 14 GUINEA-BISSAU 15 LIBYA 16 MALI 17 MAURITANIA 18 MOROCCO 19 MOZAMBIQUE

(Page 354 of 1344)

1 1 1

1

1 1

1

12

1 1

1

7

1

1 1 1

1 1 1

1

1 6

1 1 8

1 1

7

1 1 1

1 1 1

1 1 8

1 6

1

1 1 1 1 1 1 1 1

1 1

1 1 1 1

1 1

1 1 1

2

0

1 1 1 1 1 1 1 1

0

1

0

1

1 1

1

1 1

1

1

1 1 1 1 1 1 1

1

1 1 1 1

1 1 1

1

1 1 1 1

1

1

1

1

1 1 1 1 1

1 1

1

3 4 4 4 5 5 1 4 3 3 3 3 4 2 4 1 4 3 4 6 3 5 2 3 3 4 3 4


20 NIGER 21 NIGERIA 22 SENEGAL 23 SIERRA LEONE 24 SOMALIA 25 SUDAN 26 TOGO 27 TUNISIA 28 UGANDA 29 WESTERN SAHARA SUBTOTAL

1 1 1 1 1 1 1 1 1 19

1 1 1 1

1

1 1 1

1 1

1 1

1

1 1 1

6 5 3 4 1 1 5 3 3 3 -

1

1

1

1

1 1

21

15

1

2

14

11

1

4

1 1 5

0

6

7

2

1

3

1 2

0

0

APPENDIX-9: TABLE OF IMPORT PARTNERS

1 2 3 4 5 6 7 8

(Page 355 of 1344)

1 1 1 1 1 1

1 1 1 1 1 1 1

1 1 1 1 1 1 1

1 1

1 1 1 1 1

1 1

1

1 1

5 3 3 5 6 5 5 1

RANK

TOTAL # DOMAINS

OTHER WORLD

OF

11

BRAZIL

10 OTHER AFRICA

9

RUSSIA

INDIA

USA 1

8

JAPAN

5 OTHER ASIA

4 OIC COUNTRIES

3 OTHER EUROPE

COUNTRY/ITEM AFGHANISTAN ALBANIA ALGERIA AZERBAIJAN BAHRAIN BANGLADESH BENIN BOSNIA-HERZ.

P. R. CHINA

#

5 3 3 5 6 5 5 1


9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38

BRUNEI-DAR. BURKINA-FASO CAMEROON CHAD CHECHNYA COMOROS COTE D'IVOIRE DJIBOUTI EGYPT ERITREA ETHIOPIA GABON GAMBIA GUINEA GUINEA-BISSAU GUYANA INDONESIA IRAN IRAQ JORDAN KAZAKHSTAN KOSOVO KUWAIT KYRGYSTAN LEBANON LIBYA MALAYSIA MALDIVES MALI MAURITANIA

(Page 356 of 1344)

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

1

1

1 1

1

1

1 1

1

1 1 1 1 1 1 1

1 1 1

1 1

1 1

1

1

1 1

1 1

1 1

1

1 1

1 1 1 1 1 1 1

1

1 1

1 1

1

1 1 1 1

1 1 1

6 2 4 5 2 5 4 5 4 5 4 4 5 2 5 4 5 6 4 3 4 3 6 3 5 4 3 3 3 3

6 2 4 5 2 5 4 5 4 5 4 4 5 2 5 4 5 6 4 3 4 3 6 3 5 4 3 3 3 3


39 MAYOTTE 40 MOROCCO 41 MOZAMBIQUE 42 NIGER 43 NIGERIA 44 OMAN 45 PAKISTAN 46 PALESTINE 47 QATAR 48 SAUDI ARABIA 49 SENEGAL 50 SIERRA LEONE 51 SOMALIA 52 SUDAN 53 SURINAME 54 SYRIA 55 TAJIKISTAN 56 TANZANIA 57 TOGO 58 TUNISIA 59 TURKEY 60 TURKMENISTAN 61 U. A. E. 62 UGANDA 63 UZBEKISTAN 64 WESTERN SAHARA 65 YEMEN TOTAL # OF COUNTRIES

(Page 357 of 1344)

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 57

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 50

1 1

1

1 1

1 1 1 1 1 1 1 1

1 1 1 1 1 1 1 1

1 1 1 1 1 1 1

1 1 1

1

1 1 1 1 50

1 1 1

1 1 1

1 1

1

1

1 1 1

1

1

1 1 1

1 1 1 1 1 1 1 1 35

1 1

1 1 1

1 1 1 1 1 25

1

1 1

1 1

1 1 22

15

1 11

7

1 5

4

3 4 4 5 4 7 4 3 6 6 4 6 5 3 5 4 3 5 4 3 4 6 5 7 5 6 6 -

3 4 4 5 4 7 4 3 6 6 4 6 5 3 5 4 3 5 4 3 4 6 5 7 5 6 6 -

Socioeconomic Justice and Modeling Growth-Distribution Effective Common Market /The Republic Re-engineered/By N. U. M. Akramul Kabir Khan APPENDIX-9A: TABLE OF IMPORT PARTNERS

1

2

3

4

5

6

7

8

9

10

11

ZONE-A 1 BANGLADESH 2 BRUNEI-DAR. 3 COMOROS 4 INDONESIA 5 MALAYSIA 6 MALDIVES 7 MAYOTTE 8 TANZANIA SUBTOTAL ZONE-B 1 AFGHANISTAN 2 AZERBAIJAN 3 IRAN 4 KAZAKHSTAN 5 KYRGYSTAN 6 PAKISTAN 7 TAJIKISTAN

(Page 358 of 1344)

1 1 1 1 1

1 1

1 1 1 1

1 1

1

1 1 1 1 1 1

3 1 1 1 1

1 6 1 1 1 1 1 1

1 1

2

1 1 1 1 6

1

1

1

1 1 4

1

1 5

0 1 1 1 1 1

1 1

1 1 3

0

0

TOTAL DOMAINS

#

OTHER WORLD

BRAZIL

1 1 1 1

1 1 1 1

OTHER AFRICA

RUSSIA

JAPAN

INDIA 1 1

1 1 6

OTHER ASIA

USA

OTHER EUROPE

P. R. CHINA

COUNTRY/ITEM

OIC COUNTRIES

OF

#

5 6 5 5 3 3 3 5 5 5 6 4 3 4 3


8 TURKEY 9 TURKMENISTAN 10 UZBEKISTAN SUBTOTAL ZONE-C 1 ALBANIA 2 BAHRAIN 3 BOSNIA-HERZ. 4 CHECHNYA 5 GUYANA 6 IRAQ 7 JORDAN 8 KOSOVO 9 KUWAIT 10 LEBANON 11 OMAN 12 PALESTINE 13 QATAR 14 SAUDI ARABIA 15 SURINAME 16 SYRIA 17 U. A. E. 18 YEMEN SUBTOTAL ZONE-D 1 ALGERIA 2 BENIN 3 BURKINA-FASO 4 CAMEROON 5 CHAD

(Page 359 of 1344)

1 1 1 9

1 1 1 7

1 1

1 1 1

1 1 1 1 1 1 1 1 1 1 1 1 1 15 1 1 1 1

1 1 1 1 1 1 1 1 1 1 1 1 1 16 1 1 1 1 1

1 1 8 1 1 1 1 1 1 1 1 1 1 1 1

1 1 4 1

1 1 5

3

1

0

1 1 1 1 1

0

0

0

1 1

1 1 1 1 1 1 1 1

1

1 1 1 1 1

1

1

1

1

1

1 1 1

1 1 14

1 1 1 9

1 1

1 1 11

6

1

1

1 1

1

1 1 5

1 7

2

0

1 1

2

4 6 5 3 6 1 2 4 4 3 3 6 5 7 3 6 6 5 4 5 6 3 5 2 4 5


6 COTE D'IVOIRE 7 DJIBOUTI 8 EGYPT 9 ERITREA 10 ETHIOPIA 11 GABON 12 GAMBIA 13 GUINEA 14 GUINEA-BISSAU 15 LIBYA 16 MALI 17 MAURITANIA 18 MOROCCO 19 MOZAMBIQUE 20 NIGER 21 NIGERIA 22 SENEGAL 23 SIERRA LEONE 24 SOMALIA 25 SUDAN 26 TOGO 27 TUNISIA 28 UGANDA 29 WESTERN SAHARA SUBTOTAL

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 27

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 24

1 1 1 1 1 1 1

1 1 1 1 1 1 1

1 1 1

1

1

1 1 1 1 1

1

1 1

1

1 1

1 1 1 1 1 1 22

1 1 1 1 1 1 1 1 18

1 1

1 1 1 1 1 1 1 1 8

10

1 1

1 1 3

1

1 0

4

4

1 2

TABLE FOR APPENDIX-10: COMPARATIVE ECONOMIC STATUS [Rough Reference Works for Appendix-10(below)]

(Page 360 of 1344)

ECONOMIC STRENGTH [Ranks from Appendix-10] PARAMETERS(Rank-Points) T R Y / F A C T O R

T R Y / F A C T O R

ECONOMIC WEIGHT (Ranks from Appendix-10) PARAMETERS(Rank-Points)

4 5 4 5 4 4 5 2 5 4 3 3 4 4 5 4 4 6 5 3 4 3 7 6 -

(Page 361 of 1344)

65 56 63 58 48 59 64 60 41 61 54 50 52 57 53 62 47 49 27 46 45

62 56 59 54 65 61 49 48 57 30 33 63 58 36 44 50 55 43 52 32 37

65 56 58 63 62 64 61 60 55 50 43 59 54 41 52 57 39 48 40 28 38

TURKMENISTAN GABON SURINAME OMAN KAZAKHSTAN GUYANA WESTERN SAHARA SAUDI ARABIA LIBYA BRUNEI-DAR. ALGERIA MAURITANIA CHAD IRAN U. A. E. KYRGYSTAN NIGER UZBEKISTAN TAJIKISTAN CAMEROON MOZAMBIQUE

46 50 52 47 49 52 53 45 51 29 43 51 48 37 32 41 44 33 34 37 40

35 46 41 47 42 32 15 49 39 51 29 12 15 40 48 15 2 21 13 14 4

39 35 23 26 25 27 25 16 1 5 13 33 18 3 19 37 32 36 37 22 36

58 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28

RANK

/CAPITA EXT. DEBT

GDP GROWTH RATE

/CAPITA GDP

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

HUMAN DENSITY 1 2 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

GDP

EXPORT AMOUNT 61 64 52 59 63 48 49 53 65 54 62 39 41 51 42 24 45 40 60 50 44

#

INDONESIA ALGERIA NIGERIA IRAN SAUDI ARABIA TURKEY PAKISTAN EGYPT KAZAKHSTAN ETHIOPIA SUDAN MALAYSIA IRAQ TANZANIA MOROCCO BANGLADESH YEMEN UZBEKISTAN LIBYA MOZAMBIQUE CAMEROON

RANK

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

LAND AREA

POPULATION

#


1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21


22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50

UGANDA COTE D'IVOIRE CHAD MALI AFGHANISTAN NIGER BURKINA-FASO TUNISIA SYRIA TURKMENISTAN U. A. E. OMAN AZERBAIJAN SENEGAL MAURITANIA SOMALIA GUINEA JORDAN KUWAIT GABON TAJIKISTAN BENIN LEBANON KYRGYSTAN QATAR BOSNIA-HERZ. ERITREA TOGO SIERRA LEONE

(Page 362 of 1344)

55 44 36 39 51 40 43 35 42 22 24 18 32 38 20 34 37 30 16 11 31 33 26 23 15 19 28 29 25

32 38 57 56 47 58 36 26 28 43 20 37 19 30 55 46 33 21 12 34 25 23 8 29 10 16 22 17 18

29 42 31 24 7 18 28 46 25 45 64 53 51 26 27 10 16 38 60 39 15 14 35 20 40 34 9 13 19

37 34 26 22 32 18 25 47 42 36 51 45 46 27 15 9 16 35 49 29 23 21 44 19 53 30 12 14 13

21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49

22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50

MALI CHECHNYA TANZANIA DJIBOUTI MALAYSIA AFGHANISTAN ERITREA SUDAN KUWAIT TUNISIA AZERBAIJAN BURKINA-FASO YEMEN MOROCCO COTE D'IVOIRE IRAQ QATAR SIERRA LEONE TURKEY ETHIOPIA MAYOTTE ALBANIA SOMALIA SENEGAL GUINEA EGYPT GUINEA-BISSAU BOSNIA-HERZ. BENIN

45 26 36 39 21 37 35 42 13 32 17 32 37 28 30 28 10 27 19 24 5 18 43 31 38 25 38 27 22

3 22 9 17 45 3 4 16 50 36 38 7 15 25 10 28 52 6 43 5 33 37 1 11 3 27 4 31 8

24 25 36 25 23 28 36 18 32 10 31 34 17 26 38 20 28 40 16 36 25 12 9 19 11 7 15 4 25

28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28

22 23 23 24 25 26 26 27 28 28 29 30 31 32 33 34 34 35 36 37 38 39 39 40 41 42 43 44 45


51 ALBANIA 52 BAHRAIN 53 GUYANA 54 SURINAME 55 PALESTINE 56 BRUNEI-DAR. 57 WESTERN SAHARA 58 CHECHNYA 59 KOSOVO 60 GUINEA-BISSAU 61 GAMBIA 62 DJIBOUTI 63 COMOROS 64 MAYOTTE 65 MALDIVES AVERAGE

17 9 6 5 21 3 4 10 13 12 14 8 7 1 2 33

14 3 31 27 6 5 35 11 9 15 7 13 4 2 1 33

22 47 17 23 12 41 5 21 8 4 3 2 1 11 6 33

31 33 8 11 17 24 2 10 20 4 7 5 1 3 6 33

50 51 52 53 54 55 55 56 57 58 59 60 61 62 63 -

51 INDONESIA 52 JORDAN 53 NIGERIA 54 KOSOVO 55 BAHRAIN 56 UGANDA 57 GAMBIA 58 TOGO 59 SYRIA 60 LEBANON 61 PALESTINE 62 PAKISTAN 63 MALDIVES 64 BANGLADESH 65 COMOROS AVERAGE

15 23 9 11 1 14 12 16 20 6 4 8 2 3 7 29

24 26 18 30 47 7 11 3 23 44 19 20 34 11 5 23

27 14 32 8 21 29 33 28 2 6 30 16 15 31 15 23

28 28 28 28 28 28 28 28 28 28 28 28 28 28 28 28

46 46 46 47 48 49 50 50 51 52 53 54 55 56 57 -

APPENDIX-10: TABLE OF COMPARATIVE ECONOMIC STATUS

(Page 363 of 1344)

158.00 1 146.00 2

1 2

46.00 50.00

26.25 34.50

19.50 17.50

14.50 4.00

RANK

OVERALL POINTS

/CAPITA EXT. DEBT

/CAPITA GDP GDP GROWTH RATE

16.25 14.00

COUNTRY/FACTOR TURKMENISTAN GABON

HUMAN DENSITY

31.00 28.00

#

GDP

45.75 48.00

RANK

EXPORT AMOUNT

65.00 56.00

ECONOMIC STRENGTH [FROM RANK POINTS FACTORS] MULTIPLIERS(RANKS) 1.00 0.75 0.50 0.25 OVERALL POINTS

LAND AREA

1 2

COUNTRY/FACTOR INDONESIA ALGERIA

POPULATION

#

ECONOMIC WEIGHT [FROM RANK POINTS FACTORS] MULTIPLIERS(RANKS) 1.00 0.75 0.50 0.25

106.25 1 106.00 2


3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32

NIGERIA IRAN SAUDI ARABIA TURKEY PAKISTAN EGYPT KAZAKHSTAN ETHIOPIA SUDAN MALAYSIA IRAQ TANZANIA MOROCCO BANGLADESH YEMEN UZBEKISTAN LIBYA MOZAMBIQUE CAMEROON UGANDA COTE D'IVOIRE CHAD MALI AFGHANISTAN NIGER BURKINA-FASO TUNISIA SYRIA TURKMENISTAN U. A. E.

(Page 364 of 1344)

63.00 58.00 48.00 59.00 64.00 60.00 41.00 61.00 54.00 50.00 52.00 57.00 53.00 62.00 47.00 49.00 27.00 46.00 45.00 55.00 44.00 36.00 39.00 51.00 40.00 43.00 35.00 42.00 22.00 24.00

39.00 44.25 47.25 36.00 36.75 39.75 48.75 40.50 46.50 29.25 30.75 38.25 31.50 18.00 33.75 30.00 45.00 37.50 33.00 24.00 28.50 42.75 42.00 35.25 43.50 27.00 19.50 21.00 32.25 15.00

29.50 27.00 32.50 30.50 24.50 24.00 28.50 15.00 16.50 31.50 29.00 18.00 22.00 25.00 27.50 21.50 26.00 16.00 18.50 14.50 21.00 15.50 12.00 3.50 9.00 14.00 23.00 12.50 22.50 32.00

14.50 15.75 15.50 16.00 15.25 15.00 13.75 12.50 10.75 14.75 13.50 10.25 13.00 14.25 9.75 12.00 10.00 7.00 9.50 9.25 8.50 6.50 5.50 8.00 4.50 6.25 11.75 10.50 9.00 12.75

146.00 145.00 143.25 141.50 140.50 138.75 132.00 129.00 127.75 125.50 125.25 123.50 119.50 119.25 118.00 112.50 108.00 106.50 106.00 102.75 102.00 100.75 98.50 97.75 97.00 90.25 89.25 86.00 85.75 83.75

2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32

SURINAME OMAN KAZAKHSTAN GUYANA WESTERN SAHARA SAUDI ARABIA LIBYA BRUNEI-DAR. ALGERIA MAURITANIA CHAD IRAN U. A. E. KYRGYSTAN NIGER UZBEKISTAN TAJIKISTAN CAMEROON MOZAMBIQUE MALI CHECHNYA TANZANIA DJIBOUTI MALAYSIA AFGHANISTAN ERITREA SUDAN KUWAIT TUNISIA AZERBAIJAN

52.00 47.00 49.00 52.00 53.00 45.00 51.00 29.00 43.00 51.00 48.00 37.00 32.00 41.00 44.00 33.00 34.00 37.00 40.00 45.00 26.00 36.00 39.00 21.00 37.00 35.00 42.00 13.00 32.00 17.00

30.75 35.25 31.50 24.00 11.25 36.75 29.25 38.25 21.75 9.00 11.25 30.00 36.00 11.25 1.50 15.75 9.75 10.50 3.00 2.25 16.50 6.75 12.75 33.75 2.25 3.00 12.00 37.50 27.00 28.50

11.50 13.00 12.50 13.50 12.50 8.00 0.50 2.50 6.50 16.50 9.00 1.50 9.50 18.50 16.00 18.00 18.50 11.00 18.00 12.00 12.50 18.00 12.50 11.50 14.00 18.00 9.00 16.00 5.00 15.50

4.50 2.25 1.25 3.25 15.00 1.50 5.75 15.00 13.25 6.50 12.25 11.25 0.50 6.75 14.25 8.25 9.50 12.75 10.00 11.00 15.00 9.25 5.50 2.50 14.75 12.00 4.75 1.00 3.50 6.00

98.75 97.50 94.25 92.75 91.75 91.25 86.50 84.75 84.50 83.00 80.50 79.75 78.00 77.50 75.75 75.00 71.75 71.25 71.00 70.25 70.00 70.00 69.75 68.75 68.00 68.00 67.75 67.50 67.50 67.00

3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 23 24 25 26 26 27 28 28 29


33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62

OMAN AZERBAIJAN SENEGAL MAURITANIA SOMALIA GUINEA JORDAN KUWAIT GABON TAJIKISTAN BENIN LEBANON KYRGYSTAN QATAR BOSNIA-HERZ. ERITREA TOGO SIERRA LEONE ALBANIA BAHRAIN GUYANA SURINAME PALESTINE BRUNEI-DAR. WESTERN SAHARA CHECHNYA KOSOVO GUINEA-BISSAU GAMBIA DJIBOUTI

(Page 365 of 1344)

18.00 32.00 38.00 20.00 34.00 37.00 30.00 16.00 11.00 31.00 33.00 26.00 23.00 15.00 19.00 28.00 29.00 25.00 17.00 9.00 6.00 5.00 21.00 3.00 4.00 10.00 13.00 12.00 14.00 8.00

27.75 14.25 22.50 41.25 34.50 24.75 15.75 9.00 25.50 18.75 17.25 6.00 21.75 7.50 12.00 16.50 12.75 13.50 10.50 2.25 23.25 20.25 4.50 3.75 26.25 8.25 6.75 11.25 5.25 9.75

26.50 25.50 13.00 13.50 5.00 8.00 19.00 30.00 19.50 7.50 7.00 17.50 10.00 20.00 17.00 4.50 6.50 9.50 11.00 23.50 8.50 11.50 6.00 20.50 2.50 10.50 4.00 2.00 1.50 1.00

11.25 11.50 6.75 3.75 2.25 4.00 8.75 12.25 7.25 5.75 5.25 11.00 4.75 13.25 7.50 3.00 3.50 3.25 7.75 8.25 2.00 2.75 4.25 6.00 0.50 2.50 5.00 1.00 1.75 1.25

83.50 83.25 80.25 78.50 75.75 73.75 73.50 67.25 63.25 63.00 62.50 60.50 59.50 55.75 55.50 52.00 51.75 51.25 46.25 43.00 39.75 39.50 35.75 33.25 33.25 31.25 28.75 26.25 22.50 20.00

32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 55 56 57 58 59 60

33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62

BURKINA-FASO YEMEN MOROCCO COTE D'IVOIRE IRAQ QATAR SIERRA LEONE TURKEY ETHIOPIA MAYOTTE ALBANIA SOMALIA SENEGAL GUINEA EGYPT GUINEA-BISSAU BOSNIA-HERZ. BENIN INDONESIA JORDAN NIGERIA KOSOVO BAHRAIN UGANDA GAMBIA TOGO SYRIA LEBANON PALESTINE PAKISTAN

32.00 37.00 28.00 30.00 28.00 10.00 27.00 19.00 24.00 5.00 18.00 43.00 31.00 38.00 25.00 38.00 27.00 22.00 15.00 23.00 9.00 11.00 1.00 14.00 12.00 16.00 20.00 6.00 4.00 8.00

5.25 11.25 18.75 7.50 21.00 39.00 4.50 32.25 3.75 24.75 27.75 0.75 8.25 2.25 20.25 3.00 23.25 6.00 18.00 19.50 13.50 22.50 35.25 5.25 8.25 2.25 17.25 33.00 14.25 15.00

17.00 8.50 13.00 19.00 10.00 14.00 20.00 8.00 18.00 12.50 6.00 4.50 9.50 5.50 3.50 7.50 2.00 12.50 13.50 7.00 16.00 4.00 10.50 14.50 16.50 14.00 1.00 3.00 15.00 8.00

12.50 8.50 5.00 7.75 4.25 0.25 10.50 2.00 13.50 15.00 5.25 8.75 8.00 10.75 7.25 7.00 2.75 13.75 6.25 3.00 14.25 10.25 0.75 13.00 9.50 14.00 7.50 1.75 9.00 9.75

66.75 65.25 64.75 64.25 63.25 63.25 62.00 61.25 59.25 57.25 57.00 57.00 56.75 56.50 56.00 55.50 55.00 54.25 52.75 52.50 52.75 47.75 47.50 46.75 46.25 46.25 45.75 43.75 42.25 40.75

30 31 32 33 34 34 35 36 37 38 39 39 40 41 42 43 44 45 46 46 46 47 48 49 50 50 51 52 53 54


63 COMOROS 64 MAYOTTE 65 MALDIVES AVERAGE

7.00 1.00 2.00 33.00

3.00 1.50 0.75 24.75

0.50 5.50 3.00 16.50

0.25 0.75 1.50 8.25

10.75 8.75 7.25 82.50

61 62 63 -

63 MALDIVES 64 BANGLADESH 65 COMOROS AVERAGE

2.00 3.00 7.00 29.08

25.50 8.25 3.75 17.55

7.50 15.50 7.50 11.42

3.75 11.50 11.75 8.10

38.75 38.25 30.00 66.15

55 56 57 -

APPENDIX-10A: TABLE OF COMPARATIVE ECONOMIC STATUS

(Page 366 of 1344)

27.00 30.50 24.50

15.75 16.00 15.25

145.00 3 141.50 5 140.50 6

RANK

44.25 36.00 36.75

OVERALL POINTS

58.00 59.00 64.00

1 11 13 15 55 61 62 63 -

/CAPITA EXT. DEBT

158.00 125.50 123.50 119.25 33.25 10.75 8.75 7.25 73.28

GDP GROWTH RATE

16.25 14.75 10.25 14.25 6.00 0.25 0.75 1.50 8.00

/CAPITA GDP

OVERALL POINTS

31.00 31.50 18.00 25.00 20.50 0.50 5.50 3.00 16.88

HUMAN DENSITY

GDP

45.75 29.25 38.25 18.00 3.75 3.00 1.50 0.75 17.53

COUNTRY/FACTOR ZONE-A 1 BRUNEI-DAR. 2 TANZANIA 3 MALAYSIA 4 MAYOTTE 5 INDONESIA 6 MALDIVES 7 BANGLADESH 8 COMOROS AVERAGE ZONE-B 1 TURKMENISTAN 2 KAZAKHSTAN 3 IRAN #

EXPORT AMOUNT

65.00 50.00 57.00 62.00 3.00 7.00 1.00 2.00 30.88

RANK

LAND AREA

#

COUNTRY/FACTOR ZONE-A 1 INDONESIA 2 MALAYSIA 3 TANZANIA 4 BANGLADESH 5 BRUNEI-DAR. 6 COMOROS 7 MAYOTTE 8 MALDIVES AVERAGE ZONE-B 1 IRAN 2 TURKEY 3 PAKISTAN

ECONOMIC STRENGTH [FROM RANK POINTS FACTORS] MULTIPLIERS(RANKS) 1.00 0.75 0.50 0.25

POPULATION

ECONOMIC WEIGHT [FROM RANK POINTS FACTORS] MULTIPLIERS(RANKS) 1.00 0.75 0.50 0.25

29.00 36.00 21.00 5.00 15.00 2.00 3.00 7.00 14.75

38.25 6.75 33.75 24.75 18.00 25.50 8.25 3.75 19.88

2.50 18.00 11.50 12.50 13.50 7.50 15.50 7.50 11.06

15.00 9.25 2.50 15.00 6.25 3.75 11.50 11.75 9.38

84.75 70.00 68.75 57.25 52.75 38.75 38.25 30.00 55.06

10 23 25 38 46 55 56 57 -

46.00 49.00 37.00

26.25 31.50 30.00

19.50 12.50 1.50

14.50 1.25 11.25

106.25 1 94.25 5 79.75 14


4 KAZAKHSTAN 5 UZBEKISTAN 6 AFGHANISTAN 7 TURKMENISTAN 8 AZERBAIJAN 9 TAJIKISTAN 10 KYRGYSTAN AVERAGE ZONE-C 1 SAUDI ARABIA 2 IRAQ 3 YEMEN 4 SYRIA 5 U. A. E. 6 OMAN 7 JORDAN 8 KUWAIT 9 LEBANON 10 QATAR 11 BOSNIA-HERZ. 12 ALBANIA 13 BAHRAIN 14 GUYANA 15 SURINAME 16 PALESTINE 17 CHECHNYA 18 KOSOVO AVERAGE ZONE-D 1 ALGERIA

(Page 367 of 1344)

41.00 49.00 51.00 22.00 32.00 31.00 23.00 43.00

48.75 30.00 35.25 32.25 14.25 18.75 21.75 31.80

28.50 21.50 3.50 22.50 25.50 7.50 10.00 20.10

13.75 12.00 8.00 9.00 11.50 5.75 4.75 11.18

132.00 112.50 97.75 85.75 83.25 63.00 59.50 106.08

8 17 25 30 33 41 44 -

48.00 52.00 47.00 42.00 24.00 18.00 30.00 16.00 26.00 15.00 19.00 17.00 9.00 6.00 5.00 21.00 10.00 13.00 23.22

47.25 30.75 33.75 21.00 15.00 27.75 15.75 9.00 6.00 7.50 12.00 10.50 2.25 23.25 20.25 4.50 8.25 6.75 16.75

32.50 29.00 27.50 12.50 32.00 26.50 19.00 30.00 17.50 20.00 17.00 11.00 23.50 8.50 11.50 6.00 10.50 4.00 18.81

15.50 13.50 9.75 10.50 12.75 11.25 8.75 12.25 11.00 13.25 7.50 7.75 8.25 2.00 2.75 4.25 2.50 5.00 8.81

143.25 125.25 118.00 86.00 83.75 83.50 73.50 67.25 60.50 55.75 55.50 46.25 43.00 39.75 39.50 35.75 31.25 28.75 67.58

4 12 16 29 31 32 38 39 43 45 46 50 51 52 53 54 56 57 -

56.00

48.00

28.00

14.00

146.00 2

4 KYRGYSTAN 5 UZBEKISTAN 6 TAJIKISTAN 7 AFGHANISTAN 8 AZERBAIJAN 9 TURKEY 10 PAKISTAN AVERAGE ZONE-C 1 SURINAME 2 OMAN 3 GUYANA 4 SAUDI ARABIA 5 U. A. E. 6 CHECHNYA 7 KUWAIT 8 YEMEN 9 IRAQ 10 QATAR 11 ALBANIA 12 BOSNIA-HERZ. 13 JORDAN 14 KOSOVO 15 BAHRAIN 16 SYRIA 17 LEBANON 18 PALESTINE AVERAGE ZONE-D 1 GABON

41.00 33.00 34.00 37.00 17.00 19.00 8.00 32.10

11.25 15.75 9.75 2.25 28.50 32.25 15.00 20.25

18.50 18.00 18.50 14.00 15.50 8.00 8.00 13.40

6.75 8.25 9.50 14.75 6.00 2.00 9.75 8.40

77.50 75.00 71.75 68.00 67.00 61.25 40.75 74.15

16 18 19 26 29 36 54 -

52.00 47.00 52.00 45.00 32.00 26.00 13.00 37.00 28.00 10.00 18.00 27.00 23.00 11.00 1.00 20.00 6.00 4.00 25.11

30.75 35.25 24.00 36.75 36.00 16.50 37.50 11.25 21.00 39.00 27.75 23.25 19.50 22.50 35.25 17.25 33.00 14.25 26.71

11.50 13.00 13.50 8.00 9.50 12.50 16.00 8.50 10.00 14.00 6.00 2.00 7.00 4.00 10.50 1.00 3.00 15.00 9.17

4.50 2.25 3.25 1.50 0.50 15.00 1.00 8.50 4.25 0.25 5.25 2.75 3.00 10.25 0.75 7.50 1.75 9.00 4.51

98.75 97.50 92.75 91.25 78.00 70.00 67.50 65.25 63.25 63.25 57.00 55.00 52.50 47.75 47.50 45.75 43.75 42.25 65.50

3 4 6 8 15 23 28 31 34 34 39 44 46 47 48 51 52 53 -

50.00

34.50

17.50

4.00

106.00 2


2 NIGERIA 3 EGYPT 4 ETHIOPIA 5 SUDAN 6 MOROCCO 7 LIBYA 8 MOZAMBIQUE 9 CAMEROON 10 UGANDA 11 COTE D'IVOIRE 12 CHAD 13 MALI 14 NIGER 15 BURKINA-FASO 16 TUNISIA 17 SENEGAL 18 MAURITANIA 19 SOMALIA 20 GUINEA 21 GABON 22 BENIN 23 ERITREA 24 TOGO 25 SIERRA LEONE 26 WESTERN SAHARA 27 GUINEA-BISSAU 28 GAMBIA 29 DJIBOUTI AVERAGE

(Page 368 of 1344)

63.00 60.00 61.00 54.00 53.00 27.00 46.00 45.00 55.00 44.00 36.00 39.00 40.00 43.00 35.00 38.00 20.00 34.00 37.00 11.00 33.00 28.00 29.00 25.00 4.00 12.00 14.00 8.00 36.21

39.00 39.75 40.50 46.50 31.50 45.00 37.50 33.00 24.00 28.50 42.75 42.00 43.50 27.00 19.50 22.50 41.25 34.50 24.75 25.50 17.25 16.50 12.75 13.50 26.25 11.25 5.25 9.75 29.28

29.50 24.00 15.00 16.50 22.00 26.00 16.00 18.50 14.50 21.00 15.50 12.00 9.00 14.00 23.00 13.00 13.50 5.00 8.00 19.50 7.00 4.50 6.50 9.50 2.50 2.00 1.50 1.00 13.72

14.50 15.00 12.50 10.75 13.00 10.00 7.00 9.50 9.25 8.50 6.50 5.50 4.50 6.25 11.75 6.75 3.75 2.25 4.00 7.25 5.25 3.00 3.50 3.25 0.50 1.00 1.75 1.25 6.97

146.00 138.75 129.00 127.75 119.50 108.00 106.50 106.00 102.75 102.00 100.75 98.50 97.00 90.25 89.25 80.25 78.50 75.75 73.75 63.25 62.50 52.00 51.75 51.25 33.25 26.25 22.50 20.00 86.17

2 7 9 10 14 18 19 20 21 22 23 24 26 27 28 34 35 36 37 40 42 47 48 49 55 58 59 60 -

2 WESTERN SAHARA 3 LIBYA 4 ALGERIA 5 MAURITANIA 6 CHAD 7 NIGER 8 CAMEROON 9 MOZAMBIQUE 10 MALI 11 DJIBOUTI 12 ERITREA 13 SUDAN 14 TUNISIA 15 BURKINA-FASO 16 MOROCCO 17 COTE D'IVOIRE 18 SIERRA LEONE 19 ETHIOPIA 20 SOMALIA 21 SENEGAL 22 GUINEA 23 EGYPT 24 GUINEA-BISSAU 25 BENIN 26 NIGERIA 27 UGANDA 28 GAMBIA 29 TOGO AVERAGE

53.00 51.00 43.00 51.00 48.00 44.00 37.00 40.00 45.00 39.00 35.00 42.00 32.00 32.00 28.00 30.00 27.00 24.00 43.00 31.00 38.00 25.00 38.00 22.00 9.00 14.00 12.00 16.00 34.45

11.25 29.25 21.75 9.00 11.25 1.50 10.50 3.00 2.25 12.75 3.00 12.00 27.00 5.25 18.75 7.50 4.50 3.75 0.75 8.25 2.25 20.25 3.00 6.00 13.50 5.25 8.25 2.25 10.29

12.50 0.50 6.50 16.50 9.00 16.00 11.00 18.00 12.00 12.50 18.00 9.00 5.00 17.00 13.00 19.00 20.00 18.00 4.50 9.50 5.50 3.50 7.50 12.50 16.00 14.50 16.50 14.00 12.24

15.00 5.75 13.25 6.50 12.25 14.25 12.75 10.00 11.00 5.50 12.00 4.75 3.50 12.50 5.00 7.75 10.50 13.50 8.75 8.00 10.75 7.25 7.00 13.75 14.25 13.00 9.50 14.00 9.86

91.75 86.50 84.50 83.00 80.50 75.75 71.25 71.00 70.25 69.75 68.00 67.75 67.50 66.75 64.75 64.25 62.00 59.25 57.00 56.75 56.50 56.00 55.50 54.25 52.75 46.75 46.25 46.25 66.84

7 9 11 12 13 17 20 21 22 24 26 27 28 30 32 33 35 37 39 40 41 42 43 45 46 49 50 50 -


Bibliography 1. Encyclopedia Britannica 2. Interest in Islam- Sh. Mahmud Ahmad 3. Meaning of Riba-Dr. Muhammad Musleh Uddin 4. Banking and Insurance in Their Relation to Islamic Concepts of Riba-Dr. Omar Farukh 5. Prohibition of Interest and Some Common Misgivings- M. Azizul Hoq 6. Interest Free Islamic Banking-M Atiqul Hoque 7. Islamic Perspectives on Islamic Banks-Dr. Muhammad Abdul Mannan 8. Islamic Banking and Some of Its Possible Impact-M. Azizul Hoq 9. Islamic Banking: Its Operating Mechanism-Abu Musa, M. Sadeque, and Efazuddin Mallick 10. Function of an Islamic Bank- M. A. Mannan, A. K. M. Fazlul Hoque and R. Z. Tarafdar 11. Types and Methods of Investment in Islamic Thought-Dr. Al-Sadik Al-Darir 12. Objectives & Functioning of Islamic Banking in the Context of a Poor Country Like Bangladesh-Dr. Ataul Hoque 13. Summery of Conclusions and Recommendations on the Elimination of Interest from the Economy-Council of Islamic Ideology, Govt. of Pakistan 14. Feasibility of Introducing Islamic Banking System in Bangladesh-Some Theoretical and Empirical Issues-Dr. Ali Ahmad Rushdi 15. Some Institutional and Operational Problems of Commercial Banking in an Islamic Framework-Shah Muhammad Habibur Rahman 16. An Exposition of the Common Misgivings about Interest Free Islamic Banking-A. S. M. Fakhrul Ahsan 17. Islamic Banking in Egypt—A Model and the Challenge-Ahmed A. El-Naggar 18. Introduction of Interest Free Banking in Pakistan- Mia Miftauddin 19. The Operation of Faisal Islamic Bank (Sudan)-Abdel Rahim Hamdi 20. Islamic Development Bank in Saudi Arabia and Dubai-Shaukat Ali 21. Islam-Ideology and the Way of Life-Afzalur Rahman 22. Modeling Interest-Free Economy—A Study in Macro-economics and Development-Muhammad Anwar 23. The Islamic Nation-Status and Future of Muslims in the New World Order-Ali Nawaz Memon 24. The Idea of a Social Science and Its Relation to Philosophy-Peter Winch 25. Economics-Eleventh Edition-Paul A. Samuelson 26. Islam and School of Economics- Muhammad Baqir Al-Sadr 27. Philosophy—A Text with Readings-Manual Velasquez 28. The Holy Qur’an—Translation and Commentary- Abdullah Yusuf Ali

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29. A Simple Model of Income Determination, Growth and Economic Development on the Perspective of an Interest-Free Economy- Dr. M. Fahim Khan 30. The Operation of the Modern Financial Markets for Stocks and Bonds and Its Relevance to an Islamic Economy- M. Raquibuz Zaman 31. Interest-Free Banking: Progress and Prospects-Muhammad Anwar 32. Islamic Economics—The State of the Art-Muhammad Akram Khan 33. The Frontiers of Islamic Economics: Some Philosophical Underpinnings-Muhammad Abdul Mannan 34. Public Finance in Islam-Ziauddin Ahmed 35. A Qur’anic Model for the Universal Economic Theory-M. E. Biraima 36. The Micro-Economic Foundation of Islamic Economics:A Study in Social Economics-Masudul Alam Chowdhury 37. Islamizing Economics-Muhammad Najatullah Siddiqi 38. Shariah Compatible Share: A Suggested Formula and Rationale-Muhammad Anas Zarqa 39. Financing Economic Development from Islamic Perspective-Hatem El-Karanshawy 40 The World Factbook—CIA, Washington D. C., U. S. A. 41. Karl Marx’s Great Discovery- V. Afanasyev, A. Galchinsky & V. Lantsov 42. Essays in Political Economy: Imperialism and the Developing Countries-Yuri Popov 43. Political Economy-Alexander Kulikov 44. Philosophy and Social Theory: An Introduction to Historical Materialism-Valery Deyev

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Universal Morality and Modeling Progressive Education System

-By N. U. M. Akramul Kabir Khan

(Page 371 of 1344)

Universal Morality and Modeling Progressive Education System/The Republic Re-engineered/By N. U. M. Akramul Kabir Khan

[Seventh Edition (March, 2001) had been submitted as the proposed Dissertation and complete final work toward obtaining Ph. D. (Doctor of Philosophy) degree] [Submitted through (1) Prof. Fazlee Hussain, Vice Chancellor—Chittagong University, and the following academians of the Chittagong University: (2) Prof. Imran Hussain—Dean of the Faculty of Arts, (3) Prof. Nurul Mostafa—Dean of the Faculty of Science, (4) Prof. S. M. Ather—Dean of the Faculty of Commerce, (5) Prof. Saleh Uddin—Dean of the Faculty of Social Science, and (6) Prof. Shah Alam—Dean of the Faculty of Law, to the Graduate Faculty and Research, Chittagong University, Hathazari, Chittagong, Bangladesh.] First Edition (as the Muslim School System)—August 19, 1995 Second Edition (as the Muslim School System)—June 18, 1996 Third Edition (as the Muslim School System)—June 06, 1997 Fourth Edition (as the Muslim School System)—May 08, 1998 Fifth Edition (as the Muslim School System)—October 05, 1999 Sixth Edition (as the Muslim School System)—February 21, 2000 (ÅLanguage Martyrs’/Int’l Mother’s Language Day!) Seventh Edition (as this title)—March 26, 2001 (ÅBangladesh Independence Day!!) Eighth Edition (as this title)—March 26, 2015 (ÅBangladesh Independence Day!!!)


(Page 372 of 1344)


DEDICATION With my complete humility to Allah SWT, this work is dedicated toMy mother, my father, my teachers, my sisters, my brothers, …

(Page 373 of 1344)


In the Name of Allah, Most Beneficent, Most Merciful Preface................................................................................................................................................................................................................................................................................ 8 Overall Abstract ............................................................................................................................................................................................................................................................. 51 The Theme Poem ............................................................................................................................................................................................................................................................ 51 Utilitarianism, Egalitarianism, Dialecticism, and Justice—With Pan-Islamic Perspectives ............................................................................................................................... 64 Importance of Sunnah ................................................................................................................................................................................................................................................... 88 Socioeconomic Justice and Modeling Growth-Distribution Effective Common Market .................................................................................................................................. 100 Preface to the Last (/Fourth) Edition .................................................................................................................................................................................................................... 106 Acknowledgement ................................................................................................................................................................................................................................................... 107 Abstract...................................................................................................................................................................................................................................................................... 108 Introduction .............................................................................................................................................................................................................................................................. 109 The Paramount Human Problem .......................................................................................................................................................................................................................... 131 The Contemporary Muslim Problem .................................................................................................................................................................................................................... 151 The Conceptual Solution ......................................................................................................................................................................................................................................... 158 Some Islamic Socio-Economic Features ................................................................................................................................................................................................................ 204 Some Essential Initial Steps .................................................................................................................................................................................................................................... 211 Global Muslim Prospects and Challenges ............................................................................................................................................................................................................ 224 Strategic Muslim Prospects .................................................................................................................................................................................................................................... 246 Local Muslim Prospects .......................................................................................................................................................................................................................................... 248 Closing Remarks ...................................................................................................................................................................................................................................................... 258 Epilogue..................................................................................................................................................................................................................................................................... 266 APPENDIX-1: TABLE OF POPULATION, AREA, AND INCOME ................................................................................................................................................................ 306 APPENDIX-1A: TABLE OF POPULATION, AREA, AND INCOME(ppp)(BY ZONE) ............................................................................................................................... 309

(Page 374 of 1344)

Universal Morality and Modeling Progressive Education System/The Republic Re-engineered/By N. U. M. Akramul Kabir Khan APPENDIX-2: TABLE OF LAND & WATER AREA .......................................................................................................................................................................................... 312 APPENDIX-2A: TABLE OF LAND & WATER AREA (BY ZONE).................................................................................................................................................................. 314 APPENDIX-3: TABLE OF LABOR, TRADE, GDP, & EXTERNAL DEBT [$ = U.S. DOLLAR] [Part 1] ..................................................................................................... 317 APPENDIX-3: TABLE OF LABOR, TRADE, GDP, & EXTERNAL DEBT [$ = U.S. DOLLAR] [Part 2] ..................................................................................................... 320 APPENDIX-3A: TABLE OF LABOR, TRADE, GDP, & EXTERNAL DEBT [BY ZONE] ............................................................................................................................. 322 APPENDIX-4: TABLE OF TRANSPORTATION & INFRASTRUCTURE ....................................................................................................................................................... 325 APPENDIX-4A: TABLE OF TRANSPORTATION & INFRASTRUCTURE [BY ZONE] .............................................................................................................................. 328 APPENDIX-5: TABLE OF NATURAL RESOURCES ......................................................................................................................................................................................... 331 APPENDIX-5A: TABLE OF NATURAL RESOURCES [BY ZONE] ................................................................................................................................................................. 334 APPENDIX-6: TABLE OF EXPORTS .................................................................................................................................................................................................................... 337 APPENDIX-6A: TABLE OF EXPORTS ................................................................................................................................................................................................................. 340 APPENDIX-7: TABLE OF IMPORTS .................................................................................................................................................................................................................... 344 APPENDIX-7A: TABLE OF IMPORTS ................................................................................................................................................................................................................. 346 APPENDIX-8: TABLE OF EXPORT PARTNERS ................................................................................................................................................................................................ 349 APPENDIX-8A: TABLE OF EXPORT PARTNERS ............................................................................................................................................................................................. 352 APPENDIX-9: TABLE OF IMPORT PARTNERS ................................................................................................................................................................................................ 355 APPENDIX-9A: TABLE OF IMPORT PARTNERS ............................................................................................................................................................................................. 358 TABLE FOR APPENDIX-10: COMPARATIVE ECONOMIC STATUS [Rough Reference Works for Appendix-10(below)] ................................................................. 360 APPENDIX-10: TABLE OF COMPARATIVE ECONOMIC STATUS .............................................................................................................................................................. 363 APPENDIX-10A: TABLE OF COMPARATIVE ECONOMIC STATUS........................................................................................................................................................... 366 Universal Morality and Modeling Progressive Education System ...................................................................................................................................................................... 371 Preface to this (/8th) Edition ................................................................................................................................................................................................................................... 378 Acknowledgement ................................................................................................................................................................................................................................................... 379

(Page 375 of 1344)

Universal Morality and Modeling Progressive Education System/The Republic Re-engineered/By N. U. M. Akramul Kabir Khan Abstract...................................................................................................................................................................................................................................................................... 380 Introduction .............................................................................................................................................................................................................................................................. 381 Philosopy of Post-modernization and Religion Based Education for the Muslim Countries (in Correspondence to Modern Concepts) ............................................ 384 Purposes and Goals of Formal Education ............................................................................................................................................................................................................ 407 Plan............................................................................................................................................................................................................................................................................. 409 Education Programs ................................................................................................................................................................................................................................................ 414 The Curriculm .......................................................................................................................................................................................................................................................... 421 The Curricular Tables .............................................................................................................................................................................................................................................. 422 Elementary to High School (including alternate)/High Madrasa (Core, Allied, and Inter/multidisciplinary Elective Courses) ......................................................... 423 Undergraduate to Postgraduate College (Majors, Allied, and Inter/multidisciplinary Courses): ............................................................................................................. 426 The Curricular Operation ....................................................................................................................................................................................................................................... 569 Top Level Attributes Selection for the Overall Formal Education System...................................................................................................................................................... 588 Course Identification Method ................................................................................................................................................................................................................................ 589 Remarks ..................................................................................................................................................................................................................................................................... 590 Epilogue..................................................................................................................................................................................................................................................................... 594 Bibliography ............................................................................................................................................................................................................................................................. 627 Universal Education System—Postmodern Muslim World Perspective ............................................................................................................................................................ 630 Abstract...................................................................................................................................................................................................................................................................... 636 Introduction .............................................................................................................................................................................................................................................................. 637 Background of Post-Modernization and Philosophy of Religion Based Education System for the (Con-current) Muslim Countries: ................................................ 638 Weight Distribution for In-Session Course Conduction and Evaluation ........................................................................................................................................................ 658 Commendable Pre-School Year Curriculum ....................................................................................................................................................................................................... 659 More Concrete Ideas for Thorough Reforming/Replacing: .............................................................................................................................................................................. 659

(Page 376 of 1344)

Universal Morality and Modeling Progressive Education System/The Republic Re-engineered/By N. U. M. Akramul Kabir Khan The nature of the syllabus contents and certificates ........................................................................................................................................................................................... 663 Class Conduction Schedules .................................................................................................................................................................................................................................. 823 Organization Structure ............................................................................................................................................................................................................................................ 831 Working Personnel Distribution for Finalization and Implementation .......................................................................................................................................................... 837 Conclusion ................................................................................................................................................................................................................................................................ 838 Closing Remark ........................................................................................................................................................................................................................................................ 838 Future Work .............................................................................................................................................................................................................................................................. 839 References ................................................................................................................................................................................................................................................................. 839 Test Scores and GPA—Mathematics of Letter Grades ........................................................................................................................................................................................... 839 Interest-Free Micro & Macro Credits—Mathematics of Time-Trading Cash Flow............................................................................................................................................ 855 Universal Remuneration System—A Mathematical Model for GDP Based Adjustments................................................................................................................................ 886 Moral Democracy—Unison of Ideals, Rationales, and Empiricals ....................................................................................................................................................................... 927 Abstract...................................................................................................................................................................................................................................................................... 933 Introduction: ............................................................................................................................................................................................................................................................. 933 National Constitution .............................................................................................................................................................................................................................................. 934 Unity of Muslim Ummah (Confederal Constitution): ........................................................................................................................................................................................ 993 The Universal Human Forum (UHF): ................................................................................................................................................................................................................. 1044 Socio-economic Infrastructure ............................................................................................................................................................................................................................. 1067 Closing Remarks .................................................................................................................................................................................................................................................... 1162 Epilogue....................................................................................................................................................................................................................................................................... 1163 Overall Concluding Remarks ................................................................................................................................................................................................................................... 1277 Bio-data/Resume/Curriculum Vitae/Life Profile/Genealogy/Brief Biography of the Author ................................................................................................................... 1287 Overall Impression/Vision....................................................................................................................................................................................................................................... 1316

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Universal Morality and Modeling Progressive Education System/The Republic Re-engineered/By N. U. M. Akramul Kabir Khan Index ............................................................................................................................................................................................................................................................................ 1317

Preface to this (/8th) Edition

All praises be to Allah, the Cherisher and the Sustainer of the Universe. It is only by His Mercy that I have been able to present this work. It was one of the highest ambitious goals of my life to come up with a suitable school structure embracing the complete formal education system for the Muslim World. However, due to the limitations in my abilities (and the constraints related to the scopes of this work), this work can not be presented as a thorough manual that could be directly used to set up a thorough education system which could be well balanced to nurture the seneses, mind, and spirit of the students. In this work the conventional/modern way has been focussed to present specialization programs with closely related allied and interdisciplinary courses. I have already have completed other works488 to supplement this work toward the direction for establishing a thoroughly well balanced education system (with suitable overlaps among empirical, rational, and intuitive faculties). Muslim philosophers, intellectuals, scholars, and policymakers can chose the path as they think to be the correct one. Personally, as a Muslim also, I like the the system with overlaps among the faculties/disciplines of empiricals, rationals, and ideals. My objective will be fulfilled if my efforts can assertively contribute any amount toward that direction—may Allah SWT give us the tawfiq. I am not a scholar. This work is an outcome of my personal experience, thoughts, private study, group discussions, etc. based on my conviction that as the re-advent of Islam through the appearance of the noble Prophet, Muhammad (s.a.w.), has brought “light” to remove the “darkness” of human society, so will a true Islamic education system be able to re-surge to the humane attributes to cure and prevent the maladies of the Muslim society, nay, of the human society at large today (and always). My university education and the professional experience, however, have basically been obtained in a predominantly secular society where Muslims are a tiny minority. I, therefore, must caution the wise Muslim scholars to scrutinize my works very carefully and critically, so that the ambiguous, unconcise, imprecise, and secularly biased elements of my deliveries are filtered out for to be replaced with the (Islamically) appropriate ones. Toward this end, I would recommend that at least half of all the scholars formally appointed (for setting up such a thorough Islamic education system), must have received their (at least) first fifteen academic years of education in a Muslim society alone. No country has instituted Islam completely enough today. Therefore, it is not viable to implement a thorough Islamic education system. For instance the legal, economic, government systems etc. are not truly Islamic in any country now. For these reasons the syllabus contents will still have to include these subjects according to the needs of the prevailing systems. However, the syllabus can carefully be selected so that it can prepare the people with proper education and aspirations which will have strong potentials for promoting the society toward steady and progressive Islamization. This work presents ideas and plans accoding to the current state of the Muslim Ummah. This is why it had been named ‘Muslim School System’ instead of “Islamic School System”. I hope and believe this work (, 488

Please see my: (i) ‘Universal Education System—Postmodern Muslim World Perspective’, (ii) ‘Test Scores and GPA—Mathematics of Letter Grades’, etc.

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along with the supplements,) will (insh’Allah) help in paving the way to establish the Islamic education system for true progress, wisdom, prosperity, stability, and peace needed by the Muslim World in particular and the human society in general. (N. U. M. Akramul Kabir Khan)/March 26, 2015 (5th, 6th, 7th, & 8th Editions completed in Bangladesh) Permanent Address: Mahabbat Khan House (West), Mahabbat Khan Para, 1st, 2nd, 3rd, & 4th Editions were completed at: 207D Wadsack Drive (Kraetli Bauria, Sandwip, Chittagong, Bangladesh Apartments), University of Oklahoma, Norman, OK 73072, U. S. A. Acknowledgement

I am totally bankrupt when it comes to indebtedness. Behind all my achievements, many individuals have contributed with moral and/or material supports. Among them my parents’ unconditional sacrifice, love, and guidance have been the most effective means for my temporal and eternal pursuits through Islam—may Allah SWT be pleased with them. Along with many others, I also like to express my deep gratitude to my respected teacher Mvi. Moazzem Hossain, brother-in-law Janab Ansarul Hoq, well-wisher Janab Mohammad Nurul Islam, and my nephew Janab Mohammad Aktaruzzaman for their inspiration, supports, and cooperation. Behind all my aspirations many other people have been extending their encouragements. My heart-felt gratitude also goes to Advocate Tajul Islam, Sheikh Abu Mustafa, Br. Nasir Uddin Ahmad, Br. Sirajul Monir Chowdhury, Br. Abul Mansur Khan, Br. Javed Newaz, Br. Golam Moinuddin Ahmad, Br. Syed Mohammad Mohsin, Br. Tuhin Islam, Br. Masudur Rahman Khan, Br. Zahid Hussain Mia, Br. Abu Hena Muhammad Mustafa Kamal, Br. Faisal Ahmad, Br. Zakir Hussain, Br. Liaqut, Dr. G. M. Iqbal, Dr. Abu Lais Hoq, Br. Safdar Azeem, Dr. Musharraf Zaman, Br. Yaqoob Ali, Dr. Abdul Aziz Atiya Az-Zaharani, Dr. Ali Dalili, brother-in-law Ali Akbar, Prof. Muhammad Ibn Inam, Dr. Khaled Parvez, Dr. Fazlur Rahman, Dr. Omar Farooq, Dr. Mohammad Omar Farooq, Dr. Abdul Bari Mallik, Br. Sohail Sharif Malik, Dr. Tapan Kumar Paul, Br. Abdullah Nemecek, Sheikh Abdur Rahman, Dr. Mohammad Anwar, Br. Nazmul Gazi, Br. Liaqut Ali, Br. Mahbub Alam Khan, Dr. Sharif Sandhu, Br. Siddique Karim, Br. Khaja Khaleeluddin, Br. Matiar Rahman, Dr. Rashid Islam, Br. Muhammad Munir, Sr. Yasmine Salamah, Sr. Saeeda Sharif Sandhu, Br. Muhammad Munir, Br. Amjad Awawdeh, Dr. Mohammad Issa, Sheikh Abdur Rahman, community of Masjid-An-Nur (Norman), all my relatives, and many others. I must make special mention of Dr. Moinuddin Malik for his unbroken encouragements/supports in my endeavors and for donating his efforts by writing a graceful and inspirational page in order to be the “Introduction” of this work (, “Muslim School System”,) (—even though that page has not been incorporated as because I wanted to include the analytic/theoretical contents as now appear in the introduction). Along with these, my deep gratitude also goes to all my people in and around the village of Mahabbat Khan’s houses where I gathered my social experience during my secondary/high school years. Above all, I am eternally grateful to the AllKnowing, Allah S.W.T. for all my accomplishments. Wa ma tawfiqi illa biLlah (Qur’an/11:88).

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[N. U. M. Akramul Kabir Khan]; March 26, 2015; Associate Professor, CSE, Premier University, Chittagong, Bangladesh. Abstract

Education expands human attributes through proper development of his/her spiritual, rational, and physical abilities and skills. Each society must devise a proper education system in consonance to its cultural, historical, and socio-economic needs, as embraced by its socio-ideological basis. In this post-modern age of technological expansion, education should be oriented to provide the students productive skills and innovative acumen. For these related progressive purposes, education must also include applied sciences which could not be flourished without pure sciences. So, the backbone of (social/natural) science, engineering, and technology, that is Mathematics must (also) be emphasized very strongly. But Mathematics and experiments in combination/composition can neither always come up with the accurate/consistent theories nor can they always unveil the secrets of nature. In many instances, human thoughts, fiction, and conjectures can gear up a profound process of sound rational and/or empirical investigation. Therefore, the subject of Philosophy must also be harnessed together—so that education is oriented to provide thorough wisdom for continuously carrying out matured thought-experiments. However, the main purpose of education is nurturing sociomorally better human beings. In addition, the philosophical discourses can not walk away from religions. Thus, religion(s) must embrace the entire corpus of education system (in general). Education is a basic human right/want. Even though there should be a specified time-span of formal education system, human must learn “from the cradle to the grave”. Thus the formal education system must be designed in a way so that the entire span of the formal education system do not become an expenditure concern only—individuals must be allowed enough flexibilities for to be (simultaneously) engaged in the activities related to livelihood and society. In fact, education along with the real world experience through work efforts is a complete education indeed. Toward this end education must also be cost effective and open universally. Today technology has already acquired enough knowhows to fulfill the maintenance needs of more than ten times of the global population—and the rate of increments in such innovations is much faster than the rate of increments of the maintenance needs of the mankind. However, since the distribution of such (technical) skills and outputs of technology are not universal/sound enough, the overwhelming majority of the mankind are deprived from the beneficial fruits of the technological achievements—even though such distribution could be made effective enough for all (without diminishing anyone’s fair shares of security, happiness, and peace). This twofold/paradoxical problem, therefore, is the main challenge of this century—this challenge must be met with the principles of (distributive and retributive) justice imbued in the successfully implemented religion(s). Thus, education curricula must thoroughly integrate religion/religious moral order. In fact, social stability can not be maintained without properly instituting religion(s). Therefore, the progressive march of the civilization must be guided by the (relevant) religion(s) so that the expansion of the society and its stability remain together with proper harmony. This fact can easily be grasped from (throughout the) human history. There exists a common order in the socio-moral principles of all the major religions. It is through this universal morality that a plural society should erect expedient schemes for success. For this purpose every community must have the opportunities to be thoroughly educated in their respective religion. In addition, a cross-

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sectional segment of the society should be given the opportunities for comparative religious studies in higher levels of educational curricula. That is the only way to (properly) accommodate all the concerns based on religion, ethnicity, gender, class, color, age, language etc. The above understandings have been kept in focus to present a complete formal education system in this work. This model have somewhat maintained correspondence principle to the existing modern education systems worldwide. In its different programs, the allied and interdisciplinary courses have been selected to be closely related to the core courses. In juxtaposition, in my supplementary model489 such allied/interdisciplinary courses have been selected in a way to allow (wider) overlaps among all the faculties. Since 1995, hundreds of (manuscript) copies of seven different versions of this work have been distributed in sixty-five countries, including the governments of sixty countries. In the seventh edition, the title has been chaged to the current title (of the 8th edition), and had been submitted as the (proposed) Ph. D. dissertation.

Introduction

Allah SWT says: “Behold, thy Lord said to the angels: “I will create a vicegerent on earth”;” they said: “Wilt Thou place therein one who will make mischief therein and shed blood? Whilst we do celebrate Thy praises and glorify Thy holy (name)?” He said: “I know what ye know not”. And He taught Adam the nature of all things; then He placed those before the angels, and said: “Tell Me the nature of these if you are right”. They said: “Glory to Thee: of knowledge we have none, save what Thou hast taught us: In truth it is Thou Who art perfect in knowledge and wisdom”. He said: “O Adam! Tell them their natures”; when he had told them, Allah said: “Did I not tell you that I know the secrets of heaven and earth, and I know what you reveal and what you conceal?” (Q/2:30-33) “Then We said: “O Adam! Verily, this is your enemy to thee and thy wife: So let him not get you both out of the Garden, so that thou art landed in misery. There is therein (enough provision) for thee not go hungry, nor to go naked, Neither to suffer from thirst, nor from the sun’s heat.”” (Q/20:117-119) “O Adam! Dwell thou and thy wife in the Garden, and enjoy (its good things) as you wish: But approach not this tree, or ye turn into harm and transgression. 489

Please see my‘Universal Education System—Postmodern Muslim World Perspective’.

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Then began Shaitan to whisper suggestions to them, bringing openly before their minds all their shame that was hidden from them: he said: “Your Lord only forbade you this tree, lest you should become angels or such beings as live for ever.” And he sore to them both, that he was their sincere adviser. So, by deceit he brought about their fall: when they tasted of the tree their shame became manifest to them, And they began to sew together the leaves of the Garden over their bodies; and their Lord called unto them: “Did I not forbid you that tree, and tell you that Shaitan was an avowed enemy unto you?” They said: “Our Lord! We have wronged our souls: If Thou forgive us not and bestow not upon us Thy Mercy, we shall certainly be lost.” (Q/7:19-23) Then did Shaitan make them slip from the Garden, and get them out of the state (of felicity) in which they had been. We said: “Get you down, all (ye both), with enmity between yourselves; on earth will be your dwelling place and your means of livelihood—for a time.” Then learnt Adam from his Lord words of inspiration, and his Lord turned towards him; for He is Oft-Returning and Most merciful. We said: “Get you down all from here; and if, as is sure, there comes to you guidance from Me, whosoever follows My guidance, on them shall be no fear, nor shall they grieve”. (Q/2:36-38) We may list the following notes from the above verses: (i)

Allah SWT has created mankind as His Vicegerent on earth. He has given temporal knowledge to mankind (through Adam a.) so that he can cope with the nature. Allah SWT is the only source of all perfect knowledge490.

(ii)

Shaitan is a reality serving certain function in the divine plan. He is an enemy to human in disguise of an apparently pleasant tempter in order to misguide us.

(iii)

Allah SWT provided enough provisions of foods, drinks, clothings, shelters, and health care for Adam (a.) and his wife (Eve/Haowa a.) in the Garden of Paradise. The Garden is the abode of bliss and the world is a place of tribulations and sufferings.

(iv)

Allah SWT made certain things lawful for Adam (and Eve for their enjoyment), and He made certain things lawful for Adam (and Eve for their own benefit). He cautioned them that if they disobeyed, it will bring misery to them.

490

Acquiring of divinely inspired (and/or revealed) knowledge is positive learning which may also require some unlearning (/negative learning) of wrong preconceived notions. Such knowledge adds to the beneficial knowledge (which needs no unlearning/negative learning).

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(v)

Adam (& Eve) disobeyed Allah SWT by being allured (by Shaitan) of eternal life. When questioned by Him about their failures the seeked His pardon. They were expelled out of the Garden and landed on the the earth for a time being. As a part of His forgiveness and Mercy, Allah SWT has repeatedly bestowed on us His guidance for our safe journey in this temporal life. He reminded us that if we follow these guidelines only then we will be successful. Above texts are an outline on some of the essential elements about the human life and reality491. These verses make it clear that acquiring of education is a basic necessity of human life like food, drink, clothing, shelter, and health care. While the later necessities are (mostly) for the maintenance of the physical existence, the former is (mostly) the (direct intellectual) actualization need for the (well-balanced) maintenance of psyche (and, therefore, also contribute indirectly to the bodily maintenance). As we need well-balanced good foods and drinks for the proper nourishment of our physical health, so we need suitable well-balanced education for the maturity of our mental health. Education is the most important fundamental need as it was given by Allah SWT to Adam (a.) before introducing him to the angels. That education not only included the nature of of temporal things, but also the guidance for Adam’s safe and sound dwelling in the paradise. But Adam violated Allah’s guidance and consequently was expelled from the paradise, and was landed on the earth. Again Allah SWT taught Adam that if he follows His guidance, he will be able complete a safe and sound journey (of temporal life) on earth by carving out his success for the eternal life (in the hereafter) also. Under normal circumstances man is (naturally) capable of understanding his violation against Allah’s commandments after commiting it by exercising his limited power of free-will given by Allah SWT. But for this usually a nurturing reminder is needed. While this natural capacity is man’s intrinsic (essential) quality, it must be reared with proper extrinsic factors (of education)—this way man’s intuitive, rational, and empirical realms flourish simultaneously. This is a coupled phenomenon—education provides maturity (in personality) and wisdom makes education more effective. After reminded by Allah SWT about his violation (against Allah’s specific commandment), Adam (a.) immediately supplicated for His pardon and Mercy. This is a crucial proof of the intrinsic/essential existence of the spiritual realm in the human nature which also needs proper nurturing for its growth and vivid manifestation (in temporal activities). Education, therefore, should be oriented toward rearing man’s physical, mental, and spiritual qualities in a well-balanced way. That is the only way human can grow up to discharges his/her duties as the vicegerent of the Creator. Otherwise, s/he not only put him/herself in jeopardy, s/he causes many confusions/chaos for others. Man is continuously impelled by wrong whims and influenced by diabolic external displays. Without steady, continuous and ever progressive suitable nurturing process s/he can stray by reducing his/her humane qualities for accommodating too much animality. This is what has happened excessively for the last few centuries. The mental and spiritual realms of mankind have been deprived from enough proper nourishments during this period—in one hand religion has been divorced (along with four-tyred religious/Islamic evidential logic) from the education system, and on the other hand three-tyred (static) syllogism (of ultra materialistic premises) have been accommodated excessively (for drawing erroneous conclusions). To reverse this trend, Muslims must turn to the guidance given by Allah SWT for reforming/replacing their education system. This is neither impossible nor necessarily dependent on the non-Muslim World. In fact, an established Islamic system 491

For a more complete discussion on these matters please read the ‘Introduction’ of my work: ‘Socio-economic Justice and Modeling Growth-Distribution Effective Common Market’.

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will also benefit the non-Muslim World tremendously, even without Islam (there). Toward this end, with my complete reliance in Allah SWT, I now proceed to expand discussion in the following chapters. 492

Philosopy of Post-modernization and Religion Based Education for the Muslim Countries (in Correspondence to Modern Concepts)

Individualism and collectivism had been the two main philosophical bases upon which the process of modernization had been carried out through industrial revolution for over the last two centuries. But during the last several decades the (perceptive) integrity of these schools of thought have been crumbling by gradual loss of their application ground and theoretical soundness. In recent years the problems related to excruciating devastation of environment (water, soil, atmosphere, and bio-sphere) and detrimental change of climate because of it, have been attributed to the wrong philosophy in the basic relations of production and services. I now proceed to add the following paragraphs, with the help of Allah (SWT), to briefly analyze (/rehash) both of these doctrines as well as their present status, and add some of my relevant thoughts in the light of contemporary contentions. Individualism (or Liberalism): The special theory of liberalism advanced that the rights and freedom of individuals are of paramount importance. But the humanization process have resisted the concept from achieving anarchism and the advocacy have persisted in between the gravity of desire to breakaway (“liberty”) from the established conservative pattern of thinking and belief in the universal law (of moral duty). The process was fostered by an economic theory that the governmental interference in private enterprise must be reduced and free competition encouraged [Adam Smith, 1723-1790]. In this way egoistic pursuits of democratic capitalism were advanced to supposedly produce greatest happiness for the greatest number in the guise of free market economy. Even though (democratic) capitalism is seemed to be fuzzy in interpretation of human life and reality, its codes of utilitarian ethics [John Locke (1632-1704), Jeremy Benthem (1748-1832), & John Stuart Mill (1806-1873)] have been akin to be given in atheistic secularism. This trend was augmented by many theories and philosophy of which most notable for our concern here is the repercussion and ramification of extra-scientific theory of evolution [Charles Darwin (1809-1882)] and philosophy of atheistic existentialism [Friedrich Nietzsche (1844-1900)] in opposition to theistic existentialism and theory of creation (by the Almighty Creator). The theory of evolution threatened the essentiality of human nature by (seemingly) challenging the religious doctrine of conscious creation. The atheistic existentialism, on the other hand, threatened to destroy (religious) morality by (perceivably) fostering that there is no absolute truth about reality and that the “will to power” is the basis of favorable “master morality” in order to make man his own “God”. All these conceptions (and skepticism) created much confusions and chaos 492

This chapter is similar to the chapter: ‘Background of Post-Modernization and Philosophy of Religion Based Education System for the (Con-current) Muslim Countries’ as included in my ‘Universal Education System—Postmodern Muslim World Perspective’. However, while the former (/this) accommodates the (specialization) curricula (, with closely related interdisciplinary/allied courses along with the core courses,) as concurrently prevail worldwide, the later (/that) proposes a (radically different set of) curricula to feature significant overlaps among all the faculties (along with specialization core courses).

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in the philosophical order of the psycho-social consciousness, and the domains which have been systematically kept under egoistic control have paved the way for exploitation by the greedy in the false notion of ‘free-market economy’. In fact, if there exists no absolute truth about reality, then how the “will to power” can be seen as the essential force of “master morality” in order to make man his own “God”?. Similarly, the system of ‘free-market economy’ can not be established by expansion of a market in which the race is already over, and the market, resources, and wealth are being controlled by the muscular giants. Very soon it has become clear that mere “corporeal” interpretation [, such as given by Thomas Hobbes (1588-1779),] of the universe is not adequate and that the ultimate (“basis”) of matter itself is non-material, colorless, dimensionless, (‘empty space of’) energy transformation. The theory of evolution contradicted the established ‘second law of thermodynamics’ in the sense that negative entropy (orderliness) at the cost of (claimed) compensation by (creation of) the disorder (of equal or greater magnitude) in the solar system (or in the universe as a whole) could not be generated without the help of special circumstances of specific design and conscious plan—mathematically it would take billions times longer than earth’s estimated life of five billion years to convert an amoeba into a man (“by chance”). In fact, even if evolution was a demonstrational fact, then it would not rule out the possibility of conscious creation as because such method itself could be a part of the Conscious Creation. On the other hand, the concept of accidental appearance could not violate the (discipline of) Pauli Exclusion Principle. All these contentions demanded a re-conciliation with the concept of conscious Plan and Law behind the appearance and existence of physical universe, which have been the pre-requisites to undermine the foundation of extreme materialism. In addition, it became evident that monstrous progress of the civilization has diminished the happiness as it has promoted (unfair) exploitation instead of just distribution, and have brought (ultra) material development by sacrificing culture (including actual duties related to human morality) as because the experience gathered from the process have not developed the qualities in the individuals to be able to consider all the “prima facie duties”493 one ought to weigh out in his/her socio-econo-political pursuits. One of its worse manifestations has been the exploration (/exploitation) without proper justice to the Creator’s balanced universe with the devastating consequence of polluted environment and endangered eco-system. As a result, the post-modern liberals are calling for more government control so that people claim their rights through the government action. Recently, religious leaders of the Muslim countries (jointly) invited the Christian World (through the Pope at Vatican) for coming to a common understanding for jointly spreading the word of love for God, for neighbor, and for man. More recently, the leaders of all the religions of the globe convened in Spain with the similar agenda and spirits. All these developments are but different manifestations of the deep-seated fact that society represents an organic and mystic link binding the past, present, and future nourished by religious fervor, patriotism, and faith—it is through this conscience that even the so called “progressives” (, who emphasize negative stigma of “fundamentalism494” to every idea that conflicts with their whims,) also claim their fundamental rights, just like a “fundamentalist”. Consequently, it again and again

493

Given by William David Ross (1877-1970). In fact, extremism is an erroneous/secular/materialistic human reaction in a desperate situation (usually created by secular injustice) and can not be labeled as fundamentalism— such a reaction usually deviates from fundamental Islamic teachings for patience etc. 494

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(, through the three-tyred “dialectic” process495,) becomes clear that man is “doomed to be born free” as because they are, in fact, un-free in the real world if strayed from the socially established guidance of the religious institutions. Collectivism (/ Communism): The theory of (social) collectivism teaches every individual to work for the benefit of the society [Karl Marx (1818-1883)]. The aim is to establish a classless community collectively owning all the property where institution of government could be abolished. Toward this end larger government control must be implemented where state would initially be of paramount importance to “wither away” the egoistic individuality. This initial stage is termed as ‘socialism’ which is prelude to communism and supposed to dissolve the government at maturity. But its humanization process has resisted the concept from achieving totalitarianism/paternalism. The advocacy has persisted in between the gravity of breaking away from established “un-egalitarian” social structure for “classless” collectivism and the individuals’ resilience for protecting (natural) personal freedom. The doctrine of communism has been a resistance and faulty alternative to (secular) democratic capitalism (, the so called “free-market economy”). It was clearly based on the (ultra) materialistic interpretation of life and of the reality, and had also been fostered by the philosophy of atheistic existentialism and by the extrascientific theory of evolution. The school of communism denies the primacy of rational and supernatural quality/genesis of man and, therefore, the existence of any essential human nature. Paradoxically, however, this psycho-social view admits the fact that humans are creative (/conceitful/deceptive), active, stable, predictive, social beings representing the totality of social relations, and they produce their own subsistence. On the other hand, they advance that how we make a living depends on the productive capacity which is not belonged to our brains, ideas, or desires, but in the means of production and class dynamics of the society—i.e. everything is socially learned. Idealists, on the other hand, maintain that reality is full of contradictions of the thesis with anti-thesis and is continuously unfolding to synthesize (an established thesis with its successor anti-thesis) to resolve an ever newer thesis. Dialectic Idealism [Georg Hegel (1770-1831)] allows that this development proceeds purely by mental or spiritual laws—the reality is rational only: the idea is thought itself thinking itself out and the whole world or all of the reality can be identified with a single entity, the Absolute, world self, or (pantheistic) God. Idealists begins with idea as the (initial) thesis to arrive at matter producing anti-thesis and then synthesize together life (with physical body and consciousness), and all of human history is the progressive realization of the Absolute Spirit, idea spread out into Nature. They add that each period in the history of a culture or society has a character or “personality” of its own which could be understood by recognizing the dialectic stage of idea in the development from what preceded it and what follows it. Unlike dialectic idealism (and inspired by it), communism advances that like natural laws, human history is ongoing realization of universal law which is economic in nature. Dialectic materialism teaches that historical development is material in character, not spiritual/mental496. It takes man with his body, nature of concrete 495 496

Discovered by the author (of this work) himself, alhamduLillah. Also see my ‘Utilitarianism, Egalitarianism, Dialecticism, and Justice—With Pan-Islamic Perspectives’. Western philosophy frequently seems to lump together soul and mind: spirituality and intellectuality.

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creativity, stability, and predictability as the initial principle by avoiding pure mechanistic materialism. It adds that the history is driven by the economic forces and that the contradiction is between the classes: the oppressors and the oppressed. And that the mode of production of material life determines the general character of the social, political, and spiritual process of life. Therefore, each period in each culture or society has its own “personality” which could be understood by knowing the process by which one stage gives rise to the next, and that ultimately (secular) capitalism will give way to communism. Even though communistic interpretation of human life seemed to be purely materialistic, it is really fuzzy (too, like liberalism) as because it manipulates (fallaciously) materialistic interpretation without denial (disprove of) essential concrete human nature of creativity and predictability—it has not succeeded to establish a true mechanistic interpretation of life in order to be in full consonance with the theory of dialectic materialism, (which itself is false). But, none the less, the communists have pursued collective (and, therefore, “individual as well”) happiness on the (artificial) philosophical basis of atheistic secularism and dialectic political conflict. Application processes of these theories have grossly overlooked that it is the (concrete) human nature of creativity that gives a human the sense individuality. Neither personal freedom could totally be sacrificed in the name of collective socio-economic security, nor such security could be achieved without moral (cooperative) motivation (which is belonged to the religious spirituality and must be nourished through proper education and working schemes). Besides, dialectic theory (of materialism/idealism) advanced fallacious notion of antagonism as the underlying carrier of human history, and consequently hope for establishment497 of communism through political conflict (viz. class struggle, Bolshevism). Whereas, even though human history is unfolding more and more truth through struggle between good and evil on the moral/intuitive level, it does not intellectually synthesize right and wrong. The history is impelled by human inclination for good which frequently collides with evil and this process guides the intellectual pursuits to synthesize/replace thesis with the hypothesis for ever expanding knowledge, and thus to invent more and more effective instruments for working. That is why, it is important that every individual must be educated in well balanced manner for his/her attaining of comprehensive maturity. The society which owns more and more such matured individuals in effect possesses more and more societal wisdom and is able to refrain from making wrong decisions which destroy law and order, increases unemployed unproductive people, ruins environment (—in short, whichever derails peace farther away from people). Therefore, our political, educational, economic, social, spiritual (, etc.) institutions must not be based on the (artificial) erroneous notion of ever repetitive stepping from the thesis to the antithesis. Rather, these should be based on the notion of continuous progress through the (natural) reconciliatory process of finding more correct alternatives. For these reasons, every system must be thoroughly interlaced within together to integrate the elements of moral, logical, and experiential elements in suitable proportions where individuals are nurtured for attaining thorough wisdom, so that s/he is always psychologically ready to advance his/her correct understanding, and give up the erroneous contentions.

497

Due to these basic errors, egalitarian communism could never be established—even though socialism, a prelude of communism, is still being imposed (by coercion), or being modified and included by social utilitarians, their future dynamism look very gloomy.

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Therefore, education system498 should be meticulously intertwined among spiritual, intellectual, and physical realms (of reality) so that religious, philosophical, mathematical, and scientific contents overlap each other for progressive learning through the (natural) involvement of intuition, reason, and senses, in general. In particular, every program (of specific emphasis) must also include subject of other nature in suitable proportions—narrow uni-tracked programs must not be included in curricula to put out mere (artificially) functional “experts” without possessing comprehensive wisdom. Such an integrated curriculum would also be conducive for each academic discipline to continuously flourish (naturally) in an all-inclusive/complete manner which consequently will prevent the pace of civilization from becoming (un-wisely) self-destructive (by divorcing religion, culture, and justice). However, this is a radical advocacy—people will resist (, like any change,) by protesting that the education systems now in vogue worldwide produces experts with specialization. That is why I have included here (, in this model,) programs in which closely related allied/interdisciplinary courses have been included (in the curricula). On the other hand, in my supplementary work: ‘Universal Education System—Postmodern Muslim World Perspective’, similar programs included allied/interdisciplinary courses to allow overlaps among the faculties. Post-modernization: Egalitarian collectivism and (secular) capitalistic individualism are deemed as two conflicting (ultra) materialistic domains—they blame each other for their failures. However, both theories claim to aim individual peace as the effect, and in fact, are not dialectically opposing to each other (like thesis and antithesis) as had been advanced. Besides, they are neither (separately) sufficient nor jointly adequate (by working like a complement to each other) to be in complete tune with human nature—whether essential or socio-psychological. In particular, both of them are deficiently incompatible to both the basic and psychosocial ideological basis of the Muslims in particular and of the adherents of the great religions in general. Human is both individualistic and social—a religious person refrains from over indulgence and deliver welfares to others for achieving his/her two goals—peace in this life and salvation in the hereafter. Such a person exhibits these pursuits in different guises such as claiming own rights and of others, and performing moral duties toward others. Rights and duties are the flip sides of each other—rights can only be protected through social schemes of cooperation (, instead of dialectical antagonization,) by which everyone’s satisfaction and welfare are reasonably guaranteed. This scheme must guarantee equal liberty for all, equal shares in the natural resources (such as minerals), protection of environment (for all), equal opportunities for education and training, equal opportunities for employment, proportional distribution according to merits (such as knowledge, skill, and work efforts), and moral (positive) welfare to the needy or disadvantaged. It is very clear that modernization through the philosophical schemes of the era of industrial revolution has badly failed to succeed in these regards. The task of devising the desired schemes (for success) has obviously remained as challenging as ever—neither individualism nor collectivism can be reformed and/or be combined together to form such schemes. During the processes of application (/humanization), (secular) Democratic Capitalism (, which is inwardly belonged to individualism) was responding to Marxism (, which is inwardly belonged to egalitarian collectivism,) and vice versa by adapting the features of each other’s domain for their separate corrections—because, they 498

For analogous well balanced political system see, ‘Moral Democracy—Unison of Ideals, Rationales, and Empiricals’ (200 pages), authored by myself (, all by the Grace of Allah SWT). Also, see some of my other relevant works such as: (i) ‘Universal Remuneration System—A Mathematical Model for GDP Based Adjustments’, (ii) ‘Test Scores and GPA—Mathematics of Letter Grades’, and (iii) ‘Interest-Free Micro & Macro Credits—Mathematics of Time-Trading Cash Flow’, etc.

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are not truly dialectical thesis and antithesis of each other. This (apparently) paradoxical phenomenon (of reform) eventually undermined the very foundation of each creed toward the synthesis of something essentially different than the both. Some of those who turned to the religious scriptures for solution have resolved that: (i) man is both individualistic and social, in fact, man’s social obligations whether negative (of non-interference) or positive (of delivering welfare) is constitutive to achieve his/her paramount goals—peace in this life and salvation in the hereafter; (ii) the question of justice must be addressed through the religious teachings (which are not separable from subjective faith, pious intuition, and intellectually matured wisdom); and (iii) our socio-economic, political, and educational institutions must turn back to the religions (with mutual respect, tolerance, and equitable accommodations) to overcome the deficiencies (incurred during the last few centuries). But many post-modern thinkers are either reluctant or antagonistic to the acceptance of contentions such as “Divine Command Theory”—but such thinkers have not succeeded to prove that such religion based theories would not succeed to solve our problems. They oppose for three cardinal reasons: (i) the modernization process of the past two centuries was based on secularism by somewhat divorcing religions—it is, therefore, out of fashion or debasing for some (, who are immatured in religious teachings,) to turn back to religion; (ii) during this period intellectual activities were heavily influenced by secular notions, which have created gap between the religious teachings and formal academic disciplines (without proportional development of correspondence between the two)—thus, have increased ignorance about religious teachings among such elites; and (iii) because of erroneous interpretations, misgivings and conflicts from whimsical meanings, translation into another language without preserving the true meaning, whole or partial loss of original teachings, etc., some “scriptural texts” (apparently) contradicted established facts and have been misused as excuses by the sophists and skeptics to do away with the religions altogether. Such antagonists (of religions) have grossly overlooked the fact that whatever the notions of good and evil, right and wrong, beneficial and harmful always pervade are but due to religious teachings—and any slip from such teachings leads to detrimental situation such as today’s devastated socio-morality, environment, and ecosystem—(along with problems of population, intergroup/regional conflicts, etc.). In their struggle for developing sound understanding of justice post-modern philosophers have advanced many theories. Most notable among these is the ‘Dual Standard Theory’ [John Rawls (1921-2002)]—the ‘Principle of Equal Liberty and Unequal Distribution’, which may be viewed as an abstract interpretation of the ‘Ethical Formula of the Categorical Imperatives’ [of Immanuel Kant (1724-1804)]. Unlike the communist creed of ‘from everyone according to his ability and to everyone according to his needs’, the Principle of Equal Liberty and Unequal Distribution contends that: (i) everyone in the society must have equal political rights and obligations, and (ii) socio-economic inequalities that are required to make “everyone better off”, must be allowed to serve as incentives (for productive workefforts). The second part, that is, the unequal distribution (of wealth & comfort) principle implicitly has two parts in order to be qualified as a workable scheme. First, it allows for unequal or proportional distribution as incentive to boost up productivity which must be kept open to all under the condition of fair equality of opportunity. Second, it implicitly stipulates for ‘directly proportional welfare’ (out of the benefits produced by allowing inequalities) to the disadvantaged—that is, if the welfare is directly proportional to the amount of disadvantage only then the scheme may make everyone feel “better off”. Even though the ‘Dual Standard Theory’ may sound appealing, it clearly poses many challenges toward formulation of a concrete implementation scheme. Firstly, how can we determine a complete set of political rights, freedom, and obligations to be given to each person with a similar liberty for others? In most cases, we will

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not be able to (artificially) determine such a set of liberty which would be endorsed by everyone—and, how about the children, mentally incapable, etc., who would make choices for them? Secondly, similar difficulties are evident in determining the set of socio-economic rights which could be kept open (with everyone’s consent) for unequal distribution (of economic benefits, wealth, etc.) and open under equal opportunity for all. Since social utility in this area would require some utilitarian decision to sacrifice the interest of individual (or smaller group) for the greater, it could not avoid rehashing of the (paramount) question of justice and (, at the best,) would remain open for debate what procedure and deterministic criteria should be followed to make such decisions. Thirdly, the provision of directly proportional welfare to the disadvantaged (, as such meaning can be taken from the phrase, “greatest benefit for the least advantaged”) poses an extremely difficult challenge to set up the resolving standards. Besides, such a proportional welfare is bound to be counter productive as because productive motivation of such beneficiaries would become dim, they would become lethargic, they socially would be looked down and would turn timid, and would look for making lame pretexts by exhibiting disputable disadvantages. Fourthly, the theory has not addressed the group of defaulters at one end and the group of naturally disables at the other. It justified gross inequalities in distributing socio-economic benefits by stipulating for most welfare for the most disadvantaged (due to such mode of distribution). Such arrangements would encourage lower productivities in both the most advantaged and the least advantaged and, therefore, would not optimize the productivity. Besides, the least advantaged not necessarily has the most needs—thus, waste and conspicuous consumptions (by the most advantaged and as well as by those who received welfare more than their needs) would not be minimized. Fifthly, ‘Dual Standard Theory’ has not (, in principle,) any provision which would protect the dignity of the welfare recipients (and they would be looked down in the society). Mere distribution of economic benefits as compensation for the (caused) disadvantages may generally perpetuate the poverty and backwardness within particular group(s). Sixthly, the theory of ‘equal liberty and unequal economic distribution’ has explicitly addressed the issues of justice within the materialistic realms only. Even though the principle of ‘equal liberty’ can be taken as an embodiment of the issues of the intellectual and convictional (spiritual) realms also, it has not given any explicit prescription as to how the scheme would guarantee the proper nurturing of those attributes of human happiness. Happiness embraces material, intellectual, and spiritual satisfaction—under different circumstances, a person aspires differently (, i.e. in different proportion,) for these three components. Therefore, the proportional guarantee for materialistic welfare alone to the disadvantaged may not be to the true benefit in general. Any such benefit must also embody the components of intellectual actualization and spiritual fulfillment (in suitable proportions) to the optimum satisfaction—and this will vary from person to person. Thus, artificial determination of such a (successful) scheme is impossible.

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Seventhly, a society will have disadvantaged people (by allowing gross unequal economic distribution) in need of welfare mostly because their negative rights (of uninterfered equal liberty) have (also) been violated (, at least indirectly). That means the principle of (inviolable) equal liberty is in conflict with the principle of “flat” unequal economic distribution. That is to say the “Dual Standard Theory” in practice will manifest as a “Double Standard Theory” and, therefore, can not qualify to guarantee happiness in individual and social life. Eighthly, until people are matured and wise, they are not capable of making the best choices. For this reason, equal opportunities and circumstances must be guaranteed for all to educate everyone with proper education to the optimum level while keeping it open to all under equal opportunity for to be educated up to the utmost level of his/her abilities. The objectives of such education must include well balanced nurturing of empirical, intellectual, and spiritual attributes of individuals without which peace and happiness would not come in private and/or social life. ‘Dual Standard Theory’ does neither explicitly nor implicitly embody a suitable set of imperatives for determining such an optimum level of proper education. That is, ‘Dual Standard Theory’ (, like any other theory of justice given by human,) is not only vague; it is also much shorter than to be adequate to embrace the entire gamut of the imperatives of justice those govern the human life—both private and social. Justice is an imbedded quality inherent with every essential aspect of human life—only the Almighty Creator, Who has given both the objectivities and the subjectivities in human nature, can prescribe a complete code of human life within which justice remains as an intertwined attribute. Now, some may argue that we may not ever be able to formulate a “perfect doctrine” of justice to design a workable system which would guarantee stability and steady progress by optimizing the serenity in private life and security in social life. They may add that even any religion whenever humanized becomes less than perfect in practice. They may also become persuasive by advancing that ‘Dual Standard Theory’ is better than communism and, therefore, is the best suitable formula for post-modernization. In fact, the genesis of ‘Dual Standard Theory’ (to which I have been pointing so far) has been based on a profound moral imperative known as “justice as fairness”, which now I want to expound briefly to supplement the above discussion. The word “fair” means just and thus the phrase “justice as fairness” has not succeeded to overcome the vagueness of circularity— the phrase can (also) be re-written as ‘justice as justness’. That is, what (and why) is just does not become clear from the phrase. The doctrine of “justice as fairness” has been based on a hypothetical original position of natural equality for framing out social contract. Such an original position is neither an actual historical state of affairs, nor can be conceived as a (pre-historic) primitive condition of cult, or culture, and/or society. It is an imaginary first meeting of all the people where they have gathered together to resolute the social contract. Everyone in this hypothetical initial meeting is completely “behind a veil of ignorance” where no one knew whether s/he would turn out to be a rich or poor, owner or worker, commoner or ruler, male or female, smart or dull, healthy or sick, black or white, able or disable, honest or criminal, ugly or good-looking, facilitated or unfacilitated, (etc., etc. …) in the future (real) society. It is contended that (all) the people would endorse “Dual Standard Theory” of “Equal Liberty and Unequal Economic Distribution” in that hypothetical original meeting because of their (hypothetical) equality.

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Firstly, the concept of such an original “fair” position is too idealistic which is supposed to transcend the practical experience499 of temporal life—only the Almighty Creator knows these qualities (of worldly life) and only He can imbue these imperatives in our conscience (objectively) prior to our experience in this life. Therefore, ‘Divine Intentions’ must be seeked (and/or searched) out regarding justice. Secondly, for the sake of argument, even if we agree that we can accommodate such an ideal basis of equality without prior worldly experience, such an ideal basis would not be adequate for derivation of expedient imperatives of justice for actual worldly life. In fact, the doctrine of “Equal Liberty and Unequal Economic Distribution” actually has embraced the notions of real world experience. Therefore, the party of the original position (of equality) is though can be conceived to be behind the “veil of ignorance” about their respective future life is not in a so called “natural state”—because they are supposed to understand the different aspects of social life in this world. Therefore, the identified basis of the doctrine and the concrete form of the doctrine itself are not completely belonged to each other—neither inwardly nor outwardly. Thirdly, in one hand, if the so called “natural state” includes prior worldly experience, then the formulated doctrine has not succeeded (, according to my above analysis500,) to address the total gamut of equity and justice (of an actual society) and has remained to be too deficient and incongruent. On the other hand, if the “natural state” does not include knowledge about the aspects of worldly life, then such a basis is supposed to put out an idealistic doctrine of justice which can not be guaranteed to be suitable for a real human society. The Almighty Creator alone knows the human nature and He alone ordains the factors of human society. Therefore, socioeconomic system must be reformed and/or replaced according to Divine guidance. The proper imperatives of justice are instilled within this set of Divine guidelines. Such imperatives can not necessarily be isolated from the aspects of social-economic institutions. Formal education system for the Muslim World thus must be formed in congruence to the principles of Islam so that such education system not only inculcates proper complete education, but also brings the entire society in consonance with Divine intent of justice. Installation of mere concrete scheme of justice guided by religion will far outperform any theory of justice put out by man. In addition socio-economic institutions must also exhort for practice of piety through enjoining of thankfulness (to Allah SWT) in affluence and fortitude in hardship, and by forbidding the indulgence of doubt and lust. Only a proper education process can nurture such qualities for moral motivation with the hope for higher reward (in the life hereafter). A society with such moral motivation will surely enjoy the satisfaction of security, serenity, and success—all these are but bounties of Allah SWT and (, according to Qur’an and Hadith,) He delivers these out of His Mercy and Pleasure. Man is born free. From the attribute of (limited) free will comes (egotistic) “selfhood” (or selfishness), and from the extreme point of selfishness man recoils as a rational social being as because during the selfish drives he realizes that he is neither invincible nor self-sufficient. Man is also spiritually moral which makes him 499 500

Socrates (469- …B.C.), Plato (427-347 B.C.) Also see my ‘Utilitarianism, Egalitarianism, Dialecticism, and Justice—With Pan-Islamic Perspectives’ and other related works.

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duty bound, i.e. intuitively inclined to those things which are beneficial to temporal life and salvation in the hereafter, and aversive to those things which destroy such good. It is through his faculty of reasoning man weaves the fabric of morality around the freedom for the safe journey here and salvation in the hereafter. That is why man has a basic demand or curiosity for intellectual actualization which can not be nurtured without proper education and fair opportunity. But no two men are identical in the proportional aspirations for (materialistic) pleasure, intellectual actualization, and spiritual serenity. That is why man is not capable of achieving an expedient universal consensus for artificially assigning proper comparative weights to duties and rights. That means ethical formula can not properly be determined through ‘categorical imperatives’501 to act by a maxim which must become a universal law. For this resolute we must turn to the Divine Command. An idealistic set of justice is neither purposeful nor functional in this life. That is why the deep-seated imperatives of justice are integrated with the religious principles to govern different socio-economic affairs embracing different aspects of temporal life. Man’s inequities (, manipulated by ever tempter devil,) will always hinder the delivery of total justice in this life. However, religious principles, if truly cultivated, will continuously guide the society toward perfect justice. On the Day of Reckoning, Allah SWT will not only deliver the total justice but also will supercede His justice by His Mercy for the salvation of even every soul with (even) particle amount of faith. Until then men must persevere to establish Divine Law properly for harmonious continuity of mankind in this life. This is why man’s empirical, rational, and spiritual faculties must thrive to flourish in proper balance through thorough understanding of religious principles. For such thorough understanding, religious principles must be correctly humanized through every discipline of education. Therefore, we must correspond and integrate religious principles properly in every aspect of academic syllabus with honesty and sincerity (for Allah’s Grace) so that inherent congruence within the religious principles succeeds to consistently guide the society toward the attainment of the optimum maturity/wisdom. The question, however, still remains how would we know what divine command is and what are not. The answer is that whatever have been believed as divine command and have (/had) also been successfully implemented in the human history should be taken (by the respective community in particular and by the society in general) as the basis for making social contract and standard of justice (in general). In this regard I like to mention that one may not be surprised to find that sociomoral profile of every great religion share a gigantic common platform upon which they can harmoniously accommodate each other with mutual respect (for individual integrity) and tolerance. The religions which try to resolve the matter of morality, ethics, and justice in isolation from addressing the issue of the existence of the Absolute Divine Being (, such as Buddhism502, as some claim,) could be content by taking the wisdom of the “enlightened” ones, (or similar sources, etc.) as the guidance. That is, we determine the theory of justice from the phenomena of implemented model (according to religious prescriptions for different aspects of life) and not vice versa, even though the theory remains as an inherent profile (or “noumena503”) among the religious teachings at large (of every corresponding religion). We have thus pointed out that every societal institution must be consolidated enough to gradually embrace the total gamut of interfaith commonalities and as well as be diversified/flexible enough to suitably accommodate all the differences. For this reason, even though religion of the majority (within a particular jurisdictional 501

Immanuel Kant (1724-1804) It should be noted that Buddhism (, as claimed by some,) is somewhat a revised form of Hinduism. 503 Immanuel Kant (1724-1804) 502

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domain) will be the mainstream profile of the society, the other religions must also enjoy due freedom. Therefore, formal educational curricula must include a system of syllabus to coherently promote the society toward these sacred goals. Religions and Post-Modernization: We have just proposed the set of ethical rules which have been derived from divinely revealed religion504 and have already been implemented to be qualified to be taken as the basis to formulate workable scheme for ensuring social justice. But what about the religions which have not been thoroughly implemented for establishing successful socio-economic systems but yet believed to be divinely revealed? Before answering this question let us first elaborate our analysis why religion is indispensable in post-modern period. Religion played the most important roles in private and social life as well before industrial revolution. Therefore, the family and community resisted as structural crystals to protect the society from all-out fall throughout the modernization period of the last few centuries. However, these building blocks of the society have gradually crumbled and have been overrun by the monstrous (ultra) materialistic pursuits driven by the motives incited by erroneous theories. Today mankind is in a horrible situation created by the environmental deterioration, inter-group conflicts, malnutrition, grave economic class disparity, terrible disparities in military power and technical skills, and huge part of population as burden. All these are but ramifications and manifestations of secular materialistic productions relations. To alter this trend the secularists have revised their theories and most of those are but the same wine in a new bottle, and all of them together are like throwing a drop of water to put out a jungle full of fire. The most important remedy to this situation is the elimination of the created gap between religion and socio-econo-political institutions—both national and international. I have (above, and in my other works) critically examined the most notable post-modern theory of social justice. It has revealed that the theory itself based on hypothetical unrealistic situation such that a concrete functional model can not be worked out. Besides, it is deficient as because it has not made it clear how to guarantee intellectual actualization, spiritual fulfillment, etc., without which happiness can not be attained. Also, the theory has not made it explicit how to protect the dignity (and, therefore, productive motivation and efforts) of the recipients of welfare (i.e. delivery of the positive duties by the donors). In juxtaposition, the followings are the basic components of the religion based system of social justice: (i)

Ensure equal (political) moral liberty compatible with the similar liberty for all;

(ii)

Allow unequal distribution of economic benefits according to moral merits and work-efforts (as incentives for increased production for the moral benefits of all) by preventing gross inequalities, wastes, and conspicuous consumptions;

504

I have used here singular number as because as a Muslim I believe that every divinely revealed religion in its unaltered form had/has been Islam—means submission with peace.

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(iii)

Ensure economic welfare and moral affirmative measures for removing poverty, uplifting socio-economic morals, and nurturing productive fitness, etc. to the disadvantaged, disables, and defaulters according to the (respective) need, equity, and justice;

(iv)

Provide moral training to develop religious values toward positive duties and sense of moral responsibility for properly exerting productive efforts to ensure equal dignity of all;

(v)

Exhort for carrying out social responsibilities by promulgating that socio-economic resources and opportunities i.e. factors of production are actually belonged to all on equal/equitable basis; and

(vi)

Continuously increase the practice of exhortation for enjoining good and forbidding evil505 with the delivery of religious knowledge that without such practice neither temporal success nor the salvation in the hereafter is possible—all these are but bounties of Allah SWT and He gives these out of His Grace and Mercy. It will be obvious by brief inspection that the actual measures of none of the above components can concretely be determined empirically. Therefore, we must possess a ready-made model to guide us in making out workable social schemes according to the point of a particular period and place, and befitting to any circumstance that may arise. Our Creator, Allah S.W.T. has sent guidance from time to time which had immediately been implemented successfully by His Messengers and Prophets along with their followers. Such occurrences have taken place throughout human history to bring up the mankind to this level of humanity that persists as the ideological basis (such as universal human rights etc.). In particular, religious training to develop morality of duty toward self, other creatures, and the Creator necessitates ethical imperative of universal maxim506. This set of imperatives had/has always been the main part of the religious teachings. Therefore, thorough knowledge about these models developed con-jointly by divine revelations, Messengers/Prophets and their followers, must be included in the curricula of the formal education system. Religious teachings are not mere a set of guidelines like an operational manual. They are also analytic lessons by which man’s intellectual faculty can be nurtured to develop his maturity for properly judging between right and wrong, good and evil, etc. Toward this development religious teachings and practices instill awareness about human nature, meaning of justice, pragmatic work schemes, etc. The set of moral guidelines in any religion (of divine genesis) had/has always been compatible with its teachings about three paramount matters: human nature, meaning of justice, and day to day human life (in order to be conducive and congruent for the ongoing progress of the human history). Besides, one may ask the following questions to examine whether a particular religion is sound enough for the pace of postmodernization: 505

Justice demands not only the promulgation of retributive and distributive concrete laws but also flourishing of relevant socio-moral qualities so that judgment can be justified not only according to the law but also along the imperatives of the socio-moral basis as well as socio-economic circumstances. 506 Immanuel Kant (1724-1804).

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(i)

What is the end result of religious practice?—would it guarantee maximum peace and happiness attainable on this earth?

(ii)

Would it work if nobody except a single person follows it?—would the religion be flexible enough for such person?

(iii)

Would it work if nobody except a single person refuses/fails to follow it?—would the religion properly accommodate such person?

(iv)

Would it work if some people follow it and some (fails or) do not?

(v)

Are the basic dictates of the religion (inwardly and outwardly) congruent, consistent, and coherent? etc.507. The observance of the above deterministic criteria will guarantee and teach the correct sorting out of religious teachings of divine genesis. Even though some religions do not claim to be divinely revealed, yet they contain many teachings which conform to divine guidance. This is because Allah S.W.T. guides human in three different ways: (i) explicit revelations, (ii) dreams, and (iii) intuitive inspirations. While the first mode is protected from any Shaitanic intrusion (before and during delivery), the other two modes are not. That is why the preservation of direct divine messages (or account of such revelations) is of paramount importance. Morality is essential for building a workable social scheme for the maximum benefit of all. Yet morality and happiness not necessarily coincides in individual life. This is because morally driven person follows universal maxims not always because of his/her self interest but in general for the sake of following the Universal Maxims themselves as because s/he believes it as his/her moral duty. S/he believes that even if one person does not act in such a way it may gravely hinder the actual functionality of the social scheme, and also his/her higher reward in the hereafter may be jeopardized. As a result, morally good persons often get less than their shares as because the greedy people appropriate more than their due shares by unfair exploitations. This obliges us to seek a world where moral people prosper and evil people do not—religious teachings drive the society toward that direction. Morality always persists because a good person has one enemy (, the bad person only), and in juxtaposition, an evil person has two instead508 (, the good and as well as the bad one). But mankind will never be able to bring up a perfectly just world where the morally good people will necessarily be able to appropriate their exact shares—we do not always know such exact amount anyway. Only Allah S.W.T. can and He surely will bring such a world in the hereafter (and we are obliged to believe it as because

507 508

It is needless to mention that every person who believes in the hereafter will also ask if the religion is safe enough for the salvation of the soul. Plato (427-347 B.C.)

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without such belief one can not properly mend his/her life—either private or social). Hence, we must believe that “God” exists509. Thus we have pointed out that: (i) without religious teachings of morality we can not properly set up a workable social scheme, and (ii) (essentiality of) morality forces us to believe that God exists. How could anyone experience good without experiencing evil? It is man’s own free choice and perception (out of his/her instinctive inclination) that makes some phenomenon to appear as evil (or good, in juxtaposition). Due to such innate quality of judgment human is constantly haunted by many curiosities such as: why a sinless baby suffers while dying?—Is it because the reward of his eternally blessed life of happiness is given in exchange which can not be appreciated and enjoyed without prior experience of distresses? Of course, the anguish of such experience itself too can be totally erased by God to enjoy blessed eternal future with the leftover mark of the (troubled) experience alone. One answer, therefore, is: the baby might have chosen such pain instead of going through the tribulations of life (of nominal span) on earth. Such contentions necessitate the pre-existence of “soul” with free will. Man’s soul has been imbued with the quality of limited freedom. Some of us may have chosen such sufferings (in lieu of the ordeals of other kinds) so that the delights of the eternal salvation can be distinguished, compared, and enjoyed. Such choices are but part of the Qada and Qadar (divine Decree and Destiny) made known to us before landing on earth. Besides, the victims who seemed to be “unfairly” suffering (at death, etc.) may not feel in the exact way as we the observers infer. For them, it may like in-taking of distasteful medicine with delightful hope for the greater pleasure ahead: and for the observers it may be mere lessons to ponder on. The Absolute cause of everything is Allah S.W.T. and the eventual effect is the Qiyamah (and the life hereafter). To say the God does not exist is equal to proclaim that the first element of the set of Natural Numbers does not exist (, if not even worse). Objective proof or (disproof) may not be sufficient for establishing the fact that God exists (or to deny it)—because, sometimes logical conclusions themselves are paradoxical (—I mean the logically valid arguments, not the fallacies). But logically valid proof (, whether direct or analogical,) along with congruent belief necessitates God’s existence. In reality, intuitive (spiritual, faith), logical (mental, intellectual), and empirical (scientific, sensual) order can be consistently lumped together for proving the essentiality of the existence of God. On the other hand no logical conclusion can validly be established deductively to disprove the existence of God—even if such a deductive disproof may appear (as a success) it will not be free of paradox. On the other hand, valid inductive conclusion will always be heavier on behalf of the proof than the disproof of the existence of God. Therefore, the (three-tyred) static logical procedure is not comprehensive and sufficient enough for proving or disproving the existence of God. But while valid conclusion through static logic of both the deduction and induction can be arrived in favor of the essentiality of the existence of God (as I have advanced above and in my other works by the Grace of Allah S.W.T.), no such conclusion can be achieved disproving the essentiality of the existence of God. This is because any such deductive disproof is bound to be based on invalid premises, and any such inductive disproof is bound to be deficient (, and we can advance this whole statement as an open challenge). Deductive valid conclusion in favor of the existence of God definitely guides to proceed for inductive reasoning on this issue. We then can apply evidential inductive reasoning (, which is “four-tired” or “four digital” in Islam: riwayat, dirayat, jarah or tajribah, and jadil,) from the empirical (physical) observations. After such discourse whatever still remains to be proven, must be completed by (intuitive) belief—otherwise faith would carry no meaning. The 509

Immanuel Kant (1724-1804)

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ultimate reality, the Absolute, is a notion which is instilled (by the Almighty Creator) in our basis of self alone—this is unlike any other experience through our sense. Even a blind person who never had a look to the physical world can feel and understand this Absolute in his/her ultimate consciousness (of self). Similarly, an atheist who chooses to (outwardly) disbelieve in God may as well be steadily conscious (with fear and hope) of Him. On the other hand, we can not afford to suspend the judgment on whether God exists or not. Because, much is tied up in our belief or disbelief in God—it means difference in life-style, thinking, perceiving, and behaving. If everyone (in the human history) postponed the making of decision about the existence of God what would the human society would look like today?—and if everyone withholds his/her belief in (or search for) God, what would the future look like? A brief thought on this issue will make it obvious that it is a forced and momentous choice that we must not wait to make, whether to believe or disbelieve in God. God wants our faith in Him (for our own sake), as because we would otherwise be strayed. Such a firm faith (out of our free will) is essential as because our objective idea is like the inertia of motion which continuously moves among our three realms of existence: intuition, reason, and senses. Faith is for our own benefit and God has given us the (spiritual) instinct to feel His existence. If one does not include spiritual activities in his/her daily life, s/he gradually represses his/her spirituality and inclines more and more toward wandering aimlessly. That is why it is highly important that man’s spiritual morality is reared appropriately so that he can exert his free will morally without being condemn to be born free (by being alienated from the Divine Guidance). We have thus pointed out that along theology, religion based philosophy (augmented by four-tyred evidential logic) must also be included in the academic curricula. Pragmatism based static logic and/or empirical data alone is not good enough to support sustained progress of the society—without the driving force of higher value man’s socio-politico-economic aspirations will stagnate. Therefore, pragmatism must be headed by higher values such as love, patience, altruism, etc. Man again and again needs to use his (intuitive) wisdom (without concrete data or logic) to compromise his freedom under many circumstances. This is a proof of the limitation of man’s freedom which is neither paradoxical nor contradictory. Because, he intends to be or to do something, but “circumstances” forces him “to choose” something else—man is neither ridiculous nor transcendent. This making of subjective decision may imply that truth varies from one person to another. But such notion discourages us to view concrete facts objectively and impartially which threatens foundation of knowledge. This is why divine guidance must be taken as the axiomatic primitives for using our wisdom. Some philosophers510 have advanced that our knowledge is but ideas based on past experience and can not be genuine as because past can not guarantee the future and/or present about the universe. On the other hand, some others511 have contended that our knowledge is not based on the experience of the physical universe, but rather the physical world is but creation of our “mind”. They advanced that sensation or experience is the “content” (of knowledge) which is material or empirical (such as tastes, smells, sounds, shapes, cold, motion, equilibrium, etc.) and do not provide the relationships, laws, causes, etc.—this is done by “mind”. The idea, on the other hand, is the “form” supplied by the mind by sorting sense experience and positing relationships among them. Through an “awareness” of these 510 511

David Hume (1711-1776). Immanuel Kant (1724-1804).

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relationships, we come to knowledge. According to them we can not perceive things as they might actually exist (before the mind organizes our sensation of them). We never perceive things as they are “themselves”, which they call “noumena”. All we can ever know are things as they “appear” to us, which they call “phenomena” of the ordered and causally connected world of experience. But religion (e. g. Islam) teaches that original “blue print” of the universe is kept in the Heaven which is related to our intuition by genuine divine inspiration. Besides, this world has been created as the “dazzling show512” for our senses. Therefore, neither we can deny the originality of our sense experience and of the actual existence of a physical universe (which is the “sensual” replica of its original blue print kept in the heaven) which is not “created” by mind, nor of the existence of a separate ideal universe which is the cause of the existence of the physical universe. Our knowledge is the union of these two extreme realities—that is why knowledge has both intrinsic and extrinsic values. Without this religious teaching we would have swung between the gravity of skepticism (of empirical uncertainty) and idealism (of “phenomena” without ever knowing “noumena” of the physical universe). On the other hand, without moderation by the religion some people (e.g. utilitarian egoists) would be emphasizing on only the (extreme) extrinsic value of knowledge to exploit for pleasure by base gratification, and some others (e.g. monastic hedonists) would be emphasizing on the (extreme) intrinsic value of knowledge to get pleasure by “sober thinking”—religion teaches to make proper balance between these two extreme ends. For example Hinduism teaches on (roughly) four primary values—in the rank of increasing value they are: wealth, pleasure, duty, and enlightenment. If kept in proper perspective, the worldly values of wealth and pleasure are good and desirable. The moral value of duty includes higher attributes of patience, sincerity, justice, honesty, kindness, altruism, etc. The highest spiritual (moral) value is the enlightenment by which only other three primary values must be measured in order to get (emancipation and) salvation at the end of the temporal journey. Religion not only teaches to choose lesser of the two evils or greater of the two merits in cases of conflicting duties, it also either assigns the relative weights of most of the duties, or teaches how to assign such weights (of rightness and wrongness) under any circumstances. Religious practices develop (intuitive) wisdom by which individual (in particular and society in general) gradually progresses toward maturity for making proper judgment (as the best as possible in temporal life), even though it may never necessarily become perfect. But whatever remains from being perfect (after the humanized exhaustion of religious teachings) is perfect enough for the imperfect worldly life. Because, part of the temporal set of categorical imperatives is belief, and any doubt is but due to our lack of understanding—to Allah S.W.T. everything is perfectly clear, and He has sent His clear and enough guidance (through His Messengers) for us from time to time. Allah S.W.T. keeps part of the Truth from being explicitly knowledgeable to us (here) as because He also wants us to use our intuition (which has been instilled with His guidance or “noor”) for proper execution of our free will (“ikhtiar”). If we sincerely, honestly, and thoroughly try to make proper judgment and yet fail, He will forgive us and will compensate it with His (inspiring) guidance and bounties. This is the only process by which we can gradually develop our personality for getting happiness and peace in this life and salvation in the hereafter. We have thus pointed out that academic syllabus must be structured in a way so that secular philosophy is scrutinized and moderated by religion based philosophy. 512

See Qur’an/3:185.

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The above discussions513 have clearly made religion indispensable. In fact, religion is not only required to guarantee maximum (attainable) happiness and peace, it is the only way to guarantee fundamental human rights and dignity along with un-stagnated spontaneity for continuous progressive efforts. The existence of evil is related with the freedom of man in this life. With his limited freedom, man’s action produces good or evil. Neither this temporal evil nor goodness can ever over rule God’s law—He is All Good and All Powerful. God alone allows the temporal existence of good and evil within certain limit—otherwise there would have been neither difference between temporal and eternal life, nor there would have been any meaning of man’s freedom within limitation. In postmodern period the scientific progress, technological know-how, and productive skills will (perceivably) assure (insh’Allah) more than enough produces and services for the physical maintenance of mankind. But without the spread of proper distributive justice, neither such knowledge (science, technology, and skills) nor such produces will be able to eliminate poverty and diseases to the (attainable) minimum level. Even if such required distribution is mechanized amorally and areligiously, man’s peaceful continuation and existence will eventually be threatened without the spread of religious morality. Because, the significant disparities among the nations in materials and (productive) knowledge will eventually disappear. In that scenario, without moral bindings man will wait for opportunities such as disputes, in-fights, natural calamities, etc. for destroying others. Religion only can inculcate the perception of higher goals in the infinite against man’s such destructive potentials by influencing the “moral character of man”514. The common set of socio-moral principles among all the religions will guarantee harmony; and will too accommodate separate integrity with mutual tolerance, with competition for excellence by delivering goodness to each other, and with promotion of mutual understanding—there exist no other way for achieving this paramount goal. In this regard, however, we can not help but need the necessity of philosophy (, object of which is truth,) also to analyze, correspond, and expand the scopes of religious teachings in order to accommodate every advent of new situation. But, we must be (religiously) aware of those philosophers (, who are the self proclaimed “lovers of wisdom”, and) who persist to advance their pre-conceived notions in order merely to establish their wrong (and even fashionable) conceptions (without correcting themselves), upon which they might have built up their career, ego, and integrity (among some confused masses). The natural laws deep-seated within the human society are not only in consonance with the human nature, these laws are but aggregate manifestations of the essentials of human nature. This set of universal laws can be identified by careful scrutinization of the authentic religious teachings (divinely revealed at different stages515 of the human history). In fact, every such religion includes a set of teachings which are in consonance with human nature. Therefore, the process of scrutinization to sort out a common set of natural laws governing human society would minimize inter-community mistrust. But for this task, sound religious knowledge is essential. Besides, natural laws governing the physical world must be instructed in such ways so that related religious teachings are duly reconciled. 513

Please, also see my other related works. Max Muller. 515 According to the Qur’an and Hadith (of the Allah’s Messenger, Muhammad s.a.w.), Allah S.W.T. sent Messenger(s) to guide every nation (“people”) at one time or other and the Prophet Muhammad s.a.w. has been sent as the final Messenger for the guidance of the entire mankind (abrogating all other previous revelations). 514

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Formal educational curricula must include instructions and training in all the relevant religions of a particular domain. Moreover, syllabus of Comparative Religions should also be included, even though the education system must be based on the socio-moral justice of the religion of the largest group (, without conflicting the natural law,) within a particular country. Along with knowledge at the cutting edge, all-embracing integration capacity, propensity of peak intellectual maturity, skills of highest order, high degree of physical fitness, unsluggish sense of responsibility and alertness, etc., the objectives (of formal educational process) should also include: (i) inculcating of religious wisdom in the society so that conventional laws (i.e. “secular” codes of conduct endorsed by the consensus of the majority) to conform to the natural laws, (ii) promote inter-community understanding, trust, and tolerance for smooth progress of the stratification process in order to develop the most suitable societal codes of conduct common for the mankind, (iii) develop individual character to avoid extravagance, undue greed, and arrogance, (iv) instill moral maturity so that in exploitational pursuits only the socio-morally wise schemes, articulations, techniques, and aptitudes are adopted ensuring sustainable progress, etc. Islam and Postmodern Formal Education: Islam represents natural human being and (, therefore,) embody the natural Law. The characterizing profile of the formal Islamic education includes the following points: (i)

Providing knowledge (i.e. “ilm”) through lessons or instructions (i.e. “ta’lim” or “shikkha”);

(ii)

Providing skill and good behavior through training (i.e. “tarbiyat” or “dikkha”);

(iii)

Helping to develop expressive abilities by giving literacy and linguistic proficiency; and

(iv)

516

Flourishing intellectual specialization and creativity through the back up of closely related inter-disciplinary/allied discourses; etc.

The above four characteristics of Islamic education could be secured through following processes: (a) Develop system of teaching and training designed to give: (1) knowledge: subjective517 (through faith), and Objective: (i) rational518 (through reason), and (ii) empirical519 (through senses), (2) skills, (3) intellect, (4) Islamic moral character (in particular and religious moral character in general520), and (5) wisdom; 516

This has been replaced by: “Flourishing intellectual wisdom and creativity through exposure of inter-disciplinary overlaps and diversified discourses; etc” in my supplementary model: ‘Universal Education System—Postmodern Muslim World Perspective’. 517 Subjective knowledge includes topics like salvation of soul (ruh), religious faith and devotion, belief in unseen ideas and heavens, psyche, metaphysics, aesthetics, intuitive imagination, metaphorical, allegorical, and figurative expressions, etc. 518 Rational knowledge includes topics like mathematics, epistemology, ethics, etc.

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(b) Islamically motivate students in gaining knowledge by pondering, study, experience, and instructions; (c) Produce experts to transmit knowledge and Islamic values (i.e. forces that influence human development toward perfection of personality) through physical (i.e. models, speeches), mental (i.e. imaginary ideas), and spiritual (i.e. loving, emotional, devotional) means and methods; (d) Produce experts to bring up students (by demonstrations and practices) to a desired level of productive efficiency along with thorough understanding of Islamic production relations and (Islamic) behavior; (e) Promote co-relations between the day to day individual activities (on one hand) and (, on the other hand, ) the understanding, familiarity, and the organized set of information; (f) Promote Islamic quality of understanding and way of seeing; (g) Promote Islamic process of acquiring knowledge through (physiological) senses, (mind of) reasoning, and (spirituality of) intuition; (h) Promote power of understanding through Islamic way of logical inference, contemplation, inspection, and pondering; (i) Promote the process of four-digital (Islamic) system of “evidential logic” by using “riwayat” (i.e. data collection), “dirayat” (i.e. discriminative analysis of data, or sorting information), “jarah” or “tajribah” (i.e. experimentation), and “jadil” (i.e. demonstration, justified synthesis, or inference oriented composition) in order to properly supplement (or replace) the system of two-tired binary or speculative logic (of subject and predicate) and/or three-digital rational (static) logic (of major, minor, and consequence oriented heading toward definition); (j) Promote the process of Islamization of the academic disciplines and knowledge put out by the areligious contentions, secular experts, etc.; (k) Promote harmony between individual’s materialistic aspirations and the Islamic principles by developing a well balanced integrated education system to properly nurture the physical, mental (/intellectual), and spiritual (/instinctive) human attributes;

519 520

Empirical knowledge includes topics like science, engineering, technology, etc.. This phrase (within parenthesis) should be deemed to be included in every such suitable context.

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(l) Promote abrupt acceleration of progress of the Muslim countries to be at the leading edge within two generations with the help of a consolidated, unified, uniform, and cost-effective education system embracing all the academic disciplines of the religious studies, technological know-how, humanities, language, mathematics, natural science (including life science, environment, ecosystem, climate, weather) , social science, engineering science, computer science, business administration, medical science, geography, law, teaching, fine arts, journalism, physical science, military disciplines, literature, philosophy, psychology, cultural aesthetics, etc, along with research activities at the leading edges; (m)

Adapt suitable overlapping among the academic disciplines;

(n) Allow flexibility for individual’s choices; (o) Integrate effective programs for research at the leading edge; (p) Adapt following five different (& equivalent) curricular paths: (1) Regular (on the basis of age scheduled courses), (2) Irregular (on the basis of intensive courses without age limitations), (3) Special Independent (for Elementary School i.e. first three-year phase of formal education programs), (4) Independent Liberal Studies (i. e. open program at large), and (5) Independent Intensive Islamic (i.e. Religious) Education (to upgrade Islamic Quawmi Madrasa System, and (possibly) to upgrade equivalent such systems of Hinduism, Buddhism, and Christianity); (q) Develop well patterned syllabus lessons and class-room periods so that each program can (also) be adapted to countrywide synchronized educational routine through electronic media (and/or other modern techniques); (r) Promote wide-spread, correct, and thorough understanding on the texts of the Qur’an (and Hadith) by developing proficiency in Arabic—this process should be directed to gradually adapt Arabic as the “lingua franca” for the Muslim World in order to develop the “commonwealth of the Muslim countries” (as the precursor toward the establishment of the Islamic Khilafah) on the basis of Islamic socio-econo-political ideology in juxtaposition to materialistic ideology (of Marxism, and/or secular Democratic Capitalism in the guise of so called “free market economy”, etc.); (s) Gradually develop the power of the native languages by promoting proficiency, assimilating scientific and technical vocabularies, translating literature of academic interests from other languages—for the time being this need to be augmented by adapting languages of the geo-political/scientific interests as the third language521;

521

Depending on the geo-historical background this would be one of the followings: (i) English, (ii) French, (iii) Spanish, (iv) Portuguese, (v) Dutch, (vi) Russian, etc. The (Muslim) natives of these languages and of Chinese could adapt Arab’s second language (i.e. Bangla) as the third language.

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(t) Adapt that particular non-Arabic language as the second language for the Arabs in which majority of the natives are Muslims and they constitute the largest non-Arab Muslims (in a common mother tongue522)—this will aid foster Muslim brotherhood insh’Allah; (u) Adapt Standard Chinese523 (in Simplified Chinese Scripts) as the fourth language of the Muslim World as it is the largest language; (v) Promote all suitable non-Arabic languages to best elevate the correct understanding on Islam globally; (w)

Develop curricula of uniform, effective, and endurable time spans;

(x) Develop examination procedure to encourage, evaluate, and measure the achievement on the basis of Islamic equity and justice—this process should aid optimization of the concept of maximum learning and not to discourage by expecting from any student beyond his/her ability; (y) Promote competition (to excel) by relative evaluation which will also be conducive for minimizing copying and adoption of other unfair means (by the examinees); (z) Ensure/assure a minimum level of formal education for all in order to be classified as “literate” by providing enough of financial supports, moral encouragements, infrastructural facilities, affirmative actions, etc.—adapt suitable policies so that adult students can continue as productive force to support their own expenditures; (aa)

Promote thorough and effective skill, vocational, technical, and professional training, diploma, membership, fellowship, etc.

(bb)

Arrange separate class-rooms for male and female students (above primary school level, and as such needed for adult students);

(cc) Incorporate economic features for productive activities by utilizing the campus resources so that the system can also remain financially sound and self-suppoting without becoming over parasitic; (dd)

Ensure universal opportunity for education by adapting suitable affirmative programs on the basis of Islamic equity & justice;

522

I believe that language is Bangla. Bangladesh government should use the largest version of the English (to English) dictionary (and other relevant dictionaries) to compose: (i) a Bangla-Arabic-English-Chinese, (ii) a Arabic-Bangla-English-Chinese, (iii) a English-Bangla-Arabic-Chinese, and (iv) a Chinese-Bangla-Arabic-English dictionaries (with transliterations). These dictionarties should be made available both in Internet and in hard copies as soon as possible. 523

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(ee)

Ensure continuous development of the teachers by: upgrading, giving incentives, proper administrative set up, etc.;

(ff) Ensure continuous enhancement of the programs through proper check and balance among the different organs of the education system by keeping it secure (/free) from inappropriate intrusion; (gg) Ensure development of essential literacy (by providing language proficiency), discriminative power (by providing logical and mathematical skills), and consciousness about the self, universe, and Allah S.W.T. (“God”) (by providing respective religious knowledge) in the first phase of the program (for the novices) along with (Islamically acceptable) features for creativity, physical development, recreations, and (cultural) aesthetics; (hh) Ensure essential achievement in all the basic academic disciplines in the second stage, and make available features such as on-job training programs for postelementary education; (ii) In the third phase, ensure substantial enhancement of the education received in the second stage, and augment it with health and disciplinary awareness along with nurturing of aesthetic creativity; and make vocational training courses available for post-primary education; (jj) Ensure completion of enough education in the fourth stage in order to equip the students to pursue higher education in any field (of Bachelor degree programs) and augment it with economy and military oriented education; and make trade-course diploma programs available for post-secondary education; (kk) Ensure enough education in the fifth stage to develop the sense of responsible citizenship and the abilities to pursue education of (related) Master degree programs (in the next stage) which must be (at least) equivalent (or slightly superior) to any other Master degree program in the world; and make available (different) technical apprenticeship programs for post-high school education; (ll) Ensure enough academic maturity in the sixth stage to be equivalent or superior to any Master degree program of the other World; and make available (suitable) internship programs along with (selected) professional (Specialist) exams for post-undergraduate degree education; (mm) Ensure thorough academic maturity and overall wisdom in the seventh (and last) stage so that the graduates may assume the responsible positions to keep up the pace of country’s progress at the leading edges among all the nations; and make available (suitable) internship programs along with (selected) professional (Membership) exams for post-graduate degree education; (nn)

Make available (suitable) internship programs along with (selected) professional (Fellowship) exams for post-doctoral degree education;

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(oo)

Promote Islamic environment in the campuses;

(pp) Consolidate education, economy, basic commodity production, health, housing, administration, defense, utility, and political system by developing the campuses through proper and comprehensive planning; (qq)

Include research programs at the leading edge and state of the art technology within (suitable) campuses;

(rr) Increase employment of female teachers (in all stages and) especially in the beginning stages; (ss) Continuously promote understanding on the Islamic purpose, correspondence, and application (of the syllabuses covered) in the higher education (excepting the courses on other religions); (tt) Ensure protection of the existing (or similar) formal Islamic education system(s) until the unified, integrated, and consolidated formal education system is thoroughly Islamized and becomes well-grounded (at the deep-seated level); and make available private education (of equivalent syllabuses) in Islam (and keep such option open for other religions also); (uu) Maintain a special comprehensive program (in regular/irregular modes) for thorough education and wisdom in Islamic knowledge and philosophy—this program should be superior to any other program (and keep such option open for other religions also, at least in private mode); (vv) Promote Islamic concept of (equal) reciprocities and different roles between men and women, and accordingly ensure suitable opportunities (and facilities) for formal education for (of, and by) both the genders; etc., etc. I have already mentioned that this work has been supplemented by my other works such as: ‘Universal Education System—Postmodern Muslim World Perspective’, and by my all other related works524. The ideas given in these inter-related works (and below) can effectively be used to make concrete plans, and implement them in order to start constructing a very comprehensive, super, and sustainable civilization (by utilizing our large manpower) to replace the existing stagnated one within fifty to hundred years. In the following (hundreds of) pages, I am (, by the Mercy of Allah SWT,) extending my ideas in concrete details.

524

Also see my following works: (i) ‘Test Scores and GPA—Mathematics of Letter Grades’ (12 pages), (ii) ‘Universal Remuneration System—A Mathematical Model for GDP Based Adjustments (29 pages)', (iii) ‘Interest-Free Micro & Macro Credits—Mathematics of Time-Trading Cash Flow' (over 22 pages), (iv) ‘Moral Democracy—Unison of Ideals, Rationales, and Empiricals’ (over 200 pages), etc.

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Purposes and Goals of Formal Education

Education is a process that changes the perception and personality of an individual. Education starts right after a baby is born and is obtained through the nature, family, school, community, and society; and continues throughout the life. Therefore suitable education brings up bona-fide individuals, and inappropriate education puts out the subversives. The purposes of school (/classroom) education are to provide knowledge and training to help a person to be better human being in general, and functionally more skillful (/creative/articulated/sophisticated) in particular. The main goal of the schools525 of the Muslim community is harmonization of the material aspirations with the spiritual beliefs.The intellectual objective comprehension (which is related to the mind526 through brain) is inseparable from the volitional realm of faith (which is related to the soul/“heart”). The process of formal education must, therefore, be compatible with the (sound) Faith527. Otherwise, the (educated) individuals will always suffer from psychic conflicts (among empirical, rational, and intuitive understandings). Because, education is acquired through senses, reasoning imperatives, and intuitive power to culminate as the lumped phenomenon of psyche528. Without well-balanced education system society will continuously experience confusion and instability. Toward these ends the following creeds can be set: 525

Throughout my works, school (usually) means class-room (from the beginning to the doctoral degree level). Senses + Mind (reason) + Soul (faith) = psyche. Physical sensation, reasoning imperatives, and intuitive power are the laws imbued by the Creator, Allah SWT. 527 Sound Faith = Pre-conceived notions upheld by psyche which has not been disproved. 528 Our psyche [, which is the super set of {senses, mind, intuition},] is a sort of “program” in the prodigious networks of brain cells. It should continuously be maintained with (/supplied by) (in due proportions) all the relevant contentions/intepretations of empirical, rational and intuitive faculties about every idea. If the psyche is developed by ignoring any of these (three) dimensions, it is bound to compile (i.e. infer) erroneous conclusions. Soul, intellect, and body together make up a human being—Qur’an clearly acknowledges these three realms of essential human attributes. Empirical observations (through the physical senses like touch, taste, smell, hearing, sight, bodily motion/balance sensors etc.) are never perfect. Same individual may observe different quantity/quality of facts of the same phenomenon at different times. On the other hand, the empirical data from the observation (of the same phenomenon) usually varies from person to person. Besides, (imperatives of) reason can comprehend facts by syllogistic deduction without tangible sensation. For instance, if ‘P’ is greater than ‘Q’ and ‘Q’ is greater than ‘R’, then we easily understand that ‘P’ is greater than ‘R’. But often a rational deduction is fallacy (/paradox). Also, there are things/notions which can not be analyzed objectively—the statements/postulates/axioms/hypothesis which can neither be proved nor can be disproved. Besides, human being is capable of comprehending without logic and/or empirical observation. In fact, this realm of intuitive discernment is responsible for continuous expansion of conjectural dimension (for example, Fredrich Kekule’s imaginary make up of chemical structure of benzene). This realm of knowledge, too, is subject to error. Each of the three realms of human knowledge complements each other. Our consciousness can not conceive the existence of any material without space, nor the space can be conceived without time (, a mystery). All our understandings (through senses, reasoning, and instinct) are subject to variation. Indeed, we can never perceive the true reality (i.e. the “noumena”) of things (/facts) before all the (or two/any of the) processes synthesize them. All we perceive is the appearance (i.e. “phenomenon”) of the things as it is organized by our psyche from the input(s) received through intuition/reason/senses—psyche seems to the coordinating flux lumped together by the senses, reason, and intuition. Our perception, thus, is (, at 526

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(a) Ensure a rate of (almost) hundred percent enrollment of all the babies to be born (from) within next generation to fight remove illiteracy; (b) Ensure continuous transmission of Islamically compatible natural, humane, moral, cultural, historical, and traditional lessons and training; (c) Promote encouragement to establish religious, moral, humane, cultural, social, and traditional values in individual and social life in appropriate manner to be consistent with the Islamic principles; (d) Promote awareness about history, identity, solidarity, and territorial self-government of the state concern to prepare bona fide citizens; (e) Promote creative, practical, and productive education to bring about qualitative and quantitative improvement in the socio-economic condition of the territory concern; (f) Promote inclination and respect for scientific, technological, and physical work-efforts to prepare responsive, dutiful, and self-reliant human resources; (g) Promote moral republican political spirit to establish government of the people, for the people, by the people under religious guidance to find law from the Divine Commandments along with such suitable nurturing of freedom of expression, and pragmatism; (h) Promote universal brotherhood, freedom of religions, and true human rights by fostering non-communal, respectful, and sympathetic characters; (i) Promote awareness about the protection, restoration, and utilization of natural environment, climate, and ecosystem; (j) Promote knowledge for accommodating suitable type/pace of technology for sustainable development by judging the relevant physiography, landscape, enviromemnt, human density, climate, and ecosystem; best,) like a photograph of a thing. But unlike the photograph of an object, psyche is persistently shadowed by doubt about its make out (i.e. phenomenon). That is, human comprehension is inseparable from faith—none the less, metaphysical comprehension is also of the same category. That is why we have to continuously seek the guidance of Allah SWT. Through proper spiritual exercises faith becomes sound which helps psyche to be more and more free from the nuisance of doubts, and the best form of perception is the wisdom without doubt. Without such spiritual/religious exercises, no one is able to attain such a form of the knowledge of certainty (/“ilmul yaaqeen”). That is why, the human history is (erroneously) deemed to be driven by the dialectic process of thesis and anti-thesis (only). But, the fact is: human history is (basically) an ongoing progression of (the imperatives of) nses, reason, and intuition and manifested as science, philosophy, and religion.

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(k) Promote knowledge in social engineering for designing/planning urban, sub-urban, and rural development such as given by me in my: ‘Moral Democracy—Unison of Ideals, Rationales, and Empiricals’, etc. Plan

Allah SWT says, “… and We have sent down to thee the Book (, the Qur’an,) as an exposition of all things, A Guide, a Mercy, and Glad tidings for those who have submitted themselves”. (Qur’an/16:89) He also made it mandatory to follow the traditions of the Prophet Muhammad (s.a.w.)529. We must, therefore, make plans to reform the education system under the guidance of the Qur’an and Sunnah of the Prophet (s.a.w.). Today, Muslims are suffering from all kinds of confusions and deficiencies. Material, intellectual, and spiritual improvements are the only remedy and prevention to these problems. Toward this end, ignorance about the teachings of Islam must be removed, and proper training must be given to make them more skill-full/industrious, theoretical knowledge must be given to make them intellectually sound, and spiritual exercises must be exhorted for proper moral development. Now, the entire mankind is closer to each other than ever before. Yet, the disparities in development and wealth distribution among the nations are tremendous. Colonial period has coverted the richest countries (, such as Bangladesh,) into the poorest countries. Excessive greed empowered with the advantageous position will (diabolically) try to maintain these differences. Reliance on the rich countries will only help the continuation of this trend. Therefore, the domains with reciprocal interdependencies must co-operate each other on the Islamic/moral basis of equity and justice, to mutually strengthen each other in order to repel the systematic unfair exploitation/absorption process by the rich domains. However, such pursuits should not necessarily be exclusive of the rich echelon. Instead, the mechanism should utilize the useful know-how (/skills) from any source, and do not have to be isolated from the rich/developed domains for acquiring immunity from unfair exploitations. In fact, the rich countries should cooperate with backward countries in their journey toward progress, prosperity, and peace—because, such phenomenon is for the benefit of all and is crucial for the attainment of world peace. As a part of the cooperation they can play vital roles in mutually benefial ventures such as time-trading non-usurious macro-credits as innovated by me in my: ‘Interest-Free Micro & Macro Credits—Mathematics of Time-Trading Cash Flow’.

529 See Qur’an/3:31-32, 159, 164; 4:59, 65, 80, 89; 5:67; 10:15; 16:44; 33:21, 36, 71; 51:5; 53:3-4; 59:7; 62:2; etc. Also, read my: ‘Importance of Sunnah’.

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Any system adopted for the Muslim Ummah must be universally beneficial in nature for the entire mankind. Otherwise, it will not only be un-Islamic, but also may either fail or will cause similar (inhumane) distribution problem in the reverse direction in the long run530. However, well-controlled interim plans can be undertaken (, with full reliance in Allah SWT,) on the basis of priority (for direct benefit of Ummah) for as long as dire necessity is not fulfilled. The education curriculum should be aimed to provide thorough knowledge on the tenets of Islam. For this purpose, basic understanding in the texts of the Qur’an and the Hadith is essential. This automatically places the Arabic as the universal language (“lingua franca”) for the Muslims. In addition to this (religious) academic reason, there are many other benefits for the Muslims in adopting Arabic as the common language of communication. The non-Arab Muslims, therefore, are needed to be bi-lingual in their native tongue and Arabic. The Arab Muslims, on the other hand, should become bi-lingual in Arabic and another language in which exists the single largest non-Arab Muslim population by language (as the mother tongue)531. The non-Muslims living within the Muslim countries (and/or Islamic jurisdiction) should provided equal/similar opportunities/facilities to learn/study their own respective religions. But such non-Muslims should also learn Arabic so that they too can effectively compete in the developmental process532. 530

Tragedy to any human being is a tragedy to entire mankind—because Islam has been given for the benefit of entire mankind (including non-Muslims and atheists). Besides, Muslim Ummah has been given the label (in the Qur’an) as the Ummatan Wasaatan (~ balanced/middle nation) which is supposed to be the witnesses over all the nations (, and an oppressor nation can not be the Ummatan Wasaatan). Also see Qur’an/2:143; 5:32; 9:29; & 17:33. 531 I believe that language is Bangla. In fact, it should be a language with alphabet different than Arabic, English, French, Russian, and Chinese. Co-incidentally Bangla has another unique qualification. It is very close to Sanskrit and has geo-strategic importance. Arabic and Bangla are about the same size by the number of natives, and together constitute a population of over six hundred million (as mother tongue). These population will learn Arabic, Bangla, and English (as the 3rd language); and many will learn Chinese (as the 4th language) too. This way Muslims will be able to master very much most of the characteristics of the languages of the world—because, Chinese, Sanskrit, Arabic, and Latin are the world’s greatest languages and span the the complete globe. Any conceiveable universal language will not be able to avoid the incorporation of the (pictorial, phonetic, historical, religious/cultural) attributes of any of these languages. Arabic has purged out its polytheistic texture by the help of the divinely revealed texts of the Qur’an and it has the potential (, as the strongest second language,) to play the similar role for separating the divine and innovated flavors of all other languages used throughout the Muslim world. Language also reflects the philosophical order of a particular society. All the confusing/contradictory/ambiguous philosophical contentions from metaphysical argument on reality will eventually be dissolved through the correct/thorough moderation/analysis by the divine attributes of Arabic. Besides, Marxist/anti-capitalistic trend in the West Bengal state of India is conducive for promoting understanding on the Islamic socio-economic principles. If Arab Muslims become proficient in Bangla, it will help Islamization (, at least socioeonomically,) of the entire region which is using or is influenced by Bangla—because Bangla is almost as large as Hindi (also) as a mother tongue. 532 The goal is to establish/re-establish Arabic as the common language of communication among all the Muslim/Islamic countries/domains (for spiritual, intellectual, and material harmony). As consequence everyone living in the Muslim countries/domains will be needed to be proficient in Arabic for his/her own benefit. But if the Hindu and Buddhist (etc.) communities want to learn Sangskrit and Pali (etc.) respectively for their religious reasons, it must be provided for them even though both of these languages have lost their socioeconomic dynamism. One way to do this is by including these two languages respectively within the sullabuses for Hindu and Buddhist religions respectively. The other way is the inclusion of these two languages respectively instead of Arabic for the Hindu and Buddhist students respectively. But for the Muslim students, Arabic must be a separate subject (, in addition to the subject of Islamiat,) from the beginning.

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Muslim socially system must be universally people oriented instead of (pre-dominantly) the material/wealth orientation. Considering today’s socioeconomic/academic trend, English533 must also be taught (as the third language) to all the students throughout the first twelve academic years (at least intermittently534). In addition, to qualify more universality, some modes/programs should include Chinese (Standard) language so that some students (, such as in the Quawmi madrasa program,) have the opportunities/facilities for learning Standard Chinese throughout the first twelve academic years. This way Chinese can become the fourth academic language in the Muslim world. This policy will foster good international relationships and will aid the propagation535 of understanding about Islam (globally) to remove the related misconceptions. The media of classroom instructions should, however, be the local/native language in general536. 533

Some Muslim countries/domains may choose French, Russian etc. as the third language instead of English. As described later in this work. 535 Maoist/Marxist communism/socialism in P. R. China can paradoxically be viewed both as the pre/co-requisite and impediment for Islamization. It is a pre-requisite (/corequisite) for Islamization in the sense that it advocates for non-capitalist distribution, and large such Chinese economy is an enormous resistance against the ruthless expansion of (secular) capitalist order. It is also a hurdle against Islamization (/religiosity) in the sense that her artificial (/temporary) economic success (by usurping personal freedom with humanitarian (/humanistic) progress is erroneously perceived to be a good phenomenon by some from the outside. However, there exists a well-grounded Islamic profile in China. Besides, a clear cut profile has already there for (seemingly) continuously asking for individual freedom. As these profiles advance toward climax (with economic saturation/stagnation and moral crisis within a generation or so), it is most likely that Chinese people will be reverting (/“converting”) to Islam like the centuries in the past. 536 Every language has its own unique characteristics such that literature/texts from a particular language can not be crearly translated into another language to convey the exact meaning. Similarly, the ideas can most effectively be expressed in one’s native language. It is a fact that there exists severe shortage of technical/scientific texts in Bangla (, for example). Students in higher education can conveniently use additional text-books (besides the selected texts in the native language) written in English, French, Russian etc. However, students in every academic program should receive all the related knowledge/training in their own/native language. This will help the educated individuals to efficiently communicate with the people of every echelon. Besides, this process will assure the society to own the knowledge of science/technology faster. In the meantime massive programs should be undertaken to translate/write text-books in the local/native languages in order to satisfy the requirements/demands. As a result, exchange/interaction of cultural/religious/historical textures and connotations among many languages through the common language (i.e. Arabic) will enrich every language in the Muslim world. On the other hand, any language (viz. English) in which majority natives are not Muslims has negative historical and cultural/religious influence on the Muslims. Even though Muslims may be benefitted by adopting it as the second language, English speaking domains are (/will be) benefitted comparatively much more as it gives them advantageous position for unfair exploitation of the Muslims (/third world). This is because if a child is over emphasized to learn English before before s/he has become culturally oriented with the Arabic and native language, s/he develops inferiority complex toward English domains. Besides, by not adopting English as the dominant language, the technologically advanced nations will be influenced to gradually become more and more in touch with the native languages (of the Muslim world) for their own economic interests. This way they will need to publish literatures (such as installation/operation/service manuals) to aid/compete market their products within Muslim world. This phenomenon will effectively aid the Muslim world “to own”/develop the technology in their own languages/contexts. 534

Arabic should actually be the/a global language. Without Arabic, the true message of the Qur’an can not be conveyed. Since the teachings of the Qur’an are needed to be universalized for the benefit of all, universalization of the Arabic is indispensable. If Arabic is replaced with English (, French, Russian etc.), spiritual degradation of the Muslims

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Today the whole world is suffering from serious social maladies. The technologically developed nations are the main victims and leaders of all these troubles. Extreme materialism is the root cause of the problems. For example, according to some statistics (in 1980’s), forty per cent of all the commodities produced in the U.S.A. were luxury items. Now (, more or less,) every society is selling out their respective culture537 (or equivalently, humanity,) for civilization. We must not forget that human life span is limited and, therefore, human can consume (/indulge) up to some limited amount only. If we waste a large part of our life for acquiring luxury is inevitable. After the fall of Spain (from the Muslims), Arabic was replaced by Latin in order to repel Islamic religious/cultural/philosophical and historical order from there. This is why western ultra materialistic concepts of industrialization \are not compatible with the Muslim societies. Industrial development is lagging behind in the multisectoral economy of the Muslim world. The (related) main focus should be proper gradual industrialization through integration of Islamic principles for steady progress and stability. By the time the Muslim world catches up with this aspect of gradual (industrial progress) in (Islamic) education and culture also, they will rise up to a level when the Muslim Ummah once again will (insh’Allah) be able to lead the world toward peaceful progress for all. Toward this end, English language is not the best suitable media (, at least until it purges out its own un-Islamic connotations), even if majority of the English speaking people adapt to Islamic principles (/adopts Islam). This is because empirical, rational, and spiritual connotations of the Qur’anic vocabularies can not exactly be translated into English—English still contains many words/terms/expressions with anti-Islamic/un-Islamic cultural, historical, and passional connotations (e.g. names of weekly seven days, of yearly twelve months etc.). For this reason/purpose English (etc.) will be needed to be re-cultured to distinctly incorporate Qur’anic vocabularies with precise and concise connotations/contexts. Therefore, intermingling of Arabic, Qur’anic vocabularies, and English vocabularies is essential is essential to Islamize English (for that purpose)—that is, proficiency in Arabic is a must plan. Even though majority of the (today’s) English vocabularies came from Arabic through Latin translation of the Arabic texts/literature (after the fall of Spain from Muslims), their distorted existence/appearance (in English) lost Islamic flavors. 537 Culture, if defined for a particular community can be taken as the sum of the behavior patterns, arts, beliefs, institutions, and all other products of human works and thoughts characteristic of that community transmitted into the society. If all the communities are added together to take the entire human society, there exists a set of human values common to all the communities. It is with this set of common values the entire human society contains a universal (imaginery) community. And this set of common values is the human culture, or humanity. Thus, such a universal human community and humanity is abstract. However, if we sort out all the religions, we will be able to determine a common set of human values. Thus, religion is the concrete manifestation of humanity—the religion which is more (divinely) original and complete is closer to the humanity. The definition of humanity is always the same—there is no such thing as the history of humanity. Humanity, religion, God, morality, pure art (which brings joy, love, devotion, kindness etc. instead of provocation, lusts, greed etc.), ascetic philosophy, marriage, mother’s selfless sacrifice, love, one’s joy while walking in a bloomed rose garden, baby’s smile, community, culture etc. are inwardly belonged to each other. In juxtaposition, materialism, science, functional art, hunger, thirst, lust agnosticism, rationalism, adultery, society, civilization etc. are inwardly belonged to each other. It is the well balanced (/natural) combination of the both sets makes an ideal human being. The set of human population which qualifies to be grouped within symmetric half (of the total span) around the mid-point of all these aspects should be considered as the ideal human community—one extreme of these aspects is bounded by (total) monasticism (perhaps, such as Mahavira) and the other extreme is bounded by (total) atheism (perhaps, such as Ernest Nagel). Allah SWT has created human in the state of ‘fitra’—with the potential to be good or evil. Besides, He has sent Guidance for mankind to maintain the balanced natural life—both extremes lead to evil. All the Messengers/Prophets of Allah SWT [from Adam (a.) to Muhammad (s.a.w.)] taught human beings how to be on the right path—they all preached Islam, means submission to God. The total sum of all the good/virtues that entire human society posses today is due to the religious teachings—that is why even an atheist unknowingly makes distinctions between his mother and wife (or between her husband and father). Islam is the natural way of life (, instead of just a religion/philosophy,) for a (subjective and objective) bi-polar human; where subjective= faithful/spiritual, and objective = rational plus empirical. Also, see Qur’an/4:164; 10:46; 16:36; 23:51-52; 24:35; 34:28; 35:24; 95:4-6; etc.

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materials we may not have enough time left for ourselves to get enjoymnents/benefits from those things. This will make us to serve materialism as mindless slaves— instead of materials giving us the comforts. Besides, mere functional training to equip people with the skills/ideas of how to make gains will lead the society to a stage of ruthless competition for (unfair) exploitation over the grave of humane values. Muslim community (at large), therefore, should institute an education system which helps the progress of the civilization under the guidance of culture (/Islam, i.e. by accommodating religious freedom and humanity). So that we do not reduce to greedy individuals who even do not care to know his/her neighbors. The education system should be designed in such a way that it will equip the students to be productive, and will teach them to be: (i) satisfied with fulfillment of the basic needs of physical maintenance and intellectual actualization, (ii) devoted for spiritual serenity, (iii) aware about the values which help to safeguard the integrity of the personal, family, community, social life (for delivering positive duties of wefares and negative duties of non-interference), and (iv) an upright individual to shun out repression for establishing/maintaining the absolute sovereignty of the Almighty Creator, Allah SWT (above the limited sovereignty of the State). As a mechanism, the education system should help the society to be aspired for keeping up with the pace of the technological progress in the Islamic way538. 538

If we analyze the impacts of the ultra materialistic civilizations throughout the human history, we can identify to many (/too much) detrimental impacts on the humanity. The nature of any ultra materialistic civilization is mainly to make gains on others. This way the wealth and human rights gradually become an exclusive possession of the society/domain which have developed mostly based on the philosophy of (unfair) exploitation (by abusing their own advantageous position/power).There is a saying: “You either lead, or follow, or stay out of the way”. The population of the Muslim/OIC countries together makes about twenty-six per cent of the mankind today, and constitutes only about eleven per cent of the global economy. The reason is obvious: Muslims can never follow the mindless (ultra) materialism blindly. Similarly, many other communities also have failed to keep up with the modern (ultra) materialism for many unavoidable reasons. Now, no matter how hard these (postmodern) “backward” communities try to catch up with the ultramaterialism, the outcome will be unpleasant. In contrast, the impact of the Islamic civilization had/has always been totally beneficial to the entire mankind. Because, Islamic civilization developed on the philosophical basis of true justice and equity through a well-balanced driving force of subjectivity and objectivity. Therefore, Muslims must set the (Islamic) examples (once again) for sake of themselves in particular and of the entire mankind in general. Every ultra materialistic civilization/revolution is bound to crumble with its (ideological) maturity—it functions for a while because of the pre-existence of religious socio-ideological basis (, at least in dormant condition). Because, ideologically its nature is to (unfairly) exploit others without moral (/religious) judgment. This gradual functional process “consumes” itself at the end. But bipolar (subjective and objective) Islamic civilization/reform gradually integrates moral aspects with materialistic aspirations. At its maturity, it is ideologically destined to establish equitable/just distribution of wealth and rights. Islamic morality inculcates positive outlook in life for the mutual benefit of the individual and the society—its essential feature is earning/spending (with equity/justice) for attaining the highest goal (in the eternal life hereafter). Because, Islamic spiritual phenomenon is perfect and complete, and is indispensable for the continuous progress/development of the individual and the society. It crumbles only when it deviates from its ideological guidelines. As muslims (, in the history,) diverted their emphasis toward materialistic activities at the cost of spiritual/moral degradation, they had/have been overpowered in the game in which (alien/diabolic) rules are set up by the ultra materialists. Because, due to their deep-seated sense of (Islamic) morality they are unable to be (unfairly) aggressive enough. Muslims’ situation is now status quo. On the other hand, the materialistic societies are now suffering from serious personal, social, economic, and political problems—just examine their (external/internal) national debts. However, by erecting powerful military instruments they are forcing/terrorising the third world to play along by their rules. In addition, the

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Since the Muslim Ummah is globally divided by jurisdiction, language etc., adoption of a true unified curriculum system may not be viable. A model curriculum system can be framed out for a specific geographic area which can also be adopted by the other places with small necessary modifications in their respective contexts. This will make it easy to continuously develop and maintain an effective education system through mutual cooperations of all the Muslim countries. Toward this end I, therefore, propose this education system for Bangladesh with curricular details539 etc. in the next chapters. Education Programs

There should be the following seven main formal educational subdomains at seven ranks (/stages/levels540) of 3 (solar541) years each (for a total span of 21 years): Elementary School542 Primary School Secondary School

High School Undergraduate College Graduate College

Postgraduate College -

Some off days (such as entire month of Ramadan etc.) can be kept within or outside a semester session—thus, actual length will vary even though minimum and maximum number of working days will remain same for every semester. Please (also) see my supplementary work: ‘Universal Education System—Postmodern Muslim World Perspective’. At least one-third of all the courses in a particular three-year program should be enlisted for Placement Test option. A student may be third world (/less developed) countries are also (gradually) becoming morally bankrupt and are buying unnecessary toys/appliances and luxury items and allowing (their predators) many concessions against their sovereignty (for being unfairly exploited). But neither the third world nor the substructure of the developed countries will be able/willing to sustain the (unfair) exploitation for too long. Besides, there seems to be no systematic reversal (of the situation) in the ultra materialistic systems. At this juncture of the human history, moral force is the only remedy that can save the mankind from disastrous consequences, and guide the world toward true peace, pleasure, progress, and prosperity. 539 The curriculums of this work have been constituted to put out specialists with closely related allied/inter-disciplinary courses/subjects. But the curriculums of its supplementary work (, ‘Universal Education System—Postmodern Muslim World Perspective’,) have been designed to produce specialists with (broader) inter-faculty overlaps by the (remotely related) allied/inter-disciplinary/elective courses/subjects. Implementation of either philosophy will require usage of both the works. 540 Every phase will conduct classes according to the Class Conduction Schedules given in the supplementary work. Also, detailed methods for in-session course conduction/evaluation and exam procedures can be found in my supplementary work and my: ‘Test Scores and GPA—Mathematics of Letter Grades’. 541 Allah SWT guides us to follow both sun and moon for counting time, month, year—month of Ramadan etc. should be revered. Also, see Qur’an/9:36; 10:5; & 17:12. 542 I have also labeled it as Preliminary School. Also, see the supplementary work for the Pre-School Year. The descriptions for Trade, Vocational, Technical, & Specialization Diploma; and as well as Skill and Professional Development Programs are also included in the supplementary work—two quarters for the quarter system will be counted as 1 semester for the semester system.

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allowed to complete (/pass) up to one-third of all the courses in every three-year program. Such a Placement Test can be allowed for passing a course without ever enrolling for it or after unsuccessful attempt(s) of enrollment. Depending on the nature of courses, some courses may not be enlisted for Placement Tests. Usually both short (/objective) type and brought type questions will be included in the examinations for the enrolled courses. For the Placement Tests and Comprehensive Tests (for each three-year program) only short type questions can be allowed with following marking policies: Programs Elementary School (E. S.) Primary School (P. S.) Secondary School (S. S.) High School (H. S.) Undergrad. College (UGC) Graduate College (G. C.) Postgrad. College (P.G.C.)

Placement Test Length (Hr.) Comprehensive Test Length (Hr.) Correct Answer Credit (%) Partial Credit Wrong Answer Penalty543 (%) 1.0 3.0 100 0 0 1.5 3.5 100 0 25 2.0 4.0 100 0 50 2.5 4.5 100 0 75 3.0 5.0 100 0 100 3.5 5.5 100 0 125 4.0 6.0 100 0 150

The physical, evaluation, enrollment, and financial arrangements of the education system must guarantee (, in general,) the equal opportunity for all students (regionally/country-wide) regardless of their background on the basis of: (i) individual status (/socio-political level), (ii) color (/complexion), (iii) ethnicity (/mother tongue), (iv) race (/pedigree), (v) religion (/belief), and (vi) gender (/sex). In these regards equality does not necessarily mean same—in some cases equity/justice should be delivered through affirmative/differential actions/distributions. For instance, language proficiency may be required for the medium of instructions even though the State should provide minimum education to all novices. Similarly, share of female enrollment (and, therefore, of male enrollment) in different programs/subjects/courses may be different even though efforts/policies should be adopted to get overall equal per cent of enrollment from the respective groups— besides, in some cases the course contents/syllabus may also be different. These aspects should also maintain conducive mechanisms for continuity and progress of education. Toward these ends I like to suggest the adoption of the following measures/policies: (i)

Evaluation system should be inductive/conducive enough to attain (, in general,) uniform distribution of quality of students and institions regionally/country-wide.

(ii)

Ensure compulsory (and free) elementary school education (for all). Stipends should be given to the 30% poorest children (~minors) who do not have solvent guardian(s)—they can be categorized in three groups of 1/3 each according to poverty levels.

543

Overall score may (or may not) be given to be less than zero (after it has been computed out to be less than zero)—it will depend on the nature of the exam.

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(iii)

Scholarships should be given to the poorest 30% of the best 30% (by Graduation CGPA) graduates of every program for the complete three years of the next program.

(iv)

Government should give (non-usurious/profit-free) loans which will be enough to meet the minimum expenses (for each program) for up to the 50% poorest of all the graduates for the entire three years period of next program.

(v)

50% of all the expenses of each regular program (excluding the elementary school, which is 100% free) should be financed from the tuitions, fees etc. paid by the students—the remaining portion should be covered by the government (including donation, research grants etc.).

(vi)

Each campus of each institution will eventually be built according to the plan given in my ‘Moral Democracy—Unison of Ideals, Rationales, and Empiricals’. Private/self-supported Irregular/Independent, On-Job Training, Trade, Technical, Specialization, Skill, Professional Development/Diploma programs will also be accommodated within these relevant campuses. Government will extend necessary helps for these programs also.

(vii)

In general, one out of every three elementary schools should be part of a primary school which will supervise all these three elementary schools. The (nominal) population of an Elementary School campus should be four thousand, and that of a Primary School campus should be nine thousand.

(viii) Similarly, one out of every five primary schools should be part of a secondary school which will supervise all these five primary schools. The (nominal) population of a Secondary School campus should be sixteen thousand. (ix)

Similarly, one out of every seven secondary schools should be part of a high school which will supervise all these seven secondary schools. The (nominal) population of a High School campus should be fifty thousand.

(x)

Similarly, one out of every nine high schools should be part of an undergraduate college which will supervise all these nine high schools. The (nominal) population of an undergraduate college campus should be ninety-eight thousand.

(xi)

Similarly, one out of every eleven undergraduate colleges should be part of a graduate college which will supervise all these eleven undergraduate colleges. The (nominal) population of a graduate college campus should be two hundred thousand.

(xii)

Similarly, one out of the thirteen graduate colleges should be part of the post-graduate college which will supervise all these thirteen graduate colleges. The (nominal) population of the post-graduate college campus should be three hundred ninety-two thousand.

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(xiii) 96% per cent of all the elementary school graduates should be anticipated/encouraged to be enrolled in the primary school. (xiv) 88% per cent of all the primary school graduates should be anticipated/encouraged to be enrolled in the secondary school. (xv)

76% per cent of all the secondary school graduates should be anticipated/encouraged to be enrolled in the high school.

(xvi) 60% per cent of all the high school graduates should be anticipated/encouraged to be enrolled in the undergraduate college. (xvii) 40% per cent of all the undergraduate college graduates should be anticipated/encouraged to be enrolled in the graduate college. (xviii) 16% per cent of all the graduate college graduates should be anticipated/encouraged to be enrolled in the post-graduate college. (xix) A clear cut policy should be adopted for every category of population for proportional representation (according to the regional population demography) in the overall enrollment. Each of the Elementatry, Primary, Secondary, and High Schools, and each of the undergraduate, graduate, and post-graduate colleges will be responsible for conducting programs by maintaining conducive environment for achieving anticipated enrollment demography within its domain. In the areas where the enrollment rate drops down below 75% anticipated (demographic/overall) rates, the Government will provide (suitable) incentives/affirmative policies to attain the target enrollment rate with due proportional demographic representations. After all those attempts fails, only then the targeted overall rate of enrollment rate will be fulfilled by filling out the vacancies from the available applicants on the basis of academic merits/suitablities. Under no circumstances the requirements of course passing GP, comprehensive exam passing GP, Courses’ GPA, and graduation CGPA can be compromised. (xx)

All the elementary schools under a high school will make a (separate) “region” for the (scholastic and aptitude) comprehensive exam (of the 3-year E. S. program) and for the placement tests (of each of the enlisted course of the E.S.).

(xxi) Similarly, all the Primary schools under an undergraduate college will make a (separate) “region” for the (scholastic and aptitude) comprehensive exam (of the 3-year P. S. program) and for the placement tests (of each of the enlisted course of the P.S.). (xxii) All the secondary schools under a graduate college will make a (separate) “region” for the (scholastic and aptitude) comprehensive exam (of the 3-year S. S. program) and for the placement tests (of each of the enlisted course of the S.S.).

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(xxiii) This way, all the high schools under a post-graduate college will make a (separate) “region”544 for the (scholastic and aptitude) comprehensive exam (of the 3-year H. S. program) and for the placement tests (of each of the enlisted course of the H.S.). (xxiv) The (three-year program’s) comprehensive exam and the placement tests of the relevant enlisted courses of the undergraduate, graduate, and post-graduate degree programs will conducted in a unified way countrywide as a whole (as the “region”). (xxv) The teachers (of the E. S. through P. G. C545.) will be awarded yearly bonuses according to the performance of the students of their respective programs in the above discussed regional comprehensive exam (of each othe three-year long programs). The bonus can be equivalent to 4.5% of their yearly basic salary for the institutions ranking among the highest 10% (of the average scores) in the (respective) region. The bonus can be 0.5% less for each next top 10% in the rank of descending order—no such bonus will be allowed for the teachers of the institutions ranking with the lowest 10%. (xxvi) Teachers of the the PGC program for which546 tudents scored (on the averge) lowest 10% in the (countrywide) comprehensive exam will be demoted to teach in a graduate college. Similarly, the teachers of the graduate college programs with the lowest 10% performace will be demoted to teach in an undergraduate college, and so on. The teachers of the elementary schools performing in the lowest 10% in the (respective) regional comprehensive test will be laid off from their services— monetary compensation may be given which should not be large enough as to be taken as incentives for poor performance, and should be directly proportional to the length of the individual’s services (and salary, allowances etc.) as teacher. This scrutiny should be done on the overall results of every year—lay-offs/demotion will be forced/applied only if a particular E. S./other institution performs within the lowest 10% for three years consecutively. (xxvii) All the teachers of the elementary schools should be women. They must be at least graduates of the secondary school. Before starting to teach at an elementary school, she must complete a teaching training program of one semester (/two quarters) duration, in which her education and teaching skills on the elementary school courses will be enhanced. More importantly, she will be taught about the child psychology and related instructional methodologies in order to become a suitable teacher for the tender aged children of the elementary school program. (xxviii) Similarly, all teachers of the primary schools should also be women. They too must be at least the graduates of the secondary school and of superior academic results. In order to start teaching in a primary school she must have completed a teaching training program of two semesters (/four quarters) duration (which will be 544

This region is the entire country if there is only one post-graduate college. These policies have been proposed based on the philosophy that too much consolidation/centralization may neither be expedient nor favorable for spontaneity/creativity if it restricts deserved freedom; and, on the other hand, too much disintegration/decentralization may increase wastes, redundancies, and chaos. 545 Applicable up to G. C. only if there is only one P. G. C. 546 Not applicable if there is only one post-graduate college in the country.

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similar to the program for elementary school teachers as described above). Besides, a semester long alternative (similar) training program will also be available for the high school graduates (or for the individual with superior qualifications) who want to teach in the primary school program. Therefore, immediate plan should be adopted to hire any more male teachers for these two programs/phases (of six years’ duration). (xxix) In the S. S., H. S., U. G. C., G. C., and P. G. C. only female teachers will teach in the female shifts547/sections and only male teachers will teach in the male shifts/sections. (xxx) The teachers of the secondary schools must be at least high school graduates. Before starting to teach they too must complete a teaching training program (like the ones described above) of two semester length. There will also be an alternative teaching training program of one semester duration for those undergraduate degree holders (or individuals with higher qualifications) who want to teach in the secondary school program. (xxxi) Likewise, the teachers of the high schools should be at least undergraduate college graduatesn (i.e. Bachelor Degree holders). No additional formal teaching training will be required of them. However, at least 10% of all the teachers in any high school should be undergraduate degree holders with Education major. (xxxii) The teachers of the undergraduate colleges should at least be the graduates of the graduate college (i.e. Master Degree holders). (xxxiii)

The teachers of the graduate colleges should at least be the graduates of the post-graduate college (i.e. Doctoral Degree holders).

(xxxiv) The teachers of the post-graduate colleges should at least be the graduates of the post-graduate college (i.e. Doctoral Degree holders) with at least nine years of teaching experience in graduate college. Please see my: ‘Universal Remuneration System—A Mathematical Model for GDP Based Adjustments’ and my supplementary work (i. e., ‘Universal Education System—Postmodern Muslim World Perspective’) for detailed descriptions of qualifications, promotion, designation, and remunerations of all with special considerations for teachers. (xxxv) While the plans given in my ‘The Republic Re-engineered’ are being implemented (/studied), enough number of good students should be sent to be well educated in suitable countries abroad. These students may be provided non-usurious/profit-free loans as necessary. Initially, around 1% of all the H. S. C. graduates can be sent for the undergraduate studies aborad. Half of the (available) successful graduates from each such batch should further be supported (on basis of merits) for (the graduate studies of the) Master degree programs. Similarly, half of the successful such Master degree holders should further be supported for (the postgraduate

547

It is important to segregate male and female students (by gender) from secondary schools upward for preventing the spread of corruption/promiscuity, and to safeguard the integrity of the women to the men and vice versa. Please see my supplementary work for the class conduction schedules in separate shifts.

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studies of the) doctoral degree programs. Suitable incentives548 and appropriate protocols should be established in order to assure their return home after the completeion of the related studies. Only the male students may be supported for education in abroad. If a female student is accompanied with her husband and/or near male relative(s) who is/are also going to live with her549 for the duration of her studies (abroad), she may be supported similarly also (, or with more incentives, if necessary), with the preference to be sent (for studies in abroad) in a Muslim country. After the graduation of the first academic class from the new high school program (as proposed by me), supports for undergraduate studies in abroad should be stopped. Similarly, after three more years no more supports for the (graduate studies of the) Master Degree programs should be continued. Thereafter, limited supports should be maintained for the (post-graduate studies of the) Doctoral Degree programs in abroad. (xxxvi) A special (“non-formal”) program should also be maintained for those who acquired education from the un-Islamic system(s). This program should make it (financially, academically, and logistically) easy for the people to receive Islamic knowledge in order to reduce related deficiencies. (xxxvii) If the age limit of a student crosses to disqualify her/him for admittance into a particular regular academic program, the student may proceed on academic pursuits through the irregular program. Also, if a student exceeds the age limit while attending a regular program before graduation (by passing all the relevant courses and/or comprehensive regional exam, and/or by fulfilling relevant graduation CGPA), s/he will automatically become an irregular student. S/he may complete the remaining requirements through irregular academic program in order to be certified as an irregular graduate of that program. (xxxviii) After (quick) completeion of an irregular program some students may again qualify (by age limit) for admission into the next regular academic program. However, a student of an irregular program may not be admitted into any stage of the regular program of the same level/phase. (xxxix) The irregular programs will be course based unlike quarter/trimester/semester based regular system. Same syllabus (as of regular programs) will also be covered by this system. A student may enroll in more than one irregular course at a time. (xl)

The irregular programs will also adopt grading and graduation policies similar to the regular academic programs.

548

Please see my: ‘Universal Remuneration System—A Mathematical Model for GDP Based Adjustments’. According to sound Hadith of the Prophet Muhammad (s.a.w.), a woman is required to be accompanied with her husband or near male relative(s) on her journey to a distant place. Besides, since the women are the nucleus of their respective families, they should not be pushed into a vulnerable situation which may nurture/force her to adopt (/to be adapted to) anti-Islamic/un-Islamic customs/cultures. In this regard, purity of women is much more important than the purity of men; because, she is the basic teacher and care taker of the children, and the main integrating force in their respective families. While the evils of the father greatly damage the children, the evils of the mother totally destroy them. 549

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(xli)

Except for the elementary school program (, for which the education is free of cost), the fees, tuition etc. paid by the students will/may vary from one institution to another depending on their respective operating cost. For these purposes the variation can be determined similar to the variation in remunerations as proposed by me in my work: ‘Universal Remuneration System—A Mathematical Model for GDP Based Adjustments’. The Curriculm

The curriculum should not be a mere emulation of some system(s) from anywhere. It must be suitable, vital/dynamic enough, and viable for the relevant domain. Nothing should be included in it which will train, and/or teach, and/or encourage in things that contradicts principles/values of Islam (including communal insults/persecution). In general, no course-work (, except the courses of other relevant religions,) can be allowed to include any un-Islamic/anti-Islamic content. Each institution will make proper arrangements/ schedules/breaks for relevant prayers550 (by all genders). Muslim students from primary through high schools will be trained to establish the obligatory prayers in their stated times. Inclusion of a detailed sullabus for every course is beyond the scope of this work. However, I intend to present here a thorough outline of the syllabuses with detailed top level attributes of the syllabuses for some specific programs (as relevant examples). The curriculum must ensure interlacing instructions in religious studies, philosophy, science, technology, mathematics, law, geography, teaching, fine arts, journalism, physical education, military education, business studies, humanities, literacy etc. and related research at the leading edge. There should not be more than fifty students (enrolled) in a single class-room of any program. In general, the following policies should be followed for conducting the lecture (etc.) courses: (i)

The instructions, assignments, tests etc. in the elementary program should be delivered/selected in such a way so that 50% additional amount (, to that of the classroom period,) of time is needed (, outside the class periods,) by an average student to make preparation for them.

(ii)

The instructions, assignments, tests etc. in the primary school program should be delivered/selected in such a way so that 100% additional amount (, to that of the class-room period,) of time is needed (, outside the class periods,) by an average student to make preparation for them.

550

Please see my supplementary work: ‘Universal Education System—Postmodern Muslim World Perspective’ and my: ‘Moral Democracy—Unison of Ideals, Rationales, and Empiricals’.

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(iii)

The instructions, assignments, tests etc. in the secondary school program should be delivered/selected in such a way so that 150% additional amount (, to that of the class-room period,) of time is needed (outside the class periods) by an average student to make preparation for them.

(iv)

The instructions, assignments, tests etc. in the high school program should be delivered/selected in such a way so that 200% additional amount (, to that of the classroom period,) of time is needed (, outside the class periods,) by an average student to make preparation for them.

(v)

The instructions, assignments, tests etc. in the undergraduate college program should be delivered/selected in such a way so that 250% additional amount (, to that of the class-room period,) of time is needed (, outside the class periods,) by an average student to make preparation for them.

(vi)

The instructions, assignments, tests etc. in the graduate college program should be delivered/selected in such a way so that 300% additional amount (, to that of the class-room period,) of time is needed (, outside the class periods,) by an average student to make preparation for them.

(vii)

The instructions, assignments, tests etc. in the post-graduate college program should be delivered/selected in such a way so that 350% additional amount (, to that of the class-room period,) of time is needed (, outside the class periods,) by an average student to make preparation for them. The class period for the lab (etc.) courses should be double of in length to that of a lecture course of equal credit-hours. Accordingly the preparatory time will become proportionally less so that the sum of the class-room time period and the preparatory time period remains same for each credit-hour of relevant course. Usually, written reports will be required in the lab courses of U.G.C., G.C. and P.G.C. The Curricular Tables

In each program there will be six courses for each subject—that is, there will be twelve semester-credit hours requirement for each subject in six semesters of three academic years. In the undergraduate, graduate, and post-graduate colleges, courses selected for a particular program may be offered (/taught) by another department. In those cases, such courses designed by a department for the students of other discipline(s) may be different than the same level courses offered for the students of their own discipline/major. Following table is the cursory look of the Curriculum (constituted by relevant Islamically lawful contents only) for each program:

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Universal Morality and Modeling Progressive Education System/The Republic Re-engineered/By N. U. M. Akramul Kabir Khan Elementary to High School (including alternate)/High Madrasa (Core, Allied, and Inter/multidisciplinary Elective Courses)

# Program

Certificate’s Name

1 Elementary School

El. S. Grad.

2 Primary School

3 Primary Madrasa

Faculty

Nature of Core Subjects 551 Core /Majors Studies Common Common (i) Bangla, (ii) Religion552, & (iii) Mathematics

P. School Common Common (i) Bangla, (ii) Graduation Religion558, (iii) Mathematics, (iv) Natural Science Prim. Madrasa Graduation

551

Allied Courses

Interdisciplinary/ Multidisciplinary Courses (iv) Foreign Languages: 1- (v) Fine Arts, Games, & Sports: 1-Games &, Arabic I, 2-English I, 3- Handicrafts, 2-Painting & Music, 3-Singing & Arabic II, 4-English II, 5- Dancing, 4-Acting & Exercise553, 5-Soccer554 & Cricket555, and 6-Hocky556 & Kabadi557. Arabic III, 6-English III.

(v) Foreign Languages: 1Arabic I, 2-English I, 3Arabic II, 4-English II, 5Arabic III, 6-English III

Common Common (i) Qur’an Memorization (First 9/30), (ii) Islamiat, (iii) Bangla, (iv) Arabic

(vi) Social Studies, Agriculture, Health & Computer: 1-Civics I & Agro-Environment, 2-History I & Agriculture I, 3-Geograhy I & Agriculture II, 4-Civics II & Agriculture III, 5-History II & Agriculture IV, and 6-Geograhy II & Typing with Computer.

(v) English and any one of the fourth language from: Farsi, Turkish, Malay, Sundanese, Javanese, & Standard Chinese; 1-English I, 2-Fourth Lang I, 3-English II, 4-Fourth Language II, 5-English III, 6-Fourth Language III.

(vi) Mathematics, Social Studies, Agriculture, & Natural Science: 1Math I, 2-Social Studies559, 3Agriculture, 4-Health, 5-Natural Science, 6-Math II.

Core subjects are common in the first 12 years of formal education, and every major subject includes a separate degree program in university curricula (of UGC, GC, & PGC). Islam/Hinduism (Sanatan Dharma)/Buddhism/Christianity 553 Physical Drills, Swimming & Martial Arts. 554 Course in Physical Exercise for females. 555 Course in Badminton for females. 556 Course in Ping-pong for females. 557 Course in Martial Arts for females. 558 Islam/Hinduism (Sanatan Dharma)/Buddhism/Christianity 559 Social Studies = Civics + History + Geography. 552

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4 Secondary School

S. School Common Common (i) Bangla, (ii) Religion560, Graduation (iii) Mathematics, (iv) Natural Science, (v) Social Studies

5 Secondary Seco. Common Common (i) Qur’an Madrasa Madrasa Memorization (Next Graduation 10-19/30), (ii) Islamiat, (iii) Bangla, (iv) Arabic, (v) Hadith 6 High School

High Common Common (i) Bangla, (ii) 566 School (iii) Religion , Graduation Mathematics, (iv) Natural Science, (v) Social Studies, (vi) Technical Education567

560

(vi) Foreign Languages: 1-Arabic I, 2-English I, 3Arabic II, 4-English II, 5Arabic III, and 6-English III.

(vii) Fine Arts, Physical Education, & Sports: Painting & Calligraphy, 2-First Aid, Health Nutrition, 3-Soccer561 & Cricket562, 4-Acting Gymnastics563, 5-Hockey564 & Swimming565, and Arts & Crafts, & 12-Using Computer.

(vi) English and any one of the fourth language from: Farsi, Turkish, Malay, Sundanese, Javanese, & Standard Chinese; 1-English I, 2Fourth Lang I, 3-English II, 4-Fourth Language II, 5-English III, and 6-Fourth Language III. (vii) Foreign Languages: 1-Arabic I, 2-English I, 3-Arabic II, 4-English II, 5-Arabic III, and 6-English III.

1& & 6-

(vii) Mathematics, Social Studies, Agriculture, & Natural Science: 1Math I, 2-Social Studies, 3Agriculture, 4-Environment, 5Natural Science, and 6-Math II.

(viii) Business, Agricultural, & Military Education: 1Accountancy & Statistics, 2-Agricultural Plants, 3-Civil Defense & Military Science, 4- Cattle, Dairies, Poultry, Agro-birds, Fish, & Aquaculture, 5-Economics, Organization, Entrepreneurship, & Trade Geography, and 6- Military Weapons & Military Training.568

Islam/Hinduism (Sanatan Dharma)/Buddhism/Christianity Course in Cooking for females. 562 Course in Sewing for females. 563 Course in Home & Surroundings Maintenance for females. 564 Course in Family Nursing for females. 565 Course in Handicrafts for females. 566 Islam/Hinduism (Sanatan Dharma)/Buddhism/Christianity 567 1-Vegetable Processing, 2-Textiles, 3-Electrical Wiring, 4-Fruits Processing, 5-Garments, 6-Welding & Plumbing, 7-Meat Processing, 8-Knitting, 9-Carpentry, 10-Fish Processing, 11-Hair Care, & 12-Masonry. 568 Course in Military Nursing for Females. 561

(Page 424 of 1344)

569

(i) Bangla, (ii) Religion570, (iii) Mathematics, (iv) Natural Science, (v) Social Studies, (vi) Foreign Languages (Arabic & English)

Common

Common

High School Graduation

High School

6 (Alternate569)


(1-) (vii) Six courses in Higher Bangla by not overlapping any of the core courses. (2-) (vii) Six courses in Higher Islamiat by not overlapping any of the core courses. (3-) (vii) Six courses in Higher Mathematics by not overlapping any of the core courses. (4-) (vii) Six courses in Economics by not overlapping any of the core courses. (5-) (vii) Six courses in Plant Cultivation & Fishery by not overlapping any of the core courses. (6-) (vii) Six courses in Carpentry & Masonry by not overlapping any of the core courses. (7-) (vii) Six courses in Mechanics & Metallurgy by not overlapping any of the core courses. (8-) (vii) Six courses in Electronics & Computers by not overlapping any of the core courses. (9-) (vii) Six courses in Guns & Explosives by not overlapping any of the core courses. (10-) (vii) Six courses in Catering & Garmentry by not overlapping any of the core courses. (11-) (vii) Six courses in Singing & Music by not overlapping any of the core courses. (12-) (vii) Six courses in Cricket & Martial Arts by not overlapping any of the core courses. (13-) (vii) Six courses in Oil Paint & Calligraphy by not overlapping any of the core courses.

(1-) (viii) Six courses in Higher Social Studies by not overlapping any of the core courses. (2-) (viii) Six courses in Higher Arabic by not overlapping any of the core courses. (3-) (viii) Six courses in Higher Natural Science by not overlapping any of the core courses. (4-) (viii) Six courses in Accounting by not overlapping any of the core courses. (5-) (viii) Six courses in Dairy & Poultry by not overlapping any of the core courses. (6-) (viii) Six courses in Plumbing & Electric Wiring by not overlapping any of the core courses. (7-) (viii) Six courses in Machine Tools & Automotives by not overlapping any of the core courses. (8-) (viii) Six courses in Drafting & Surveying by not overlapping any of the core courses. (9-) (viii) Six courses in Bombs & Missiles by not overlapping any of the core courses. (10-) (viii) Six courses in Interior Design & Cosmetology by not overlapping any of the core courses. (11-) (viii) Six courses in Dancing & Acting by not overlapping any of the core courses. (12-) (viii) Six courses in Soccer, Swimming & Kabadi by not overlapping any of the core courses. (13-) (viii) Six courses in Audio-Visuals & Handicrafts-Pottery by not overlapping any of the core courses.

This design will include multilateral high school curriculum with fifteen different options. Every High School must include at least first four options. All the High school which are in the campuses of PGC, GC, and UGC must include all 15 sets of allied and interdisciplinary/multi-disciplinary courses. 570 Islam/Hinduism (Sanatan Dharma)/Buddhism/Christianity

(Page 425 of 1344)


Common

Common

High Madrasa

High Madrasa

7

(14-) (vii) Six courses in Herbal Medicine & Homeopathic (14-) (viii) Six courses in Dental, Eye & Circumcision care, & Medicine by not overlapping any of the core courses. Veterinary Medicine by not overlapping any of the core courses. (15-) (vii) Six courses in Military Education & Military Training. (15-) (viii) Six courses in Civil Defense & Natural Calamities. (i) Qur’an Memorization (Next 20-29/30), (ii) Islamiat, (iii) Bangla, (iv) Arabic, (v) Hadith, (vi) Fiqh

(vii) English (w/ computer) & any one of the fourth languages from: Farsi, Turkish, Malay, Sundanese, Javanese, & Standard Chinese; 1-English I, 2-Fourth Lang I, 3-English II, 4-Fourth Language II, 5-English III, and 6-Fourth Language III.

(viii) Mathematics, Social Studies, Agriculture, & Natural Science: 1-Math I, 2Social Studies, 3-Agriculture & Ecosystem, 4- Life Science, 5-Math II, and 6-Physical Science.

Intuitive Rational

Arts Arts

Bachelor of Arts Bachelor of Arts

Undergr. College Undergr. College

9

8

Undergraduate to Postgraduate College (Majors, Allied, and Inter/multidisciplinary Courses):

1. Education, 2. Social Studies, 3. Literature, 4. Humanities, 5. Islamic Studies, 6. Fine Arts, 7. Religion, 8. Language 9. Geography, Mathematics, Business Studies

10 Undergr. Bachelor Arts College of Arts

571

1-Psychology I, 2-Epistemology I, 3Metaphysics I, 4-Ethics I, 5-Social Philosophy I, and 6-Philosophy of Language & Logic I571.

10. 1-Algebra, 2-Trignometry, 3- Analytic 1-Computer Systems, Word Processor & Spreadsheet, 211. Geometry I, 4-Calculus I, 5-Satistics I, Psychology I, 3- Metaphysics, Epistemology & Ethics, 4-Social & 6-Boolean Algebra I. Philosophy I, 5-Computer Programming I, & 6-Sociology I.

Empirical 12. Comp. System 13. Physical Educ.

1-Management I, 2-Marketing I, 3- Accounting 1-Psychology I, 2- Logic I, 3- Epistemology I, I, 4- Finace I, 5- Micreconomics I, & 6- 4-Metaphysics I, 5- Ethics I, & 6- Social Macroeconomics I. Philosophy I.

Both three-tyred Greek Logic (/Syllogism) and four-tyred Islamic Evidential Logic.

(Page 426 of 1344)

1-Computer Systems, Word Processor, & Spreadsheet, 2-Bangla Composition I, 3-Arabic Composition I, 4-English Composition I, 5-Bangla Composition II, and 6- Arabic Composition II.


11 Undergr. College

Bachelor Science Intuitive of Science

14. 1-Religion I, 2- Logic I, 3-Epistemology 1-Botany & Zoology, 2-Chemistry & Physics, 3Psychology I, 4-Metaphysics I, 5-Ethics I, & 6- Biochemistry & Microbiology, 4- Geology & Astronomy, Social Philosophy I. 5-Ecosystem & Agriculture, & 6-Environment & Climate.

12 Underg. Bachelor of Science Rational 15. Mathematics, 1-Algebra, Trigonometry, & Analytic Geometry, 2College Science 16. Comp. Computer Programming I, 3- Computer Prog. II, 4Prgrmng. Statistics I, 5- Boolean Algebra & Number System, & 6-Calculus I.

1-Botany I, 2-Chemistry I 3-Zoology I, 4- Physics I, 5- Biochemistry & Microbiology, & 6- Geology & Astronomy.

15 U-G At C. Large

Empirical

Technology

Bachelor Tech.

Underg. College

14

of

13 Underg. Bachelor of Science Empirical 17. Physical Science, 18. 1- Computer Word Processor & Spreadsheet , 2- 1- Calculus I, 2- Calculus II, 3College Scien. Engineering, 19. Life Computer Programing I, 3-Computer Programing II, Calculus III, 4- O. D. E. I, 5- O. Science 4- Environment I, 5-Environment II, & 6-Climate I. D. E. II, & 6- P. D. E. I.

B. Phil.

572

20. Agriculture, 21. Constructions, 22. Mechanics, 23. Automotive, 24. Electronics, 25. Comp. Techno., 26. Surveying, 27. Weapons, 28. Experiential Medicine, 29. Ship Building, 30. Air Handling, 31. Aeronautics, 32. Energy Techno., 33. Paramedical, 34. Power Systems, 35. Aviation, 36. Telecommunica., 37. Food Processing, 38. Textiles & Fabrics, 39. Manufacturing, 40. Garments & Foot-wears, 41. Water, Sewerage, & Garbage Tech.572

1- Life Science, Physical Science, Human Anatomy I, Human Physiology I, Environment I, & Climate I.

23456-

1-Algebra, 2Trigonometry, 3Analytic Geometry, 4Calculus I, 5- Statistics I, & 6- Boolean Algebra & Number Systems.

Overall 42. Independent Self study of all the undergraduate courses of the country at A Self Supervised Liberal Studies large (as the core + multi/interdisciplinary courses) (Intuitive/Rational/Empirical)

Thesis

Another degree program (42. B. T. in Computerized Mathematics) can be added. This program will emphasize on doing every aspect of Mathematics, Statistics, and Theory of Probabilities in computer. Thus, the allied and inter/multidisciplinary courses can include statistics, probabilities, computer system, structured programming, object oriented programming, spreadsheets, Matlab, wordprocessors, Mathematics by Calculator, Applied Matrix Methods, Tensors, Trigonometry, Geometry, Modern Geometry, Graph Theory & Wavelets, Special Functions, Transformers, Fourier Analysis, Number Theory, Concrete Math., Discrete Math. Set Theory, Logic, Etc. The core courses can include calculus, vector calculus, ODE, PDE, Calculus of Variations, Numerical Methods, Finite Element Analysis, Mathematical Models, Linear Algebra, Abstract Algebra, Lie Algebra, Boolean Algebra, Real Analysis, Complex Analysis, Functional Analysis, Topology, Algebraic Topology, etc. Likewise, graduate and post-graduate programs will also be consistently added and implementation plan (will be) revised.

(Page 427 of 1344)

Intuitive Intuitive Rational

Arts

(vii) Muslim History, Philosophy, Mathematics, & Natural Science: 1-Muslim Hist. I; 2-Logic, Epistemology, & Philosophy of Language; 3-Algebra; 4Chemistry; 5-Muslim Hist. II; 6-Psychology, & Metaphysics; 7-Trigonometry; 8-Physics; 9-Muslim Hist. III; 10-Ethics & Social Philosophy; 11-Calculus I; & 12-Life Science.

1-Advance Logic574, Philosophy of Language, & Social Philosophy, 2-Adv. Epistemology, Metaphysics, Ethics, 3- Adv. Religion575, 4-Adv. Culture, & Anthropology, 5-Adv. Civilization & Archeology, & 6- Adv. Social Psychology I.

15. Law, 16. Journalism, 17. Statistics, 18. Economics, 19. Civics, 20. Mathematics, 21. Management, 22. Accounting, 23. Marketing, 24. Finance,

1-Advance Sociology I, 2- Adv. Public Administration576 I, 3- Adv. International Relation I, 4- Adv. Political Economy I, 5-Adv. Microeconomics I, & 6- Adv. Macroeconomics I.

25. Library System, 26. History, 27. Muslim History, 28. Computer System, 29. Geography, 30. Physical Education

Arts

Arts

(vi) English and any one of the fourth language from: Farsi, Turkish, Malay, Sundanese, Javanese, & Standard Chinese; 1-English I, 2-Fourth Lang I, 3English II, 4-Fourth Language II, 5-English III, 6Fourth Language III, 7-English IV, 8-Fourth Lang IV, 9-English V, 10-Fourth Lang V, 11-English VI, & 12Fourth Lang VI.

Empirical

Islam (Independent St.)

Master Arts Master of Arts Master of Arts

43. Islam Education [Core Courses: (i) Qur’an, (ii) Hadith, (iii) Bangla, (iv) Arabic, (v) Fiqh]

1. Education, 2. Bangla, 3. Arabic, 4. English, 5. Chinese, 6. Religion, 7. Humanities, 8. Quran, 9. Hadith, 10. Fiqh, 11. Islamic Dawah, 12. Fine Arts, 13. Psychology, 14. Philosophy

of

B. I. I. E.573

Undergr. College Grad. College

Graduate College Graduate College

19

18

17

16


573

(Page 428 of 1344)

1-Philosophy of Language I, 2Epistemology I, 3-Metaphysics I, 4Ethics I, 5- Advance Social Philosophy I, & 6- Advance Social Psychology I.

1-Adv. Computer System Management I, 2- Adv. 1-Adv. Epistemology I, 2-Adv. Religion I, 3-Adv. Sociology I, 4-Adv. Public Metaphysics I, 3- Adv. Ethics I, 4-Adv. Administration I, 5- Adv. International Relations I, Social Philosophy I, 5-Adv. Social & 6- Adv. Political Economy I. Psychology I, & 6-Adv. Logic I.

Bachelor of Intensive Islamic Education. Will include three-tyred static, mathematical, and four-tyred (Islamic) evidential logic. 575 Core courses in the subject of Religion will not be redundant to these courses in Religion. 576 Includes public finance. 574

1-Advance World (Political) History I, 2Adv. Muslim (Political) History I, 3-Adv. History of Science I, 4-Adv. History of Religion I, 5- Adv. History of Language I, & 6- Adv. History of Civilization I.

Rational

33. Pharmacy, 34. Chemistry, 35. Physics, 36. Geology, 37. Meteorology, 38. Astronomy, 39. Civil Engineering, 40. Mechanical Engineering, 41. Electrical Engineering, 42. Chemical Engineering, 43. Medicine, 44. Surgery, 45. Microbiology, 46. Botany, 47. Zoology, 48. Living World, 49. Psychiatry of Technology

24 Grad. College

Empirical

Technology

Master of Techn.

Graduate College

23

22

Graduate Master College Techn.

31. Mathematics, 1-Adv. Ordinary Differential Equation I, 2- Adv. Partial 32. Comp. Differential Equation I, 3- Adv. Matrix Methods & Tensors, 4Prgrmng. Adv. Numerical Method & Finite Element Analysis, 5- Adv. Statistics I, & 6- Adv. Mathematical Modeling.

Rational

Science Empirical

Science

Master of Science

Master of Sci.

Graduate College Grad. College

21

20


M. Phil.

(Page 429 of 1344)

50. Architecture

1- Adv. Material Science I, 2- Adv. Quantum Mechanics I, 3- Adv. Physical Chemistry I, 4- Adv. Modern Physics I, 5- Adv. Geology I, & 6- Adv. Environment I.

1-Adv. Ordinary Differential Equation I, 2- Adv. Partial Differential Eqn. I, 3- Adv. Matrix Methods & Tensors, 4- Adv. Numerical Method I, 5- Adv. Statistics I, & 6- Abstract Linear Algebra I.

51. Agriculture, 52. Land Transportation, 53. Construction, 54. Machinery, 55. Mechanics, 56. Metallurgy, 57. Automotive, 58. Electronics, 59. Comp. Technology, 60. Surveying, 61. Weapons, 62. Experiential Medicine, 63. Marine Transportation, 64. Ship Building, 65. Air Handling, 66. Aerospace, 67. Energy Techno., 68. Paramedical, 69. Power Systems, 70. Aviation, 71. Material Techno., 72. Chemical Tech., 73. Environment Tech., 74. Manufacturing, 75. Telecommunication, 76. Food Processing, 77. Textiles & Fabrics, 78. Garments & Foot-Wears, 79. Industrial Management, 80. Bio-Technology, 81. Mechatronics, 82. Agro Medicine, 83. Water Supply, 84. Sewerage & Garbage Management At Large

1- Adv. Classical Mechanics I, 2- Adv. Quantum Mechanics I, 3- Adv. Biochemistry I, 4- Adv. Physical Chemistry I, 5- Adv. Modern Physics I, & 6- Adv. Environment I. 1-Adv. Ordinary Differential Equation I, 2- Adv. Partial Differential Equation I, 3Adv. Matrix Methods & Tensors I, 4Adv. Numerical Method I, 5- Adv. Statistics I, & 6- Adv. (Abstract) Linear Algebra I. 1-Adv. Ecology I, 2- Adv. Classical Mechanics I, 3- Adv. Material Science I, 4Adv. Physical Chemistry I, 5- Adv. Geology I, & 6- Adv. Environment I.

1-Adv. Ecology & Environment, 2- Adv. Classical Mechanics I, 3Adv. Material Science I, 4- Adv. Physical Chemistry I, 5Adv. Modern Physics I, & 6- Adv. Geology I.

1-Adv. Ordinary Differential Equation I, 2Adv. Partial Differential Equation I, 3- Adv. Matrix Methods & Tensors I, 4Adv. Numerical Method I, 5- Adv. Statistics I, & 6Abstract Linear Algebra I.

Overall 85. Independent Self study of all the graduate courses of the country at A Self Supervised Liberal Studies large (as the core + multi/interdisciplinary courses) (Intuitive/Rational/Empirical)

Thesis

Teaching 6 undergraduate courses (of relevant disciplines) in 6 semesters.

Producing two research/creative papers/ projects (of mainly intuitive knowledge) (related to the con-current individual study course) in every semester.

1. Education, 2. Bangla, 3. Arabic, 4. English, 5. Chinese, 6. Religion, 7. Humanities, 8. Quran, 9. Hadith, 10. Fiqh, 11. Islamic Dawah, 12. Fine Arts, 13. Psychology, 14. Law, 15. Journalism, 16. Statistics, 17. Economics, 18. Civics, 19. Philosophy, 20. Mathematics, 21. Management, 22. Accounting, 23. Marketing, 24. Finance, 25. Library System, 26. History, 27. Muslim History, 28. Comp. Syst., 29. Geography, 30. Phys. Education


Producing 2 research/creative papers/ projects (of mainly rational knowledge) (related to the con-current individual study course) in every semester.

28

Arts

Doctor of Philosophy

(Page 430 of 1344)

Empirical (“C”)

Arts

27 PostGrad. College

(vi) English and any one of the fourth language from: Farsi, Turkish, Malay, Sundanese, Javanese, & Standard Chinese; 1-English I, 2-Fourth Lang I, 3-English II, 4-Fourth Language II, 5-English III, & 6-Fourth Language III.

Intuitive (“A”)

Arts

Doctor Philosophy

Post-Grad. College

PostDoctor of Grad. Philosophy College

(v) Arabic: 1-Adv. Arabic I, 2Adv. Arabic II, 3-Adv. Arabic III, 4-Adv. Arabic IV, 5-Adv. Arabic V, & 6-Adv. Arabic VI.


of

26

Islam Intuitive 86. Islam Education (Independent [Core Courses: (i) St.) Qur’an, (ii) Hadith, (iii) Bangla, (iv) Fiqh]

Rational (“B”)

25 Grad. College

M. I. I. E.




Producing one research/creative paper/ project (of mainly empirical knowledge) (related to the concurrent individual study course) in every semester.


Science

(Page 431 of 1344)

Rational (“B”)

Empirical (“C”)

Science Intuitive (“A”)

Technology

Doctor Philosophy Doctor of Philosophy

Post-Grad. College

Post-Graduate College

of

Science

Doctor Philosophy


of

29 30 31 32

Intuitive (“A”)

PostDoctor of Grad. Philosophy College

31. Mathematics, 32. Comp. Prgrmng., 33. Pharmacy, 34. Chemistry, 35. Physics, 36. Geology, 37. Meteorology, 38. Astronomy, 39. Civil Engineering, 40. Mechanical Engineering, 41. Electrical Engineering, 42. Chemical Engineering, 43. Medicine, 44. Surgery, 45. Microbiology, 46. Botany, 47. Zoology, 48. Living World, 49. Psychiatry



Teaching 6 undergraduate courses (of relevant disciplines) in 6 semesters



50. Architecture, 51. Agriculture, 52. Land Transportation, 53. Construction, 54. Machinery, 55. Mechanics, 56. Metallurgy, 57. Automotive, 58. Electronics, 59. Comp. Technology, 60. Surveying, 61. Weapons, 62. Experiential Medicine, 63. Marine Transportation, 64. Ship Building, 65. Air Handling, 66. Aerospace, 67. Energy Techno., 68. Paramedical, 69. Power Systems, 70. Aviation, 71. Material Techno., 72. Chemical Tech., 73. Environment Tech., 74. Manufacturing, 75. Telecommunica., 76. Food Processing, 77. Textiles & Fabrics, 78. Garments & Foot-Wears, 79. Industrial Management, 80. Bio-Technology, 81. Mechatronics, 82. Agro Medicine, 83. Water Supply, 84. Sewerage & Garbage Mngmt.


Producing two research/creative papers/ projects (of mainly rational knowledge) (related to the concurrent individual study course) in every semester.

Producing two research/creative papers/ projects (of mainly empirical knowledge) (related to the con-current individual study course) in every semester.



Rational (“B”) Empirical (“C”)

Technology Technology

Doctor of Philosophy Doctor of Philosophy

Post-Grad. College Post-Grad. College

34

33


50. Architecture, 51. Agriculture, 52. Land Transportation, 53. Construction, 54. Machinery, 55. Mechanics, 56. Metallurgy, 57. Automotive, 58. Electronics, 59. Comp. Technology, 60. Surveying, 61. Weapons, 62. Experiential Medicine, 63. Marine Transportation, 64. Ship Building, 65. Air Handling, 66. Aerospace, 67. Energy Techno., 68. Paramedical, 69. Power Systems, 70. Aviation, 71. Material Techno., 72. Chemical Tech., 73. Environment Tech., 74. Manufacturing, 75. Telecommunica., 76. Food Processing, 77. Textiles & Fabrics, 78. Garments & Foot-Wears, 79. Industrial Management, 80. Bio-Technology, 81. Mechatronics, 82. Agro Medicine, 83. Water Supply, 84. Sewerage & Garbage Mngmt. 50. Architecture, 51. Agriculture, 52. Land Transportation, 53. Construction, 54. Machinery, 55. Mechanics, 56. Material Tech., 57. Automotive, 58. Electronics, 59. Comp. Technology, 60. Surveying, 61. Weapons, 62. Experiential Medicine, 63. Marine Transportation, 64. Ship Building, 65. Air Handling, 66. Aerospace, 67. Energy Tech., 68. Paramedical, 69. Power Systems, 70. Aviation, 71. Material Tech., 72. Chemical Tech., 73. Environment Tech., 74. Manufacturing, 75. Telecommunication, 76. Food Processing, 77. Textiles & Fabrics, 78. Garments & Foot-Wears, 79. Industrial Management, 80. Bio-Technology, 81. Mechatronics, 82. Agro Medicine, 83. Water Supply, 84. Sewerage & Garbage Mngmt.

Teaching 6 undergrad. courses (of relevant disciplines) in 6 semesters


Producing two research/creative papers/ projects (of mainly rational knowledge) (related to the con-current individual study course) in every semester. Producing two research/creative papers/ projects (of mainly empirical knowledge) (related to the concurrent individual study course) in every semester.

35 P. G. Ph. C. D.

At Overall 85. Independent Self study of all the postgraduate courses of the country at A Self Supervised Dissertation Large Liberal Studies large (as the core + multi/interdisciplinary courses) (Intuitive/ Rational/Empirical)

36 P.G.C. Ph. D.

Islam Intuitive 86. Islam Education [Core Courses: (i) Qur’an, (ii) (iv) Muslim (v) A Self Supervised Dissertation (Intuitive/ Hadith, (iii) Fiqh] History Rational/Empirical)

(Page 432 of 1344)

(i)

Intuitive

37 P. G. with Mujtahid Extended (MA+MA+MA+ G. Ph.D.) College

Arts (Mujtahid of Islam)


87. (a) (i) Core, (ii) Allied, (iii) Individual Study Courses of the respective Ph. D. program; (b) All Core Courses of M. A. in Qur’an, M. A. in Hadith, and M. A. in Fiqh degree programs; (c) a common set of 6 Allied Courses; and (d) a common set of 6 Interdisciplinary courses (of those three M. A. programs).

(iv) Teaching 6 undergraduate courses (of relevant disciplines) in 6 semesters of the respective Ph. D. program

(v) 6 Intuitive/Rational/ Empirical Research/ Creative Papers (related to the con-current individual study course) in 6 semesters of Respective Ph. D Program.

Following is the list of Core Subjects and Corresponding Courses in E. S., P. S., S. S., & H. S.; and Each Major (of the Corresponding Degree Program) in the Undergraduate, Graduate, and Post-Graduate Colleges: Program Academic # Phase 1 Elementary School

577

577 Certificate’s Faculty Nature of Major Core Subjects Name Core Studies El. Sch. Common Common Unilateral (i) Bangla, (ii) Graduation Religion578, (iii) Mathematics

Core Courses (i) Bang.: 1- Bangla I, 2- Bangla II, 3- Bangla III, 4-Bangla IV, 5Bangla V, & 6- Bangla VI; (ii) Islamiat: 1- Islamic Lessons I, 2Islamic Lessons II, 3- Islamic Lessons III, 4- Islamic Lessons IV, 5Qur’an Memorization I (Para: 30), & 6-Qur’an Memorization II (Para: 30); and (iii) Math: 1- Math I, 2- Math II, 3- Math III, 4Math VI, 5- Math V, & 6- Math VI.

In the Post-Graduate College, depending on the nature of research/creative papers/dissertations three faculties can be divided into the following nine sub-faculties: (a) Faculty of Arts (& Religion): 1- Intuitive Sub-Faculty of Arts (& Religion), 2- Rational Sub-Faculty of Arts (& Religion), & 3- Empirical Sub-Faculty of Arts (& Religion); (b) Faculty of Science: 1- Intuitive Sub-Faculty of Science, 2- Rational Sub-Faculty of Science, & 3- Empirical Sub-Faculty of Science; and (c) Faculty of Technology: 1- Intuitive Sub-Faculty of Technology, 2- Rational Sub-Faculty of Technology, & 3- Empirical Sub-Faculty of Technology. 578 Islam/Hinduism (Sanatan Dharma)/Buddhism/Christianity

(Page 433 of 1344)

579 580

1. General 1. General

2. Religion (Islam)

(i) Bangla, (ii) Religion579, (iii) Mathematics, (iv) Natural Science

(i) Bang.: 1- Bangla I, 2- Bangla II, 3- Bangla III, 4-Bangla IV, 5- Bangla V, & 6- Bangla VI; (ii) Islamiat: 1Islamic Lessons I, 2-Qur’an Memorization I (Para: 1), 3- Islamic Lessons II, 4-Qur’an Memorization II (Para: 2), 5- Islamic Lessons III, 6-Qur’an Memorization III (Para: 3); (iii) Math: 1- Math I, 2- Math II, 3- Math III, 4- Math VI, 5- Math V, & 6- Math VI; and (iv) Nat. Sc.: 1-Health & Nutrition I, 2- Life Science I, 3- Physical Science I, 4- Environment I, 5-Life Science II, & 6- Physical Science II.

(i) Qur’an Memo. (First 9/30), (ii) Islamiat, (iii) Bangla, (iv) Arabic

(i) Bangla, (ii) (iii) Religion580, Mathematics, (iv) Natural Science, (v) Social Studies

2. Religion (Islam)

Common Common Common Common

Common Common Common Common

Primary School Prim. Madrasa Secondary School Secondary Madrasa

Primary School Primary Madrasa Secondary School Secondary Madrasa

5

4

3

2


(i) Qur’an Memo. (Next 10/30), (ii) Islamiat, (iii) Bangla, (iv) Arabic, (v) Hadith

Islam/Hinduism (Sanatan Dharma)/Buddhism/Christianity Islam/Hinduism (Sanatan Dharma)/Buddhism/Christianity

(Page 434 of 1344)

(i) Qur’an Memo.: 1-Para 1, 2-Para 2 & 3, 3-Para 4 & 5, 4-Para 6 & 7, 5- Para 8 & 9, & 6-Para 1-9; (ii) Islamiat: 1-Islamic Lessons I, 2- Islamic Lessons II, 3- Islamic Lessons III, 4- Islamic Lessons IV, 5Islamic Lessons V, & 6- Islamic Lessons VI; (iii) Bangla.: 1- Bangla I, 2- Bangla II, 3- Bangla III, 4Bangla IV, 5- Bangla V, & 6- Bangla VI; and (iv) Arabic: 1- Arabic I, 2- Arabic II, 3- Arabic III, 4-Arabic IV, 5- Arabic V, & 6- Arabic VI. (i) Bang.: 1- Bangla I, 2- Bangla II, 3- Bangla III, 4-Bangla IV, 5- Bangla V, & 6- Bangla VI; (ii) Islamiat: 1- Islamic Lessons I, 2-Qur’an Memorization I (Para: 4), 3- Islamic Lessons II, 4-Qur’an Memorization II (Para: 5), 5- Islamic Lessons III, & 6-Qur’an Memorization III (Para: 6); (iii) Math: 1- Math I, 2- Math II, 3Math III, 4- Math VI, 5- Math V, & 6- Math VI; (iv) Nat. Sc.: 1-Physical Science I, 2- Life Science I, 3Physical Science II, 4- Life Science II, 5-Physical Science III, & 6- Life Science III; and (v) Soc. Stud.: 1History I, 2- Civics I, 3- Geography I, 4- History II, 5- Civics II, & 6- Geography II. (i) Qur’an Memo.: 1-Para 10 & 11, 2-Para 12 & 13, 3-Para 14 & 15, 4-Para 16 & 17, 5- Para 18 & 19, & 6Para 10-19; (ii) Islamiat: 1-Islamic Lessons I, 2- Islamic Lessons II, 3- Islamic Lessons III, 4- Islamic Lessons IV, 5- Islamic Lessons V, & 6- Islamic Lessons VI; (iii) Bangla.: 1- Bangla I, 2- Bangla II, 3Bangla III, 4-Bangla IV, 5- Bangla V, & 6- Bangla VI; (iv) Arabic: 1- Arabic I, 2- Arabic II, 3- Arabic III, 4-Arabic IV, 5- Arabic V, & 6- Arabic VI; and (v) Hadith: 1- Sahih Bukhari I (Start), 2- Sahih Bukhari II, 3- Sahih Bukhari III, 4- Sahih Bukhari IV, 5- Sahih Bukhari V, & 6- Sahih Bukhari VI.

581

1. General 1. General 2. Religion (Islam)

Common Common

Common

Common Common

Common

High School Graduation High Madrasa Graduation


High School

High School (Alternate) High Madrasa

7

6 (Alternate)

6


(i) Bangla, (ii) Religion581, (iii) Mathematics, (iv) Natural Science, (v) Social Studies, (vi) Technical Education582

(i) Bang.: 1- Bangla I, 2- Bangla II, 3- Bangla III, 4-Bangla IV, 5- Bangla V, & 6- Bangla VI; (ii) Islamiat: 1Islamic Lessons I, 2-Qur’an Memorization I (Para: 7), 3- Islamic Lessons II, 4-Qur’an Memorization II (Para: 8), 5- Islamic Lessons III, & 6-Qur’an Memorization III (Para: 9); (iii) Math: 1- Math I, 2- Math II, 3- Math III, 4Math VI, 5- Math V, & 6- Math VI; (iv) Nat. Sc.: 1-Physical Science I, 2- Life Science I, 3- Physical Science II, 4- Life Science II, 5-Physical Science III, & 6- Life Science III; (v) Soc. Stud.: 1- History I, 2- Civics I, 3Geography I, 4- History II, 5- Civics II, & 6- Geography II; and (vi) Tech. Edu.: 1-Homeopathic, Herbal, Veterinary Medicine, Circumcision, Dental, & Eye Care, 2-Carpentry, Masonry, Machines, Tools, & Appliances, 3-Plumbing, Electric Wiring, Mechanics, 4- Metallurgy, Automotive, Catering, Garmentry, Cosmetology, & Interior Design, 5-Electronics & Computer, & 6-Drafting, Surveying, Audio-Visuals, Handicrafts, Pottery, Oil Paint & Calligraphy.

(i) Bangla, (ii) Religion583, (iii) Math., (iv) Nat. Science, (v) Social Studies, (vi) Foreign Lang. (Arabic & Engl.) (i) Qur’an Memorization (Next 10/30), (ii) Islamiat, (iii) Bangla, (iv) Arabic, (v) Hadith, (vi) Fiqh

(i) Bang.: 1- Bangla I, 2- Bangla II, 3- Bangla III, 4-Bangla IV, 5- Bangla V, & 6- Bangla VI; (ii) Islamiat: 1Islamic Lessons I, 2-Qur’an Memorization I (Para: 7), 3- Islamic Lessons II, 4-Qur’an Memorization II (Para: 8), 5- Islamic Lessons III, & 6-Qur’an Memorization III (Para: 9); (iii) Math: 1- Math I, 2- Math II, 3- Math III, 4- Math VI, 5- Math V, & 6- Math VI; (iv) Nat. Sc.: 1-Physical Science I, 2- Life Science I, 3- Physical Science II, 4- Life Science II, 5-Physical Science III, & 6- Life Science III; (v) Soc. Stud.: 1- History I, 2Civics I, 3- Geography I, 4- History II, 5- Civics II, & 6- Geography II; and (vi) Foreign Lang.(Arabic & English): 1-Arabic I, 2- English I, 3- Arabic II, 4- English II, 5- Arabic III, and 6- English III. (i) Qur’an Memo.: 1-Para 20 & 21, 2-Para 22 & 23, 3-Para 24 & 25, 4-Para 26 & 27, 5- Para 28 & 29, & 6-Para 20-29; (ii) Islamiat: 1-Islamic Lessons I, 2- Islamic Lessons II, 3- Islamic Lessons III, 4- Islamic Lessons IV, 5Islamic Lessons V, & 6- Islamic Lessons VI; (iii) Bangla (Computer Aided) : 1- Bangla I, 2- Bangla II, 3Bangla III, 4-Bangla IV, 5- Bangla V, & 6- Bangla VI; (iv) Arabic (Computer Aided) : 1- Arabic I, 2- Arabic II, 3- Arabic III, 4-Arabic IV, 5- Arabic V, & 6- Arabic VI; (v) Hadith: 1- Sahih Bukhari VII, 2- Sahih Bukhari VIII, 3- Sahih Bukhari IX, 4- Sahih Bukhari X, 5- Sahih Bukhari XI, & 6- Sahih Bukhari XII (end); and Fiqh: 1- Fiqh I, 2- Fiqh II, 3- Fiqh III, 4- Fiqh IV, 5- Fiqh V, & 6- Fiqh VI.

Islam/Hinduism (Sanatan Dharma)/Buddhism/Christianity 1-Vegetable Processing, 2-Textiles, 3-Electrical Wiring, 4-Fruits Processing, 5-Garments, 6-Welding & Plumbing, 7-Meat Processing, 8-Knitting, 9-Carpentry, 10-Fish Processing, 11-Hair Care, & 12-Masonry. 583 Islam/Hinduism (Sanatan Dharma)/Buddhism/Christianity 582

(Page 435 of 1344)

584

(i.) Language, (ii) Religion, (iii) Mathematics, (iv) Social Studies, (v) Natural Science

(i) Lang: 1- Teaching Language, 2- Bangla III, 3- Arabic III, 4- English II, 5- Bangla IV, & 6- Arabic IV; (ii) Relig: 1- Teaching Religion, 2-Monotheism, Polytheism, Pantheism, Panentheism, Hanotheism, Atheism & Gnosticism, 3Jainism, Sikhism, Taoism, Confucianism, Shintoism, Ancestral & Tribal Religion, 4-Hinduism & Buddhism, 5Judaism & Christianity, & 6- Islam & History of Religion; (iii) Math: 1- Teaching Math, 2- Calculus I, 3- Ordinary Differential Equation & Partial Differential Equation, 4- Numerical Method & Linear Algebra, 5-Foundation of Analysis & Abstract Algebra, & 6-Real Analysis, Complex Analysis & Tolpology; (iv) Soc. Stud.: 1- Teaching Social Studies, 2-Sociology & Anthropology, 3-History I, 4-Civics I, 5-Geograpgy I, & 6-History of Civilization I; and (v) Nat. Sc.: 1-Teaching Natural Science, 2-Health, Nutrition & Biochemistry, 3- Physical Chemistry, Inorganic Chemistry & Organic Chemistry, 4-Microbiology, Botany & Zoology, 5- General Physics, & 6-Geology & Astronomy. Each graduate of this program (i. e. B. A. in Education) should have acquired enough/suitable education to teach in the teachers’ training programs for the (candidate) teachers for the elementary, primary, and secondary schools. They will also maintain the guiding roles among the high school teachers and shall act as the “cementing” agents among all the programs under a high school system.

(i) History, (ii) Politics, (iii) Religion, (iv) Philosophy, (v) Core Miscellaneous

(i) History: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject and 6 courses of inter/multidisciplinary subjects); (ii) Politics: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject and 6 courses of inter/multidisciplinary subjects); (iii) Relig: 1History of Religion I, 2-Monotheism, Polytheism, Pantheism, Panentheism, Hanotheism, Atheism & Gnosticism, 3Jainism, Sikhism, Taoism, Confucianism, Shintoism, Ancestral & Tribal Religion, 4-Hinduism & Buddhism, 5Judaism & Christianity, & 6- Islam; (iv) Philosophy: 1-Epistemology II, 2-Metaphysics II, 3-Ethics II, 4Epistemology III, 5-Metaphysics III, & 6-Ethics III; and (v) Core Miscellaneous: 1-Sociology I, 2- Anthropology I, 3-Micro & Macro Economics, 4- Public Administration I, 5-Culture I, & 6- Civilization & Archeology. The graduates should be given the complete fundamental knowledge of this field so that they can play interlacing roles among all the disciplines of the arts faculty. The basic knowledge in Economics provided in this program should be enough/suitable to help them (, those who want,) to pursue their graduate degree program in Economics so that thereafter they can contribute from the perspective of social welfare.

1. Education584 2. Social Studies

Intuitive Intuitive

Arts (& Religion) Arts (& Religion)


Undergraduate College Undergraduate College

9

8


Must include contents from Instructional Communication.

(Page 436 of 1344)

(Page 437 of 1344)

3. Literature 4. Humanities

Intuitive Intuitive




11

10


(i) Bangla Literature, (ii) Arabic Literature, (iii) English Literature, (iv) World Literature, (v) Core Miscellaneous

(i) Bangla Literature: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject and 6 courses of inter/multidisciplinary subjects); (ii) Arabic Literature: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject and 6 courses of inter/multidisciplinary subjects); (iii) English Literature: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject and 6 courses of inter/multidisciplinary subjects); (iv) World Literature (Originals in the Languages other than Bangla, Arabic, & English): 1-World Literature I (translated in Bangla), 2- World Literature II (translated in Arabic), 3- World Literature III (translated in English), 4-World Literature IV (translated in Bangla), 5- World Literature V (translated in Arabic), & 6- World Literature VI (translated in English); and (v) Core Misc.: 1- Bangla Language I, 2- Arabic Language I, 3- English Language I, 4- Bangla Language II, 5- Arabic Language II, & 6English Language II. The program should expose and involve the students in enough/suitable artistic and literary works by which the graduates will be able to exert their creative talents (in literature) in very effective ways.

(i) Religion, (ii) Culture, (iii) Civilization, (iv) Philosophy, (v) Core Miscellaneous.

(i) Religion: 1- History of Religion I, 2-Monotheism, Polytheism, Pantheism, Panentheism, Hanotheism, Atheism & Gnosticism, 3-Jainism, Sikhism, Taoism, Confucianism, Shintoism, Ancestral & Tribal Religion, 4-Hinduism & Buddhism, 5-Judaism & Christianity, & 6- Islam; (ii) Culture: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject and 6 courses of inter/multidisciplinary subjects); (iii) Civilization: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject and 6 courses of inter/multidisciplinary subjects); (iv) Philosophy: 1-Epistemology II, 2-Metaphysics II, 3-Ethics II, 4-Epistemology III, 5-Metaphysics III, & 6-Ethics III; and (v) Core Misc.: 1-Sociology I, 2-Anthropology I, 3Archeology I, 4- History I, 5-Politics I, & 6-Social Psychology I. The graduates should be given the complete (relevant) fundamental knowledge so that they can play interlacing roles among all the disciplines of arts faculty.

585

5. Islamic Studies 6. Fine Arts585

Intuitive Intuitive




13

12


(i) Qur’an, (ii) Hadith, (iii) Fiqh, (iv) Muslim History, (v) Core Miscellaneous

(i) Qur’an: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject and 6 courses of inter/multidisciplinary subjects); (ii) Hadith: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject and 6 courses of inter/multidisciplinary subjects); (iii) Fiqh: 1 to 6Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject and 6 courses of inter/multidisciplinary subjects); (iv) Muslim History: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject and 6 courses of inter/multidisciplinary subjects); and (v) Core Misc.: 1- Islamic Dawah I, 2- Qur’an & Natural Science I, 3- Islamic Dawah II, 4- Hadith & Natural Science I, 5- Islamic Dawah III, & 6- Fiqh & Natural Science I. It is highly desirable for each graduate to become a full hafiz of the holy Qur’an—the six courses in Qur’an should include the scheme for memorizing the remaining 20 Juz of the Qur’an. The graduate should have received enough/suitable basic knowledge to be able to Islamically inter-link with the complete cross-section of the society.

(i) Songs, (ii) Music, (iii) Dance, (iv) Acting, (v) Core Miscellan.

(i) Songs: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject and 6 courses of inter/multidisciplinary subjects); (ii) Music: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject and 6 courses of inter/multidisciplinary subjects); (iii) Dance: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject and 6 courses of inter/multidisciplinary subjects); (iv) Acting: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject and 6 courses of inter/multidisciplinary subjects); and (v) Core Miscellaneous: 1- Religion & Songs I, 2- Religion & Music I, 3- Religion & Dancing I, 4- Religion & Acting I, 5- Oil Paint & Calligraphy, & 6-Handicrafts & AudioVisuals. These graduates should have acquired enough suitable relevant education so that they can exercise their creative talent in effective ways. They shall also be expected to artistically link with the society without violating the Islamic principles.

Contents should include the items which are lawful according to the religion of Islam. However, the courses of other religions may include some other such “aesthetic” contents according to the dictates of their respective religions.

(Page 438 of 1344)

(Page 439 of 1344)

7. Religion 8. Language

Intuitive Intuitive



Undergrad. College Undergraduate College

15

14


(i) Hinduism, (ii) Buddhism, (iii) Christianity, (iv) Islam, (v) Core Miscellaneous

(i) Hinduism: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject and 6 courses of inter/multidisciplinary subjects); (ii) Buddhism: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject and 6 courses of inter/multidisciplinary subjects); (iii) Christianity: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject and 6 courses of inter/multidisciplinary subjects); (iv) Islam: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject and 6 courses of inter/multidisciplinary subjects); and (v) Core Misc.: 1Judaism, 2- Jainism & Sikhism, 3- Confucianism, Taoism & Shintoism, 4. Pantheism, Panentheism, Hanotheism, Gnosticism, & Atheism, 5. Tribal & Ancestral Religion, & 6- History of Religion I.

(i) Bangla, (ii) Arabic, (iii) English, (iv) Chinese, (v) Core Miscellaneous

(i) Bangla Language: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject and 6 courses of inter/multidisciplinary subjects); (ii) Arabic Language: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject and 6 courses of inter/multidisciplinary subjects); (iii) English Language: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject and 6 courses of inter/multidisciplinary subjects); (iv) Standard Chinese Language: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject and 6 courses of inter/multidisciplinary subjects); and (v) Core Misc.: 1- Bangla Literature I, 2- Arabic Literature I, 3- English Literature I, 4- World Literature (Bangla Translation) I, 5- World Literature (Arabic Translation) I, & 6- World Literature (English Translation) I. This program is specifically designed for the high madrasa graduates with thorough background in (optional) Chinese language.

586

9. Geography 10. Mathematics

Rational Rational




17

16


(i) B-desh Geog., (ii) Sub-Contin. Geog., (iii) World Geog., (iv) Oceanography, (v) Core Misc.

(i) Bangladesh Geography: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject and 6 courses of inter/multidisciplinary subjects); (ii) Sub-Continent Geography: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject and 6 courses of inter/multidisciplinary subjects); (iii) World Geography: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject and 6 courses of inter/multidisciplinary subjects); (iv) Oceanography: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject and 6 courses of inter/multidisciplinary subjects); and (v) Core Miscellaneous: 1- Natural Resources I, 2- Climatology I, 3Ecosystem I, 4- Natural Resources II, 5- Climatology II, & 6- Environment I. These graduates should be given enough suitable relevant education so that they can give their (geographical) inputs for all the echelon of the society.

(i) Algebra, (ii) Topology, (iii) Analysis, (iv) Calculus, (v) Core Miscellaneous

(i) Algebra: 1- Boolean Algebra II, 2- Linear Algebra I, 3- Abstract Algebra I, 4- Abstract Algebra II, 5- Lie Algebra, & 6- Abstract Linear Algebra; (ii) Topology: 1- Topology I, 2- Topology II, 3- Topology III, 4- Topology IV, 5Topology V, & 6- Algebraic Topology; (iii) Analysis: 1- Real Analysis I, 2- Real Analysis II, 3- Real Analysis III, 4Complex Analysis I, 5- Complex Analysis II, & 6- Functional Analysis; (iv) Calculus: 1- Calculus II, 2- Calculus III, 3- ODE I, 4- ODE II, 5- PDE I, & 6– Calculus of Variation I; and (v) Core Misc.: 1- Set Theory, Logic & Number Theory586, 2- Tensor Analysis I, 3-Modern Geometry I, 4- Applied Matrix Method I, 5- Numerical Analysis I, and 6Math Modeling I. These graduates will play interlacing roles between arts and science faculties in particular and among all the faculties in general.

Mathematics courses (for math majors) throughout the academic curriculum should give good emphasis on the numerals, so that at the post-graduate level enough interested students are found to do research/development in more efficient number system than the base ten system (, for example, duodecimal numeration). In addition to the fields of science and technology, Muslims must be at the leading edge of Mathematics also (once again). Islamic Jihad broadly means ‘struggle for excellence’ in which holy war is merely the ultimate part of it.

(Page 440 of 1344)

587

11. Business Studies 12. Computer System 13. Physical Educat.

Rational Empirical Empirical

Arts (& Religion) Arts (& Religion) Arts (& Religion)


Bachelor of Arts

Undergrad. College


20

19

18


Includes first aid, CPR, etc.

(Page 441 of 1344)

(i) Accounting, (ii) Management, (iii) Marketing, (iv) Finance, (v) Core Miscellaneous

(i) Accounting: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject and 6 courses of inter/multidisciplinary subjects); (ii) Management: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject and 6 courses of inter/multidisciplinary subjects); (iii) Marketing: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject and 6 courses of inter/multidisciplinary subjects); (iv) Finance: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject and 6 courses of inter/multidisciplinary subjects); and (v) Core Misc.: 1- Microeconomics I, 2- Macroeconomics I, 3- Environment & Natural Resources, 4- Computer Information System I, 5- Religion I, & 6- Political Science & Political Economy.

(i) Personal Comp., (ii) Mini Comp., (iii) Super Comp., (iv) Comp. Inform. System (v) Core Misc. (i) Sports, (ii) Physical Exercise, (iii) Health, (iv) Civil Defense, (v) Core Misc.

(i) Personal Computer (P. C.): 1 to 6- P. C. I to VI (6 courses in 6 semesters); (ii) Mini Computer (M. C.): 1 to 6 – M. C. I to VI (6 courses in 6 semesters); (iii) Super Computer (S. C.): 1 to 6 – S. C. I to VI (6 courses in 6 semesters); (iv) Comp. Info. System (C. I. S.): 1 to 6- P. C. I to VI (6 courses in 6 semesters); and (v) Core Misc.: 1-Word Processor I, 2- Spread Sheet I, 3- Computer Programming I, 5- Electric Circuit I, & 6- Electronics I. These graduates should have acquired enough suitable relevant education so that they can help and train the individual/organizational users to effectively use, select, install, and maintain computer systems according to their respective needs/benefits.

(i) Sports: 1 to 6- Sports I to VI (6 courses in 6 semesters); (ii) Physical Exercise: 1 to 6 – Physical Exercise I to VI (6 courses in 6 semesters); (iii) Health: 1- Human Anatomy I, 2- Human Physiology I, 3- Biochemistry I, 4-Psychology II, 5- Food & Nutrition, & 6- Recreation, Climate & Health; (iv) Civil Defense: 1-Military Training I, 2-Life Support587 I, 3- Emergency Rescue I, 4-Natural Calamity I, 5-Military Training II, & 6-Life Support II; and (v) Core Misc.: 1Physical Facility I, 2- Sociology I, 3- Religion I, 4- Social Psychology I, 5- Environment I, & 6- Ecosystem I. These graduates should be given enough relevant suitable education on all the popular forms of diets and physical exercises. Besides, each of them will be expected to have developed his/her own personality suitable to conduct/coordinate exercise routines among the people of different/mixed backgrounds

588

14. Psychology588 15. Mathematics

Intuitive Rational

Science Science

Bachelor of Science Bachelor of Science


22

21


(i) Sensation & Perception, (ii) Consciousness & Learning, (iii) Memory & Intelligence, (iv) Language & Thought, (v) Core Misc.

(i) Sensation & Perception: 1- Sensation I, 2- Perception I, 3- Sensation II, 4- Perception II, 5- Sensation III, & 6Perception III; (ii) Consciousness & Learning: 1- Consciousness I, 2- Learning I, 3- Consciousness II, 4- Learning II, 5- Consciousness III, & 6- Learning III; (iii) Memory & Intelligence: 1- Memory I, 2- Intelligence I, 3- Memory II, 4- Intelligence II, 5- Memory III, & 6- Intelligence III; (iv) Language & Thought: 1- Language I, 2- Thought I, 3Language II, 4- Thought II, 5- Language III, & 6- Thought III; and (v) Core Misc.: 1- The Science589 of Psychology, & Biological Bases of Behavior, 2- Motivation, Emotion, Infant & Child Development, 3- Adolescent, Adult Development, Personality, Stress, Coping, and Health, 4- Central Nervous System, Physiology, Psychological Disorders & their Treatment, 5- Attitude, Social Cognition, & Interpersonal Relations, & 6- Psychology & Global Social Problems. They should be given enough suitable relevant education so that they can pursue their graduate studies in Psychology or Psychiatry.

(i) Algebra, (ii) Mechanics, Matrices, & Tensors, (iii) Numerical Analysis & Math Modeling, (iv) Calculus, (v) Core Misc.

(i) Algebra: 1- Boolean Algebra I, 2- Linear Algebra I, 3- Abstract Algebra I, 4- Abstract Algebra II, 5- Lie Algebra I, & 6- Abstract Linear Algebra I; (ii) Mechanics, Matrices, & Tensors: 1- Vector/Tensor Analysis I, 2Statics I, 3- Matrices I, 4- Vector/Tensor Analysis II, 5- Dynamics I, & 6- Matrices II; (iii) Statistics, Numerical Analysis, & Mathematical Models: 1- Statistics II, 2- Numerical Analysis I, 3- Mathematical Modeling I, 4Mathematical Modeling II, 5- Theory of Probability, & 6- Finite Element Analysis I; (iv) Calculus: 1- Calculus II, 2- ODE I, 3- ODE II590, 4- PDE I, 5- PDE II, & 6- Calculus of Variation I; and (v) Core Misc.: 1- Set Theory & Logic I, 2- Real Analysis I, 3- Topology I, 4-Modern Geometry I, 5- Solid Geometry I, & 6- Complex Analysis I. These graduates will play interlacing roles between technology and science faculties in particular and among all the faculties in general.

Contents from general experimental psychology, biological psychology, cognitive psychology, learning & behavior, social personality, quantitive psychology, etc. should be included in this re-arranged curriculum without non-essential redundancy in any other degree program. 589 Includes Statistics. 590 Includes Transforms, Fourier Analysis etc.

(Page 442 of 1344)

591

16. Computer Programming 17. Physical Science

Rational Empirical

Science Science



24

23


(i) Algorithm & Comp. Lang., (ii) Comp. Math, (iii) Data Structure, (iv) Compilers & Assembly Lang., (v) Core Misc.

(i) Chemistry, (ii) Physics, (iii) Geology, (iv) Astronomy, (v) Core Misc.

(i) Algorithm & Computer Language: 1 to 6- Six courses in six semesters (in addition to any such courses among the 6 courses of allied subject and 6 courses of inter/multidisciplinary subjects); (ii) Computer Math: 1Calculus II, 2- Discrete Math, 3- Matrix & Linear Algebra, 4- ODE, Transforms, Fourier Series, & PDE, 5Mathematical Modeling I, & 6- Numerical Method & Finite Element Analysis; (iii) Data Structure & Related Area: 1 to 6- Six courses in six semesters (in addition to any such courses among the 6 courses of allied subject and 6 courses of inter/multidisciplinary subjects); (iv) Compilers & Assembly Language: 1 to 6- Six courses in six semesters (in addition to any such courses among the 6 courses of allied subject and 6 courses of inter/multidisciplinary subjects); and (v) Core Misc.591: 1 to 6- Six courses in six semesters (in addition to any such courses among the 6 courses of allied subject and 6 courses of inter/multidisciplinary subjects).

(i) Chemistry592: 1- Stoichiometry (Chemical Arithmetic), Atomic Structure & Periodic Table, 2- Chemical Bonding, Reaction in Aqueous Solution, Gases, Solids, Liquids, & Changes of State, 3- Properties of Solutions, Chemical Thermodynamics, Chemical Kinetics & Equilibrium, 4-Acids, Bases, Acid-Base Equilibria in Aqueous Solution, Solubility, Complex Ion Equilibria, & Electrochemistry, 5- Covalent Bonding, Molecular Structure, Chemistry of Representative, & Transition Elements, & 6- Organic Chemistry, & Nuclear Chemistry; (ii) Physics593: 1- Classical Mechanics I, 2- Thermodynamics I, 3- Electromagnetism I, 4- Optics I, 5- Relativity I, & 6-Quantum Mechanics I; (iii) Geology: 1-Volcanoes, Earthquake, & Geo-History of Earth, 2- Mineral Science & Structural Geology, 3Environmental Geology, Igneous & Metamorphic Petrology, 4- Geological Oceanography, & Geological Hydrology, 5- Diagenesis, Mechanics of Crustal Structure, & Clastic Facies, & 6- Chemistry of Natural System, & Carbonate Geology; (iv) Astronomy: 1 to 6- Six courses (for 6 semesters) without gross overlaps and redundancy with other courses, and (v) Core Misc.: 1- Linear Algebra I, 2- Complex Analysis I, 3- Numerical Analysis I, 4- Math. Modeling for Physical Science I, 5- Chemistry & Geochemistry Lab I, & 6- Physics & Geophysics Lab I.

Includes Fuzzy Logic. These courses are not redundant with the Allied and Inter-disciplinary/Multi-disciplinary courses. 593 Physics er Bangla ki ‘Bhowtayon’ hote pare na ? Kenona ‘Podartho Biggan’ er English ‘Material Science’ howar kotha. 592

(Page 443 of 1344)

594

18. Engineering 19. Life Science

Empirical Empirical

Science Science


Undergraduate College Undergrad. College

26

25


(i) Civil Engineering, (ii) Mechanical Engineering, (iii) Electrical Engineering, (iv) Chemical Engineering, (v) Core Misc.

(i) Microbiology, (ii) Botany, (iii) Zoology, (iv) Psychology, (v) Core Misc.

(i) Civil Engineering: 1- Graphics, Design & Surveying, 2-Strength of Materials & Solid Mechanics, 3- Environmental Engineering, Water & Waste Treatment Processes, 4- Structural Analysis & Concrete Structural Design, 5- Traffic Transportation Engineering & Highway Design, & 6- Open Channel Floow & Foundation Engineering; (ii) Mechanical Engineering: 1-Rigid Body Mechanics, Design & Manufacturing Process, 2- Thermodynamics & Fluid Mechanics, 3Principles of Measurements, & Mechanical Engineering Lab, 4- Thermal Radiation, Solar Science, Combustion & Engines, 5- Vibrating System, & Dynamic Analysis of Mechanical System, & 6- Design of Gears, Shafts, Clutches, Brakes, Windmills, & Computer Aided Design Synthesis; (iii) Electrical Engineering: 1- Electrical Science (Analog & Digital), & Digital Design, 2- Electrical Circuit Analysis, & Energy Conversion, 3- Microcomputer System Design, & Solid State Electronic Devices, 4- Electromagnetic Field (Electrostatics & Electrodynamics), 5- Linear System Analysis, & Electrical Power System, & 6- Control System & Electrical Engineering Lab; (iv) Chemical Engineering: 1- Chemical Engineering Fundamentals, & Structure & Properties of Materials, 2- Momentum, Heat, & Mass Transfer, & Separation Processes, 3- Process Dynamics & Controls, & Kinetics, 4- Corrosion Engineering, & Biochemical Engineering, 5- Physical Metallurgy & Polymer Engineering, & 6- Electrochemical Engineering, & Chemical Engineering Lab; and (v) Core Misc.: 1-Matrix & Linear Algebra, 2- Vector/Tensor Analysis I, 3- Complex Analysis I, 4- Numerical Analysis I, 5- Mathematical Modeling for Engineering I, & 6- Finite Element Analysis I. These graduates should have acquired enough suitable relevant education in all areas of applied physical sciences so that they can play effective roles in interlacing/supervising among the technologists. (i) Microbiology594 & Biochemistry: 1- Microbiology I, 2- Biochemistry I, 3- Microbiology II, 4- Biochemistry II, 5Microbiology Lab, & 6- Biochemistry Lab; (ii) Botany: 1- Botany I, 2- Botany II, 3- Botany III, 4- Botany IV, 5Botany V, & 6- Botany Lab; (iii) Zoology: 1- Zoology I, 2- Zoology II, 3- Zoology III, 4- Zoology IV, 5- Zoology V, & 6- Zoology Lab; (iv) Psychology: 1- Psychology I, 2- Psychology II, 3- Psychology III, 4- Psychology IV, 5Psychology V, & 6- Psychology VI; and (v) Core Misc.: 1- Human Anatomy I, 2- Human Physiology I, 3- Human Anatomy II, 4- Numerical Analysis I, 5- Mathematical Modeling for Life Science I, & 6-Human Physiology III. These graduates should be given enough suitable relevant education so that they can effectively study in Medicine, Surgery, Psychiatry and all other related fields (within the span of Biology) in the graduate college.

These courses are not redundant with the Allied and Inter-disciplinary/Multi-disciplinary courses.

(Page 444 of 1344)

(Page 445 of 1344)

(i) Plants, (ii) Birds, (iii) Beasts, (iv) Aquaculture, (v) Core Misc.

(i) Plants: 1 to 6- Six courses (with a course in related biochemistry) in 6 semesters (in addition to any such courses among the 6 courses of allied subject and 6 courses of inter/multidisciplinary subjects, including a course on available technology) of both micro and macro studies; (ii) Birds: 1 to 6- Six courses (with a course in related biochemistry) in 6 semesters (in addition to any such courses among the 6 courses of allied subject and 6 courses of inter/multidisciplinary subjects, including a course on available technology) of both micro and macro studies; (iii) Beasts: 1 to 6- Six courses (with a course in related biochemistry) in 6 semesters (in addition to any such courses among the 6 courses of allied subject and 6 courses of inter/multidisciplinary subjects, including a course on available technology) of both micro and macro studies; (iv) Aquaculture: 1 to 6- Six courses (with a course in related biochemistry) in 6 semesters (in addition to any such courses among the 6 courses of allied subject and 6 courses of inter/multidisciplinary subjects, including a course on available technology) of both micro and macro studies; and (v) Core Misc.: 1-Climate II, 2- Ecology I, 3- Plant Disease Control I, 4- Animal Disease Control I, 5- Agro Economics I, & 6- Agro Industries I. The plants and animals will be selected (for study) in this program on the basis of local population habits and geography. The courses will cover all the regional plants and animal of agricultural importance and will include related disease treatments.

(i) Building Construction, (ii) Bridge Const., (iii) Road Construction, (iv) Dam Construction, (v) Core Misc.

(i) Building Construction: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subjects, including a course on available technology); (ii) Bridge Construction: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subjects, including a course on available technology); (iii) Road Construction: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subjects, including a course on available technology); (iv) Dam Construction: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subjects, including a course on available technology); and (v) Core Misc.: 1-Flyover, & Subway Construction, 2-Offshore Drilling Platform, & Railways Construction, 3-Irrigation System, & Tower Construction, 4- Jetty, & Dockyard Construction, 5-Airport Runway, & Channel Construction, & 6- Auditorium Construction, & Sports/Recreation Complex Construction.

20. Agriculture 21. Construction

Empirical Empirical


Bachelor of Technology Bachelor of Technology


28

27


(Page 446 of 1344)

22. Mechanics 23. Automotive 24. Electronics

Empirical Empirical Empirical

Technology

Technology

Technology

Bachelor Technology Bachelor of Techno. Bachelor of Technolo.

Undergrad. College Undergrad. College Undergrad. College

31

30

29

of


(i) Mechanics, (ii) Metallurgy, (iii) Machine Tools, (iv) Electromechanics, (v) Mechatronics

(i) Mechanics: 1 to 6- Six courses in six semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Metallurgy: 1 to 6- Six courses in six semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Machine Tools: 1 to 6- Six courses in six semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iv) Electro-Mechanics: 1 to 6- Six courses in six semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (v) Mechatronics: 1 to 6- Six courses in six semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject).

(i) Engine, (ii) Automotive Structure, (iii) Driving System, (iv) Control System, (v) Core Misc.

(i) Engine: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Automotive Structure: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Driving System: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iv) Control System: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (v) Core Misc.: 1- Mechanics I, 2- Metallurgy I, 3- Fabrication I, 4- Body I, 5Painting I, & 6- Assembly I.

(i) Electronics, (ii) Mechatronics, (iii) Electromagnetism, (iv) Telecommunication, (v) Core Misc.

(i) Electronics: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Mechatronics: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Electromagnetism: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iv) Telecommunication:1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (v) Core Misc.: 1- Electromechanics I, 2- Nanotronics I, 3Electrochemical Technology I, 4- Electronics Fabrication Tech. I, 5- Electronics Assembly I, & 6- Robotics I.

(Page 447 of 1344)

25. Computer Technol. 26. Surveying

Empirical Empirical


Bachelor of Technolo. Bachelor of Techno.

Undergrad. College Undergrad. College

33

32


(i) Electronics, (ii) Central Processing Unit, (iii) Input Devices, (iv) Output Devices, (v) Core Misc.

(i) Electronics: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Central Processing Unit: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Input Devices: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iv) Output Devices: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (v) Core Misc.: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject). (The objective of this program is to put out design & manufacturing engineers of computers).

(i) Land Survey, (ii) Aquatic Survey, (iii) Drafting, Comput. Graphics & Maps, (iv) Industrial Survey, (v) Core Misc.

(i) Land Survey: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Aquatic Survey: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Drafting, Computer Graphics & Maps: 1- Drafting I, 2- Computer Graphics I, 3- Mapping I, 4Drafting II, 5- Computer Graphics II, & 6- Mapping II; (iv) Industrial Survey: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (v) Core Misc.: 1 to 6- Six courses in Six semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject) (including courses in GIS).

595

27. Weapons595 28. Experiential Medicine

Empirical Empirical


Bachelor of Techno. Bachelor of Technology

Undergrad. College Undergraduate College

35

34


(i) Conventional Weapons, (ii) Missiles, (iii) Aquatic Weapons, (iv) Nuclear Wpns., (v) Bio & Chemical Wpns. (i) Homeopathic Medicine, & Physical Therapy, (ii) Herbal, Ayur Veda, & Unani Medicine, (iii) Circumcision, Dental & Eye Care, (iv) Veterinary Medicine, (v) Core Misc.

(i) Conventional Weapons: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Missiles: 1 to 6- Twelve courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Aquatic Weapons: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iv) Nuclear Weapons: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (v) Bio & Chemical Weapons: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject). (i) Homeopathic Medicine, & Physical Therapy: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Herbal, Ayur Veda, & Unani Medicine596: 1- Herbal Medicine I, 2- Ayur Veda Medicine I, 3- Unani Medicine I, 4- Herbal Medicine II, 5- Ayur Veda Medicine II, & 6- Unani Medicine II; (iii) Circumcision, Dental & Eye Care: 1Circumcision I, 2- Dental Care I, 3- Eye Care I, 4- Circumcision II, 5- Dental Care II, & 6- Eye Care II; (iv) Veterinary Medicine: 1- Medicine for Birds I, 2- Medicine for Beasts I, 3- Medicine for Fish I, 4- Medicine for Plants I, 5- Medicine for Plants II, & 6- Medicine for Beasts II; and (v) Core Misc.: 1- Human Anatomy II, 2Human Physiology II, 3- Biochemistry I, 4- Allopathic Medicine I 5- Human Anatomy III, & 6- Human Physiology III. A graduate after working for three years as an intern under the supervision of a relevant certified/registered professional may appear to a professional exam to become a registered (independent) practitioner (, within the relevant limits,) in a specific field of his/her internship.

Islam totally forbids any indiscriminate killing even during wartime. It is, therefore, (Islamically) unlawful to produce (or try to invent) any such weapons—however, Islam allows equal amount of revenge against the culprits only. Many nations today possess many weapons of mass killing/destruction. Muslims, therefore, must learn all about these weapons and their ongoing relevant pursuits. They must develop state of the art weapons of their own to counter the military power of the enemies of Islam. However, we must try our best to erect an effective defense system by avoiding all the potentials of indiscriminate casualties. 596 Contents from ‘The Prophetic Medicine’ by Ibn Qayyim Al Jawziyaa and ‘Medicine of the Prophet’ by Jalalu’d-Din Abd’ur Rahman As-Suyuti should be included.

(Page 448 of 1344)

597

29. Ship Building 30. Air Handling

Empirical Empirical


Bachelor of Techno. Bachelor of Techno.


37

36


(i) Ship Engines, (ii) Hydro Mechanics, (iii) Ship Structure, (iv) Ship Body, (v) Core Misc.

(i) Cooling, (ii) Heating, (iii) Air Quality, (iv) Manufacturing of HVAC Systems, (v) Core Misc.

Industrial Heating includes boilers.

(Page 449 of 1344)

(i) Ship Engines: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Hydro Mechanics: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Ship Structure: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iv) Ship Body: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (v) Core Misc.: 1- Ship Drive System I, 2- Ship Communication System I, 3Ship Architecture I, 4- Ship Drafting I, 5- Ship Navigation I, & 6- Ship Yard I. (i) Cooling: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Heating597: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Air Quality: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iv) Designing & Manufacturing of HVAC Systems: 1 to 6Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (v) Core Misc.: 1- Input Devices I, 2- Output Devices I, 3- Combustion I, 4Heat-exchangers I, 5- Control Systems I, & 6- Advance HVAC Equipments I.

(Page 450 of 1344)

31. Aeronautics 32. Energy Technology

Empirical Empirical


Bachelor of Technology Bachelor of Techno.


39

38


(i) Solid Mechanics, (ii) Dynamics, (iii) Fluid Mechanics, (iv) Thermal Science, (v) Aerospace Vehicle Design, Performance, & Manufacturing (i) Fossil Energy, (ii) Solar Energy, (iii) Nuclear Energy, (iv) Wind Energy, (v) Core Misc.

(i) Solid Mechanics & Material Science: 1- Solid Mechanics I, 2- Material Science I, 3- Solid Mechanics II, 4Material Science II, 5- Solid Mechanics Lab, & 6- Material Science Lab; (ii) Dynamics & Aerospace Vehicle Control Systems: 1- Dynamics I, 2- Aerospace Vehicle Control System I, 3- Dynamics II, 4- Aerospace Vehicle Control System II, 5- Dynamics Lab, & 6- Aerospace Vehicle Control System Lab; (iii) Fluid Mechanics & Aerospace Technology Measurements: 1- Incompressible Fluid Mechanics I, 2- Compressible Fluid Mechanics I, 3-Aerospace Technology Measurements I, 4- Incompressible Fluid Mechanics Lab, 5- Compressible Fluid Mechanics Lab, & 6-Aerospace Technology Measurements Lab; (iv) Thermal Science & Aerospace Vehicle Engines: 1-Thermodynamics I, 2- Combustion I, 3- Heat Conduction, Convection, & Radiation, 4- Aerospace Vehicle Engine I, 5- Thermal Lab, & 6- Aerospace Engine Lab; and (v) Aerospace Vehicle Design, Performance, & Manufacturing: 1- Aerospace Vehicle Design I, 2- Aerospace Vehicle Performance I, 3- Aerospace Vehicle Manufacturing I, 4- Aerospace Vehicle Design II, 5- Aerospace Vehicle Performance II, & 6- Aerospace Vehicle Manufacturing II.

(i) Fossil Energy: 1 to 6- Six courses in six semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Solar Energy: 1 to 6- Six courses in six semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Nuclear Energy: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iv) Wind Energy: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (v) Core Misc.: 1- Geothermal Energy I, 2-Hydro-Steam Energy I, 3- Unusual Energy Sources I, 4- Geothermal Energy II, 5-Hydro-Steam Energy II, & 6- Unusual Energy Sources II.

(Page 451 of 1344)

33. Paramedical 34. Power Systems

Empirical Empirical




41

40


(i) Emergency Life Support, & Physical Therapy (ii) Clinical Care (Nursing), (iii) Pathology, & Pharmacology, (iv) Pharmaceuticals, (v) Core Misc.

(i) Emergency Life Support: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Clinical Care (Nursing): 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Pathology & Pharmacology: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iv) Pharmaceuticals: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (v) Core Misc.: 1- Medical Instruments I, 2-Medical Test Lab I, 3- Maternity Medical Care I, 4- Physical Therapy I, 5- Psychopathic & Burned Patients Care, & 6Hospital Management I.

(i) Reactors, (ii) Generators, (iii) Turbines, (iv) Power System Devices, (v) Power Distribution

(i) Reactors: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Generators: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Turbines: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iv) Power System Devices: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (v) Power Distribution: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject).

These graduates after working for at least 3 years in an “accredited” hospital or clinic may appear to a professional exam to become a registered nurse/therapist (by passing that exam.). Thereafter s/he will be allowed to prescribe certain class of less risky medicines and to (independently) sell all types of medicine according to qualified doctor’s prescriptions.

598

35. Aviation 36. Telecommunication

Empirical Empirical

Technology

(i) Geography, (ii) Flying, (iii) Atmospheric Studies, (iv) AeroVehicles, (v) Core Misc.

Technology



43

42


(i) Geography: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Flying: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Atmospheric Studies: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iv) Aero-Vehicles: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (v) Core Misc: 1 to 6- Six courses in six semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject). These graduates will acquire all the relevant basic suitable enough education on operational and functional features of all kinds of aircrafts. Each graduate will be given private flying license598 of certain types of aircrafts. A graduate, thereafter, can be given a commercial flying license if he has completed enough formal additional flying hours (as a trainee) by an accredited airline and also he has passed a pre-determined professional test. The graduates/students (of this program recruited to become military pilots will further be trained and certified by the respective defense department (after completion of this program).

(i) Radio, (ii) Television, (iii) Telephone, (iv) Cellular Phone, (v) Relay & Antenna

(i) Radio: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Television: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Telephone: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iv) Cellular Phone: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (v) Relay & Antenna: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject).

In Bangladesh, for instance, each program may require fifty hours of actual flying of helicopter, fifty hours of propeller airplane flying, and fifty hours of jet airplane flying etc.

(Page 452 of 1344)

Food

(i) Water Treatment & Preservation: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Nutrition: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Animal Foods: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iv) Plant Foods: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (v) Mixed Foods: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject).

38. Textiles & Fabrics

37. Drinks Processing

&

(Page 453 of 1344)

(i) Water Treatment & Preservation, (ii) Nutrition, (iii) Animal Foods, (iv) Plant Foods, (v) Mixed Foods

(i) Textile Equipments, (ii) Textile Chemistry, (iii) Cotton Fabrics, (iv) Non-Cotton Natural Fibers’ Fabrics, (v) Synthetic & Mixed Fabrics.

39. Manufacturing


Technology Technology Technology

Bachelor of Techno. Bachelor of Techno. Bachelor of Techno.

Undergrad. College Undergraduate College Undergrad. College

46

45

44


(i) CAM, (ii) Fabrication, (iii) Assembling, (iv) Quality Assurance, (v) Environmental & Occupational Studies

(i) Textile Equipments: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Textile Chemistry: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Cotton Fabrics: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iv) Non-Cotton Natural Fibers’ Fabrics: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (v) Synthetic & Mixed Fabrics: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject).

(i) Computer Aided Manufacturing (CAM): 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Fabrication: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Assembling: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iv) Quality Assurance: 1 to 6Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (v) Environmental & Occupational Studies: 1- Environmental Studies I, 2Occupational Health I, 3- Environmental Studies II, 4-Occupational Health II, 5- Environmental Studies III, & 6Occupational Health III.

599

40. Garments & Footwears

(i) Gents’ Garments, (ii) Ladies’ Garments, (iii) Gents’ Footwears, (iv) Ladies’ Foot-wears, (v) Garments & FootWears’ Equipment

41. Water, Sewerage, & Garbage Tech.

(i) Water Supply, (ii) Sewerage System, (iii) Garbage Recycling, (iv) Garbage Disposal, (v) Environmental Studies

601

Empirical Empirical


Bachelor of Techno. Bachelor of Techno.


48

47


(i) Gents’ Garments599: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Ladies’ Garments600: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Gents’ Foot-wears: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iv) Ladies’ Foot-wears: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (v) Garments & Foot-Wears’ Equipment: 1 to 6Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject). (i) Water Supply: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Sewerage System: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Garbage Recycling: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iv) Garbage Disposal: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (v) Environmental Studies: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject).

Include knitwears. Include knitwears. 601 Another degree program (42. B. T. in Computerized Mathematics) can be added. This program will emphasize on doing every aspect of Mathematics, Statistics, and Theory of Probabilities in computer. Thus, the allied and inter/multidisciplinary courses can include statistics, probabilities, computer system, structured programming, object oriented programming, spreadsheets, Matlab, wordprocessors, Mathematics by Calculator, Applied Matrix Methods, Tensors, Trigonometry, Geometry, Modern Geometry, Graph Theory & Wavelets, Special Functions, Transformers, Fourier Analysis, Number Theory, Concrete Math., Discrete Math. Set Theory, Logic, Etc. The core courses can include calculus, vector calculus, ODE, PDE, Calculus of Variations, Numerical Methods, Finite Element Analysis, Mathematical Models, Linear Algebra, Abstract Algebra, Lie Algebra, Boolean Algebra, Real Analysis, Complex Analysis, Functional Analysis, Topology, Algebraic Topology, etc. Likewise, graduate and post-graduate programs will also be consistently added and implementation plan (will be) revised. 600

(Page 454 of 1344)

Science (Intuitive)

Science (Rational)

Science (Empirical)

(Page 455 of 1344)

Overall Overall

U-G-C’s A Self Supervised Thesis (Arts [& Religion]-Rational) plus a three-day (3x@4=12 hours) Public Exam All on three different faculties embracing all the Undergraduate courses of the country at large. In that exam a Courses correct answer will be rewarded double of the penalty (points) for a wrong answer.

42C. U-G-C’s A Self Supervised Thesis (Arts [& Religion]-Empirical) plus a three-day (3x@4=12 hours) Public Exam Independent All on three different faculties embracing all the Undergraduate courses of the country at large. In that exam Liberal Courses a correct answer will be rewarded double of the penalty (points) for a wrong answer. Studies

Overall

Arts (& Religion) (Empirical)

42B. Independent Liberal Studies

Overall

Arts (& Religion) (Rational)

42A. U-GA Self Supervised Thesis (Arts [& Religion]-Intuitive) plus a three-day (3x@4=12 hours) Public Exam on Independent C’s All three different faculties embracing all the Undergraduate courses of the country at large. In that exam a Liberal Courses correct answer will be rewarded double of the penalty (points) for a wrong answer. Studies

Overall

Arts (& Religion) (Intuitive)

Overall

B. Phil. B. Phil. B. Phil. B. Phil. B. Phil. B. Phil.

U-G C. U-G C. U-G C. U-G C. U-G C. U-G C.

54

53

52

51

50

49


42D. U-G-C’s A Self Supervised Thesis (Science-Intuitive) plus a three-day (3x@4=12 hours) Public Exam on three Independent All different faculties embracing all the Undergraduate courses of the country at large. In that exam a Liberal Courses correct answer will be rewarded double of the penalty (points) for a wrong answer. Studies

42E. U-G-C’s A Self Supervised Thesis (Science-Rational) plus a three-day (3x@4=12 hours) Public Exam on three Independent All different faculties embracing all the Undergraduate courses of the country at large. In that exam a correct Liberal Courses answer will be rewarded double of the penalty (points) for a wrong answer. Studies 42F. U-G-C’s A Self Supervised Thesis (Science-Empirical) plus a three-day (3x@4=12 hours) Public Exam on three Independent All different faculties embracing all the Undergraduate courses of the country at large. In that exam a correct Liberal Courses answer will be rewarded double of the penalty (points) for a wrong answer. Studies

602

43. Islam Education

Intuitive

Overall

Technology (Empirical)

Overall

Technology (Rational)

42G. U-G-C’s A Self Supervised Thesis (Technology-Intuitive) plus a three-day (3x@4=12 hours) Public Exam on Independent All three different faculties embracing all the Undergraduate courses of the country at large. In that exam a Liberal Courses correct answer will be rewarded double of the penalty (points) for a wrong answer. Studies 42H. U-G-C’s A Self Supervised Thesis (Technology-Rational) plus a three-day (3x@4=12 hours) Public Exam on Independent All three different faculties embracing all the Undergraduate courses of the country at large. In that exam a Liberal Courses correct answer will be rewarded double of the penalty (points) for a wrong answer. Studies

Overall

Technology (Intuitive)

Islam

B. Phil. B. Phil. B. Phil. B. I. I. E.602

U-G C. U-G C. U-G C. Undergrad. College

58

57

56

55


42I. U-G-C’s A Self Supervised Thesis (Technology-Empirical) plus a three-day (3x@4=12 hours) Public Exam on Independent All three different faculties embracing all the Undergraduate courses of the country at large. In that exam a Liberal Courses correct answer will be rewarded double of the penalty (points) for a wrong answer. Studies

(i) Qur’an, (ii) Hadith, (iii) Bangla, (iv) Arabic, (v) Fiqh

Bachelor of Intensive Islamic Education.

(Page 456 of 1344)

(i) Qur’an,: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Hadith: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Bangla: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iv) Arabic: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (v) Fiqh: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject).

603

1. Education604 2. Bangla

Intuitive Intuitive


Master of Arts Master of Arts

Graduate College603 Graduate College

60

59


(i) Pre-School & Vocational Edu., (ii) Elem. & Primary School Edu., (iii) Secondary & High S. Edu., (iv) Higher Education

(i) Pre-School & Vocational Education: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Elementary & Primary School Education: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Secondary & High School Education: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (v) Higher & Specialization Education: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject).

(i) Composition, (ii) Prose, (iii) Poetry, (iv) Core Miscellaneous

(i) Composition: 1-Grammar I, 2-Translation from Arabic I, 3-Assay Writing I, 4-Translation from English I, 5-Story Writing I, & 6-Letter Writing, & Professional Writing; (ii) Prose: 1 to 6- Six courses in semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Poetry: 1 to 6Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Miscellaneous: 1-Plays I, 2-Novels I, 3-Epics I, 4-Bangla Poets & Writers, 5-Historical Survey of Bangla Language & Literature, & 6-World Literature (translated/composed in Bangla) I.

These graduates (with M. A. in Education) should have acquired advanced education on the contents and suitable procedure to educate the regular/irregular students from class-I to XII. They will be expected to properly educate the (UGC) students majoring in Education. Besides, they should also be nurtured with qualifications to assume the directorial positions in the education system.

These graduates will be experts both in Bangla language and Bangla literature.

Five per cent contents of each course (of the UGC, GC, & PGC) must teach Islamic application, purpose, and correspondence of the remaining 95 per cent of its contents. Contents from educational leadership and policy studies, educational psychology, instructional leadership, academic curriculum, teachers’ education etc. should be included without non-essential redundancy in any other degree program. 604

(Page 457 of 1344)

605

3. Arabic 4. English605

Intuitive


Intuitive




62

61


(i) Composition: 1-Grammar I, 2-Translation from Bangla I, 3-Assay Writing I, 4-Translation from English I, 5-Story Writing I, & 6-Letter Writing, & Professional Writing; (ii) Prose: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Poetry: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Miscellaneous: 1-Plays I, 2-Novels I, 3-Qur’an I, 4-Arabic Poets & Writers, 5-Historical Survey of Arabic Language & Literature, & 6-World Literature I (translated/composed in Arabic). These graduates will be experts both in Arabic language and Arabic literature. Besides, they will lexicologists on the Qur’anic texts.


(i) Composition: 1-Grammar I, 2-Translation from Bangla I, 3-Assay Writing, 4-Translation from Arabic I, 5-Story Writing, & 6-Letter Writing, & Professional Writing; (ii) Prose: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Poetry: 1 to 6Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Miscellaneous: 1-Plays I, 2-Novels I, 3-Epics I, 4-English Poets & Writers, 5-Historical Survey of English Language & Literature, & 6-World Literature (translated/composed in English) I. These graduates will be experts both in English language and English literature.

Contents from composition, rhetoric, literacy, Medieval and Renaissance Literature, literacy & linguistic theory etc. should be included without non-essential redundancy in any other degree program.

(Page 458 of 1344)

5. Chinese

Intuitive

Arts (& Religion)

606

6. Religion 7. Humanities606

Intuitive

Intuitive

(& Arts Religion) Arts (& Religion)

Master of Arts Master of Arts Master of Arts

Graduate College Grad. College Graduate College

65

64

63



(i) Composition: 1-Grammar I, 2-Translation from Bangla I, 3-Assay Writing, 4- Translation from Arabic I, 5Translation from English I, & 6-Letter Writing, & Professional Writing; (ii) Prose: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Poetry: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Miscellaneous: 1-Plays I, 2-Novels I, 3-Epics I, 4Chinese Poets & Writers, 5-Historical Survey of Chinese Language & Literatute, & 6-World Literature (translated/composed in Chinese) I. These graduates will be experts both in Chinese language and Chinese literature.

(i) Monotheism Based Religions, (ii) Hinduism Based Religions, (iii) History of Religions, (iv) Core Miscellaneous (i) Religion, (ii) Culture, (iii) Civilization, (iv) Philosophy

(i) Monotheism Based Religions: 1- Judaism I, 2- Christianity I, 3- Islam I, 4- Judaism II, 5- Christianity II, & 6- Islam II; (ii) Hinduism Based Religions: 1- Hinduism I, 2-Jainism I, 3-Buddhism I, 4-Sikhism I, 5Hinduism II, & 6-Buddhism II; (iii) History of Religions: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Miscellaneous: 1- Taoism I, 2-Shintoism I, 3- Pantheism, Panentheism, Hanotheism, & Agnosticism, 4- Animism I, 5-Ancestral, Tribalism, & Cults, & 6-Zoroastroism I.

(i) Religion: 1- Hinduism I, 2- Buddhism I, 3- Christianity I, 4- Islam I, 5- Judaism, Jainism, Taoism, Shintoism & Sikhism, & 6-Tribalism, & Ancestral Religions; (ii) Culture: 1- Hinduism & Culture I, 2- Buddhism & Culture I, 3Christianity & Culture I, 4- Islam & Culture I, 5-Judaism, Jainism, Taoism, Shintoism, Sikhism, Tribalism, Ancestral Religions & Culture, & 6- Language & Culture I; (iii) Civilization: 1-Babylonian Civilization, Akkadian Civilization, Chaldian Civilization, & Assyrian Civilization, 2-Egyptian Civilization, 3-Sino Civilization, 4- Indian (Subcontinent) Civilization, 5-Roman Civilization, Greek Civilization, & Aztec Civilization, & 6-Islamic Civilization; and (iv) Philosophy: 1-Adv. Logic I, 2-Adv. Psychology I, 3-Adv. Epistemology I, 4- Adv. Metaphysics I, 5- Adv. Ethics I, & 6-Adv. Social Philosophy I.

Should include anthropological contents from human history (of social evolution) and cultural relativism without non-essential redundancy in any other degree program. The course contents must clarify any anthropological theory (or any other theory) that contradicts Islam from Islamic points of view.

(Page 459 of 1344)

607

8. Qur’an607 9. Hadith608

Intuitive Intuitive




67

66


(i) Qur’anic Vocabularies, (ii) Meaning of Qur’an, (iii) Commentary on Qur’an, (iv) Core Misc.

(i) Bukhari, (ii) Muslim, (iii) Abu Da’ood, (iv) Core Misc.

(i) Qur’anic Vocabularies: 1- Vocabularies in Para 0 to 5, 2- Vocabularies in Para 6 10, 3- Vocabularies in Para 11 to 15, 4- Vocabularies in Para 16 to 20, 5- Vocabularies in Para 21 to 25, & 6- Vocabularies in Para 26 to 30; (ii) Meaning of Qur’an: 1- Meaning in Para 0 to 5, 2- Meaning in Para 6 to 10, 3- Meaning in Para 11 to 15, 4Meaning in Para 16 to 20, 5- Meaning in Para 21 to 25, & 6- Meaning in Para 26 to 30; (iii) Commentary on Qur’an: 1- Commentary on Para 0 to 5, 2- Commentary on Para 6 to 10, 3- Commentary on Para 11 to 15, 4Commentary on Para 16 to 20, 5- Commentary on Para 21 to 25, & 6- Commentary on Para 26 to 30; and (iv) Core Misc.: 1-Qur’an and Related Hadith I, 2- Qur’an and Related Fiqh I, 3- Qur’an and Prophets I, 4-Qur’an and Physical/Life/Social Sciences, 5-Qur’an and Related Hadith II, & 6- Qur’an and Related Fiqh II.

(i) Bukhari: 1-Vocabularies & Meaning in first half, 2-Related Qur’anic Texts and Commentary on first half, 3-Related Fiqh in first half, 4-Vocabularies & Meaning in second half, 5-Related Qur’anic Texts and Commentary on second half, & 6-Related Fiqh in second half; (ii) Muslim: 1-Vocabularies & Meaning in first half, 2-Related Qur’anic Texts and Commentary on first half, 3-Related Fiqh in first half, 4-Vocabularies & Meaning in second half, 5-Related Qur’anic Texts and Commentary on second half, & 6-Related Fiqh in second half; (iii) Abu Da’ood: 1-Vocabularies & Meaning in first half, 2-Related Qur’anic Texts and Commentary on first half, 3-Related Fiqh in first half, 4-Vocabularies & Meaning in second half, 5-Related Qur’anic Texts and Commentary on second half, & 6-Related Fiqh in second half; and (iv) Core Misc.: 1- Vocabularies & Meaning in first half of Tirmidhi, 2- Vocabularies & Meaning in first half of Ibn Maja, 3Vocabularies & Meaning in first half of Nasaai, 4- Vocabularies & Meaning in second half of Tirmidhi, 5- Vocabularies & Meaning in second half of Ibn Maja, & 6- Vocabularies & Meaning in second half of Nasaai.

An encyclopedia of Qur’an including meaning of relevant words and commentary of each verse (one by one) must be published by including the views of Jafari, Hanafi, Maliki, Shafii, Hanbali, Ibadi, Zaydi, and Zahiri madhhaabs. 608 An encyclopedia of Hadith including meaning of relevant words and commentary of each narration (one by one) must be published by including the views of Jafari, Hanafi, Maliki, Shafii, Hanbali, Ibadi, Zaydi, and Zahiri madhhaabs.

(Page 460 of 1344)

609

10. Fiqh609 11. Islamic Dawah 12. Fine Arts610

Intuitive Intuitive Intuitive



Graduate College Graduate College Graduate College

70

69

68


(i) Logic, (ii) Usul-ul-Fiqh, (iii) Fiqh from Qur’an, (iv) Fiqh from Hadith

(i) Logic: 1-History of Development of Logic I, 2- Four-tyred (Islamic) Evidential Logic I, 3- Three Tyred Static (“Greek”) Logic I, 4- Mathematical Logic I, 5- Four-tyred (Islamic) Evidential Logic II, & 6- Three Tyred Static (“Greek”) Logic II; (ii) Usul-ul-Fiqh: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Fiqh from Qur’an: 1- Fiqh in Para 0 to 5, 2- Fiqh in Para 6 to 10, 3- Fiqh in Para 11 to 15, 4- Fiqh in Para 16 to 20, 5- Fiqh in Para 21 to 25, & 6- Fiqh in Para 26 to 30; and (iv) Fiqh from Hadith: 1- Fiqh from Bukhari, 2- Fiqh from Muslim, 3- Fiqh from Abu Da’ood, 4- Fiqh from Tirmidhi, 5- Fiqh from Nasaii, & 6- Fiqh from Ibn Maja.

(i) Internal Principles & Aqeedah, (ii) External Principles & Mu’amalat, (iii) Islamic Science, (iv) Core Misc.

(i) Internal Principles & Aqeedah: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject);, (ii) External Principles & Mu’amalat: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Islamic Science: 1- Physical/Life/Social Sciences & Logic in Qur’an & Hadith, 2-Life of Prophet Muhammad (s.a.w.), 3- Rightly Guided Caliphs, 4- Lives of Sahabah & Muslim Philosopers, 5- History of Muslims, & 6-Prophets in the Qur’an; and (iv) Core Misc.: 1- Islamic Etiquettes & Festivels, 2-Non-Muslims & Islam, 3-Women, Children & Disables Islam, 4-Relatives & Neighbours in Islam, 5Islamic Tableeg, & 6-Fine Arts, Ecosystem & Environment in Islam.

(i) Voice & Songs, (ii) Music & Songs, (iii) Dance & Songs, (iv) Core Misc.

(i) Voice & Songs: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Music & Songs: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Dance & Songs: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Acting I, 2-Audio-Visuals611, 3- Bangla, Arabic, & English Calligraphy, 4-Oil Painting I, 5- Film Making I, & 6- Show Conducting I.

An encyclopedia of Figh including meaning of relevant words and commentary of each mas’ala (one by one) must be published by including the views of Jafari, Hanafi, Maliki, Shafii, Hanbali, Ibadi, Zaydi, and Zahiri madhhaabs. 610 Only Islamically lawful contents to be included. 611 Contents from mass media effects, film history, film narrative, documentary film, film-making, visual communication, film scriptwriting, video production, radio-television film performance, film animation etc. should be included without non-essential redundancy in any other degree program.

(Page 461 of 1344)

(Page 462 of 1344)

13. Psychology 14. Philosophy 15. Law

Intuitive Intuitive Rational




73

72

71


(i) Behavioral Biology, Sensation, & Perception, (ii) Consciousness, Learning & Memory, (iii) Language, Thought, Intelligence, Motivation, & Emotion, (iv) Core Misc. (i) Epistemology, (ii) Metaphysics, (iii) Ethics, (iv) Core Misc.

(i) Behavioral Biology, Sensation, & Perception: 1- Behavioral Biology I, 2-Sensation I, 3-Perception I, 4Behavioral Biology II, 5-Sensation II, & 6-Perception II; (ii) Consciousness, Learning & Memory: 1Consciousness I, 2-Learning I, 3-Memory I, 4-Consciousness II, 5-Learning II, & 6-Memory II; (iii) Language, Thought, Intelligence, Motivation, & Emotion: 1- Language I, 2-Thought I, 3-Intelligence I, 4Motivation I, 5-Emotion I, & 6-Language, Thought, Intelligence, Motivation, & Emotion; and (iv) Core Misc.: 1- Science of Psychology, & Statistics of Psychology, 2- Infant, Child Development, Adolescent, & Adult Development, 3-Personality, Stress, Coping, & Health, 4-Psychological Disorders/Treatment, Attitude & Social Cognition, 5-Interpersonal Relations, & Psychology & Global Social Problems, & 6Social Psychology, & Industrial Psychology.

(i) Epistemology: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Metaphysics: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Ethics: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1-Psychology I, 2-(Islamic) Evidential Logic, 3-Adv. Social Philosophy I, 4-Hinduism & Buddhism Based Philosophers, 5-JudaismChristianity Based Philosophers, & 6- Muslim Philosophers.

(i) Contracts, Civil Procedure, & Property, (ii) Torts, Pro. Responsibility, Legal Research, Writings, Appellate Advocacy, & Criminal Law, (iii) Commu. Law, Const. Law, & Evidence, (iv) Core Misc.

(i) Contracts, Civil Procedure, & Property: 1- Contracts I, 2- Civil Procedure I, 3- Property I, 4Contracts II, 5- Civil Procedure II, & 6- Property II; (ii) Torts, Professional Responsibility, Legal Research, Writings, Appellate Advocacy, & Criminal Law: 1- Torts I, 2- Professional Responsibility I, 3- Legal Research I, 4- Legal Writings I, 5- Appellate Advocacy I, & 6- Criminal Law I; (iii) Community Law, Constitutional Law, & Evidence: 1-Muslim Law I, 2- Constitutional Law I, 3Evidence I, 4-Hindu Law, 5-Buddhist Law, & 6-Christian & Other Non-Muslim Community Law; and (iv) Core Misc.: 1- Business Practice, & Civil Litigation, 2- Commercial/Consumer Law, & Criminal Law & Practice, 3-Energy/Natural Resources, & General Practice, 4-International Law, & Public Law, 5- Labor Law, & Real Estate Law, & 6-Tax Law, & Wealth Transfer.

612

16. Journalism612 17. Statistics

Rational Rational




75

74


(i) Mass Communication613, (ii) News, (iii) Advertisement, (iii) Core Misc.

(i) Statistics, (ii) Probability, (iii) Mathematics, (iv) Core Misc:

(i) Mass Communication: 1- Short Hand & Writing for Mass Media I, 2- Mass Communication I, 3- Mass Media Practices I, 4- Feature Writing I, 5-Public Relation Writing I, & 6- Professional Writing I; (ii) News: 1- Radio News Gathering I, 2- Radio News Editing I, 3- Radio News Presentation I, 4- TV News Gathering I, 5- TV News Editing I, & 6- TV News Presentation I; (iii) Advertisement: 1-Advertisement in Newspapers I, 2Advertisement in Radio I, 3- Advertisement in TV I, 4-Advertisement in Newspapers II, 5-Advertisement in Radio II, 6- Advertisement in TV II; and (iii) Core Misc.: 1- National, Muslim World, & Global Press Agencies/Systems, 2- Mass Communication Law, & News Photography, 3- Audio Production, & Video Production, 4- Photojournalism, & Documentary Film, 5- Motion Picture Production, & Editorial Interpretation, & 6- Mass Communication Technology, & Journalism Ethics.

(i) Statistics: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Probability: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Mathematics: 1- Number Theory, 2- Matrices I, 3- Mathematical Models for Social Sciences I, 4- Mathematical Models for Engineers I, 5-Mathematical Models for Life Science I, & 6- Mathematical Models for Physical Sciences I; and (iv) Core Misc.: 1- Mathematical Economics I, 2- Bangladesh Economics I, 3- Accounting I, 4- Computer Programming I, 5- Banking, Insurance, Income Tax, & Auditing, & 6- Econometrics I.

Must include contents from advertising, news communication, professionsl writing, public relations, broadcasting and electronic media, etc. without non-essential redundancy in any other degree program. 613 Must include contents from political, intercultural, interpersonal, organizational, instructional communication, etc. without non-essential redundancy in any other degree program.

(Page 463 of 1344)

614

18. Economics614

(i) Public Finance, (ii) Industrial Organization, (iii) Labor, (iv) Core Misc.

19. Civics615

(i) Government & Politics, (ii) Political Theory & Comparative Politics, (iii) International Relations & Political Economy, (iv) Public Administ. & Public Policy

20. Mathematics

Rational Rational Rational




78

77

76


(i) Algebra, (ii) Analysis, (iii) Topology, (iv) Applied Mathematics

(i) Public Finance & Development Economics: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Industrial Organization & International Economics: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Labor & Energy/Natural Resources Economics: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Adv. Microeconomics II, 2- Adv. Macroeconomics II, 3- Adv. Statistics I, 4- Matrices, 5- Mathematical Economics I, & 6- Econometrics I. (i) Government and Politics: 1-Bangladesh I, 2- Hindu Countries I, 3- Buddhist Countries I, 4- Christian Countries I, 5- Other Muslim Countries I, & 6- Other Countries I; (ii) Political Theory & Comparative Politics: 1- Political Theory I, 2- Comparative Politics—Bangladesh, 3- Comparative Politics—Hindu Countries, 4-Comparative Politics—Buddhist Countries, 5- Comparative Politics—Christian & Other nonMuslim Countries, & 6- Comparative Politics—Other Muslim Countries; (iii) International Relations & Political Economy: 1- International Relations I (I. R. & Islam), 2- Political Economy I, 3- International Relations II, 4- Political Economy II, 5- International Relations III, & 6- Political Economy III; and (iv) Public Administration & Public Policy: 1-Public Adm. I, 2- Public Policy I (Public Finance & Islam), 3Public Adm. II, 4- Public Policy II, 5- Public Adm. III, & 6- Public Policy III.

(i) Algebra: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Analysis: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Topology: 1 to 6Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Applied Mathematics: 1- Adv. Matrix & Vector/Tensor Analysis I, 2- Adv. Ordinary Differential Education (ODE) I, 3- Adv. Partial Differential Equations (PDE) I, 4- Applied Matrix Methods I, 5- Adv. Theory of Probability I, & 6- Adv. Fuzzy Logic & Discrete Math.

Contents from Public Finance, Industrial Organization, International Economics, Development Economics, labor, energy, natural resources etc. should be included without nonessential redundancy in any other degree program. 615 Contents from Bangladesh Government & Politics (political theory--), School of Islamic Government, School of Non-Islamic Government, comparative politics, international relations, public administration, public policy, etc. should be included included without non-essential redundancy in any other degree program.

(Page 464 of 1344)

21. Management 22. Accounting

Rational

Rational

(Page 465 of 1344)

23. Marketing

Rational

Arts (& Religion) (&

Arts Religion) Arts (& Religion)


Graduate College Grad. College Graduate College

81

80

79


(i) Human Resource Management, (ii) Management Information Systems, (iii) Production & Operations Management, (iv) Core Misc.

(i) Human Resource Management: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Management Information Systems: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Production/Operations Management: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); & (iv) Core Misc.: 1- Library & Hospital Management, 2- Mineral Fields & Utility Management, 3- Transportation, Garbage, & Waste Management, 4- Accounting I, 5- Managerial Economics & Finance, & 6- Marketing I.

(i) Financial Accounting, (ii) Cost Accntng, & Ins. (iii) Taxation & Auditing, (iv) Core Misc.

(i) Financial Accounting: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Cost Accounting, & Insurance: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Taxation & Auditing: 1- Taxation I, 2- Auditing I, 3- Taxation II, 4- Auditing II, 5- Taxation III, & 6- Auditing III; and (iv) Core Misc.: 1- Management Information System I, 2- Natural Resources Accounting, 3- Finance I, 4- Marketing I, 5- Computer Programming, & 6- Insurance.

(i) Marketing Communication & Analysis, (ii) Knowledge Synthesis On Marketing Opportunities & Solving Marketing Problems, (iii) Ethical & Social Perspectives of Marketing, (iv) Core Misc.

(i) Marketing Communication & Analysis: 1 to 6- Twelve courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Knowledge Synthesis On Marketing Opportunities & Solving Marketing Problems: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Ethical & Social Perspectives of Marketing: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Misc. : 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject).

616

24. Finance 25. Library System616 26. History





84

83

82


(i) Interest Based Business Finance, (ii) Islamic & InterestFree Business Finance, (iii) Interest Based Banking, (iv) Islamic & Interestfree Banking

(i) Interest Based Business Finance: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Islamic & Interest-Free Business Finance: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Interest Based Banking: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Islamic & Interest-free Banking: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject).

(i) Information Studies, (ii) Academic Librarianship, (iii) Public, Medical & Special Librarianship, (iv) Preservation & Archives

(i) Information Studies: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Academic Librarianship: 1 to 6Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Public, Medical & Special Librarianship: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Preservation & Archives: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject).

(i) History of Religions & Languages, (ii) History of Science & Civilization, (iii) Political History of Indian Sub-Continent, (iv) Other World Political History

(i) History of Religions & Languages: 1- History Religions I, 2- History of Languages I, 3- History Religions II, 4- History of Languages II, 5- History Religions III, & 6- History of Languages III; (ii) History of Science & Civilization: 1- History of Science I, 2- History of Civilization I, 3- History of Science II, 4- History of Civilization II, 5- History of Science III, & 6- History of Civilization III; (iii) Political History of the Indian Sub-Continent: 1- Pre-Moghol History of the Sub-Continent I, 2- Pre-Moghol History of the Sub-Continent II, 3- Pre-Moghol History of the Sub-Continent III, 4- History of the Sub-Continent Since Babur I, 5- History of the Sub-Continent Since Babur II, & 6- History of the Sub-Continent Since Babur III; and (iv) Other World Political History: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject).

Contents from information studies, public, academic, school, medical/special librarianship, preservation etc. should be included without non-essential redundancy in any other degree program.

(Page 466 of 1344)

617 618

27. Muslim History617

(i) Islamic 618 (ii) Phenomenon , Muslim History in Arab Countries, (iii) Muslim History in Non-Arab Asia & Africa, (iv) Muslim History in Europe & Other World

(i) Islamic Phenomenon: 1- Life of Prophet Muhammad (s.a.w.) & Muhammad (s.a.w.) as the Benefactor for the Mankind, 2- History of the Holy Qur’anic Texts, Hadith & Other Sources of Islamic of Principles, 3- History of Muslim Languages & Calligraphy, 4- Biographies of Muslim Philosophers, (5) History of Muslim Sects I, & (6) History of Muslim Science & Civilization; (ii) Muslim History in Arab Countries: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Muslim History in Non-Arab Asia & Africa: 1- Muslim History in Non-Arab Asia I, 2- Muslim History in Non-Arab Africa I, 3- Muslim History in Non-Arab Asia II, 4- Muslim History in Non-Arab Africa II, 5- Muslim History in Non-Arab Asia III, & 6- Muslim History in Non-Arab Africa III; and (iv) Muslim History in Europe & Other World: 1- Muslim History in Europe I, 2- Muslim History in Other World I, 3- Muslim History in Europe II, 4- Muslim History in Other World II, 5- Muslim History in Europe III, & 6- Muslim History in Other World III.

(i) Micro & Personal Computers, (ii) Mini & Super Computers, (iii) Computer Networking, Internet, & Website, (iv) Core Misc.

(i) Micro & Personal Computers: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Mini & Super Computers: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Computer Networking, Internet, & Website: 1 to 6- Six courses in 6 semisters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject).

28. Computer System

Empirical Empirical




86

85


An encyclopedia of Muslim History should be published. An encyclopedia of of the see’rah of the Prophet Muhammad (s.a.w.) should be published.

(Page 467 of 1344)

619

29. Geography619

(i) Sub-Continent Geography, (ii) World Geography, (iii) Oceanography, (iv) Core Misc.

30. Physical Education620

Empirical Empirical




88

87


(i) Sub-Continent Geography: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) World Geography: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Oceanography: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject).

(i) Sports & Exercise, (ii) Health & Surroundings, (iii) Nutrition, Climate & Recreation, (iv) Core Misc.

(i) Sports, & Exercise: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Health, & Surroundings: 1 to 6Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Nutrition, Climate, & Recreation: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject).

Contents from general, cultural, historical, urban, rural, economic, resources, physical, environmental geography, etc. should be included without non-essential redundancy in any other degree program. 620 Contents from the areas of Health Promotion, Sport Management and Behavior, exercise & physiology, health evaluation programmimg, nutrition, health behavior, corporate health and fitness, evaluation and intervention strategies, exercise science, sports and psychology, sport administration, event management etc. should be included without nonessential redundancy in any other degree program. The contents must not include any un-Islamic items.

(Page 468 of 1344)

621

31. Mathematics

(i) Calculus, (ii) Numerical Analysis & Mathematical Modeling, (iii) Pure Mathematics, (iv) Core Misc.

32. Comp. Programming622

Rational Rational

Science Science

Master of Science Master of Sci.

Graduate College Grad. College

90

89


(i) Calculus: 1- Adv. Ordinary Differential Equations (ODE) II, 2- Advance Partial Differential Equations (PDE) II, 3- Adv. ODE III, 4- Advance PDE III, 5- Adv. ODE IV, & 6- Advance PDE IV; (ii) Numerical Analysis & Mathematical Modeling: 1- Computerized Adv. Numerical Methods I, 2- Computerized Adv. Mathematical Modeling for Physical Science I, 3- Computerized Adv. Finite Element Analysis I, 4- Computerized Adv. Mathematical Modeling for Life Science I, 5- Computerized Adv. Mathematical Modeling for Social Science I621, & 6- Computerized Adv. Finite Element Analysis II; (iii) Pure Mathematics: 1- Adv. Algebra I, 2- Adv. Analysis I, 3- Adv. Topology I, 4- Adv. Algebra II, 5- Adv. Analysis II, & 6- Adv. Topology II; and (iv) Core Miscellaneous: 1- Number Theory I, 2- Theory of Probability I, 3- Adv. Fuzzy Logic, Graph Theory, & Wavelets, 4- Adv. Discrete Math I, 5- Applied Matrix Methods I, & 6- Applied Tensor Analysis I.

(i) Algorithm & Comp. Lang., (ii) Comp. Math, & Data Structure, (iii) Compilers, & Assembly Lang., (iv) Core Misc.

(i) Algorithm & Comp. Language: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Comp. Math, & Data Structure: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Compilers, & Assembly Language, and (iv) Core Misc.: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject).

These should include modeling social institutes (like financial, remuneration etc.) for Islamic (non-usurious etc.) economy. Scholars with very strong education in Qur’an, Hadith, Fiqh, Mathematics, Economics, Sociology etc. can work jointly to develop such models. My relevant works should be studied first. 622 Contents from the area of artificial intelligence, automata theory, formal languages, analysis of algorithms, parallel processing and distributed computation, operating systems, computer architecture, programming languages, modeling, simulation etc. should be included without non-essential redundancy in any other degree program.

(Page 469 of 1344)

623

33. Pharmacy623 34. Chemistry624

Empirical Empirical

Science Science

Master of Science Master of Science


92

91


(i) Pharmaceutics, Biopharmaceutics, & Medicinal Chemistry, (ii) Pharmacokinetics, Pharmacodynamics, Nuclear Pharmacy & Toxicology, (iii) Pharmacology, (iv) Core Misc.

(i) Pharmaceutics, Bio-pharmaceutics, & Medicinal Chemistry: 1- Pharmaceutics I, 2- Biopharmaceutics I, 3- Medicinal Chemistry I, 4- Pharmaceutics II, 5- Biopharmaceutics II, & 6- Medicinal Chemistry II; (ii) Pharmacokinetics, Pharmacodynamics, Nuclear Pharmacy, & Toxicology: 1- Pharmacokinetics I, 2Pharmacodynamics I, 3- Nuclear Pharmacy I, 4- Toxicology I, 5- Pharmacokinetics II, & 6Pharmacodynamics II; (iii) Pharmacology: 1- Autonomic Nervous System Pharmacology I, 2- Behavioral Pharmacology I, 3- Bio-chemical & Molecular Pharmacology I, 4- Cardio-Vascular Pharmacology I, 5Endocrine Pharmacology I, 6- Neuropharmacology & Drug Metabolism; and (iv) Core Misc.: 1Microbiology, 2- Physiology, 3- Biochemistry, 4- Pathology, 5- Public Health & Vaccines, & 6- Hospital & Pharmaceutical Industry/Lab Management.

(i) Physical Chemistry, (ii) Organic Chemistry, & Polymer Chemistry, (iii) Inorganic Chemistry & Electrochemistry, (iv) Biochemistry

(i) Physical Chemistry: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Organic Chemistry, & Polymer Chemistry: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Inorganic Chemistry & Electrochemistry: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Biochemistry: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject).

Contents on community pharmacy, hospital management, pharmaceutical industry, nuclear pharmacy etc. should be included without non-essential redundancy in any other degree program. There will be professional registration program for these graduates—a registered pharmacist will be allowed to prescribe certain medicines for their respective health problems. 624 Contents from the area of analytical, inorganic, organic, physical, biological chemistry etc. should be included without non-essential redundancy in any other degree program.

(Page 470 of 1344)

625

35. Physics 36. Geology

(i) Electromagnetism, (ii) Optics, (iii) Quantum Mechanics, (iv) Core Misc.

(i) Electromagnetism: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Optics: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Quantum Mechanics625: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1Mathematical Models for Physics I, 2- Adv. Classical Mechanics I, 3- Adv. Thermodynamics I, 4- Adv. Relativity I, 5-Cosmology (Micro-Macrocosm), & 6- Adv. Relativity II.

(i) Geochemistry & Geophysics, (ii) Structural Geology, (iii) Igneous & Metamorphic Petrology, (iv) Core Misc.

(i) Geochemistry & Geophysics: 1- Geochemistry I, 2- Geophysics I, 3- Geochemistry II, 4- Geophysics II, 5Geochemistry III, & 6- Geophysics III; (ii) Structural Geology: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Igneous & Metamorphic Petrology: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1Paleontology I, 2- Stratigraphy I, 3- Sedimentary Petrology I, 4- Sedimentology I, 5- Finite Element Analysis I, & 6- Computer in Geology I.

(i) Physical Meteorology, (ii) Dynamical Meteorology, (iii) Climatology, (iv) Core Misc.

(i) Physical Meteorology: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Dynamical Meteorology: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Climatology: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Analytical Tools I, 2- Synoptic Meteorology I, 3- Environment, Climate & Ecosystem I, 4- Climate & Agriculture I, 5- Climate & Health I, & 6- Economy, Development/Technology, Climate, & Global Politics.

37. Meteorology626


Science Science Science

Master of Scien. Master of Scien. Master of Scien.


95

94

93


Includes Quantum Electrodynamics and Quantum Chromodynamics. Contents from the area of atmospheric dynamics, synoptic meteorology, cloud & precipitation physics, atmospheric radiation, climate dynamics, physical meteorology, dynamical meteorology, climatology, analytical tools etc. should be included without non-essential redundancy in any other degree program. 626

(Page 471 of 1344)

38. Astronomy

(i) Astronomy, (ii) Astrophysics, (iii) Classical Mechanics, (iv) Core Misc.

627

39. Engineering627 40. Mechanical Engineering628

Empirical

Empirical

Civil

Empirical


Master of Science Master of Science Master of Science


98

97

96


(i) Astronomy (Cosmology included: scientific, Islamic, & other religious views): 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Astrophysics: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Classical Mechanics: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Astro-Chemistry, Optics, & Astrology, 2- Thermodynamics I, 3- Electromagnetism I, 4- Quantum Mechanics I, 5- Relativity I, & 6- Relativity II.

(i) Geotechnical Engineering, (ii) Structural Engineering, (iii) Traffic & Transportation Engineering, (iv) Core Misc.

(i) Geotechnical Engineering: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Structural Engineering: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Traffic & Transportation Engineering: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Environmental Engineering I, 2- Environmental Science I, 3- Groundwater Quality Management I, 4- Water Resources & Water Quality Management I, 5- Hydromechanics & Dam I, & 6Surveying I.

(i) Fluid Mechanics, (ii) Thermal Science, (iii) Solid Mechanics, (iv) Dynamics

(i) Fluid Mechanics: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject) (including a course on Computational Fluid Mechanics); (ii) Thermal Science: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Solid Mechanics: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject) (including a course on Finite Element Analysis); and (iv) Dynamics: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject).

Contents from geo-mechanics, structural engineering, traffic and transportation engineering, environmental science etc. should be included without non-essential redundancy in any other degree program. 628 Contents from solid mechanics, fluid mechanics, thermal science, heat transfer, engineering design, finite elements analysis, non-linear analysis, calculus of variation, perturbation methods, computational fluid mechanics etc. should be included without non-essential redundancy in any other degree program.

(Page 472 of 1344)

629

41. Electrical Engineering629

(i) Electric Power Systems, (ii) Solid State Devices, (iii) Control Systems, (iv) Core Misc.

(i) Electric Power Systems: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Solid State Devices: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Control Systems: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Image Automation, & Optoelectronics, 2- Digital Systems, & Microprocessors, 3- Computers, & Instrumentations, 4- Communications Electronics & Digital Signal Processing, 5- Biomedical Engineering, & 6- Microwave Propagation.

42. Chemical Engineering630

Empirical Empirical

Science Science



100

99


(i) Chemical Thermodynamics, (ii) Chemical Transport Phenomena, (iii) Chemical Kinetics, (iv) Core Misc.

(i) Chemical Thermodynamics: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Chemical Transport Phenomena: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Chemical Kinetics: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Physical Chemistry, 2- Inorganic Chemistry, 3- Organic Chemistry, 4Biochemistry, 5- Polymers, & Material Science, & 6- Electrochemistry.

Contents on the design and operation of electric power systems, image automation, opto-electronics, digital systems, communications, solid state devices, biomedical engineering, control systems, digital signal processing, microwave propagation etc. should be included without non-essential redundancy in any other degree program. 630 Contents from thermodynamics, transport phenomena, kinetics etc. should be included without non-essential redundancy in any other degree program.

(Page 473 of 1344)

(Page 474 of 1344)

43. Medicine 44. Surgery

Empirical Empirical

Science Science



102

101


(i) Anatomy (ii) Physiology, (iii) Medicine, Surgery, Psychiatry, & Medicinal Clinic, (iv) Core Misc.

(i) Anatomy: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Physiology: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Medicine, Surgery, Psychiatry, & Medicinal Clinic: 1- Medicine I, 2- Medicinal Clinic I, 3- Medicine II, 4- Medicinal Clinic II, 5- Surgery, & 6- Psychiatry I; and (iv) Core Misc.: 1- Biochemistry, & Microbiology, 2- Immunology, Nutrition, & Disease Prevention, 3- Diagnostic Technology, & Pathology, 4- Embryology, & Neurology, 5- Genetics & Gynecology, & 6Dentistry, & Opthalmology. The graduates will acquire advance knowledge on all the fundamental aspects of general treatment by aloepathic medicine. A graduate after three years of internship (/residenceship) (/specialization) work experience under the supervision of a registered physician and by passing the related professional exam will become a registered physician. Thereafter s/he will be allowed to diagnose/prognose diseases and prescribe medicine/treatment as an independent physician. During this three years’ period of practical training (by internship) s/he must complete (through irregular program, with minimum grade of “E”) all courses of the subject of Surgery required for Surgery (M. S.) program. These courses should not be imposed during the degree program so that the students can concentrate more on the medicinal aspects deeply. Such required internship for the graduates of the postgraduate college will be one year only.

(i) Anatomy (ii) Physiology, (iii) Surgery, Medicine, Psychiatry, & Surgical Clinic, (iv) Core Misc.

(i) Anatomy: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Physiology: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Surgery, Medicine, Psychiatry, & Surgical Clinic: 1- Surgery I, 2- Surgical Clinic I, 3- Surgery II, 4- Surgical Clinic II, 5- Medicine, & 6Psychiatry; and (iv) Core Misc.: 1- Biochemistry, & Microbiology, 2- Immunology, Nutrition, & Disease Prevention, 3- Diagnostic Technology, & Pathology, 4- Embryology, & Neurology, 5- Genetics & Gynecology, & 6- Dentistry, & Opthalmology. The graduates will acquire advance knowledge on all the fundamental aspects of general treatment by aloepathic surgery. A graduate after three years of internship (/residenceship) (/specialization) work experience under the supervision of a registered surgeon and by passing the related professional exam will become a registered surgeon. Thereafter s/he will be allowed to diagnose/prognose diseases and prescribe/operate medicine/surgically as an independent surgeon. During this three years’ period of practical training (by internship) s/he must complete (through irregular program, with minimum grade of “E”) all courses of the subject of Medicine required for Medicine (M. S.) program. These courses should not be imposed during the degree program so that the students can concentrate more on the surgical aspects deeply. Such required internship for the graduates of the postgraduate college will be one year only.

631

(i) General Microbiology, (ii) Medical Microbiology, (iii) Genetics, (iv) Core Misc.

(i) General Microbiology: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Medical Microbiology: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Genetics: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1Molecular Biology I, 2- Immunology I, 3- Microbial Physiology I, 4- Botany I, 5- Zoology I, & 6- Biochemistry I.

(i) General Botany, (ii) Botanical Cells & Genetics, (iii) Plant Anatomy & Physiology, (iv) Core Misc.

(i) General Botany: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Botanical Cells & Genetics: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Plant Anatomy & Physiology: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Molecular Biology I, 2- Plant Pathology I, 3- Plant Geography, Ecology, & Environment, 4Microbiology I, 5- Zoology I, & 6- Biochemistry I.

45. Microbiology

631

46. Botany 47. Zoology632



Master of Science

Master of Science

Graduate C ll Master of Sci. Graduate College Graduate College

105

104

103


(i) Vertebrate/Invertebrate/ Fisheries Zoology, Animal Behavior, Ecology & Systematics, (ii) Zoological Cells & Genetics, (iii) Plant Anatomy & Physiology, (iv) Core Misc.

(i) Vertebrate/Invertebrate/Fisheries Zoology, Animal Behavior, Ecology & Environment: 1-Vertebrate Zoology I, 2- Invertebrate Zoology I, 3- Fisheries & Aquaculture I, 4- Animal Behavior I, 5- Animal World & Ecology I, & 6- Animal World & Environment Quality I; (ii) Zoological Cells, Genesis, & Genetics: 1- Zoological Cells I, 2- Evolution I, 3- Genetics I, 4- Zoological Cells II, 5- Creation Model I (Qur’an & Other Scriptures), & 6- Genetics II; (iii) Animal Anatomy, Physiology, and Paleontology: 1Invertebrate Anatomy & Paleontology, 2- Invertebrate Physiology, 3-Vertebrate Anatomy & Paleontology, 4- Vertebrate Physiology, 5- Human Anatomy I & Paleontology, & 6- Human Physiology; and (iv) Core Misc.: 1- Molecular Biology I, 2- Immunology I, 3- Microbial Physiology I, 4- Botany I, 5- Microbiology I, & 6- Biochemistry I.

Contents from the area of general micro-biology, molecular biology, medical micro-biology, immunology, microbial physiology etc. should be included without non-essential redundancy in any other degree program. 632 Contents on animal features/behavior, cellular/developmental/genetic biology, physiology, vertebrate paleontology, vertebrate/invertebrate biology etc. should be included without non-essential redundancy in any other degree program.

(Page 475 of 1344)

633

48. Living World633

Empirical

Science

(i) Microbial Organisms, & Virus, (ii) Plant Genotypes, (iii) Animal Genotypes, (iv) Ecosystem, Chem. Cycles, & Environment

49. Psychiatry

Empirical

(i) Psychology (ii) Psychiatry, (iii) Medicine, Surgery, Neurology & Psychiatric Clinic, (iv) Core Misc.

Science



107

106


(i) Microbial Organisms, & Virus: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Plant Genotypes: 1 to 6Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Animal Genotypes: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Ecosystem, Climate, Natural (Chemical) Cycles, & Environment: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject).

(i) Psychology: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Psychiatry: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Medicine, Surgery, Neurology, & Psychiatric Clinic: 1- Medicine I, 2- Psychiatric Clinic I, 3- Surgery I, 4Psychiatric Clinic II, 5- Neurology I, & 6- Psychiatric Clinic III; and (iv) Core Misc.: 1- Anatomy I, 2- Physiology I, 3- Biochemistry & Nutritional Science, 4- Microbiology I, 5- Genetics & Immunology, & 6- Pathology & Diagnostic Technology. The graduates will be experts on psychopathic disorders and treatment. They will also acquire advance education on criminal psychology. A graduate after three years of internship (/residenceship) (/specialization) work experience under the supervision of a registered psychiatrist and by passing the related professional exam will become a registered psychiatrist. Thereafter s/he will be allowed to diagnose/prognose mental diseases and prescribe medicine/treatment as an independent psychiatrist. Such required internship for the graduates of the postgraduate college will be one year only.

Contents on animal features/behavior, ecology and systematics etc. should be included without non-essential redundancy in any other degree program.

(Page 476 of 1344)

634

50. Architecture634 51. Agriculture

(i) General Architecture, (ii) Structure, (iii) Construction Tech. & Interior Design, (iv) Landscape & Regional/Urban Planning

(i) Plants Agriculture, (ii) Animal Agriculture635, (iii) Plants & Animals Disease Control, (iv) Core Misc.

52. Land Transportation



Master of Technolo. Master of Techn. Master of Techno.


110

109

108


(i) Roads & Highways, (ii) Railways, (iii) Vehicles, (iv) Core Misc.

(i) General Architecture (History of Architecture included): 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Structure (Finite Element Analysis included): 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Construction Technology & Interior Design: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Landscape & Regional/Urban Planning: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject).

(i) Plant Agriculture: 1- Fruits, Nuts & Medicinal Plants, 2- Wood, Flower, & Decoration Plants, 3Vegetables, Spices, & Potato Plants, 4- Cereals, Pulses & Beans, 5- Aromatic, Sugar, Syrup, Grasses, & Fiber Plants, & 6- Oilseeds, & Fertilizers ; (ii) Animal Agriculture: 1- Cattle I, 2- Birds I, 3- Fish I, 4- Cattle II, 5Birds II, & 6- Fish II; (iii) Plants & Animals Disease Control: 1- Plant Disease Control I, 2- Animal Disease Control I, 3- Plant Disease Control II, 4- Animal Disease Control II, 5- Plant Disease Control III, & 6- Animal Disease Control III; and (iv) Core Misc.: 1- Botany, 2- Zoology, 3- Climate, Agriculture, & Ecosystem, 4Preservation, & Biochemistry, 5- Microbiology & Genetics, & 6- Agro-Technology I.

(i) Roads & Highways: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Railways: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Vehicles: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Misc. (Land Traffic & Transportation Management included): 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject).

Contents from the areas of Architecture, Construction Science, Interior Design, urban/sub-urban/rural/regional planning, Landscape, Environmental Design etc. should be included without non-essential redundancy in any other degree program. 635 Contents from the areas of fisheries biology etc. should be included without non-essential redundancy in any other degree program.

(Page 477 of 1344)

636

53. Construction636 55. Mechanics

54. Machinery



Master of Tec. Master of Techn. Master of Techn.

Grad. College Graduate College Graduate College

113

112

111


(i) Geomechanics, (ii) Construction Structure, (iii) Construction Materials & Process, (iv) Core Misc.

(i) Agricultural Equipment, (ii) Construction Equipment, (iii) Manufacturing Equipment, (iv) Core Misc. (i) Electromechanical Systems, (ii) Solid Mechanics, (iii) Fluid Mechanics, (iv) Core Misc.

(i) Geo-mechanics: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Construction Structure: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Construction Materials & Process, and (iv) Core Misc. (Finite Element Analysis included): 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject).

(i) Agricultural Equipment: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Construction Equipment: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Manufacturing Equipment: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Misc. (Equipment for Lab, Medical, Office, etc. included): 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject). (i) Electromechanical Systems: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Solid Mechanics: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Fluid Mechanics: 1- Hydromechanics I, 2- Incompressible Fluid Mechanics I, 3- Compressible Fluid Mechanics I, 4- Energy Mover Materials, Lubricant & Coolant, 5- Acoustics I, & 6Mixed Flow I; and (iv) Core Misc. (Mechatronics included) : 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject).

Contents from the areas of Construction Science/Technology, Interior Design, Regional/Urban/Sub-Urban/Rural Planning, Landscape, Environmental Design etc. should be included without non-essential redundancy in any other degree program.

(Page 478 of 1344)

637

56. Material Technology 57. Automotive 58. Electronics637



Master of Technolo. Master of Tec. Master of Techn.

Graduate College Gradu. College Graduate College

116

115

114


(i) Structure & Properties of Materials, (ii) Conductors & Super Conductors, (iii) Polymers, (iv) Core Misc.

(i) Treatment, Structure & Properties of Materials: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Conductors & Super Conductors: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Polymers: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Physical Chemistry I, 2- Semiconductors I, 3Insulators, & Ceramic, 4- Smart Materials, & Composite Materials, 5- Optical Fiber, & High Temperature Materials, & 6- Energy Mover Materials, Lubricant & Coolant.

(i) Engine, (ii) Chassis, (iii) Drive System, (iv) Core Misc.

(i) Engine: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Chassis: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Drive System: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Control System I, 2- Body I, 3- Seats & Shock Absorbers, 4- Safety, 5- Appliances & Accessories, & 6- Finite Element Analysis.

(i) Biomedical Electronics, (ii) Communication Electronics, (iii) OptoElectronics, (iv) Core Misc.

(i) Biomedical Electronics: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Communication Electronics: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject), (iii) Opto-Electronics (Photonics included) : 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1-Mechatronics I, 2- Robotics I, 3- Solid State Device & Materials I, 4- Digital Systems, Microprocessors, & Nano Electronics, 5- Computers I, & 6- Manufacturing of Electronic Devices & Systems I.

Contents on instrumentations, micro-processors etc. should be included without non-essential redundancy in any other degree program.

(Page 479 of 1344)

59. Technology

Comp.

(Page 480 of 1344)

60. Surveying

Empirical Empirical


Master of Technolo. Master of Techn.


118

117


(i) Microcomputer Design & Manufacturing, (ii) Mini Computer Design & Manufacturing, (iii) Super Computer Design & Manufacturing, (iv) Core Misc.

(i) Land Survey, (ii) Aquatic Survey, (iii) Atmospheric Survey, (iv) Core Misc.

(i) Microcomputer Design & Manufacturing: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Mini Computer Design & Manufacturing: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Super Computer Design & Manufacturing: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Computer Architecture I, 2- Computer Input Devices I, 3- Computer Output Devices I, 4Central Processing Unit I, 5- Machine Language I, & 6- Assembly Language I.

(i) Land Survey: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Aquatic Survey: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Atmospheric Survey: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Population Survey I, 2Agricultural Survey I, 3- Industrial Survey I, 4- Construction/Housing Survey I, 5- Computer Aided Drafting/Graphics I, & 6- GIS I.

638

61. Weapons638

(i) Ground Weapons Design, (ii) Aquatic Weapons Design, (iii) Air & Outer Space Weapons Design, (iv) Weapons Manufacturing & Placing

62. Experiential Medicine

Empirical Empirical


Master of Technolo. Master of Techn.


120

119


(i) Homeopathic, (ii) Unani, (iii) Ayur Veda, (iv) Core Misc.

(i) Ground Based Weapons Design: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Aquatic Based Weapons Design: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Air & Outer Space Based Weapons Design: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Weapons Manufacturing & Placing: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject).

(i) Homeopathic Clinic (Nutrition & Disease Prevention included): 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Unani Clinic (Nutrition & Disease Prevention included): 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Ayur Veda Clinic (Nutrition & Disease Prevention included): 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1Pathology & Microbiology, 2- Anatomy & Embryology, 3- Physiology & Biochemistry, 4- Surgery I, 5- Allopathic Medicine I, & 6- Neurology & Psychology.

Today many nations own un-Islamic weapons for cruel mass-killing. Muslims must learn about the damaging power of all the existing weapons (worldwide). We must develop Islamic weapons to erect our effective defense mechanism against (the diabolic power of) these weapons. The mankind, however, have already stocked enough weapons to destroy the world several times—yet the nations are engaged in a ruthless competition to design/develop more weapons. This diabolic phenomenon will prevail until moral forces overpower the baser desires (of the mankind). The prevailing phenomenon has some similarities to the immatured nature of kids who usually ever compete for more and more toys (no matter how many have already been collected). But it is also dissimilar to (and worse than) the nature of kids, because most of the savage weapons are collected with evil desires for mass killing/destruction. Muslims must avoid impelling for such mindless course, and should be contented by (continuously) erecting their potent defense system only. Because, it is due to the weakness of military power (of the Mulsim Ummah) that Muslims are (/had been) slaughtered in Palesteine, Burma, Kashmir, Bosnia-Herzegovina, Kosovo, Macedonia, Chechniya, Eritrea, Philippines, Uighur-Xingjiang etc., etc.

(Page 481 of 1344)

639 640

63. Marine Transportation 64. Ship Building

(i) Waterways & Marine Transportation Management, (ii) Passenger Vessels, (iii) Cargo Vessels, (iv) Battleships

(i) Ship Architecture, (ii) Ship Structure, (iii) Ship Building Materials, Fabrication, & Assembling, (iv) Core Misc.

65. Air Handling



Master of Techn. Master of Techn. Master of Techn.


123

122

121


(i) HVAC Components & Controls, (ii) Electromechanical Cooling Units & Heat Pumps, (iii) Fossil & Electric Heating, (iv) Core Misc.

(i) Waterways & Marine Transportation Management639: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Passenger Vessels: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Cargo Vessels: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Battleships640: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject).

(i) Ship Architecture (including submarines): 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Ship Structure (including submarines): 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Ship Building Materials, Fabrication, & Assembling: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Hydromechanics I, 2- Ship Control Systems I, 3- Naval (& Maritime) Communication Systems I, 4- Passenger Ships I, 5- Cargo Ships I, & 6- Military Ships I. (i) HVAC Components & Controls: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Electromechanical Cooling Units & Heat Pumps: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Fossil & Electric Heating: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Fabrication & Assembling Air to Air Systems I, 2Fabrication & Assembling Air to Water to Other Fluid Systems I, 3- Fabrication & Assembling Air to Water to Geo-mass Systems I, 4- Dehumidifiers and their Fabrication/Assembly, 5- Air Cleaning, Ventilation, & NonConventional HVAC Systems I, & 6- Fabrication & Assembling Air Cleaning & Ventilation Units.

Contents include Marine Engineering, Crewmanship, Navigation, Sailing, etc. Including Sub-marines.

(Page 482 of 1344)

641

66. Aerospace641

(i) Aerodynamics, (ii) Aerostructures, (iii) Aero-elasticity & Aero-acoustics, (iv) Core Misc.

67. Energy Technology642

Empirical Empirical


Master of Techn. Master of Technolo.


125

124


(i) Fossil Energy, (ii) Nuclear Energy, (iii) Solar Energy, (iv) Core Misc.

(i) Aerodynamics: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Aerostructures: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Aero-elasticity & Aero-acoustics: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Passenger Aero-Vehicles I, 2- Cargo Aero-Vehicles I, 3- Military AeroVehicles I, 4- Rockets & Shuttles I, 5- Space Satellites & Stations I, & 6- Engineering Analysis I.

(i) Fossil Energy (& Power Generation): 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Nuclear Energy (& Power Generation): 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Solar Energy (& Power Generation): 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Hydro Energy (& Power Generation) I; 2- Wind Energy (& Power Generation) I; 3- Geo-thermal Energy (& Power Generation) I; 4- Electrochemistry & Battery I; 5- Other Sources of Energy (& Power Generation) I; & 6- Energy Conversion & Environment I.

Contents from the areas of aerospace related mechanics, aerodynamics, aeroelasticity, aerospace structure, aero-acoustics etc. should be included without non-essential redundancy in any other degree program. 642 Contents on drilling, well completion and simulation, rock mechanics, production technology, petrophysics, formation damage and control, miscible/immiscible/micro-bial enhanced oil recovery, reservoir technology, natural gas technology, coal mining, coal-bed methane, geological technology, oil/gas field management etc. should be included without non-essential redundancy in any other degree program.

(Page 483 of 1344)

643

68. Paramedical643 69. Power Systems 70. Aviation





128

127

126


(i) Physical Therapy (ii) Clinical Laboratory Test Sciences, (iii) Clinical Care (Nursing), (iv) Core Misc.

(i) Physical Therapy: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Clinical Laboratory Test Sciences: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Clinical Care (Nursing),: 1- Emergency Clinical Care I, 2- Medicinal Clinical Care I, 3- Surgical Clinical Care I, 4- Infant Clinical Care I, 5- Burned Patient Clinical Care I, & 6Psychiatric Clinical Care I; and (iv) Core Misc.: 1- Public Health, 2- Medical Library, Hospital & Pharmaceutical Industry Management, 3- Communication Sciences & Disorders, 4- Nutritional Science, 5Occupational Therapy, & 6- Radiologic Technology.

(i) Power Plants Analysis, (ii) Power Distribution Analysis, (iii) Power Systems Devices, (iv) Core Misc.

(i) Power Plants Analysis: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Power Distribution Analysis: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Power Systems Devices: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Mechatronics I, 2- Conductors I, 3- Dielectrics & Insulators I, 4Semiconductors I, 5- Super Conductors I, & 6- Electronics I.

(i) Aviation Geography, (ii) Air Traffic Control, (iii) Flight Emergencies, (iv) Core Misc.

(i) Aviation Geography (& Atmosphere): 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Air Traffic Control: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Flight Emergencies: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1Aero-vehicles I, 2- Adv. Flying I, 3- Air-port Design I, 4- Computer in Aviation & Flight Attending, 5- Air-port Construction I, & 6- Air Vehicle & Air-port Maintenance & Management.

Suitable contents from the areas of anatomical sciences, biochemistry, molecular biology, biostatics, epidemiology, communication science and disorders, health administration and policy, health promotion sciences, microbiology, immunology, nutritional sciences, occupational/environmental health, orthodontics, pathology, periodontics, pharmaceutical sciences, pharmacology, physical therapy, physiology, posthodontics, psychiatry/behavioral sciences, radiological sciences, anesthesiology etc. should be included without nonessential redundancy in any other degree program.

(Page 484 of 1344)

644

71. Material Technology

(i) Structure & Properties of Materials, (ii) Conductors & Super Conductors, (iii) Composite Materials, (iv) Core Misc.

72. Chemical Technology

(i) Household Chemicals, (ii) Preservatives, (iii) Electrochemistry and Batteries, (iv) Core Misc.

(i) Household Chemicals: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Preservatives: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Electrochemistry and Batteries: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Fuels & Chemical Energy I, 2- Chemical Hazards I, 3- Textile Chemicals I, 4Refinement & Preservation of Chemicals I, 5- Pharmaceuticals I, & 6- Industrial Chemicals I.

73. Environment Technology644





131

130

129


(i) Water Resources, (ii) Environmental Technology, (iii) Air Resources, (iv) Core Misc.

(i) Water Resources (Including Ground Water) : 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Environmental Technology: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Air Resources: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Hazardous Waste & Urban System, 2- Environmental Physical Science I, 3Environmental Life Science I, 4- Industrial Hygiene, & Environmental Sanitation, 5-Workplace Hazard Control I, & 6-Environmental Impact Assessment I.

(i) Structure & Properties of Materials: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Conductors & Super Conductors: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Composite Materials: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Nuclear Fuels, Un-Conventional Fuels, & Special Materials, 2- Polymers, & Insulators, 3- Ceramic, & High Temperature Materials, 4- Isotopes, Smart Materials, & Refrigerants, 5- Fossil & Chemical Fuels, & 6- Semiconductors, Non-corrosive & Construction Materials.

Contents from the areas of ground water quality management garbology, water resources and water quality management, environmental technology etc. should be included without non-essential redundancy in any other degree program.

(Page 485 of 1344)

645

74. Manufacturing

645

75. Telecommunication 76. Food Processing





134

133

132


(i) CAM, (ii) Fabrication, (iii) Assembly, (iv) Core Misc.

(i) CAM (Computer Aided Manufacturing): 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Fabrication: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Assembly: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Quality Assurance I, 2- Inventory Control I, 3- Ergonomics I, 4- Automation I, 5- Occupational Safety I, & 6- Hazardous Waste Disposal I.

(i) Electronics, (ii) Communication Tech., (iii) Mobile Phone, (iv) Core Misc.

(i) Electronics (including Nanotronics): 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Telecommunication Tech. (including Mechatronics): 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Mobile Phone: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Antenna & Radar, 2- Satellite I, 3- Relativity I, 4Quantum Mechanics I, 5- Solid State Physics I, & 6- Particle Physics I.

(i) Food Processing Technology, (ii) Chemical Preservatives, (iii) Nutrition & Food Preparation , (iv) Core Misc.

(i) Food Processing Technology: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Chemical Preservatives (Including Essence, Color, & Scents): 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Nutrition & Food Preparation: 1- Plant Food I, 2- Animal Food I, 3- Patient Food & Infant Food, 4- Mixed Food I, 5Confectionery, Pastries, & Synthetic Foods, & 6- Fruits I; and (iv) Core Misc.: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject).

Contents from the areas of Ergonomics/Human Factors Engineering, Operation Research, Production/Manufacturing Systems, Engineering Management, Quality/Reliability Engineering etc. should be included without non-essential redundancy in any other degree program.

(Page 486 of 1344)

(Page 487 of 1344)

77. Textiles & Fabrics

(i) Textile Technology, (ii) Threads, (iii) Fabrics, (iv) Core Misc.

& 78. Garments Foot-Wears

(i) Garments & Foot-Wears Technology, (ii) Ladies Garments & Apparels, (iii) Gents Garments & Apparels, (iv) Core Misc.

79. Industrial Management



Master of Tec. Master of Techn. Master of Techn.

Grad. College Graduate College Graduate College

137

136

135


(i) Ergonomics & Human Factors Engineering, (ii) Operations Research, (iii) Production & Manufacturing Systems, (iv) Core Misc.

(i) Textile Technology (including knitwear, & printing tech.): 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Threads: 1Cotton I, 2- Jute I, 3- Synthetic I, 4- Wool I, 5- Silk I, & 6- Other Natural Threads I; (iii) Fabric: 1- Cotton I, 2- Jute I, 3- Wool & Silk Fabrics I, 4- Other Naturally Pure Fabrics I, 5- Mixed Fabrics I, & 6- Special Fabrics I; and (iv) Core Misc.: 1- Dying I, 2- Cotton Garments & Apparels I, 3- Jute Garments & Apparels I, 4- Wool & Silk Apparels I, 5- Other Naturally Pure Garments & Apparels I, & 6- Mixed Fabric Apparels I. (i) Garments & Foot-Wears Technology (including knitting, embroidering, & special working tech.): 1 to 6Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Ladies Garments & Apparels: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Gents Garments & Apparels: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1Infants Garments & Apparel I, 2- Infants Disposable Garmentries I, 3- Special Garments & Apparels I, 4Infants Foot-wears I, 5- Ladies Foot-wears I, & 6- Gents Foot-wears I. (i) Ergonomics & Human Factors Engineering: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Operations Research: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Production & Manufacturing Systems: 1 to 6Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Industrial & Engineering Management I, 2- Quality & Reliability Engineering I, 3- Industrial Waste I, 4- Occupational Hazards & Safety I, 5Automation & Robotics I, & 6- Computerized Information Systems I.

(Page 488 of 1344)

80. Bio-Technology 81. Mechatronics 82. Agro Medicine





140

139

138


(i) Diagnostic Instruments, (ii) Treatment Instruments, (iii) Neurology & Anesthesiology, (iv) Core Misc.

(i) Diagnostic Instruments (Designing, Manufacturing, & Operation): 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Treatment Instruments (Designing Manufacturing & Operation): 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Neurology & Anesthesiology: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Misc. (Including Radiotechnology): 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject).

(i) ElectroMechanics, (ii) Electronically Commuted Electromagnetics, (iii) Robotics, (iv) Core Misc.

(i) Electro-Mechanics: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Electronically Commuted Electromagnetics: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Robotics: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1Mechanics, 2- Solid State Physics I, 3- Electronics I, 4- Software Engineering I, 5- Modern Physics I, & 6- Nano Electronics I.

(i) Animal Disease Control, (ii) Plant Disease Control, (iii) Agro Chemicals & Environment, (iv) Core Misc.

(i) Animal Disease Control: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Plant Disease Control: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Agro Chemicals & Environment: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject).

83. Water Supply

(i) Sources of Water, (ii) Water Purification, (iii) Water Storage & Distribution, (iv) Core Misc.

Arts (& Religion) (rational)

(Page 489 of 1344)

84. Sewerage Garbage Mgmt. Overall


Overall

Empirical

Technology

Master of Techn. M. Phil. M. Phil.

Graduate College G. C. G. C.

144

143

142

&

Empirical

Technology

Master of Techn.

Graduate College

141


(i) Sources of Water: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Water Purification: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Water Storage & Distribution: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Misc. (including courses in water pollution, disruption in natural streams/rivers, water wave/hydro-electric power, sea-level rise, & waterborne diseases): 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject).

(i) Garbage Collection & Sorting, (ii) Sewerage Systems, (iii) Garbage Recycling Technology, (iv) Core Misc.

(i) Garbage Collection & Sorting: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Sewerage Systems (design, construction, & maintenance): 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Garbage Recycling Technology: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Core Misc. (including courses in hazardous wastes, garbage & environment, & bio-degradable sacs/bags): 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject).

85A. Independent Liberal Studies

G-C’s A Self Supervised Thesis [Intuitive—Arts (& Religion)] plus a three-day (3x@3=9 hours) Public Exam All on three different faculties embracing all the graduate courses (of the three faculties) of the country at Courses large. In that exam a correct answer will be rewarded equal to the penalty (points) for a wrong answer.


G-C’s A Self Supervised Thesis [Rational—Arts (& Religion)] plus a three-day (3x@3=9 hours) Public Exam All on three different faculties embracing all the graduate courses (of the three faculties) of the country at Courses large. In that exam a correct answer will be rewarded equal to the penalty (points) for a wrong answer.

Science (empirical)

Technology (intuitive)

Technology (rational)

(Page 490 of 1344)

Overall Overall

G-C’s A Self Supervised Thesis (Intuitive—Science) plus a three-day (3x@3=9 hours) Public Exam on three All different faculties embracing all the graduate courses (of the three faculties) of the country at large. In Courses that exam a correct answer will be rewarded equal to the penalty (points) for a wrong answer.

85E. Independent Liberal Studies

G-C’s A Self Supervised Thesis (Rational—Science) plus a three-day (3x@3=9 hours) Public Exam on three All different faculties embracing all the graduate courses (of the three faculties) of the country at large. In Courses that exam a correct answer will be rewarded equal to the penalty (points) for a wrong answer.

Overall

Science (rational)

85D. Independent Liberal Studies

Overall

Science (intuitive)

85C. G-C’s A Self Supervised Thesis [Empirical—Arts (& Religion)] plus a three-day (3x@3=9 hours) Public Exam Independent All on three different faculties embracing all the graduate courses (of the three faculties) of the country at Liberal Stud. Courses large. In that exam a correct answer will be rewarded equal to the penalty (points) for a wrong answer.

Overall

Arts (& Religion) (empirical)

Overall

M. Phil. M. Phil. M. Phil. M. Phil. M. Phil. M. Phil.

G. C. G. C. G. C. G. C. G. C. G. C.

150

149

148

147

146

145


85F. G-C’s A Self Supervised Thesis (Empirical—Science) plus a three-day (3x@3=9 hours) Public Exam on three Independent All different faculties embracing all the graduate courses (of the three faculties) of the country at large. In Liberal Stud. Courses that exam a correct answer will be rewarded equal to the penalty (points) for a wrong answer. 85G. G-C’s A Self Supervised Thesis (Intuitive—Technology) plus a three-day (3x@3=9 hours) Public Exam on Independent All three different faculties embracing all the graduate courses (of the three faculties) of the country at large. Liberal Stud. Courses In that exam a correct answer will be rewarded equal to the penalty (points) for a wrong answer. 85H. G-C’s A Self Supervised Thesis (Rational—Technology) plus a three-day (3x@3=9 hours) Public Exam on Independent All three different faculties embracing all the graduate courses (of the three faculties) of the country at Liberal Stud. Courses large. In that exam a correct answer will be rewarded equal to the penalty (points) for a wrong answer.

86. Islam Education

Overall Intuitive

Intuitive

(i) Qur’an: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (ii) Hadith: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); (iii) Fiqh: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject); and (iv) Bangla: 1 to 6- Six courses in 6 semesters (in addition to any such courses among the 6 courses of allied subject & 6 courses of inter/multidisciplinary subject).

1A. Education

Islam

Intuitive

(& Arts Religion)

Ph. D.

(Page 491 of 1344)

(i) Qur’an, (ii) Hadith, (iii) Fiqh, (iv) Bangla

(i) Indiv. Study Courses (intuitive), (ii) Edu. up to 18 Years Age, (iii) Edu. Beyond 18 Years Age

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Education Up to 18 Years Age: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Education Beyond 18 Years Age: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (intuitive), (ii) Bangla Language , (iii) Bangla Literature

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Bangla Language: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Bangla Literature: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(&

Arts Religion)

85I. G-C’s A Self Supervised Thesis (Empirical—Technology) plus a three-day (3x@3=9 hours) Public Exam on Independent All three different faculties embracing all the graduate courses (of the three faculties) of the country at large. Liberal Courses In that exam a correct answer will be rewarded equal to the penalty (points) for a wrong answer. Studies

2A. Bangla

M. Phil.

Ph. D.

G. C.


Gradu. College

Technology (empirical)

Master of Intensive Islamic Education


154

153

152

151


3A. Arabic

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Arabic Language: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Arabic Literature: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

4A. English

(i) Individual Study Courses (intuitive), (ii) English Language, (iii) English Literature

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 6 research/creative paper/project (of mainly intuitive knowledge); (ii) English Language: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) English Literature: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

5A. Chinese

(i) Individual Study Courses (intuitive), (ii) Chinese Language, (iii) Chinese Literature

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Chinese Language: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Chinese Literature: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

6A. Religion

(i) Individual Study Courses (intuitive), (ii) Monotheistic Religions , (iii) Nonmonotheistic Religions

Intuitive

Arts Religion)

(&

(i) Individual Study Courses (intuitive), (ii) Arabic Language, (iii) Arabic Literature

(Page 492 of 1344)


Arts Religion)

(&

Arts Religion)

(&

Arts Religion)

(&

Ph. D. Ph. D. Ph. D. Ph. D.

Post-Graduate Col. Post-Graduate College Post-Graduate College Post-Graduate College

158

157

156

155


(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Monotheistic Religions: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Non-monotheistic Religions: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

7A. Humanities 8A. Qur’an 9A. Hadith

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Hadith Texts: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Hadith in Fiqh: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

10A. Fiqh

Intuitive

Arts Religion)

(&

(i) Individual Study Courses (intuitive), (ii) Hadith Texts , (iii) Hadith in Fiqh (i) Individual Study Courses (intuitive), (ii) Qur’an & Fiqh, (iii) Hadith & Fiqh

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Qur’an & Fiqh: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Hadith & Fiqh: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

Intuitive

Arts Religion)

Intuitive

(& Arts Religion)

Intuitive

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Religions: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Anthropology: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters. (i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Qur’anic Texts: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Qur’an in Fiqh: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(& Arts Religion)

(Page 493 of 1344)

(i) Individual Study Courses (intuitive), (ii) Religions, (iii) Anthropology

(i) Individual Study Courses (intuitive), (ii) Qur’anic Texts, (iii) Qur'an in Fiqh

(&


Post-Graduate Col. Post-Graduate College Post-Graduate Col. Post-Graduate Col.

162

161

160

159


646 647

(i) Individual Study Courses (intuitive), (ii) Islam , Philosophy, & Science, (iii) Islam, Law, & Society

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Islam, Philosophy, & Science: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Islam, Law, & Society: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (intuitive), (ii) Acting, & Body Performance , (iii) Vocal, & Instrumental Performance

(i) Individual Study Courses647 (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Acting, & Body Performance: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Vocal, & Instrumental Performance: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

11A. Islamic Dawah 12A. Fine Arts646 13A. Psychology

Intuitive

Intuitive

Intuitive

(& Arts Religion) Arts (& Religion)

Ph. D. Ph. D.

Arts (& Religion)

Ph. D.

Post-Graduate College Post-Graduate College

165


164

163


(i) Ind. Study Cour. (intuitive), (ii) Psychol. Phenomena of Indiv. & Society, (iii) Psycho. Disorder of Indiv. & Society

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Psychological Phenomena of Individual & Society : 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Psychological Disorder of Individual & Society: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

Islamically acceptable contents only. Can enlist courses in Oil Paint, Calligraphy, & Audio-Visuals also.

(Page 494 of 1344)

14A. Law

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Law, Morality, & Religion: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Law, People, & Government: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

15A. Journalism

(i) Individ. Study Courses (intuitive), (ii) Newspaper, Journals, etc. (iii) Radio, TV, Internet, etc.

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Newspaper, Journals etc.: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Radio, TV, Internet, etc.: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

16A. Statistics

(i) Indiv. Study Courses (intuitive), (ii) Statistics, Queuing, & Theory of Probability in Nat. Sc., (iii) Statist., Queuing & Theo of Prob. in Soc. Sc.

Intuitive

Arts Religion)

(&

(i) Individual Study Courses (intuitive), (ii) Law, Morality, & Religion , (iii) Law, People, & Government

Intuitive Intuitive

Arts (& Religion)

(Page 495 of 1344)

17A. Economics

Intuitive

Arts Religion)

Ph. D.

(&

Ph. D.

Arts Religion)

(&

Ph. D. Ph. D.

Post-Graduate College Post-Graduate College Post-Graduate College

169


168

167

166


(i) Individual Study Courses (intuitive), (ii) Growth & Stability , (iii) Development & Sustainability

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Statistics, Queuing, & Theory of Probability in Natural Science: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Statistics, Queuing, & Theory of Probability in Social Science : 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters. (i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Growth & Stability: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Development & Sustainability: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

18A. Civics 19A. Philosophy

(i) Indiv.Study Courses (intuitive), (ii) Epistemology, Metaphysics,& Ethics, (iii) Soc.Phil., Soc. Psy. & Religions

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Epistemology, Metaphysics, & Ethics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Social Philosophy, Social Psychology, & Religions: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

20A. Mathematics

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Political Economy, International Relations, & Islamic Political Theory: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Public Administration, Public Policy, Social Stability, & Religions: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (intuitive) (Pure Math), (ii) Pure Math, (iii) Applied Mathematics

(i) Individual Study Courses (intuitive) (Pure Math): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Pure Mathematics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Applied Mathematics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

21A. Management

Intuitive Intuitive

Arts (& Religion)

(i) Indiv. Study Courses (intuitive), (ii) Poli. Ecnmy, Int’l Rel.,& Islsmic Political Theory, (iii) Public Adm., Pub. Policy, Soc. Stabil.& Religions

(i) Individu. Study Courses (intuitive), (ii) Human Res. Mngmnt, & MIS, (iii) Production & Operation Mngt.

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Human Resource Management, & MIS: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Production & Operation Management: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(Page 496 of 1344)

Intuitive Intuitive

Arts Religion)

(&

Arts Religion)

(&

Arts (& Religion)



173

172


171


170


648

22A. Accounting

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Financial Accounting, Costing, & Insurance: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Auditing, Taxation, & Accounting Computerization: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

23A. Marketing

(i) Ind. Study Cour.(intuitive), (ii) Marketing Communication (iii) Marketing Prospects & Problems

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Marketing Communication648: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Marketing Prospects & Problems: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

24A. Finance

Intuitive Intuitive

(i) Ind..Study Cour. (intuitive), (ii) Financial Accntng, Costing, & Ins., (iii) Auditing, Taxation, & Acc. Comp.

(i) Individual Study Courses (intuitive), (ii) Un-Islamic Finance & Banking, (iii) Islamic Finance & Banking

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Un-Islamic Finance & Banking: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Islamic Finance & Banking: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (intuitive), (ii) Information Studies, (iii) Librarianship

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Information Studies: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Librarianship: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

25A. Library System

Intuitive

Arts (& Religion) Arts Religion)

(&

Arts Religion)

(&

Arts Religion) Intuitive

(&

Ph. D. Ph. D.


Post-Graduate College Ph. D. Post-Graduate College Ph. D.

177

176

175


174


Should include course/topics such as Islamic Advertisements.

(Page 497 of 1344)

649

26A. History

(i) Ind Study Cour. (intuitive), (ii) World Political Hist., (iii) Hist. of Religions, Phil., Science, & Civili.

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) World Political History: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) History of Religions, Philosophy, Science649, & Civilization: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

27A. Muslim History

(i) Ind. Study Courses (intuitive), (ii) Political Hist. of Muslims , (iii) Hist. of Islamic Religi., Phi., Sci., & Civili.

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Political History of Muslims: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 sem.; and (iii) History of Islamic Religion, Philosophy, Science, & Civilization: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 sem.

Intuitive Intuitive

29A. Geography

Intuitive

Arts Religion)

(&

28A. Comptr. System

(& Arts Religion) Arts Religion)

(&

Arts Religion) Intuitive

(&

Ph. D. Ph. D. Ph. D.


Post-Graduate College Ph. D.

181

180

179

178


(i) Individual Study Courses (intuitive), (ii) Micro, Personal, & Mini Computers (iii) Supercomputers

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Micro, Personal, & Mini Computers: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Supercomputers: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (intuitive), (ii) Land Geography, (iii) Atmospheric & Oceanographic Geography

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Land Geography: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Atmospheric & Oceanographic Geography: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

Both the Natural Science, & Social Science.

(Page 498 of 1344)

650

Rational

2B. Bangla

Rational

3B. Arabic

Rational

(i) Indiv. Study Courses (intuitive), (ii) Sports & Exercise, (iii) Health, Climate, & Surroundings

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Sports & Exercise: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Health650, Climate, & Surroundings: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Indiv. Study Courses (rational), (ii) Education Up to 18 Years Age, (iii) Educat. Beyond 18 Years Age

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Education Up to 18 Years Age: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Education Beyond 18 Years Age: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (rational), (ii) Bangla Language , (iii) Bangla Literature

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Bangla Language: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Bangla Literature: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

30A. Physical Education 1B. Education

Intuitive

(& Arts Religion) (& Arts Religion) (& Arts Religion) (& Arts Religion)

Post-Graduate College Ph. D. Post-Graduate College Ph. D. Post-Graduate College Ph. D. Post-Graduate College Ph. D.

185

184

183

182


(i) Individual Study Courses (rational), (ii) Arabic Language, (iii) Arabic Literature

Both the Physical & Mental Health.

(Page 499 of 1344)

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Arabic Language: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Arabic Literature: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

4B. English

Rational

(& Arts Religion)

5B. Chinese

Rational

(& Arts Religion)

6B. Religion

Rational

(& Arts Religion)

(i) Individual Study Courses (rational), (ii) English Language, (iii) English Literature

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) English Language: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) English Literature: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (rational), (ii) Chinese Language, (iii) Chinese Literature

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Chinese Language: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Chinese Literature: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (rational), (ii) Monotheistic Religions , (iii) Non-monotheistic Religions

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Monotheistic Religions: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Non-monotheistic Religions: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(Page 500 of 1344)

7B. Humanities

Rational

(& Arts Religion)

Post-Graduate College Ph. D. Post-Graduate College Ph. D. Post-Graduate College Ph. D. Post-Graduate Colllege Ph. D.

189

188

187

186


(i) Individual Study Courses (rational), (ii) Religions, (iii) Anthropology

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Religions: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Anthropology: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

8B. Qur’an

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Qur’anic Texts: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Qur’an in Fiqh: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

9B. Hadith

(i) Individual Study Courses (rational), (ii) Hadith Texts , (iii) Hadith in Fiqh

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Hadith Texts: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Hadith in Fiqh: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

10B. Fiqh

(i) Individual Study Courses (rational), (ii) Qur’an & Fiqh, (iii) Hadith & Fiqh

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Qur’an & Fiqh: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Hadith & Fiqh: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

11B. Islamic Dawah

(i) Individual Study Courses (rational), (ii) Islam , Philosophy, & Science, (iii) Islam, Law, & Society

Arts Religion) Rational

(&


(&

(i) Individual Study Courses (rational), (ii) Qur’anic Texts, (iii) Qur’an in Fiqh

(& Arts Religion) Rational (& Arts Religion) Rational


193

192

191

190


(Page 501 of 1344)

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Islam, Philosophy, & Science: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Islam, Law, & Society: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

651 652

12B. Fine Arts651 13B. Psychology

Rational Rational


14B. Law

(& Arts Religion) Rational


196


195


194


(i) Individual Study Courses652 (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Acting, & Body Performance: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Vocal, & Instrumental Performance: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (rational), (ii) Acting, & Body Performance , (iii) Vocal, & Instrumental Performance (i) Ind. Stu. Courses (rational), (ii) Psychol. Phenomena of Indiv. & Society, (iii) Psycho. Disorder of Indiv. & Society (i) Individual Study Courses (rational), (ii) Law, Morality, & Religion , (iii) Law, People, & Government

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Psychological Phenomena of Individual & Society: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Psychological Disorder of Individual & Society : 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Law, Morality, & Religion: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Law, People, & Government: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.


(Page 502 of 1344)

15B. Journalism 16B. Statistics

(i) Indiv. Study Courses (rational), (ii) Statistics, Queuing, & Theory of Probability in Nat. Sc., (iii) Statist., Queuing & Theo. of Prob. in Soc. Sc.

17B. Economics

(i) Individual Study Courses (rational), (ii) Growth & Stability , (iii) Development & Sustainability

18B. Civics

(i) Indiv. Study Courses (rational), (ii) Poli. Ecnmy, Int’l Rel.,& Islsmic Political Theory, (iii) Public Adm., Pub. Policy, Soc. Stabil.& Religions

Rational

Arts (& Religion)


(&

(i) Indiv. Study Courses (rational),, (ii) Newspaper, Journals, etc. (iii) Radio, TV, Internet, etc.

(& Rational

Arts Religion) Rational Arts (& Religion)

Post-Graduate College Ph. D. Post-Graduate College Ph. D. Post-Graduate College Ph. D.

200

199


198

197


(Page 503 of 1344)

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Newspaper, Journals etc.: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Radio, TV, Internet, etc.: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters. (i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Statistics, Queuing, & Theory of Probability in Natural Science: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Statistics, Queuing, & Theory of Probability in Social Science: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Growth & Stability: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Development & Sustainability: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters. (i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Political Economy, International Relations, & Islamic Political Theory: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Public Administration, Public Policy, Social Stability, & Religions: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

19B. Philosophy

Rational

Arts (& Religion)

21B. Management 22B. Accounting

Rational Rational

(Page 504 of 1344)

20B. Mathematics

(& Arts Religion) Rational Arts (& Religion) Arts (& Religion)


204


203

202


201


(i) Individual Study Courses (rational), (ii) Epistemology, Metaphysics,& Ethics, (iii) Soc.Phil., Soc. Psy. & Religions (i) Individual Study Courses (rational) (Pure Math), (ii) Pure Math, (iii) Applied Mathematics

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Epistemology, Metaphysics, & Ethics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Social Philosophy, Social Psychology, & Religions: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (rational) (Pure Math): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Pure Mathematics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Applied Mathematics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (rational), (ii) Human Resource Mngmnt, & MIS, (iii) Production & Operation Mngt.

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Human Resource Management, & MIS: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Production & Operation Management: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Ind..Study Course(rational), (ii) Financial Accntng, Costing, & Ins., (iii) Auditing, Taxation, & Acc. Comp.

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Financial Accounting, Costing, & Insurance : 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Auditing, Taxation, & Accounting Computerization: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

653

23B. Marketing 24B. Finance 25B. Library System

Rational

Arts (& Religion)

(i) Ind. Study Course(rational), (ii) Marketing Communication (iii) Marketing Prospects & Problems (i) Individual Study Courses (rational), (ii) Un-Islamic Finance & Banking, (iii) Islamic Finance & Banking (i) Individual Study Courses (rational), (ii) Information Studies, (iii) Librarianship

(& Arts Religion) Rational (& Arts Religion) Rational


207

206


205


(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Un-Islamic Finance & Banking: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Islamic Finance & Banking: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters. (i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Information Studies: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Librarianship: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.


(Page 505 of 1344)

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Marketing Communication653: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Marketing Prospects & Problems: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

654

26B. History 28B. Computer System

27B. History

Muslim




210


209


208


(i) Ind. Study Cour. (rational), (ii) World Political History, (iii) History of Religions, Phill., Science, & Civilization

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) World Political History: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) History of Religions, Philosophy654, Science, & Civilization: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Ind. St. Courses (rational), (ii) Political Hist. of Muslims , (iii) Hist. of Islamic Religion, Philoso., Science, & Civilizat.

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Political History of Muslims: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) History of Islamic Religion, Philosophy, Science, & Civilization : 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (rational), (ii) , Micro, Personal, & Mini Computers (iii) Supercomputers


(Page 506 of 1344)

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Micro, Personal, & Mini Computers: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Supercomputers : 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

655

29B. Geography

(i) Individual Study Courses (rational), (ii) Land Geography, (iii) Atmospheric & Oceanographic Geography

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Land Geography: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Atmospheric & Oceanographic Geography : 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Indiv. Study Courses (rational), (ii) Sports & Exercise, (iii) Health, Climate, & Surroundings

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Sports & Exercise: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Health655, Climate, & Surroundings: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

30B. Physical Education 1C. Education

Rational Rational Empirical



213


212


211


(i) Indiv. Study Courses (empirical), (ii) Education Up to 18 Years Age, (iii) Educat. Beyond 18 Years Age


(Page 507 of 1344)

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Education Up to 18 Years Age: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Education Beyond 18 Years Age: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(Page 508 of 1344)

2C. Bangla

(i) Individual Study Courses (empirical), (ii) Bangla Language , (iii) Bangla Literature

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Bangla Language: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Bangla Literature: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

3C. Arabic

(i) Individual Study Courses (empirical), (ii) Arabic Language, (iii) Arabic Literature

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Arabic Language: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Arabic Literature: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

4C. English

(i) Individual Study Courses (empirical), (ii) English Language, (iii) English Literature

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) English Language: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) English Literature: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

5C. Chinese

Empirical Empirical Empirical Empirical

Arts (& Religion) Arts (& Religion) Arts (& Religion) Arts (& Religion)


217


216


215


214


(i) Individual Study Courses (empirical), (ii) Chinese Language, (iii) Chinese Literature

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Chinese Language: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Chinese Literature : 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

6C. Religion

(& Arts Religion) Empirical

7C. Humanities


(i) Individual Study Courses (empirical), (ii) Monotheistic Religions , (iii) Non-monotheistic Religions

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Religions: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Anthropology: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (empirical), (ii) Qur’anic Texts, (iii) Qur’an in Fiqh

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Qur’anic Texts: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Qur’an in Fiqh: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

9C. Hadith

Empirical

Arts Religion)

(Page 509 of 1344)

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Monotheistic Religions: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Non-monotheistic Religions: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (empirical), (ii) Religions, (iii) Anthropology

(&

8C. Qur’an

(& Arts Religion) Empirical Ph. D.


221

Post-Graduate Col Ph. D.

220

Post-Graduate Col Ph. D.

219


218


(i) Individual Study Courses (empirical), (ii) Hadith Texts , (iii) Hadith in Fiqh

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Hadith Texts: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Hadith in Fiqh: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

656

10C. Fiqh

(i) Individual Study Courses (empirical), (ii) Qur’an & Fiqh, (iii) Hadith & Fiqh

11C. Islamic Dawah

(i) Individual Study Courses (empirical), (ii) Islam , Philosophy, & Science, (iii) Islam, Law, & Society

13C. Psychology

Empirical Empirical

12C. Fine Arts

(& Arts Religion) Empirical (& Arts Religion) Empirical Arts (& Religion) Arts (& Religion)

Post-Graduate Col Ph. D. Post-Graduate College Ph. D. Post-Graduate College Ph. D.

225


224

223

222


(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Qur’an & Fiqh: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Hadith & Fiqh : 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters. (i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 smesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Islam, Philosophy, & Science: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Islam, Law, & Society: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (empirical), (ii) Acting, & Body Performance , (iii) Vocal, & Instrumental Performance

(i) Individual Study Courses656 (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Acting, & Body Performance: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Vocal, & Instrumental Performance : 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (empirical), (ii) Psychol. Phenomena of Indiv. & Society, (iii) Psycho. Disorder of Indiv. & Society

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Psychological Phenomena of Individual & Society: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Psychological Disorder of Individual & Society: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

Can enlist courses in Oil Paint, Calligraphy, & Audio-Visuals also.

(Page 510 of 1344)

(i) Ind. Study Courses (empirical), (ii) Statistics, Queuing, & Theory of Probability in Nat. Sc., (iii) Statist., Queuing & Theo of Prob. in Soc. Sc.

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Statistics, Queuing, & Theory of Probability in Natural Science: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Statistics, Queuing, & Theory of Probability in Social Science: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (empirical), (ii) Growth & Stability , (iii) Development & Sustainability

15C. Journalism

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Newspaper, Journals etc.: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Radio, TV, Internet, etc. : 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

16C. Statistics

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Law, Morality, & Religion: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Law, People, & Government: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

17C. Economics

Empirical Empirical

14C. Law

(& Arts Religion) Empirical Arts (& Religion) Arts (& Religion)

(Page 511 of 1344)

(i) Individual Study Courses (empirical), (ii) Law, Morality, & Religion , (iii) Law, People, & Government

(i) Individ. Study Courses (empirical), (ii) Newspaper, Journals, etc. (iii) Radio, TV, Internet, etc.



229


228


227

226


(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Growth & Stability: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Development & Sustainability: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

18C. Civics 19C. Philosophy

Empirical Empirical


21C. Management

Empirical

(Page 512 of 1344)

20C. Mathematics

(& Arts Religion) Empirical Arts (& Religion)


233

232


231


230


(i) Indiv. Stu. Courses (empirical), (ii) Poli. Ecnmy, Int’l Rel.,& Islsmic Political Theory, (iii) Public Adm., Pub. Policy, Soc. Stabil.& Religions

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Political Economy, International Relations, & Islamic Political Theory: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Public Administration, Public Policy, Social Stability, & Religions: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (empirical), (ii) Epistemology, Metaphysics,& Ethics, (iii) Soc.Phil., Soc. Psy. & Religions

(i) Individual Study Courses (empirical) 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Epistemology, Metaphysics, & Ethics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Social Philosophy, Social Psychology, & Religions: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (empirical) (Pure Math), (ii) Pure Math, (iii) Applied Math

(i) Individual Study Courses (empirical) (Pure Math): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Pure Mathematics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Applied Mathematics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (empirical), (ii) Human Resource Mngmnt, & MIS, (iii) Production & Operation Mngt.

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Human Resource Management, & MIS: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Production & Operation Management: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

657

22C. Accounting 23C. Marketing 24C. Finance




236


235


234


(i) Ind. St. Courses (empirical), (ii) Financial Accntng, Costing, & Ins., (iii) Auditing, Taxation, & Acc. Comp.

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Financial Accounting, Costing, & Insurance: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Auditing, Taxation, & Accounting Computerization: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Ind. St. Courses (empirical), (ii) Marketing Communication (iii) Marketing Prospects & Problems

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Marketing Communication657: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Marketing Prospects & Problems: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (empirical), (ii) Un-Islamic Finance & Banking, (iii) Islamic Finance & Banking

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 ssemesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Un-Islamic Finance & Banking: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Islamic Finance & Banking: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.


(Page 513 of 1344)

658

25C. Library System

27C. History 28C. Computer System

Empirical

Muslim

Empirical

(i) Individual Study Courses (empirical), (ii) Information Studies, (iii) Librarianship

26C. History

(& Arts Religion) Empirical Arts (& Religion) Arts (& Religion) (& Arts Religion) Empirical


240


239


238

237


(i) Ind. St. Courses (empirical), (ii) World Political History, (iii) History of Religions, Phill., Science, & Civilization

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) World Political History: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) History of Religions, Philosophy, Science658, & Civilization: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Ind. St. Courses (empirical), (ii) Political Hist. of Muslims , (iii) Hist. of Islamic Religion, Philoso., Science, & Civilizat.

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Political History of Muslims: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) History of Islamic Religion, Philosophy, Science, & Civilization: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (empirical), (ii) , Micro, Personal, & Mini Computers (iii) Supercomputers


(Page 514 of 1344)

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Information Studies: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Librarianship: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Micro, Personal, & Mini Computers: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Supercomputers: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

659

29C. Geography

(i) Indivi. Study Courses (empirical), (ii) Sports & Exercise, (iii) Health, Climate, & Surroundings

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Sports & Exercise: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Health659, Climate, & Surroundings: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (intuitive) (Applied Math), (ii) Pure Math, (iii) Applied Mathematics

(i) Individual Study Courses (intuitive) (Applied Math): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to he corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Pure Mathematics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Applied Mathematics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.


(Page 515 of 1344)

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to he corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Land Geography: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Atmospheric & Oceanographic Geography: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

30C. Physical Education

Intuitive

(i) Individual Study Courses (empirical), (ii) Land Geography, (iii) Atmospheric & Oceanographic Geography

31A. Mathematics

Empirical

Arts (& Religion) (&

Arts Religion) Empirical Science


243

242


241


32A. Computer Programming 33A. Pharmacy

Intuitive Intuitive

34A. Chemistry

Intuitive



(Page 516 of 1344)

35A. Physics

Intuitive

Science


247

246


245


244


(i) Ind. Study Courses (intuitive), (ii) Design Synth.& Manuf. of Syst Software, (iii) Design Synthesis & Manuf. of Application Software (i) Ind. Study Courses (intuitive), (ii) Medicinal Science, (iii) Pharmacy Technology

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Design Synthesis & Manufacturing of System Software: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Design Synthesis & Manufacturing of Application Software: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Medicinal Science: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Pharmacy Technology: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (intuitive), (ii) Inorganic Chemistry, (iii) Organic Chemistry

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Inorganic Chemistry: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Organic Chemistry: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Ind. St. Courses (intuitive), (ii) Classical Mech., Thermod.., & Electromag., (iii) Optics , Relativity, & Quan. Mechanics

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Classical Mechanics, Thermodynamics, & Electromagnetism: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Optics, Relativity, & Quantum Mechanics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

36A. Geology 37A. Meteorology

(i) Ind.St. Courses (intuitive), (ii) Weather Science & Weather Health, (iii) Climate Science & Ecology (i) Individual Study Courses (intuitive), (ii) Astronomy, (iii) Astrophysics

Intuitive

Science

(Page 517 of 1344)

39A. Civil Engineering




251

250

249


248

(i) Ind. Study Courses (intuitive), (ii) Geological Science, (iii) Mine Technology

38A. Astronomy


(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Geological Science: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Mine Technology: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters. (i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Weather Science, & Weather Health: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Climate Science, & Ecology: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Astronomy: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Astrophysics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Ind. St.Courses (intuitive), (ii) Structure & Geotechnol., (iii) Environmental Sc., & Transportation Engineering

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Structure, & Geotechnology: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Environmental Science, & Transportation Engineering: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

40A. Mechanical Engineering 41A. Electrical Engineering

Intuitive Intuitive

(Page 518 of 1344)

42A. Chemical Engineering

Intuitive



254


253


252


(i) Individual Study Courses (intuitive), (ii) Fluid Mechanics & Thermal Science, (iii) Solid Mechanics & Dynamics

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Fluid Mechanics & Thermal Science: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Solid Mechanics & Dynamics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Ind. St. Courses (intuitive), (ii) Electrical Power & Control Systems, (iii) Solid State Phys. & Communicat. Engineering (i) Ind. Study Courses (intuitive), (ii) Chemical Thermodynamics, (iii) Chemical Process Engineering

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Electrical Power, & Control Systems: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Solid State Physics, & Communication Engineering: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Chemical Thermodynamics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Chemical Process Engineering: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

660

43A. Medicine

Intuitive

Science

44A. Surgery

Intuitive

Science

45A. Microbiology

Intuitive

Science


257


256


255


Allopathic Medicine courses only.

(Page 519 of 1344)

(i) Individual Study Courses660 (intuitive), (ii) Dietary, & Alopathic Medicine , (iii) Homeop., Unani, & Ayurveda Medicine

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Dietary, & Allopathic Medicine : 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Homeopathic, Unani, & Ayurveda Medicine: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Indiv. Study Courses (intuitive), (ii) Surgery, (iii) Dietary, Allopathic, Homeop., Unani, & Ayur Veda Medicine

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Surgery: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Dietary, Allopathic, Homeopathic, Unani, & Ayurveda Medicine: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Ind. Study Courses (intuitive), (ii) Microbial Science, (iii) Genetic Engineering

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Microbial Science: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Genetic Engineering: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

661

Intuitive

Science

46A. Botany 48A. World 49A. Psychiatry

Intuitive

Living

47A. Zoology

Intuitive Intuitive



261

260

259

258


(i) Individual Study Courses (intuitive), (ii) Plant Life Science, (iii) Plant Genetics (i) Individual Study Courses (intuitive), (ii) Animal Life Science, (iii) Animal Genetics (i) Individual Study Courses (intuitive), (ii) Living Organisms, (iii) Ecosystem

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Plant Life Science: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Plant Genetics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters. (i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Animal Life Science: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Animal Genetics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters. (i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Living Organisms: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Ecosystem: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Indiv. Study Courses661 (intuitive), (ii) Allop. Med. in Psych. (iii) Dietary, Homeo., Unani, & Ayurveda Medi.in Psych.

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Allopathic Medicine in Psychiatry: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Dietary, Homeopathic, Unani, & Ayurveda Medicine in Psychiatry: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

Courses in Allopathic Medicinal and/or Surgical treatment only.

(Page 520 of 1344)

Rational Rational

31B. Mathematics 32B. Computer Programming

(i) Individual Study Courses (rational) (Applied Math): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Pure Mathematics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Applied Mathematics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Ind. Study Courses (rational), (ii) Design Synth.& Manuf. of Syst Software, (iii) Design Synthesis & Manuf. of Application Software

33B. Pharmacy

Rational


(Page 521 of 1344)

(i) Individual Study Courses (rational) (Applied Math), (ii) Pure Math, (iii) Applied Mathematics

(i) Individual Study Courses (rational), (ii) Medicinal Science, (iii) Pharmacy Technology

34B. Chemistry

Rational

Science


265


264


263

262


(i) Individual Study Courses (rational), (ii) Inorganic Chemistry, (iii) Organic Chemistry

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Design Synthesis & Manufacturing of System Software: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Design Synthesis & Manufacturing of Application Software: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Medicinal Science: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Pharmacy Technology: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters. (i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Inorganic Chemistry: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Organic Chemistry: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(Page 522 of 1344)

35B. Physics 36B. Geology 37B. Meteorology

(i) Ind. St. Courses (rational), (ii) Classical Mech., Thermod., & Electromagnet, (iii) Optics , Relativity, & Quan. Mechanics (i) Ind. Study Courses (rational), (ii) Geological Science, (iii) Mine Technology

(i) Ind.St. Courses (rational), (ii) Weather Science & Weather Health, (iii) Climate Science & Ecology

38B. Astronomy

Rational Rational Rational Rational

Science Science Science Science


269

268

267


266


(i) Individual Study Courses (rational), (ii) Astronomy, (iii) Astrophysics

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Classical Mechanics, Thermodynamics, & Electromagnetism: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Optics, Relativity, & Quantum Mechanics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Geological Science: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Mine Technology: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters. (i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Weather Science, & Weather Health: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Climate Science, & Ecology: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Astronomy: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Astrophysics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

39B. Civil Engineering 40B. Mechanical Engineering

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Structure, & Geotechnology: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Environmental Science, & Transportation Engineering: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (rational), (ii) Fluid Mechanics & Thermal Science, (iii) Solid Mechanics & Dynamics

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Fluid Mechanics & Thermal Science: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Solid Mechanics & Dynamics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

41B. Electrical Engineering


(Page 523 of 1344)

(i) Ind. St.Courses (rational), (ii) Structure & Geotechnol. (iii) Environmental Sc., & Transportation Engineering

(i) Ind. St. Courses (rational), (ii) Electrical Power & Control Systems, (iii) Solid State Phys. & Communicat. Engineering

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Electrical Power, & Control Systems: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Solid State Physics, & Communication Engineering : 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

42B. Chemical Engineering

Rational



273


272


271


270


(i) Ind. Study Courses (rational), (ii) Chemical Thermodynamics, (iii) Chemical Process Engineering

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Chemical Thermodynamics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Chemical Process Engineering: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

662

43B. Medicine

Rational

Science

44B. Surgery 45B. Microbiology

Rational Rational

Science Science


276


275


274



(Page 524 of 1344)

(i) Individual Study Courses662 (rational), (ii) Dietary, & Alopathic Medicine , (iii) Homeopathic, Unani, & Ayurveda Medicine

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Dietary, & Alopathic Medicine: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Homeopathic, Unani, & Ayurveda Medicine: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Indiv. Study Courses (rational), (ii) Surgery, (iii) Dietary, Allopathic, Homeop., Unani, & Ayur Veda Medicine

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Surgery: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Dietary, Allopathic, Homeopathic, Unani, & Ayurveda Medicine: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Ind. Study Courses (rational), (ii) Microbial Science, (iii) Genetic Engineering

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Microbial Science: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Genetic Engineering: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

663

46B. Botany

(i) Individual Study Courses (rational), (ii) Plant Life Science, (iii) Plant Genetics

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Plant Life Science: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Plant Genetics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (rational), (ii) Animal Life Science, (iii) Animal Genetics

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Animal Life Science: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Animal Genetics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

Rational

48B. World 49B. Psychiatry

Rational

Living

47B. Zoology

Rational Rational



280

Post-Grad. College Ph. D.

279


278


277


(i) Individual Study Courses (rational), (ii) Living Organisms, (iii) Ecosystem

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Living Organisms: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Ecosystem: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Indiv. Study Courses663 (rational), (ii) Allop. Med. in Psych. (iii) Dietary, Homeo., Unani, & Ayurveda Medi.in Psych.


(Page 525 of 1344)

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Allopathic Medicine in Psychiatry: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Dietary, Homeopathic, Unani, & Ayurveda Medicine in Psychiatry: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

31C. Mathematics 32C. Computer Programming 33C. Pharmacy



(Page 526 of 1344)

34C. Chemistry

Empirical

Science


284

283


282

281


(i) Individual Study Courses (empirical) (Applied Math), (ii) Pure Math, (iii) Applied Math

(i) Individual Study Courses (empirical) (Applied Math): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Pure Mathematics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Applied Mathematics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Ind. Study Courses (empirical), (ii) Design Synth.& Manuf. of Syst Software, (iii) Design Synthesis & Manuf. of Application Software

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Design Synthesis & Manufacturing of System Software: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Design Synthesis & Manufacturing of Application Software: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (empirical), (ii) Medicinal Science, (iii) Pharmacy Technology

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Medicinal Science: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Pharmacy Technology: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (empirical), (ii) Inorganic Chemistry, (iii) Organic Chemistry

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Inorganic Chemistry: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Organic Chemistry: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

35C. Physics

(i) Ind. Study Courses (empirical), (ii) Geological Science, (iii) Mine Technology

Empirical

Science

37C. Meteorology

Empirical Empirical

(Page 527 of 1344)

38C. Astronomy

Empirical



288


287


286


285

(i) Ind. St. Courses (empirical), (ii) Classical Mech., Thermod., & Electromagnet, (iii) Optics , Relativity, & Quan. Mechanics

36C. Geology


(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Classical Mechanics, Thermodynamics, & Electromagnetism: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Optics, Relativity, & Quantum Mechanics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Geological Science: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Mine Technology: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Ind.St. Courses (empirical), (ii) Weather Science & Weather Health, (iii) Climate Science & Ecology

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Weather Science, & Weather Health: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Climate Science, & Ecology: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Ind. St.Courses (empirical), (ii) Structure & Geotechnol. (iii) Environmental Sc., & Transportation Engineering

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Structure, & Geotechnology: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Environmental Science, & Transportation Engineering: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

39C. Civil Engineering

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Structure, & Geotechnology: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Environmental Science, & Transportation Engineering: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

40C. Mechanical Engineering

Empirical Empirical

(Page 528 of 1344)


(i) Individual Study Courses (empirical), (ii) Fluid Mechanics & Thermal Science, (iii) Solid Mechanics & Dynamics

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Fluid Mechanics & Thermal Science: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Solid Mechanics & Dynamics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

41C. Electrical Engineering

Empirical



291


290


289


(i) Ind. St. Courses (empirical), (ii) Electrical Power & Control Systems, (iii) Solid State Phys. & Communicat. Engineering

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Electrical Power, & Control Systems: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Solid State Physics, & Communication Engineering : 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

664

42C. Chemical Engineering

Empirical

Science

43C. Medicine

Empirical

Science

44C. Surgery

Empirical

Science


294


293


292



(Page 529 of 1344)

(i) Ind. Study Courses (empirical), (ii) Chemical Thermodynamics, (iii) Chemical Process Engineering

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Chemical Thermodynamics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Chemical Process Engineering: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Indiv. Study Courses664 (empirical), (ii) Dietary & Alopathic Med., (iii) Homeop, Unani, & Ayurveda Medicine

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Dietary & Allopathic Medicine: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Homeopathic, Unani, & Ayurveda Medicine: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Indiv. Study Courses (empirical), (ii) Surgery, (iii) Dietary, Allopathic, Homeop., Unani, & Ayur Veda Medicine

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Surgery: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Dietary, Allopathic, Homeopathic, Unani, & Ayurveda Medicine: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

45C. Microbiology

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Microbial Science: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Genetic Engineering: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (empirical), (ii) Plant Life Science, (iii) Plant Genetics

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Plant Life Science: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Plant Genetics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

47C. Zoology Living

Empirical

Science

(Page 530 of 1344)

48C. World



Post-Graduate College Ph. D. Post-Graduate College Ph. D. Post-Grad. College Ph. D.

298

297

296


295

(i) Ind. Study Courses (empirical), (ii) Microbial Science, (iii) Genetic Engineering

46C. Botany


(i) Individual Study Courses (empirical), (ii) Animal Life Science, (iii) Animal Genetics

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Animal Life Science: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Animal Genetics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (empirical), (ii) Living Organisms, (iii) Ecosystem

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Living Organisms: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Ecosystem: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

665

49C. Psychiatry

(i) Indiv. Study Courses665 (empirical), (ii) Allop. Med. in Psych. (iii) Dietary, Homeo., Unani, & Ayurveda Medi.in Psych.

50A. Architecture

(i) Individual Study Courses (intuitive), (ii) General Architecture, (iii) Structure

51A. Agriculture

(i) Ind. Study Courses (intuitive), (ii) Plant & Animal Disease Control, (iii) Plant & Animal Genetics

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Plant & Animal Disease Control: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Plant & Animal Genetics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

52A. Land Transportation

Empirical Intuitive Intuitive Intuitive

Science Technology Technology Technology


302

301

300


299


(i) Indiv. Study Courses (intuitive), (ii) Land Transp. System, (iii) Land. Transp. Management

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Land Transportation Systems: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Land Transportation Management: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Allopathic Medicine in Psychiatry: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Dietary, Homeopathic, Unani, & Ayurveda Medicine in Psychiatry: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) General Architecture: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Structure: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.


(Page 531 of 1344)

53A. Construction 54A. Machinery 55A. Mechanics


(Page 532 of 1344)

56A. Material Technology

Intuitive

Technology Technology Technology Technology


306


305


304


303


(i) Indiv. Study Courses (intuitive), (ii) Construction Structures, (iii) Construction Process

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Construction Structures: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Construction Process: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (intuitive), (ii) Agricultural Equipments, (iii) Manufacturing Equipments

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Agricultural Equipments: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Manufacturing Equipments: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (intuitive), (ii) Mechanics, (iii) Electromechanical Systems & Test Consoles

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Mechanics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Electromechanical Systems & Test Consoles: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Ind. St. Courses (intuitive), (ii) Super Conductors & High Temperature Materials, (iii) Composites & Smart Materials

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Super Conductors & High Temperature Materials: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Composites & Smart Materials: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

666

Intuitive

57A. Automotive

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Design Synthesis of Automotives666: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Manufacturing of Automotives: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

58A. Electronics

Intuitive


(i) Ind. St. Courses (intuitive), (ii) Design Synthesis of Automotives, (iii) Manuf. of Automotives (i) Ind. St. Courses (intuitive), (ii) Test, Service, Appliance, & Indus, Electronics, (iii) Computer, & Com . Electron.

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Test, Service, Appliance, & Industrial Electronics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Computer, and Communication Electronics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

59A. Computer Technology

Intuitive

Technology


309


308

307


(i) Ind. St. Courses (intuitive), (ii) Design Synth. of Comp. Hardw. & Software, (iii) Fabricat., Assembly, Quality Assu. of Comp. Hardware

Including Rail Engines & Compartments.

(Page 533 of 1344)

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Design Synthesis of Computer Hardware & Software: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Fabrication, Assembly, Quality Assurance of Computer Hardware: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

667

Intuitive

Technology

60A. Surveying

(i) Ind. St. Courses (intuitive), (ii) Land & Atmospheric Survey, (iii) Aquatic Survey

61A. Weapons

(i) Ind. Study Courses (intuitive), (ii) Ground & Aquatic Weapons, (iii) Air & Space Weapons

62A. Experiential Medicine

Intuitive Intuitive



312

311


310


(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Ground & Aquatic Weapons: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Air & Space Weapons: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Indiv.. Study Courses (intuitive)667, (ii) Homeop., Unani & Ayurveda Med. , (iii) Dietary & Allopa. Med.

Homeopathic, or Unani, or Ayurveda Medicine only.

(Page 534 of 1344)

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Land & Atmospheric Survey: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Aquatic Survey: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Homeopathic, Unani, & Ayurveda Medicine: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Dietary, & Allopathic Medicine: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

668 669

63A. Marine Transportation 65A. Air Handling

Intuitive

Technology

64A. Building

Ship

Intuitive Intuitive



315

314


313


(i) Ind. St.Courses (intuitive), (ii) Vessel Management, (iii) Marine Transp. Management (i) Individual Study Courses (intuitive), (ii) Ship Architecture & Structure, (iii) Ship Construction

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Vessel Management668: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Marine Transportation Management669: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Ship Architecture & Structure: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Ship Construction: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Ind. St. Courses (intuitive), (ii) Electromech. Cooling & Heat-Pumps, (iii) Heating, Refn., Dehumid., & Vent. Air

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Electromechanical Cooling & Heat-Pumps: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Heating, Refining, Dehumidifying, & Ventilating Air: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

Includes maintenance, repair, engineering, navigation, crewmanship, sailing, etc. in military, passenger, water dock, cargo vessels, etc. ( sub-marines). Including maintenance of routes.

(Page 535 of 1344)

670 671

66A. Aerospace 67A. Energy Technology

Intuitive

Technology

(i) Ind. St. Courses (intuitive), (ii) Atmospheric Air Ships, (iii) Non-atmosphere Space Ships

(i) Individual Study Courses (intuitive), (ii) Fuel Energy, (iii) Natural Energy

68A. Paramedical

Intuitive Intuitive



318

317


316


(i) Ind. St. Courses (intuitive), (ii) Rehab., Clinical Care (Nurs.) & Hos. Mng. , (iii) Phy. Therapy, Anesthesiology, & Cl.in. Lab Tech.

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Atmospheric Air Ships: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Non-atmosphere Space Ships: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Fuel Energy670: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Natural Energy671: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters. (i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Rehabilitation, Clinical Care (Nursing) & Hospital Management: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Physical Therapy, Anesthesiology, & Clinical Lab Technology: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

Includes sources like fossil, chemical, nuclear, bio-gas, etc. Includes sources like hydro, wind, solar, electro-chemical, geo-thermal, etc.

(Page 536 of 1344)

672

(Page 537 of 1344)

69A. Power Systems

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 smesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Power Plants672 Analysis: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Power Distribution Analysis: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

70A. Aviation

(i) Ind. St. Cour. (intuitive), (ii) Flights, (iii) Air Crafts, Air Traffic Control, & Air-Port Management

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Flights: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Air Crafts, Air Traffic Control, & Air-Port Management: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

71A. Material Technol

Intuitive Intuitive


All types of Power Plants.

(i) Ind. St. Cou. (intuitive), (ii) Power Plants Analysis, (iii) Power Distribution Analysis

(i) Ind. St. Courses (intuitive), (ii) ) Superconductors & High Temperature Materials, (iii) Composites & Smart Materials

72A. Chemical Technology

Intuitive Intuitive



322


321

320

319


(i) Indiv. Study Courses (intuitive), (ii) Chemicals, (iii) Electrochemistry & Batteries

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Superconductors & High Temperature Materials: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Composites & Smart Materials: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters. (i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Chemicals: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Electrochemistry & Batteries: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

73A. Environment Technology

Intuitive

Technology

Intuitive

(Page 538 of 1344)

74A. Manufacturing 76A. Processing

Food

Intuitive

75A. Telecommunicatio

Intuitive



326


325


324


323


(i) Ind. St. Course (intuitive), (ii) Environment & Air Resources, (iii) Environment & Water Resources

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Environment & Air Resources: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Environment & Water Resources: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Ind. Study Courses (intuitive), (ii) Computer Aided Manufacturing, (iii) ) Fabrication & Assembly

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Computer Aided Manufacturing (CAM): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Fabrication & Assembly: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Ind. St. Cour. (intuitive), (ii) Mechatronics, Electronics, & Nanotronics, (iii) Mobile Phone

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Mechatronics, Electronics, & Nanotronics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Mobile Phone: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Ind. St. Courses (intuitive), (ii) Food Processing Technol., & Preservatives, (iii) Food Nutrition, & Preservation

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Food Processing Technology, & Preservatives: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Food Nutrition, & Preservation: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

77A. Textiles & Fabrics 78A. Garments & Foot-Wears

Intuitive Intuitive

(Page 539 of 1344)

79A. Industrial Management

Intuitive



329


328


327


(i) Individual Study Courses (intuitive), (ii) Textile Technology, (iii) Threads & Fabrics

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Textile Technology: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Threads & Fabrics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (intuitive), (ii) Garments & Knitting Technology, (iii) Foot-wear Technology (i) Ind. St. Courses (intuitive), (ii) Operation Research, (iii) Human Factor, Production, & Manufacturing Systems

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Garments & Knitting Technology: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Foot-wear Technology: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters. (i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Operation Research: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Human Factor, Production, & Manufacturing Systems: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

80A. Technology

Intuitive

Technology

(Page 540 of 1344)

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Diagnostic Instruments (Design Synthesis, Manufacturing, & Operation): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Treatment Instruments (Design Synthesis, Manufacturing, Implanting, & Operation): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters. (i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Electromechanics, Electromagnetics, & Electronic Commutation: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Robotics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

82A. Agro Medicine

(i) Ind. St.Courses (intuitive), (ii) Electromechanics, Electromagnetics, & Electronic Commutation, (iii) Robotics

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Animal Disease Control: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Plant Disease Control: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

Water

81A. Mechatronics

(i) Individual Study Courses (intuitive), (ii) Diagnostic Instruments, (iii) Treatment Instruments

(i) Individual Study Courses (intuitive), (ii) Animal Disease Control , (iii) Plant Disease Control (i) Individual Study Courses (intuitive), (ii) Water Sources & Purification, (iii) Water Storage & Distribution

(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Water Sources & Purification: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Water Storage & Distribution: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

83A. Supply




333

332


331


330

Bio-


Rational

Technology

(Page 541 of 1344)

84A. Sewerage Garbage Management 50B. Architecture 51B. Agriculture

(i) Ind. St. Course (intuitive), (ii) Sewerage Management Technology, (iii) Garbage Management Technology

(i) Individual Study Courses (rational), (ii) General Architecture, (iii) Structure (i) Ind. Study Courses (rational), (ii) Plant & Animal Disease Control, (iii) Plant & Animal Genetics

52B. Land Transportation

Intuitive Rational Rational



337

336

335


&

334


(i) Individual Study Courses (intuitive): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Sewerage Management Technology: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Garbage Management Technology: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) General Architecture: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Structure: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters. (i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Plant & Animal Disease Control: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Plant & Animal Genetics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Indiv. Study Courses (rational), (ii) Land Transp. System, (iii) Land. Transp. Management

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Land Transportation Systems: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Land Transportation Management: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

Rational Rational

53B. Construction 54B. Machinery 55B. Mechanics

Rational


(Page 542 of 1344)

56B. Material Technology

Rational

Technology


341


340


339

338


(i) Indiv. Study Courses (rational), (ii) Construction Structures, (iii) Construction Process

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Construction Structures: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Construction Process: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (rational), (ii) Agricultural Equipments, (iii) Manufacturing Equipments

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Agricultural Equipments: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Manufacturing Equipments: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (rational), (ii) Mechanics, (iii) Electromechanical Systems & Test Consoles

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Mechanics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Electromechanical Systems & Test Consoles: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Ind. St. Courses (rational), (ii) Super Conductors & High Temperature Materials, (iii) Composites & Smart Materials

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Super Conductors & High Temperature Materials: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Composites & Smart Materials: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

673

Rational

57B. Automotive

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Design Synthesis of Automotives673: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Manufacturing of Automotives: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

58B. Electronics

Rational


(i) Ind. St. Courses (rational), (ii) Design Synthesis of Automotives, (iii) Manuf. of Automotives (i) Ind. St. Courses (rational), (ii) Test, Service, Appliance, & Indus, Electronics, (iii) Computer, & Com . Electron.

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Test, Service, Appliance, & Industrial Electronics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Computer, and Communication Electronics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

59B. Computer Technology

Rational

Technology


344


343

342


(i) Ind. St. Courses (rational), (ii) Design Synth. of Comp. Hardw. & Software, (iii) Fabricat., Assembly, Quality Assu. of Comp. Hardware


(Page 543 of 1344)

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Design Synthesis of Computer Hardware & Software: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Fabrication, Assembly, & Quality Assurance of Computer Hardware: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

674

Rational

Technology

60B. Surveying 61B. Weapons 62B. Experiential Medicine

Rational Rational



347

346

345


(i) Ind. St. Courses (rational), (ii) Land & Atmospheric Survey, (iii) Aquatic Survey

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Land & Atmospheric Survey: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Aquatic Survey: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Ind. Study Courses (rational), (ii) Ground & Aquatic Weapons, (iii) Air & Space Weapons

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Ground & Aquatic Weapons: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Air & Space Weapons: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Indiv.. Study Courses (rational)674, (ii) Homeop., Unani & Ayurveda Med. , (iii) Dietary & Allopa. Med.


(Page 544 of 1344)

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Homeopathic, Unani, & Ayurveda Medicine: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Dietary & Allopathic Medicine: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

675 676

63B. Marine Transportation 65B. Air Handling

Rational

Technology

64B. Building

Ship

Rational Rational



350

349


348


(i) Ind. St.Courses (rational), (ii) Vessel Management, (iii) Marine Transp. Management (i) Individual Study Courses (rational), (ii) Ship Architecture & Structure, (iii) Ship Construction

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Vessel Management675: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Marine Transportation Management676: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Ship Architecture & Structure: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Ship Construction: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Ind. St. Courses (rational), (ii) Electromech. Cooling & Heat-Pumps, (iii) Heating, Refn., Dehumid., & Vent. Air

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Electromechanical Cooling & Heat-Pumps: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Heating, Refining, De-humidifying, & Ventilating Air: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.


(Page 545 of 1344)

678

68B. Paramedical

Rational

Technology

Rational

Technology

Ph. D.

Post-Graduate College Post-Graduate College Ph. D.

353 677

67B. Energy Technology

66B. Aerospace

Rational

Technology

(i) Ind. St. Courses (rational), (ii) Atmospheric Air Ships, (iii) Nonatmosphere Space Ships

352


351


(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Atmospheric Air Ships: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Non-atmosphere Space Ships: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (rational), (ii) Fuel Energy, (iii) Natural Energy

(i) Ind. St. Courses (rational), (ii) Rehab., Clinical Care (Nurs.) & Hos. Mng. , (iii) Phy. Therapy, Anesthesiology, & Cl.in. Lab Tech.

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Fuel Energy677: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Natural Energy678: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Rehabilitation, Clinical Care (Nursing) & Hospital Management: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Physical Therapy, Anesthesiology, & Clinical Lab Technology: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.


(Page 546 of 1344)

679

(Page 547 of 1344)

69B. Power Systems

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Power Plants679 Analysis: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Power Distribution Analysis: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

70B. Aviation

(i) Ind. St. Cour. (rational), (ii) Flights, (iii) Air Crafts, Air Traffic Control, & Air-Port Management

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Flights: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Air Crafts, Air Traffic Control, & Air-Port Management: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.


Rational Rational



(i) Ind. St. Cou. (rational), (ii) Power Plants Analysis, (iii) Power Distribution Analysis

(i) Ind. St. Courses (rational), (ii) ) Superconductors & High Temperature Materials, (iii) Composites & Smart Materials

72B. Chemical Technology

Rational Rational



357


356

355

354


(i) Indiv. Study Courses (rational), (ii) Chemicals, (iii) Electrochemistry & Batteries

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Superconductors & High Temperature Materials: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Composites & Smart Materials: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters. (i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Chemicals: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Electrochemistry & Batteries: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

73B. Environment Technology

Rational

Technology

Rational

(Page 548 of 1344)

74B. Manufacturing 76B. Processing

Food

Rational

75B. Telecommunicatio

Rational



361


360


359


358


(i) Ind. St. Course (rational), (ii) Environment & Air Resources, (iii) Environment & Water Resources

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Environment & Air Resources: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Environment & Water Resources: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Ind. Study Courses (rational), (ii) Computer Aided Manufacturing, (iii) Fabrication & Assembly

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Computer Aided Manufacturing (CAM): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Fabrication & Assembly: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Ind. St. Cour. (rational), (ii) Mechatronics, Electronics, & Nanotronics, (iii) Mobile Phone

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Mechatronics, Electronics, & Nanotronics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Mobile Phone: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Ind. St. Courses (rational), (ii) Food Processing Technol., & Preservatives, (iii) Food Nutrition, & Preservation

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Food Processing Technology, & Preservatives: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Food Nutrition, & Preservation: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

77B. Textiles & Fabrics 78B. Garments & Foot-Wears

Rational Rational

(Page 549 of 1344)

(i) Individual Study Courses (rational), (ii) Textile Technology, (iii) Threads & Fabrics (i) Individual Study Courses (rational), (ii) Garments & Knitting Technology, (iii) Foot-wear Technology

79B. Industrial Management

Rational



364


363


362


(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Textile Technology: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Threads & Fabrics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Ind. St. Courses (rational), (ii) Operation Research, (iii) Human Factor, Production, & Manufacturing Systems

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Garments & Knitting Technology: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Foot-wear Technology: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters. (i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Operation Research: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Human Factor, Production, & Manufacturing Systems: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

80B. Technology 81B. Mechatronics 82B. Agro Medicine

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Diagnostic Instruments (Design Synthesis, Manufacturing, & Operation): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Treatment Instruments (Design Synthesis, Manufacturing, Implanting, & Operation): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (rational), (ii) Animal Disease Control , (iii) Plant Disease Control

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Animal Disease Control: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Plant Disease Control: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

Water


(Page 550 of 1344)

(i) Individual Study Courses (rational), (ii) Diagnostic Instruments, (iii) Treatment Instruments

(i) Ind. St.Courses (rational), (ii) Electromechanics, Electromagnetics, & Electronic Commutation, (iii) Robotics

(i) Individual Study Courses (rational), (ii) Water Sources & Purification, (iii) Water Storage & Distribution

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Water Sources & Purification: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Water Storage & Distribution: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

83B. Supply

Rational

Technology Technology Technology Technology


368

367


366


365

Bio-


(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Electromechanics, Electromagnetics, & Electronic Commutation: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Robotics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

Empirical

84B. Sewerage Garbage Management 50C. Architecture 51C. Agriculture

Empirical


(Page 551 of 1344)

(i) Ind. St. Course (rational), (ii) Sewerage Management Technology, (iii) Garbage Management Technology

(i) Individual Study Courses (empirical), (ii) General Architecture, (iii) Structure

52C. Land Transportation

Rational Empirical



372


371

370


369

&


(i) Ind. Study Courses (empirical), (ii) Plant & Animal Disease Control, (iii) Plant & Animal Genetics

(i) Individual Study Courses (rational): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Sewerage Management Technology: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Garbage Management Technology: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters. (i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) General Architecture: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Structure: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters. (i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Plant & Animal Disease Control: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Plant & Animal Genetics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Indiv. Study Courses (empirical), (ii) Land Transp. System, (iii) Land. Transp. Management

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Land Transportation Systems: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Land Transportation Management: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(Page 552 of 1344)

53C. Construction 54C. Machinery

Empirical Empirical

55C. Mechanics

Empirical



375


374


373


(i) Indiv. Study Courses (empirical), (ii) Construction Structures, (iii) Construction Process

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Construction Structures: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Construction Process: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (empirical), (ii) Agricultural Equipments, (iii) Manufacturing Equipments

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Agricultural Equipments: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Manufacturing Equipments: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (empirical), (ii) Mechanics, (iii) Electromechanical Systems & Test Consoles

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Mechanics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Electromechanical Systems & Test Consoles: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

680

Empirical

Technology

56C. Material Technology 57C. Automotive 58C. Electronics

Empirical Empirical



378

377


376


(i) Ind. St. Course (empirical), (ii) Super Conductors & High Temperature Materials, (iii) Composites & Smart Materials (i) Ind. St. Courses (empirical), (ii) Design Synthesis of Automotives, (iii) Manuf. of Automotives

(Page 553 of 1344)

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Design Synthesis of Automotives680: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Manufacturing of Automotives: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Ind. St. Course (empirical), (ii) Test, Service, Appliance, & Indus. Electronics, (iii) Computer, & Com . Electron.


(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Super Conductors & High Temperature Materials: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Composites & Smart Materials: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Test, Service, Appliance, & Industrial Electronics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Computer, and Communication Electronics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(Page 554 of 1344)

59C. Computer Technology

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Design Synthesis of Computer Hardware & Software: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Fabrication, Assembly, & Quality Assurance of Computer Hardware: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

60C. Surveying

(i) Ind. St. Courses (empirical), (ii) Design Synth. of Comp. Hardw. & Software, (iii) Fabricat., Assembly, Quality Assu. of Comp. Hardware

(i) Ind. St. Courses (empirical), (ii) Land & Atmospheric Survey, (iii) Aquatic Survey

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Land & Atmospheric Survey: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Aquatic Survey: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

61C. Weapons




381

380


379


(i) Ind. Study Courses (empirical), (ii) Ground & Aquatic Weapons, (iii) Air & Space Weapons

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Ground & Aquatic Weapons: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Air & Space Weapons: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

681

62C. Experiential Medicine 64C. Building

Empirical

Ship

Empirical

63C. Marine Transportation

Empirical



384


383


382


(i) Indiv.. Study Courses (empirical)681, (ii) Homeop., Unani & Ayurveda Med. , (iii) Dietary & Allopa. Med.

(i) Ind. St.Courses (empirical), (ii) Vessel Management, (iii) Marine Transp. Management (i) Individual Study Courses (empirical), (ii) Ship Architecture & Structure, (iii) Ship Construction

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Homeopathic, Unani, & Ayurveda Medicine: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Dietary & Allopathic Medicine: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters. (i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Vessel Management682: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Marine Transportation Management683: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Ship Architecture & Structure: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Ship Construction: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

Homeopathic, or Unani, or Ayurveda Medicine only. Includes maintenance, repair, engineering, navigation, crewmanship, sailing, etc. in military, passenger, water dock, cargo vessels, etc. ( sub-marines). 683 Including maintenance of routes. 682

(Page 555 of 1344)

684 685

65C. Air Handling 66C. Aerospace

Empirical Empirical

67C. Energy Technology

Empirical



387


386


385


(i) Ind. St. Course (empirical), (ii) Electromech. Cooling & Heat-Pumps, (iii) Heating, Refn., Dehumid., & Vent. Air

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Electromechanical Cooling & Heat-Pumps: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Heating, Refining, Dehumidifying, & Ventilating Air: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Ind. St. Courses (empirical), (ii) Atmospheric Air Ships, (iii) Non-atmosphere Space Ships

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Atmospheric Air Ships: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Non-atmosphere Space Ships: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (empirical), (ii) Fuel Energy, (iii) Natural Energy

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Fuel Energy684: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Natural Energy685: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.


(Page 556 of 1344)

686

Empirical

Technology


(Page 557 of 1344)

68C. Paramedical

(i) Ind. St. Courses (empirical), (ii) Rehab., Clinical Care (Nurs.) & Hos. Mng. , (iii) Phy. Therapy, Anesthesiology, & Cl.in. Lab Tech.

69C. Power Systems

(i) Ind. St. Cou. (empirical), (ii) Power Plants Analysis, (iii) Power Distribution Analysis

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Power Plants686 Analysis: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Power Distribution Analysis: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

70C. Aviation

(i) Ind. St. Cour. (empirical), (ii) Flights, (iii) Air Crafts, Air Traffic Control, & Air-Port Management

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Flights: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Air Crafts, Air Traffic Control, & Air-Port Management: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

71C. Material Technology




391

390

389


388


(i) Ind. St. Courses (empirical), (ii) ) Superconductors & High Temperature Materials, (iii) Composites & Smart Materials

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Rehabilitation, Clinical Care (Nursing) & Hospital Management: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Physical Therapy, Anesthesiology, & Clinical Lab Technology: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Superconductors & High Temperature Materials: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Composites & Smart Materials: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

72C. Chemical Technology

Empirical

Technology


73C. Environment Technology

Empirical

Technology

Empirical

(Page 558 of 1344)

74C. Manufacturing 75C. Telecommunicatio

Empirical



395


394


393

392


(i) Indiv. Study Courses (empirical), (ii) Chemicals, (iii) Electrochemistry & Batteries

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Chemicals: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Electrochemistry & Batteries: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Ind. St. Cour. (empirical), (ii) Environment & Air Resources, (iii) Environment & Water Resources

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Environment & Air Resources: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Environment & Water Resources: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Ind. Study Courses (empirical), (ii) Computer Aided Manufacturing, (iii) ) Fabrication & Assembly

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Computer Aided Manufacturing (CAM): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Fabrication & Assembly: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Ind. St. Cour. (empirical), (ii) Mechatronics, Electronics, & Nanotronics, (iii) Mobile Phone

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Mechatronics, Electronics, & Nanotronics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Mobile Phone: 1 to 6: 6 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

76C. Processing 77C. Textiles & Fabrics

Empirical

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Food Processing Technology, & Preservatives: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Food Nutrition, & Preservation: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (empirical), (ii) Textile Technology, (iii) Threads & Fabrics

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Textile Technology: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Threads & Fabrics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

78C. Garments & Foot-Wears

Empirical


(Page 559 of 1344)

(i) Ind. St. Courses (empirical), (ii) Food Processing Technol., & Preservatives, (iii) Food Nutrition, & Preservation

(i) Individual Study Courses (empirical), (ii) Garments & Knitting Technology, (iii) Foot-wear Technology

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Garments & Knitting Technology: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Foot-wear Technology: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

79C. Industrial Management

Empirical Empirical



399


398

397


396

Food


(i) Ind. St. Course (empirical), (ii) Operation Research, (iii) Human Factor, Production, & Manufacturing Systems

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Operation Research: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Human Factor, Production, & Manufacturing Systems: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

80C. Technology 81C. Mechatronics 82C. Agro Medicine

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Diagnostic Instruments (Design Synthesis, Manufacturing, & Operation): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Treatment Instruments (Design Synthesis, Manufacturing, Implanting, & Operation): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

(i) Individual Study Courses (empirical), (ii) Animal Disease Control , (iii) Plant Disease Control

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Animal Disease Control: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Plant Disease Control: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

Water


Technology

(Page 560 of 1344)

(i) Individual Study Courses (empirical), (ii) Diagnostic Instruments, (iii) Treatment Instruments

(i) Ind. St.Courses (empirical), (ii) Electromechanics, Electromagnetics, & Electronic Commutation, (iii) Robotics

(i) Individual Study Courses (empirical), (ii) Water Sources & Purification, (iii) Water Storage & Distribution

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Water Sources & Purification: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Water Storage & Distribution: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

83C. Supply

Empirical



403

402


401


400

Bio-


(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Electromechanics, Electromagnetics, & Electronic Commutation: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Robotics: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

84C. Sewerage Garbage Management

Empirical

(i) Individual Study Courses (empirical): 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 6 semesters related to the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Sewerage Management Technology: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters; and (iii) Garbage Management Technology: 1 to 6: 6 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 6 semesters.

85A. Independent Liberal Studies [Intuitive— Arts (& Religion)]

All Courses of Postgraduate College

Intuitive

(i) Ind. St. Cour. (empirical), (ii) Sewerage Management Technology, (iii) Garbage Management Technology

A Self Supervised Dissertation [Intuitive—Arts (& Religion)] in lieu of 12 research papers in 6 semesters; A comprehensive objective type 3-day exam (of 3x@2=6 hours) [, in lieu of teaching of 6 courses (/projects), and completing 6 courses in each of the three core subjects in 6 semesters] on all the courses of (the three faculties of the) Post-Graduate College in which the examinee will be allowed to answer any question of his/her choice in order to raise him/herself in the higher stratum of comparative scores for passing the exam. In that exam a correct answer will be rewarded half of the penalty (points) for a wrong answer.

85B. Independent Liberal Studies [Rational— Arts (& Religion)]


Rational

Technology Arts (& Religion) Arts (& Religion)

Ph. D. Ph. D.

P. G. C.

406

P. G. C.

405


404

&


A Self Supervised Dissertation [Rational—Arts (& Religion)] in lieu of 12 research papers in 6 semesters; A comprehensive objective type 3-day exam (of 3x@2=6 hours) [, in lieu of teaching of 6 courses (/projects), and completing 6 courses in each of the three core subjects in 6 semesters] on all the courses of (the three faculties of the) Post-Graduate College in which the examinee will be allowed to answer any question of his/her choice in order to raise him/herself in the higher stratum of comparative scores for passing the exam. In that exam a correct answer will be rewarded half of the penalty (points) for a wrong answer.

(Page 561 of 1344)

Empirical Intuitive

85D. Independent Liberal Studies (intuitive— Science)


A Self Supervised Dissertation (Intuitive—Science) in lieu of 12 research papers in 6 semesters; A comprehensive objective type 3-day exam (of 3x@2=6 hours) [, in lieu of teaching of 6 courses (/projects), and completing 6 courses in each of the three core subjects in 6 semesters] on all the courses of (the three faculties of the) Post-Graduate College in which the examinee will be allowed to answer any question of his/her choice in order to raise him/herself in the higher stratum of comparative scores for passing the exam. In that exam a correct answer will be rewarded half of the penalty (points) for a wrong answer.

Rational

Arts (& Religion)

Ph. D.

P. G. C.

85C. Independent Liberal Studies [Empirical— Arts (& Religion)]

85E. Independent Liberal Studies (rational— Science)


A Self Supervised Dissertation (Rational--Science) in lieu of 12 research papers in 6 semesters; A comprehensive objective type 3-day exam (of 3x@2=6 hours) [, in lieu of teaching of 6 courses (/projects), and completing 6 courses in each of the three core subjects in 6 semesters] on all the courses of (the three faculties of the) Post-Graduate College in which the examinee will be allowed to answer any question of his/her choice in order to raise him/herself in the higher stratum of comparative scores for passing the exam. In that exam a correct answer will be rewarded half of the penalty (points) for a wrong answer.

85F. Independent Liberal Studies (empirical— Science)


A Self Supervised Dissertation (Empirical--Science) in lieu of 12 research papers in 6 semesters; A comprehensive objective type 3-day exam (of 3x@2=6 hours) [, in lieu of teaching of 6 courses (/projects), and completing 6 courses in each of the three core subjects in 6 semesters] on all the courses of (the three faculties of the) Post-Graduate College in which the examinee will be allowed to answer any question of his/her choice in order to raise him/herself in the higher stratum of comparative scores for passing the exam. In that exam a correct answer will be rewarded half of the penalty (points) for a wrong answer.

Science

Ph. D.

Science

Ph. D.

Empirical

Science

Ph. D.

P. G. C.

410

P. G. C.

409

P. G. C.

408

407


(Page 562 of 1344)


A Self Supervised Dissertation [Empirical—Arts (& Religion)] in lieu of 12 research papers in 6 semesters; A comprehensive objective type 3-day exam (of 3x@2=6 hours) [, in lieu of teaching of 6 courses (/projects), and completing 6 courses in each of the three core subjects in 6 semesters] on all the courses of (the three faculties of the) Post-Graduate College in which the examinee will be allowed to answer any question of his/her choice in order to raise him/herself in the higher stratum of comparative scores for passing the exam. In that exam a correct answer will be rewarded half of the penalty (points) for a wrong answer.

687

Intuitive

Technology

Ph. D.

Rational

Technology

Ph. D.

Empirical

85G. Independent Liberal Studies (intuitive— Technology)


A Self Supervised Dissertation (Intuitive—Technology) in lieu of 12 research papers in 6 semesters; A comprehensive objective type 3-day exam (of 3x@2=6 hours) [, in lieu of teaching of 6 courses (/projects), and completing 6 courses in each of the three core subjects in 6 semesters] on all the courses of (the three faculties of the) Post-Graduate College in which the examinee will be allowed to answer any question of his/her choice in order to raise him/herself in the higher stratum of comparative scores for passing the exam. In that exam a correct answer will be rewarded half of the penalty (points) for a wrong answer.

85H. Independent Liberal Studies (rational— Technology)


A Self Supervised Dissertation (Rational--Technology) in lieu of 12 research papers in 6 semesters; A comprehensive objective type 3-day exam (of 3x@2=6 hours) [, in lieu of teaching of 6 courses (/projects), and completing 6 courses in each of the three core subjects in 6 semesters] on all the courses of (the three faculties of the) Post-Graduate College in which the examinee will be allowed to answer any question of his/her choice in order to raise him/herself in the higher stratum of comparative scores for passing the exam. In that exam a correct answer will be rewarded half of the penalty (points) for a wrong answer.

85I. Independent Liberal Studies (empirical— Technology)


A Self Supervised Dissertation (Empirical--Technology) in lieu of 12 research papers in 6 semesters; A comprehensive objective type 3-day exam (of 3x@2=6 hours) [, in lieu of teaching of 6 courses (/projects), and completing 6 courses in each of the three core subjects in 6 semesters] on all the courses of (the three faculties of the) Post-Graduate College in which the examinee will be allowed to answer any question of his/her choice in order to raise him/herself in the higher stratum of comparative scores for passing the exam. In that exam a correct answer will be rewarded half of the penalty (points) for a wrong answer.

Intuitive

Technology Islam

687

Ph. D. Ph. D.

P. G. C.

414

P. G. C.

413

P. G. C.

412

P. G. C.

411


86A. I. I. E. (i) Qur’an, (Intuitive) (ii) Hadith, (iii) Fiqh.

A Self Supervised Dissertation (Intuitive) in lieu of 12 research papers in 6 semesters; Passing of placement exams in (i) Qur’an, (ii) Hadith, (iii) Fiqh, & (iv) Muslim History; Passing of an objective type Comprehensive Exam on (i) Qur’an, (ii) Hadith, (iii) Fiqh, (iv) Muslim History, & (v) Islamic Dawah.

Faculty of Islam Religion can be considered as a “joint faculty” of the Faculty of Arts.

(Page 563 of 1344)

Rational

slam

688I

Islam

688

Intuitive (Qur’an)

689

Ph. D. Ph. D.

P. G. C. P. G. C.

86B. I. I. E. (i) Qur’an, (Rational) (ii) Hadith, (iii) Fiqh.

A Self Supervised Dissertation (Rational) in lieu of 12 research papers in 6 semesters; Passing of placement exams in (i) Qur’an, (ii) Hadith, (iii) Fiqh, & (iv) Muslim History; Passing of an objective type Comprehensive Exam on (i) Qur’an, (ii) Hadith, (iii) Fiqh, (iv) Muslim History, & (v) Islamic Dawah.

Empirical 86C. I. I. E. (i) Qur’an, (Empirical) (ii) Hadith, (iii) Fiqh.

P.G. + Ext. G. College Mujtahid690 of Islam (MA+MA+MA+ Ph D ) Arts (& Religion)

417

416

415


87A. Religion of Islam (Qur’an— Intuitive)

Same as respective Ph. D. program in: (i) Qur’an, or (ii) Hadith, or (iii) Fiqh.

A Self Supervised Dissertation (Empirical) in lieu of 12 research papers in 6 semesters; Passing of placement exams in (i) Qur’an, (ii) Hadith, (iii) Fiqh, & (iv) Muslim History; Passing of an objective type Comprehensive Exam on (i) Qur’an, (ii) Hadith, (iii) Fiqh, (iv) Muslim History, & (v) Islamic Dawah.

A regular/irregular M. A. in Qur’an; A regular/irregular M. A. in Hadith; A regular/irregular M. A. in Fiqh; Teaching 6 undergraduate courses of relevant respective Ph. D. discipline in 6 semesters during Ph. D. program; 6 courses (in 6 semesters) in each of the three core subjects of the respective Ph. D. program691; & 12 Intuitive (Qur’an) Research/Creative Papers (related to the con-current individual study course) in 6 semesters of Respective Ph. D. Program.

Faculty of Islam Religion can be considered as a “joint faculty” of the Faculty of Arts. Faculty of Islam Religion can be considered as a “joint faculty” of the Faculty of Arts. 690 After all academic requirements are completed, a Mujtahid must spend at least four months in Tableeg Khoorooj before actual issuance of certificate—this requirement can be substituted by similar works by the academic authority in the cases of candidates with limiting constraints. 691 In any of the nine following Ph. D. programs: (i) Qur’an (intuitive), (ii) Qur’an (rational), (iii) Qur’an (empirical), (iv) Hadith (intuitive), (v) Hadith (rational), (vi) Hadith (empirical), (vii) Fiqh (intuitive), (viii) Fiqh (rational), & (ix) Fiqh (empirical). 689

(Page 564 of 1344)

692

Intuitive (Hadith) Intuitive (Fiqh)

Arts (& Religion)

Mujtahid694 of Islam (MA+MA+MA+Ph.D.)

P.G. + Ext. G. College Mujtahid692 of Islam (MA+MA+MA+Ph. D.) Arts (& Religion) P.G. + Ext. G. College

419

418


87B. Religion of Islam (Hadith— Intuitive)

87C. Religion of Islam (Fiqh— Intuitive)


A regular/irregular M. A. in Qur’an; A regular/irregular M. A. in Hadith; A regular/irregular M. A. in Fiqh; Teaching 6 undergraduate courses of relevant respective Ph. D. discipline in 6 semesters during Ph. D. program; 6 courses (in 6 semesters) in each of the three core subjects of the respective Ph. D. program693; & 12 Intuitive (Hadith) Research/Creative Papers (related to the con-current individual study course) in 6 semesters of Respective Ph. D. Program.


A regular/irregular M. A. in Qur’an; A regular/irregular M. A. in Hadith; A regular/irregular M. A. in Fiqh; Teaching 6 undergraduate courses of relevant respective Ph. D. discipline in 6 semesters during Ph. D. program; 6 courses (in 6 semesters) in each of the three core subjects of the respective Ph. D. program695; & 12 Intuitive (Fiqh) Research/Creative Papers (related to the con-current individual study course) in 6 semesters of Respective Ph. D. Program.

After all academic requirements are completed, a Mujtahid must spend at least four months in Tableeg Khoorooj before actual issuance of certificate—this requirement can be substituted by similar works by the academic authority in the cases of candidates with limiting constraints. 693 In any of the nine following Ph. D. programs: (i) Qur’an (intuitive), (ii) Qur’an (rational), (iii) Qur’an (empirical), (iv) Hadith (intuitive), (v) Hadith (rational), (vi) Hadith (empirical), (vii) Fiqh (intuitive), (viii) Fiqh (rational), & (ix) Fiqh (empirical). 694 After all academic requirements are completed, a Mujtahid must spend at least four months in Tableeg Khoorooj before actual issuance of certificate—this requirement can be substituted by similar works by the academic authority in the cases of candidates with limiting constraints. 695 In any of the nine following Ph. D. programs: (i) Qur’an (intuitive), (ii) Qur’an (rational), (iii) Qur’an (empirical), (iv) Hadith (intuitive), (v) Hadith (rational), (vi) Hadith (empirical), (vii) Fiqh (intuitive), (viii) Fiqh (rational), & (ix) Fiqh (empirical).

(Page 565 of 1344)

696

Rational (Qur’an) Rational (Hadith)


Mujtahid696 of Islam (MA+MA+MA+Ph.D.) Mujtahid698 of Islam (MA+MA+MA+Ph.D.)

P.G. + Ext. G. College P.G. + Ext. G. College

421

420


87D. Religion of Islam (Qur’an— Rational)

87E. Religion of Islam (Hadith— Rational)



A regular/irregular M. A. in Qur’an; A regular/irregular M. A. in Hadith; A regular/irregular M. A. in Fiqh; Teaching 6 undergraduate courses of relevant respective Ph. D. discipline in 6 semesters during Ph. D. program; 6 courses (in 6 semesters) in each of the three core subjects of the respective Ph. D. program697; & 12 Rational (Qur’an) Research/Creative Papers (related to the con-current individual study course) in 6 semesters of Respective Ph. D. Program.

A regular/irregular M. A. in Qur’an; A regular/irregular M. A. in Hadith; A regular/irregular M. A. in Fiqh; Teaching 6 undergraduate courses of relevant respective Ph. D. discipline in 6 semesters during Ph. D. program; 6 courses (in 6 semesters) in each of the three core subjects of the respective Ph. D. program699; & 12 Rational (Hadith) Research/Creative Papers (related to the con-current individual study course) in 6 semesters of Respective Ph. D. Program.


(Page 566 of 1344)

700

Rational (Fiqh) Empirical (Qur’an)

Arts (& Religion)

Mujtahid702 of Islam (MA+MA+MA+Ph.D.)

P.G. + Ext. G. College Mujtahid700 of Islam (MA+MA+MA+Ph. D.) Arts (& Religion) P.G. + Ext. G. College

423

422


87F. Religion of Islam (Fiqh— Rational)


87G. Religion of Islam (Qur’an— Empirical)


A regular/irregular M. A. in Qur’an; A regular/irregular M. A. in Hadith; A regular/irregular M. A. in Fiqh; Teaching 6 undergraduate courses of relevant respective Ph. D. discipline in 6 semesters during Ph. D. program; 6 courses (in 6 semesters) in each of the three core subjects of the respective Ph. D. program701; & 12 Rational (Fiqh) Research/Creative Papers (related to the con-current individual study course) in 6 semesters of Respective Ph. D. Program.

A regular/irregular M. A. in Qur’an; A regular/irregular M. A. in Hadith; A regular/irregular M. A. in Fiqh; Teaching 6 undergraduate courses of relevant respective Ph. D. discipline in 6 semesters during Ph. D. program; 6 courses (in 6 semesters) in each of the three core subjects of the respective Ph. D. program703; & 12 Empirical (Qur’an) Research/Creative Papers (related to the con-current individual study course) in 6 semesters of Respective Ph. D. Program.


(Page 567 of 1344)

704

Empirical (Hadith) Empirical (Fiqh)


Mujtahid704 of Islam (MA+MA+MA+Ph.D.) Mujtahid707 of Islam (MA+MA+MA+Ph.D.)

P.G. + Ext. G. College P.G. + Ext. G. College

706

425

424


87H. Religion of Islam (Hadith— Empirical)


87I. Religion of Islam (Fiqh— Empirical)


A regular/irregular M. A. in Qur’an; A regular/irregular M. A. in Hadith; A regular/irregular M. A. in Fiqh; Teaching 6 undergraduate courses of relevant respective Ph. D. discipline in 6 semesters during Ph. D. program; 6 courses (in 6 semesters) in each of the three core subjects of the respective Ph. D. program705; & 12 Empirical (Hadith) Research/Creative Papers (related to the con-current individual study course) in 6 semesters of Respective Ph. D. Program.

A regular/irregular M. A. in Qur’an; A regular/irregular M. A. in Hadith; A regular/irregular M. A. in Fiqh; Teaching 6 undergraduate courses of relevant respective Ph. D. discipline in 6 semesters during Ph. D. program; 6 courses (in 6 semesters) in each of the three core subjects of the respective Ph. D. program708; & 12 Empirical (Fiqh) Research/Creative Papers (related to the con-current individual study course) in 6 semesters of Respective Ph. D. Program.

After all academic requirements are completed, a Mujtahid must spend at least four months in Tableeg Khoorooj before actual issuance of certificate—this requirement can be substituted by similar works by the academic authority in the cases of candidates with limiting constraints. 705 In any of the nine following Ph. D. programs: (i) Qur’an (intuitive), (ii) Qur’an (rational), (iii) Qur’an (empirical), (iv) Hadith (intuitive), (v) Hadith (rational), (vi) Hadith (empirical), (vii) Fiqh (intuitive), (viii) Fiqh (rational), & (ix) Fiqh (empirical). 706 There are a total of 223 main programs (4 schools + 3 madrasas + 43 UGC Bachelor degrees + 86 GC Master degrees + 86 PGC Ph. D. degrees + 1 Mujtahid of Islam). Among these 223, four of them, (Bachelor, Master, & Ph. D. degrees in Independent Liberal Studies, and Mujtahid of Islam programs are actually combined program from within (223 - 4 = ) 219 programs. Initially, conduction of Ph. D. programs in all three modes (i.e. intuitive, rational, & empirical,) may not be possible for each major. 707 After all academic requirements are completed, a Mujtahid must spend at least four months in Tableeg Khoorooj before actual issuance of certificate—this requirement can be substituted by similar works by the academic authority in the cases of candidates with limiting constraints. 708 In any of the nine following Ph. D. programs: (i) Qur’an (intuitive), (ii) Qur’an (rational), (iii) Qur’an (empirical), (iv) Hadith (intuitive), (v) Hadith (rational), (vi) Hadith (empirical), (vii) Fiqh (intuitive), (viii) Fiqh (rational), & (ix) Fiqh (empirical).

(Page 568 of 1344)


(i)

Following table is an outline for Trade, Vocational, Technical, & Specialization Diploma, and as well as Skill & Professional Development Programs: # Program 1 Post-Preliminary School (& Equivalent) 2 Post-Primary School (& Equivalent) 3 Post-Secondary School (& Equivalent) 4 Post-High School (& Equivalent) 5 Post-Undergraduate College (& Equivalent) 6 Post-Graduate College (& Equivalent) 7 Post-Postgraduate College (& Equivalent)

The Curricular Operation

(Page 569 of 1344)

# of Trade Course, Vocational, Technical, & Specialization Diploma Semesters Education 1-5 All trades of national socio-economic interests and suitable for apprentices who have received no formal education at all, or completed at most (0-) 3-year Preliminary School level. 1-5 All trades of national socio-economic interests and suitable for apprentices who completed formal education of at least Preliminary School level and at most 6-year Primary School level. 1-4 All trades of national socio-economic interests and suitable for apprentices who completed formal education of at least Primary School level and at most 9-year Secondary School level. 1-4 All trades of national socio-economic interests and suitable for apprentices who completed formal education of at least Secondary School level and at most 12-year High School level. 1-3 All trades of national socio-economic interests and suitable for apprentices who completed formal education of at least a 15-year Bachelor degree program. 1-3 All trades of national socio-economic interests and suitable for apprentices who completed formal education of at least an 18-year Master degree program. 1-2 All trades of national socio-economic interests and suitable for apprentices who completed formal education of at least a 21-year doctoral degree program.

Certificates

Skill Development & Professional Training One for every On-job Training Programs st nd semester: 1 , 2 , …, & 5th . Training One for every Vocational semester: 1st, 2nd, …, Programs & 5th . One for every Trade Course Diploma st nd semester: 1 , 2 , …, Programs & 4th . One for every Technical Apprenticeship st nd semester: 1 , 2 , …, Programs & 4th . One for every Professional semester: 1st, 2nd, & Specialisthood’ Internship 3rd. Programs One for every Professional Membership st semester: 1 , 2nd, & Internship Programs 3rd. One for every Professional Fellowship st Internship Programs semester: 1 , & 2nd.


Each of the seven program (along with parallel seven skill/professional developmental programs) presented above will adopt uniform policies for operation throughout the country. These policies will include (, but not limited to,) the matters such as age, attire, gender, evaluation/examinations, seating arrangements, daily opening theme, class periods, number of teachers and their qualifications/work-hours/remuneration, instructional patterns, curricular objectives, extracurricular activities etc. Toward those ends I like to include here some709 of my thoughts (for each stage) as follows: (a) Common Policies for E. S., P. S., S. S., H. S., U. G. C., G. C., & P. G. C.: (1) All teachers, staffs and students (regardless of their respective religious beliefs) must dress Islamically710 in the class-rooms and campus area. The minimum required hijab for the grown up711 females is any modest dress/gown covering/hiding body except the hands beyond her wrists and the face (without exposing the hairs)712. (2) Everyday the institutions must start with the recitation of the surah Al-Fatiha (, the opening chapter of the Qur’an) followed by its Bangla meaning and then followed by the State Anthem713 (in Islamic manner). At the end of each shift a/some (selected) verse(s) of the Qur’an must also be recited (followed by its Bangla meaning)— such selection may/should be different each day. (3) For each course a nominal class period will be of thirty minutes length—(for regular programs,) no (lecture) class period (in any particular course) should be more than two hours in length with/without break(s). Such a class-room period for the lab/work-shop classes must not exceed four hours. Any classroom period over sixty minutes must include suitable breaks. (4) Attendance should be recorded for each period. (5) The syllabus contents should divided into 30-minutes periods’ lessons (in the text-books), along with suitable relevant examples and assignments. (6) There should be no class-room instructions during the last week of each session—final exams will be scheduled/completed during the last week. The Mid-term exam will be of 30-minutes period and the final exam will be of 90 minutes period714. Etc. 709

Also see my other relevant works. In the cases of (authentic) contradiction with the religious principles of any non-Muslim such rules must be adjusted with mutual compatibility as reasonable alternative for such non-Muslims. 711 As defined by Islam. 712 Or as the Muslim Ulema permit in all such matters. 713 In some celebrations/occasions, National Anthem(s) [of the relevant nation(s) from within/outside the State] can also be allowed/encouraged thereafter suitably. 714 There will be no mid-term exam in the quarter-system sessions—the final exam (there) will be of one hour length only. 710

(Page 570 of 1344)


Followings are (among) the specific rules for different stages: (i)

Elementary School (E. S.): (1) This is the first three years’ academic program of formal education which will start teaching the novices. It is, therefore, is the most important stage of formal education. This (and the) next program must aim to properly foster the curiosity, creativity, honesty, sincerity, good-manner, perseverance etc. of the students. (2) The weekly (lecture) class-room hours’ load is 10 hours. If any lab/work-shop class is included, then 30-minutes class period becomes 60-minutes and accordingly the weekly class-room load period becomes more than ten (with respective adjustments for the self-study loads). (3) Boys and girls (in the regular E. S. program) may seat without any compulsory separation. There should not be more than twenty students in any class-room/section. (4) The goals and objectives of the curricular learning should carefully be kept in focus in selecting the course contents. Toward this direction the following goals/objectives for the E. S. courses should be considred: (a) The subject of Bangla should include a thorough knowledge of the alphabet, sound, words, vocabularies, synonyms, short poems, small essays/stories/proses, grammar etc. Bangla courses should also develop the skills of the students (/“novices”) in reading, writing, telling and comprehension of the suitable passages, stories, poems etc. Elementary students will be required to memorize some suitable Bangla poems. (b) The subject of Islamiat should include knowledge on the cleanliness, wudhu, and five daily obligatory prayers etc. It will also require the students to memorize surah Al-Fatiha and the thirtieth Juz (i.e. the last Para) of the Qur’an. These courses will also introduce the articles of faith, pillars of Islam, concept of Tawheed, Risaalah, Qia’mah, Akhlaq, Sincerity, Honesty, Sabr, Shooqoor etc. Besides, the life and the Mission of the Prophet Muhammad (s.a.w.) will also be introduced. The subject of other religions for the children of non-Muslim parents must also be offered (as the alternative options). If the number of such students is low715 then a teacher (for each such religion) may be appointed to teach in more than one elementary/primary school. If at least one of the parents (or equivalent designated guardian) of a student wants the child to be enrolled in Islamiat, then it (i.e. Islamiat) will be a compulsory subject for that student like all other children of Muslim parents.

715

The syllabus contents and evaluation standards of/for the subjects of the other religions must also be academically of equivalent height, strength, and intensity so that no undue advantage/partiality can be practiced by any corner. This rule should apply at every relevant stage.

(Page 571 of 1344)


(c) The subject of Mathematics will include the knowledge on sets, numbers, decimal systems, and binary operations. To nurture flourish the imaginary power of the students, usage of any calculating device (and/or too many tangible models) may be prohibited. (d) The subjects of Arabic and English as (the allied subject of the foreign languages) will emphasize on the similar attributes as that of Bangla except with 50% of the height, strength, and intensity (, for each Arabic and English,) of that of Bangla as described above. Besides, Arabic and English courses will include some translation into Bangla. (e) The multi-disciplinary/inter-disciplinary courses of Fine Arts, Games, & Sports will suitably introduce (, as outlined,) every basic aspects of these three broad areas relevant to post-modern Bangladesh without incorporating any un-Islamic contents. (5) The inter/multidisciplinary courses and extra-curricular activities must all be under the guidelines of the spirit and principles of Islam. These contents may include indoor/outdoor sports/games, vocal performance, oral presentation, arts/crafts, acting, dancing, music etc716. The environment of the schools should be maintained in a conducive way to nurture the children to be normal human being. The children should be trained here to be disciplined/organized in pursuit to exercise their creative abilities and freedom of expression. For these purposes leadership experience should routinely be rotated among the students. The children should be disciplined against the abuse of their respective advantageous positions. The children should also be taught to be obedient/respectful to their parents, teachers, and the older people in general. They should also be taught the manners to recognize and respect the talents, and to distinguish between the right and wrong. Along with these, the children must also be taught how to greet others, and the etiquettes to be observed in the family, community, and social gatherings/places. Above all, they should be informed about the virtues of honesty, truthfulness, sincerity, loyalty, humbleness, generosity, love, kindness, fairness etc. as opposed to the vices/evils of 716

Almost all Muslim Ulema agree that some forms of these activities are lawful in Islam—Islam, however, does not encourage the things like singing, dancing, music etc. Even certain kinds of poetry are discouraged by Qur’an (26:221-227). The reasons are very clear from the prevailing state of the society today. Shaytaan exploits these aspects of human attributes very easily. In Bangladesh (, like many other places,) many corrupt arts have made their ways in the name of culture. It is claimed that some of these arts have originated from Hindu Religion. But we must acknowledge that Hindu Religion is very ancient, and we do not clearly know what forms of arts were actually the parts of any rreeligious practices (therein). Besides, through the Prophet Muhammad (s.a.w.), Allah SWT has abrogated many previous practices. Because, He is the only One Who knows everything about the past, present, and future. During the time of the Prophet Muhammad (s.a.w.) and the rightly guided Caliphs, none of these contents were the parts of formal education system. The ideal aim, therefore, should be to exclude/eliminate these contents from education system. Islamic Education System can not include anything that contradicts the letters and spirits of Islam. Today Muslim societies have (/have been) adapted to many un-Islamic ways. Legal, government, education, and economic systems are some of the examples. In Bangladesh, the Madrasa Education System is though not complete enough for fulfilling the needs of the society, it does not contain such un-Islamic items. This system, therefore, must be enhanced to effectively thrive to induce an Islamically true bi-polar (, objective and subjective,) thorough education system. It can even be structured as the “backbone” of the “skeletal” system. Until then, the Ulema/Tableeg Jama’ah must keep trying to obliterate all the un-Islamic activities from the education system. If such efforts fail to convince the sophists authorities, then they may agree to include only such items which have been found to be lawful (for some occasions) through the traditions of the Prophet Muhammad (s.a.w.). I leave this matter up to the Ulema in particular and the devout Muslims in general.

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dishonesty, lying, arrogance, miserliness, hatred, aggression/cruelty, injustice etc717. This rearing process should reward for the successes, reinforce against the failures/deficiencies, and occasionally punish for the violations/slyness. (ii)

Primary School (P. S.): (1) This is the second three years’ academic program of formal education which will start teaching the E. S. graduates. It is, therefore, is the second most important stage of formal education. This program must aim to properly supplement/augment/expand the elementary school education. (2) The weekly (lecture) class-room hours’ load is 12 hours. If any lab/work-shop class is included, then 30-minutes class period becomes 60-minutes and accordingly the weekly class-room load period becomes more than twelve (with respective adjustments for the self-study loads). (3) Boys and girls (in the regular P. S. program) may seat in the same room but in compulsory separate designated areas. If possible separate shifts718 for boys and girls719 should be arranged. There should not be more than thirty students in any class-room/section. (4) The goals and objectives of the curricular learning should carefully be kept in focus in selecting the course contents. Toward this direction the following goals/objectives for the P. S. courses should be considred: (a) The subject of Bangla should be designed to properly enhance/expand the syllabus covered in the E. S. Some translation (into Bangla) from Arabic and English may also be introduced. 717

Allah SWT has created human being (in His image, according to sound hadith,) with potential to be good or evil. In this regard human is (partly) free (/mukhtar) but not (absolutely) sovereign (/mustaqlil). Human is neither under the complete compulsion nor totally independent—actual position is in between two extremes. Human nature is thus a “sort of” imperfect/incomplete image of the nature of Allah SWT. Indeed every creation is imbued with His guidance. This is why human being is naturally inclined to the Universal Law (of Allah SWT)—every creation is imbued with His due measures/guidance. Human’s sense of morality (/sincerity) is based on the instinct given by Allah SWT (in the natural form). Morality is the sentiment to preserve our (natural) inclinations (i.e. good), and to shun out whatever is detrimental to those good attributes (, which is known as the inclination of ‘fitra’). This detrimental phenomenon is serving certain functions in the Divine Plan. If we do not practice morality (and follow our diabolic desires influenced by the devil), our inclination diverts away from the natural state and slowly reduces to the level of the lower animals and/or even worse. Please see my related works. Also, see Qur’an/12:53; 15:29; 24:35; 75:2; 87:2-3; 89:27; 95:4-5. 718 Please see the class-routines proposed by me in the supplementary work. 719 The guardians will be required to dress those girls with hijabs who have attained puberty.

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(b) The subject of Islamiat should be designed to properly enhance/expand the syllabus covered in the E. S. In addition the topics of sin, virtue, qada, qadar, hookoom (of Allah), ihsan will also be covered. Besides, reading, writing, and memorization of the 1st, 2nd, and 3rd Juz of the Qur’an will also be included. Special arrangements will be made for the children without elementary school education of Islamiat (who now want to study Islamiat). (c) The subject of Mathematics should be designed to properly enhance/expand the syllabus covered in the E. S. Besides, it will include compound/combined/mixed binary operations, basic Geometry, basic Algebra etc. (d) The subject of Natural Science will introduce foods, health, water, air, fire, soil, environment, plants, animals, non-living objects, matters (solid, liquid, gas etc.), bacteria, virus, insects, force, electricity, light, magnet, energy, oxygen, Nitrogen, hydrogen, carbon-di-oxide, stars, planets, solar system, terrestrial space, celestial space, oceans, mountains, rocks, volcanoes, ecosystem, microcosm, macrocosm, gravity etc. (e) The subjects of Arabic and English as (the allied subject of the foreign languages) should be designed to properly enhance/expand the syllabus covered in the E. S. In addition translation from Bangla to Arabic and from Bangla to English will also be included. (f) The multi-disciplinary/inter-disciplinary courses of Social Studies, Agriculture, Health, & Computer Games, & Sports will suitably introduce (, as outlined,) every basic aspects of these four broad areas (in general). In particular, the basic concepts of self, not-self, family, community, society, types of government, types of states, history, geography, all types of agriculture, Computer Keyboard (Bangla/Arabic/English) etc. will be introduced. (5) In the matters of extra-curricular activities, similar policies (in general) to that of the E. S. will be adopted. In this program a class period of every course will be spent in extra-curricular activities once in every two weeks. Toward this end, one class period could be scheduled at least on every other day. In addition to the enhancement of the personality/character attributes listed for the E. S. program, here the students will also be taught about their responsibilities toward their parents, family, and neighbors. (iii)

Primary Madrasa (P. M.): This program will be conducted privately by the Quawmi Madrasa System—those institutions (such as from govt./Alia Madrasa System also) which want to be included in this program may be allowed to do so. Since, they will be required to appear at the (relevant) comprehensive exam (conducted by the government) for certification (, if they want to be certified by the government also with relevant/respective equivalence), they need to follow (, on their own,) syllabus/curriculum accepted by the government720. 720

Government will extend help for fulfilling their needs realated to physical plant facilities. In Every S. S., H. S., U. G. C., G. C., & P. G. C. campus, there will be a S. M. (with P. M.), H. M. (w/ S. M. & P. M.), U. G. C. Faculty of Islam/Religion (w/H. M., S. M., & P. M.), G. C. Faculty of Islam/Religion (w/U. G. Faculty of Islam, H. M., S. M., & P. M.), and P. G. C. Faculty of Islam/Religion (w/ G. Faculty of Islam/Religion, U. G. Faculty of Islam, H. M., S. M., & P. M.) respectively (in the long run as planned).

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(1) This is the second three years’ academic program of formal education which will start teaching the E. S. graduates. It is, therefore, is the second most important stage of formal education. This program must aim to properly supplement/augment/expand the elementary school education toward intensive Islamic education. (2) The weekly (lecture) class-room hours’ load is 12 hours. If any lab/work-shop/field-work class is included, then 30-minutes class period becomes 60-minutes and accordingly the weekly class-room load period becomes more than twelve (with respective adjustments for the self-study loads). (3) Boys and girls (in the regular P. S. program) may seat in the same room but in compulsory separate designated areas. If possible separate shifts721 for boys and girls722 should be arranged. There should not be more than thirty students in any class-room/section. (4) The goals and objectives of the curricular learning should carefully be kept in focus in selecting the course contents. Toward this direction the following goals/objectives for the P. M. courses should be considred: (a) The subject of Qur’an Memorization should include reading, writing, and memorizing first nine juz of Qur’an. (b) The subject of Islamiat should be designed to properly enhance/expand the syllabus covered in the E. S. In addition the topics of sin, virtue, qada, qadar, hookoom (of Allah), ihsan will also be covered. Besides, reading, writing, and memorization of the 29th, 28th, and 27th Juz of the Qur’an will also be included. Special arrangements will be made for the children without elementary school education of Islamiat (who now want to study Islamiat). (c) The subject of Bangla should be designed to properly enhance/expand the syllabus covered in the E. S. Some translation (into Bangla) from Arabic and English may also be introduced. (d) The subject of Arabic should be designed to properly enhance/expand the syllabus covered in the E. S. Some translation (into Arabic) from Bangla may also be introduced. (e) The subject of English and the fourth language as (the allied subject of the foreign languages) should be designed to properly enhance/expand the syllabus covered in the E. S. In addition translation from Bangla to English and from Bangla to the fourth language will also be included.

721 722

Please see the class-routines proposed by me in the supplementary work. The guardians will be required to dress those girls with hijabs who have attained puberty.

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(f) The multi-disciplinary/inter-disciplinary courses of Mathematics, Social Studies, Agriculture, & Natural Science will suitably enhance/expand (, as outlined,) contents included in the E. S. Syllabus. (5) In the matters of extra-curricular activities, similar policies (in general) to that of the E. S. will be adopted. In this program a class period of every course will be spent in extra-curricular activities once in every two weeks. Toward this end, one class period could be scheduled at least on every other day. In addition to the enhancement of the personality/character attributes listed for the E. S. program, here the students will also be taught about their responsibilities toward their parents, family, and neighbors. (iv)

Secondary School (S. C.): (1) This is the third three years’ academic program of formal education which will start teaching the P. S. graduates. It is, therefore, is the third most important stage of formal education. This program must aim to properly supplement/augment/expand the primary school education. The aim of S. C. and H. S. programs must be to fully assess individuals’ potentials and talents to prepare them for the real world and for the higher education. (2) The weekly (lecture) class-room hours’ load is 14 hours. If any lab/work-shop class is included, then 30-minutes class period becomes 60-minutes and accordingly the weekly class-room load period becomes more than fourteen (with respective adjustments for the self-study loads). (3) Boys and girls (in the regular S. S. program) may not seat in the same room but in compulsory separate class-rooms. If possible separate shifts723 for boys and girls must724 be arranged. There should not be more than forty students in any class-room/section. (4) The goals and objectives of the curricular learning should carefully be kept in focus in selecting the course contents. Toward this direction the following goals/objectives for the S. S. courses should be considred: (a) The subject of Bangla should be designed to properly enhance/expand the syllabus covered in the P. S. Some translation (into Bangla) from Arabic and English may also be introduced. Besides, Bangla prose, poetry, essays, compositions etc. will also be introduced.

723

Please see the class-routines proposed by me in the supplementary work. It is extremely important to segregate male and female students (from each other) from this stage onward—at least the opposite genders must be isolated from each other’s view. Please see my academic buildings’ outlines in my relevant works.

724

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(b) The subject of Islamiat should be designed to properly enhance/expand the syllabus covered in the P. S. In addition the topics haram, halal, duties (toward self, Allah, & others) will also be covered. Besides, reading, writing, meaning, and memorization of the 4th, 5th, and 6th Juz of the Qur’an will also be included. Special arrangements will be made for the children without primary school education of Islamiat (who now want to study Islamiat). (c) The subject of Mathematics should be designed to properly enhance/expand the syllabus covered in the P. S. Besides, it will include inequalities, sets, Geometry, Algebra, basic trigonometry etc. (d) The subject of Natural Science shall be designed to enhance/expand (, as outlined,) education on the related matters covered in the primary school syllabus. In extra-scientific theory of evolution can be included only if theory creation (, as depicted in the Qur’an,) is also included (in juxtaposition725). (e) The subjects of social studies will include S. S. level contents as outlined. It will enhance/expand the topics covered in the P. S. syllabus.

725

Neither of these two theories can clearly be categorized as a scientific theory—neither phenomenon can be witnessed by human observers. Therefore, non-scientific theory, i. e. the theory of evolution can not assume the crucial/backbone position of the Life Science. Even though the theory of creation may be extra scientific (as a whole), it is not antiscientific. While fossil records contradicts evolution model, it conforms to creation model. The theory of evolution is itself evolving to be coherent with scientific discoveries. The classical Darwinism has been replaced by synthetic theory, which itself is equally inadequate to explain “natural selection” in non-tautological terms. If it is asked, what survives, the answer is: “the fittest!”. But when it is asked, what are the fittest, the answer is (circular): “those that survive!!”. Even though we may agree that evolution of life (i. e. orderliness or negative entropy) is possible on earth at the “expense” of external energy (, including solar energy,) to have total (/overall) increase of disorder (/positive entropy) in the universe (or solar system), it would still require a wise design and plan of a transcendent intelligent Being (i.e. creativity or thought). Even one may say that such “intelligent” being is “chance”, then we may have to accept that matter possesses contingency of chances which is non-matter itself and more seemed to be some kind of “consciousness” and therefore, negates the existence of matter. But, if that “chance” is isolated from the matter, then it becomes a misnomer and thus “chance” must be replaced by the terms like: “The Absolute Being”. And, of course, we can not accept that matter itself is conscious (except natural properties by compulsive Law of the Creator). In fact, mathematics disproves the probability of such (inherent) chance to take place, even though chance itself is not a force but a “law” of irregularity (, imbued by the Absolute Being), a part of the ongoing realization of the “Universal Idea”, or the Absolute, or “God” etc. The modern evolution concept based of genetic mutation also fails the “acid test” by the mathematical law of probability. Calculation shows that it would take billions of times longer than the estimated life of earth to convert a protozoa (e.g. an amoeba) to a human (if s/he had to evolve by following the process of genetic mutation suggested by the evolutionists). Qur’an will always guide the science toward the truth—without ever contradicting established scientific facts. The theory of evolution is itself destined to reconcile (, at the end,) with the theory of creation as can be found in the divine revelation (/Qur’an). And when that happens, the theory of “evolution” will become nothing more than a supplement (to the theory of creation) to fill out some more details about life and realities (unveiled by the science). Until then, those who are ready to have faith (without proof) in the theory of evolution must neither deprive themselves nor their contenders (i.e. the creationists) from learning about the theory of creation. Indeed, the foundation of Biology on the theory of evolution alone is an anti-scientific/pseudo-scientific foundation in disguise. Also see pages 184-193, of ‘Philosophy—A Text with Readings’ fourth edition, by Manuel Velasquez.

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(f) The subjects of Arabic and English as (the allied subject of the foreign languages) should be designed to properly enhance/expand the syllabus covered in the P. S. Special emphasize should be given on reading, writing, explaining, and translation (Arabic-Bangla-Arabic, & English-Bangla-English) of suitable sentences and paragraphs. (g) The multi-disciplinary/inter-disciplinary courses of fine arts, physical education, & sports will suitably introduce (, as outlined,) every basic aspects of these three broad areas (in general). In particular, the physical education will contain basic life support (including CPR, first aid etc.). Some of the contents may need mandatory separate/different arrangements (/separation) for the male and femal students respectively. (5) In the matters of extra-curricular activities, similar policies (in general) to that of the P. S. will be adopted. In this program a class period of every course will be spent in extra-curricular activities once in every two weeks. Toward this end, one class period could be scheduled at least on every other day. In addition to the enhancement of the personality/character attributes listed for the P. S. program, here the students will also be taught about their responsibilities toward their leaders and obedience towards the law and order. Besides, the students will be informed on the subjects of marriage, children, parenthood, friendship, trust etc. (v)

Secondary Madrasa (S. M.): This program will be conducted privately by the Quawmi Madrasa System—those institutions (such as from govt./Alia Madrasa System also) which want to be included in this program may be allowed to do so. Since, they will be required to appear at the (relevant) comprehensive exam (conducted by the government) for certification (, if they want to be certified by the government also with relevant/respective equivalence), they need to follow (, on their own,) syllabus/curriculum accepted by the government. (1) This is the third three years’ academic program of formal education which will start teaching the P. M. graduates. It is, therefore, is the third most important stage of formal education. This program must aim to properly supplement/augment/expand the primary madrasa education toward intensive Islamic education. (2) The weekly (lecture) class-room hours’ load is 14 hours. If any lab/work-shop/field-work class is included, then 30-minutes class period becomes 60-minutes and accordingly the weekly class-room load period becomes more than fourteen (with respective adjustments for the self-study loads). (3) Boys and girls (in the regular S. S. program) may not seat in the same room but in compulsory separate class-rooms—they should at least be isolated from each other’s view. If possible separate shifts726 for boys and girls must727 be arranged. There should not be more than forty students in any class-room/section.

726


727

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(4) The goals and objectives of the curricular learning should carefully be kept in focus in selecting the course contents. Toward this direction the following goals/objectives for the S. M. courses should be considred: (a) The subject of Qur’an Memorization should include reading, writing, meaning, and memorizing 10th to 19th juzes of Qur’an. (b) The subject of Islamiat should be designed to properly enhance/expand the syllabus covered in the P. M. In addition the topics haram, halal, duties (toward self, Allah, & others) will also be covered. (h) The subject of Bangla should be designed to properly enhance/expand the syllabus covered in the P. M. Some translation (into Bangla) from Arabic, English, & 4th language may also be introduced. Besides, Bangla prose, poetry, essays, compositions etc. will also be introduced. (c) The subject of Arabic should be designed to properly enhance/expand the syllabus covered in the P. M. Some translation (into Arabic) from Bangla may also be introduced. (d) Subject of Hadith will properly cover all the relevant contents (as outlined). (e) The subject of English and the fourth language as (the allied subject of the foreign languages) should be designed to properly enhance/expand the syllabus covered in the P. M. In addition translation (of suitable sentences and passages/paragraphs) from Bangla to English and from Bangla to the fourth language will also be included. (f) The multi-disciplinary/inter-disciplinary courses of Mathematics, Social Studies, Agriculture, & Natural Science will suitably enhance/expand (, as outlined,) contents included in the P. M. Syllabus. (5) In the matters of extra-curricular activities, similar policies (in general) to that of the P. M. will be adopted. In this program a class period of every course will be spent in extra-curricular activities once in every two weeks. Toward this end, one class period could be scheduled at least on every other day. In addition to the enhancement of the personality/character attributes listed for the P. M. program, here the students will also be taught about their responsibilities toward their leaders and obedience towards the law and order. Besides, the students will be informed on the subjects of marriage, children, parenthood, friendship, trust etc. (vi)

High School (H. S.):

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(1) This is the fourth three years’ academic program of formal education which will start teaching the S. S. graduates. It is, therefore, is the fourth most important stage of formal education. This program must aim to properly supplement/augment/expand the secondary school education. The aim of S. C. and H. S. programs must be to fully assess individuals’ potentials and talents to prepare them for the real world and for the higher education. (2) The weekly (lecture) class-room hours’ load is 16 hours. If any lab/work-shop class is included, then 30-minutes class period becomes 60-minutes and accordingly the weekly class-room load period becomes more than sixteen (with respective adjustments for the self-study loads). (3) Boys and girls (in the regular H. S. program) may not seat in the same room but in compulsory separate class-rooms—opposite genders should at least be isolated from each other’s view. If possible separate shifts728 for boys and girls must729 be arranged. There should not be more than fifty students in any classroom/section. (4) The goals and objectives of the curricular learning should carefully be kept in focus in selecting the course contents. Toward this direction the following goals/objectives for the H. S. courses should be considred: (a) The subject of Bangla should be designed to properly enhance/expand the syllabus covered in the S. S. Translation (into Bangla) of suitable sentences, paragraphs, & passages from Arabic and English may also be introduced. Besides, more Bangla prose, poetry, essays, compositions etc. will also be included. (b) The subject of Islamiat should be designed to properly enhance/expand the syllabus covered in the S. S. Besides, reading, writing, Bangla meaning, Bangla commentary, and memorization of the 7th, 8th, and 9th Juz of the Qur’an will also be included. Special arrangements will be made for the children without primary school education of Islamiat (who now want to study Islamiat). (c) The subject of Mathematics should be designed (, as outlined,) to properly enhance/expand the syllabus covered in the S. S. (d) The subject of Natural Science shall be designed to enhance/expand (, as outlined,) education on the related matters covered in the secondary school syllabus. In extra-scientific theory of evolution can be included only if theory creation (, as depicted in the Qur’an,) is also included (in juxtaposition730). 728

Please see the class-routines proposed by me in the supplementary work. It is extremely important to segregate male and female students (from each other) from secondary school onward—at least the opposite genders must be isolated from each other’s view. Please see my academic buildings’ outlines in my relevant works. 730 See my relevant footnote given for the secondary school. 729

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(e) The subjects of social studies will include H. S. level contents as outlined. It will enhance/expand the topics covered in the S. S. syllabus. (f) The subjects of technical education731 will include H. S. level contents as outlined. (g) The subjects of Arabic and English as (the allied732 subject of the foreign languages) should be designed (, as outlined,) to properly enhance/expand the syllabus covered in the S. S. Special emphasize should be given on reading, writing, explaining, and translation (Arabic-Bangla-Arabic, & English-BanglaEnglish) of suitable sentences, passages and paragraphs. (h) The multi-disciplinary/inter-disciplinary courses of Business, Agriculture, & Military Education733 will suitably introduce (, as outlined,) every relevant aspects of these three broad areas (in general). Some of the contents may need mandatory separate/different arrangements (/separation) for the male and femal students respectively. (i) Each of the fifteen options (of two subjects each, i.e. of two groups of courses each) for the alternate multilateral model of High School will properly include relevant H. S. level contents. (5) In the matters of extra-curricular activities, similar policies (in general) to that of the S. S. will be adopted. In this program a class period of every course will be spent in extra-curricular activities once in every two weeks. Toward this end, one class period could be scheduled at least on every other day. In addition to the enhancement of the personality/character attributes listed for the S. S. program, here the students will also be taught the art of debate, aim in life, career, etc. Strong disciplinary measures should be adopted against the acts of abuse of advantageous position and/or the incriminating of the victims. (vii)

High Madrasa (H. M.): This program will be conducted privately by the Quawmi Madrasa System—those institutions (such as from govt./Alia Madrasa System also) which want to be included in this program may be allowed to do so. Since, they will be required to appear at the (relevant) comprehensive exam (conducted by the government) for certification (, if they want to be certified by the government also with relevant/respective equivalence), they need to follow (, on their own,) syllabus/curriculum accepted by the government. 731

This has not been included in the alternate (, multilateral,) design of H. S. curriculum as the core subject—the subject of Arabic & English as the foreign languages has been included (, as outlined for the first design’s allied course,) as the sixth core subject. 732 This has been included in the alternate (, multilateral model,) as the 6th core subject (/group of courses). 733 In the places of (7th) allied subject (/group of courses) and (8th) multi-disciplinary/interdisciplinary subject (/group of courses) fifteen different options [, each including (two subjects)/(2 groups of courses),] have been included in the alternate/multilateral model.

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(6) This is the fourth three years’ academic program of formal education which will start teaching the S. M. graduates. It is, therefore, is the fourth most important stage of formal education. This program must aim to properly supplement/augment/expand the secondary madrasa education toward intensive Islamic education. (7) The weekly (lecture) class-room hours’ load is 16 hours. If any lab/work-shop/field-work class is included, then 30-minutes class period becomes 60-minutes and accordingly the weekly class-room load period becomes more than sixteen (with respective adjustments for the self-study loads). (8) Boys and girls (in the regular H. M. program) may not seat in the same room but in compulsory separate class-rooms—opposite genders should at least be isolated from each other’s view. If possible separate shifts734 for boys and girls must735 be arranged. There should not be more than fifty students in any classroom/section. (9) The goals and objectives of the curricular learning should carefully be kept in focus in selecting the course contents. Toward this direction the following goals/objectives for the H. M. courses should be considred: (g) The subject of Qur’an Memorization should include reading, writing, meaning, commentary, and memorizing 20th to 29th juzes of Qur’an. (h) The subject of Islamiat should be designed to properly enhance/expand the syllabus covered in the S. M. (i) The subject of Bangla should be designed to properly enhance/expand the syllabus covered in the S. M. Translation (into Bangla) from Arabic, English, & 4th language will also be included. Besides, more Bangla prose, poetry, essays, compositions etc. will also be included (as outlined). (i) The subject of Arabic should be designed to properly enhance/expand the syllabus covered in the S. M. Translation (into Arabic) from Bangla will also be included. (j) Subject of Hadith will properly cover all the relevant contents (as outlined) to enhance/expand the contents covered in the S. M. (k) Subject of Fiq will properly cover all the relevant contents (as outlined). 734


735

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(l) The subject of English and the fourth language as (the allied subject of the foreign languages) should be designed to properly enhance/expand the syllabus covered in the S. M. In addition translation (of suitable sentences and passages/paragraphs) from Bangla to English and from Bangla to the fourth language will also be included. (m) The multi-disciplinary/inter-disciplinary courses of Mathematics, Social Studies, Agriculture, & Natural Science will suitably enhance/expand (, as outlined,) contents included in the S. M. Syllabus. (10) In the matters of extra-curricular activities, similar policies (in general) to that of the S. M. will be adopted. In this program a class period of every course will be spent in extra-curricular activities once in every two weeks. Toward this end, one class period could be scheduled at least on every other day. In addition to the enhancement of the personality/character attributes listed for the S. M. program, here the students will also be taught the art of debate, aim in life, career, etc. Strong disciplinary measures should be adopted against the acts of abuse of advantageous position and/or the incriminating of the victims. (viii) Undergraduate College (U. G. C.): The aims of this stage (and the next two stages) of formal education include: (1) continuous expansion of comprehensive, indepth, specialized learning, (2) fostering leaderships, (3) preparing enlightened, skilled, and “bread-earning” human resources, etc. For these purposes integration of: (1) Islamic universalism (of non736-communalism, non-sectarianism, non-factionism, non-fanaticism, non-racialism, etc.), and (2) Islamically liberal, society oriented, progressive, and prudent policies are essential. This is the fifth three years academic program of (, and fifth most important stage of,) formal education which should operate by including the following characteristics: (a) The weekly (lecture) class-room hours’ load is 14 hours. If any lab/work-shop class is included, then 30-minutes class period becomes 60-minutes and accordingly the weekly class-room load period becomes more than fourteen (with respective adjustments for the self-study loads). (b) Males and females (in the regular U. G. C. program) may not seat in the same room but in compulsory separate class-rooms. If possible separate shifts737 for boys and girls must738 be arranged. There should not be more than forty students in any class-room/section.

736

Mutual tolerance/respect/accommodation between/among all plausible different groups such as communities, sects, factions, races etc. Please see the class-routines proposed by me in the supplementary work. 738 It is extremely important to segregate male and female students (from each other) from secondary school onward—at least the opposite genders must be isolated from each other’s view. Please see my academic buildings’ outlines in my relevant works. 737

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(c) The goals and objectives of the curricular learning should carefully be kept in focus in selecting the course contents. Five percent of each course must teach Islamic applications, purposes, and correspondence of its contents739 except of the courses of other religion. (d) The courses for each degree program shall be designed in such a way so that the graduate acquire enough abilities to assume a responsible leadership position in the work-place/society, and can expand his/her education by self learning. (e) Academic learning of each degree program should overlap some other degree programs/faculties of undergraduate college. This way all the undergraduate degree programs shall make a continuous and complete educational system (of its rank) from which all the branches of beneficial education can flourish with deeper studies in the graduate college. (f) In every degree program there will be same number of seats. But even though some (Bachelor) degree programs will be installed in every U. G. C. campus, not every degree program will be installed in every U. G. C. campus—the distribution will be according to the relevant needs. However, every U.G.C. campus (physically situated) within every G. C. campus will install every Bachelor degree program. (g) There will be no routined extra-curricular program in general. However, students should be allowed reasonable amount of freedom/flexibilities and facilities to organize themselves for creative, religious, cultural, social, recreational, debating, and other intramural activities and celebrations. The college authority shall not allow/encourage/sponsor any un-Islamic activity except in the matters of other religions. In fact, the authority shall assume responsibilities to (Islamically) enjoin good and forbid evil740. (h) In addition to regular scholarships (etc.) stipends (funded by grants etc.) should also be given for ten disciplines including the programs like: (1) Islamic Sudies (B. A.), (2) Mathematics (B. A.), (3) Physical Science (B. S.), (4) Life Science/Biology (B. S.), (5) Mathematics (B. S.), (6) Engineering (B. S.), (7) Agriculture (B. T.), (8) Ship Building (B. T.), etc. (ix)

Graduate College (G. C.): The aim of this stage is enhancement of the education received at the U.G.C. by thorough specialization. This is the sixth three years academic program of (, and sixth most important stage of,) formal education which should operate by including the following characteristics:

739

In the cases where the contents are un-Islamic, the course/chapter must explain why those contents are considered un-Islamic and what are the Islamic arrangements/alternatives in juxtaposition. 740 Also see Qur’an/3:104, 110, 114.

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(a) The weekly (lecture) class-room hours’ load is 12 hours. If any lab/work-shop class is included, then 30-minutes class period becomes 60-minutes and accordingly the weekly class-room load period becomes more than twelve (with respective adjustments for the self-study loads). (b) Males and females (in the regular G. C. program) may not seat in the same room but in compulsory separate class-rooms. If possible separate shifts741 for boys and girls must742 be arranged. There should not be more than thirty students in any class-room/section. (c) The goals and objectives of the curricular learning should carefully be kept in focus in selecting the course contents. Five percent of each course must teach Islamic applications, purposes, and correspondence of its contents743 except of the courses of other religion. (d) The courses for each degree program shall be designed in such a way so that the graduate acquire enough abilities to assume a responsible scholarly/intellectual position in the work-place/society744, and can further expand his/her education by self learning. (e) Academic learning of each (Master) degree program should overlap some other degree programs/faculties of graduate college. This way all the graduate degree programs shall make a continuous and complete educational system (of its rank) from which all the branches of beneficial education can further flourish with deeper studies/research in the post-graduate college. 741

Please see the class-routines proposed by me in the supplementary work. It is extremely important to segregate male and female students (from each other) from secondary school onward—at least the opposite genders must be isolated from each other’s view. Please see my academic buildings’ outlines in my relevant works. 743 In the cases where the contents are un-Islamic, the course/chapter must explain why those contents are considered un-Islamic and what are the Islamic arrangements/alternatives in juxtaposition. 744 Formal academic education puts out scholars. During rigorous academic training, an individual learns by his/her ears, eyes, tongue, hands, similar sense experience and mind. S/he learns from teachers, peers, books, contemplation etc. S/he learns by asking/answering, by preparing for exams, by correcting others, by being corrected by others etc. Most of all his/her knowledge is measured by academic tests and achievements—academic syllabus helps him/her to acquire a complete perception in the area of his/her program. A scholar, therefore, depends on his/her knowledge (on established theories/perception) more than his thoughts to discern and conclude on the issues. A thinker on the other hand, is a genius, who gives genuine ideas (and thus “creates” knowledge). Both of them are equally important for the progress of the society. A genuine idea can stimulate the society from stagnation. On the other hand, without the moderation by the scholars, a society can get carried away in a wrong direction impelled by an unsuitable creative drive. There is a saying, “There are four sorts of men: He who knows not and knows not he knows not: he is fool—shun him; he who knows not and knows he knows not: he is simple—teach him; he who knows and knows not he knows: he is asleep—wake him; he who knows and knows he knows: he is wise—follow him”. According to Confucius, “When you know a thing, to hold that you know it; and when you do not know a thing, to allow that you do not know it: this is knowledge. In fact, knowledge is realizing that there are certain things beyond our acquisition (of comprehension). Lessons from the Islamiat (up to the high school level) should develop the sense of humbleness and modesty in the students, so that graduates of the graduate college programs may become easily delectable by the people. Also, please Qur’an/3:7; 39:9. 742

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(f) In every (Master) degree program there will be same number of seats. But even though some (Master) degree programs will be installed in every G. C. campus, not every (Master) degree program will be installed in every G. C. campus—the distribution745 will be according to the relevant needs. However, every G. C. campus (physically situated) within every P. G. C. campus will install every Master degree program. (g) There will be no routined extra-curricular program in general. However, students should be allowed reasonable amount of freedom/flexibilities and facilities to organize themselves for creative, religious, cultural, social, recreational, debating, and other intramural activities and celebrations. The college authority shall not allow/encourage/sponsor any un-Islamic activity except in the matters of other religions. In fact, the authority shall assume responsibilities to (Islamically) enjoin good and forbid evil746. (h) In addition to regular scholarships (& loans etc.) stipends (funded by the grants etc.) should also be given to the students of ten disciplines including the programs like: (1) Qur’an (M. A.), (2) Hadith (M. A.), (3) Fiqh (M. A.), (4) Mathematics (M. A.), (5) Physics (M. S.), (6) Chemistry (M. S.), (7) Mathematics (M. S.), (8) Agriculture (M. T.) etc. Fifty percent of the seats of these disciplines will be reserved for the Bachelor Degree holders of the same (respective) field and the remaining 50% will be kept open for all Bachelor degree holders (including the Bachelor degree holders of the same respective fields). (x)

Postgraduate College (P. G. C.): The aim of this stage is enhancement/completion of the education received at the G.C. by in-depth sub-specialization. This is the seventh three years academic program of (, and seventh most important stage of,) formal education which should operate by including the following characteristics: (a) The weekly (lecture) teaching/instruction/class-room hours’ load is 10 hours. If any lab/work-shop class is included, then 30-minutes class period becomes 60minutes and accordingly the weekly class-room load period becomes more than ten (with respective adjustments for the self-study loads). (b) Males and females (in the regular P. G. C. program) may not seat in the same room but in compulsory separate class-rooms. If possible separate shifts747 for boys and girls must748 be arranged. There should not be more than twenty students in any class-room/section.

745

All graduate programs may be kept open to every Bachelor degree holder. However, for become a certain professional, particular Bachelor/Master degree combination may be required. 746 Also see Qur’an/3:104, 110, 114. 747 Please see the class-routines proposed by me in the supplementary work. 748 It is extremely important to segregate male and female students (from each other) from secondary school onward—at least the opposite genders must be isolated from each other’s view. Please see my academic buildings’ outlines in my relevant works.

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(c) The goals and objectives of the curricular learning should carefully be kept in focus in selecting the course contents. Five percent of each course must teach Islamic applications, purposes, and correspondence of its contents749 except of the courses of other religion. (d) The courses for each (Doctoral) degree program shall be designed in such a way so that the graduate acquire enough abilities to assume a responsible scholarly/intellectual/authoritative position in the work-place/society, and can further expand his/her education by self learning. Each Ph. D. student must succeed to display some significant creativity during the course of his/her program. S/he must be able to philosophize on his/her topic of dissertation. If any content of his studies/presentation contradicts principle(s) of Islam, then it must be clarified by the student if s/he is a Muslim(a). The clarification should include Islamic purpose, correspondence, and application of the study. (e) Academic learning of each (Ph. D.) degree program should overlap some other degree programs/faculties of postgraduate college. This way all the postgraduate degree programs shall make a continuous and complete educational system (of its rank at the cutting edge) from which all the branches of beneficial education can further flourish/expand with deeper/newer discoveries/innovation by the next batch(es) of Ph. D. students in the post-graduate college (and/or self-study individuals). (f) There will be only one P. G. C. campus in Bangladesh—the distribution750 of the (Ph. D.) degree seats (in different disciplines) will be according to the relevant needs. However, this campus must include every propgram of the entire formal education system. (g) There will be no routined extra-curricular program in general. However, students should be allowed reasonable amount of freedom/flexibilities and facilities to organize themselves for creative, religious, cultural, social, recreational, debating, and other intramural activities and celebrations. The college authority shall not allow/encourage/sponsor any un-Islamic activity except in the matters of other religions. In fact, the authority shall assume responsibilities to (Islamically) enjoin good and forbid evil751. (h) In addition to regular scholarships (& loans etc.) stipends (funded by the grants etc.) should also be given to the students of ten disciplines including the programs like: (1) Qur’an, (2) Hadith, (3) Fiqh, (4) Mathematics, (5) Physics, (6) Chemistry, (7) Mathematics, (8) Agriculture, (9) Mujtahid etc. Seventy-five percent of the

749

In the cases where the contents are un-Islamic, the course/chapter must explain why those contents are considered un-Islamic and what are the Islamic arrangements/alternatives in juxtaposition. 750 All graduate programs may be kept open to every Bachelor degree holder. However, for becoming a certain professional, particular Bachelor/Master degree combination may be required. 751 Also see Qur’an/3:104, 110, 114.

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seats of these disciplines will be reserved for the Master Degree holders of the same (respective) field and the remaining 25% will be kept open for all Master degree holders (including the Master degree holders of the same respective fields). Top Level Attributes Selection for the Overall Formal Education System

Some of the possible different752 types of education systems (with different combination of attributes/features) those can be established by using my related works753 can be listed as follows: # Period Inter-Faculty/Inter-Disciplinary Institutional Evaluation for Public Exam Evaluation for Unilateral or Multilateral High Type Overlap Type Certification? Certification? School Program? 1 Quarter Broad Yes Yes Unilateral 2 Quarter Narrow Yes Yes Unilateral 3 Quarter Broad No Yes Unilateral 4 Quarter Narrow No Yes Unilateral 5 Quarter Broad Yes No Unilateral 6 Quarter Narrow Yes No Unilateral 7 Quarter Broad Yes Yes Multilateral 8 Quarter Narrow Yes Yes Multilateral 9 Quarter Broad No Yes Multilateral 10 Quarter Narrow No Yes Multilateral 11 Quarter Broad Yes No Multilateral 12 Quarter Narrow Yes No Multilateral 13 Trimester Broad Yes Yes Unilateral 14 Trimester Narrow Yes Yes Unilateral 15 Trimester Broad No Yes Unilateral 16 Trimester Narrow No Yes Unilateral 752

Among these my first preference is the #1. In fact, no education system (, suitable enough for post-modern world,) can be set up without including majority of my ideas given in my related works. 753 Previous version of this work included much more details especially in syllabuses—that version can also be used for additional help. From the beginning to the previous version (of this work), each course had been designed to be of 2.5 credit-hours instead of 2.0 credit-hours used in this version and in the supplementary work.

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17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36

Trimester Trimester Trimester Trimester Trimester Trimester Trimester Trimester Semester Semester Semester Semester Semester Semester Semester Semester Semester Semester Semester Semester

Broad Narrow Broad Narrow Broad Narrow Broad Narrow Broad Narrow Broad Narrow Broad Narrow Broad Narrow Broad Narrow Broad Narrow

Yes Yes Yes Yes No No Yes Yes Yes Yes No No Yes Yes Yes Yes No No Yes Yes

No No Yes Yes Yes Yes No No Yes Yes Yes Yes No No Yes Yes Yes Yes No No

Unilateral Unilateral Multilateral Multilateral Multilateral Multilateral Multilateral Multilateral Unilateral Unilateral Unilateral Unilateral Unilateral Unilateral Multilateral Multilateral Multilateral Multilateral Multilateral Multilateral

Course Identification Method

The course identification system should be adopted in way so that in the long run all the Muslim countries can adapt to the system. It should include a code number, a brief title, and a descriptive title. The code number can be consist of 13-“digital” system of which the first four can be “alpha-digits” to identify the language (/“media”) of instructions, the next digit will identify the stage, the next two digits will identify the session in that stage, the next four digits will identify the subject group number (in that stage), and the last two digits will identify the course number of that subject group. It can be shown as follows: x

x

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x

x

*

x

x

*

*

*

*

x

x


Language Media of Instruction754

Stage755

Session756

Subject Group Number757

Course Number758

Remarks

The class-room/formal education based on only/predominantly materialistic philosophy gradually degrades the society spiritually and, therefore, continuously crumbles humane values. On the other hand, co-existence of two parallel education systems (i.e. one of predominantly religious matters, and the other of predominantly secular matters) gradually polarizes the society into mutually exclusive domains—because monasticism inhibits social dynamism and ultra materialism (/secularism) derstroys stability. Thus, both must be thoroughly interlaced by distributing materialism within the full liberty allowed by the religion. The materialistic pursuits can be made coherent with religion(s), if and only if a true bipolar (, that is religiously and materially unified, intertwined, and integrated,) education system is adopted thoroughly. The Islamic education system (/Madrasa System) that separately exists today, however, must not be phased out until a truly bipolar education system has been firmly and thoroughly established759 throughout the country—actually, it should always persist as the integrated backbone of the bipolar education system. In fact, the replacement of the Islamic educational institutions by a secular education system will be like that of “taking poison in the hungry stomach”. Because, if the government does not become seriously committed to establish a true bipolar education system, it probably will not be much of help for the improvement of madrasa system that already exists today. But regardless of the government’s role, the madrasa system must carry on making continuous progress toward the establishment of the true (Islamically) bipolar education system—in fact, this is an unavoidable religious duty for every Muslim today. The private educational institutions those currently exist in Bangladesh today should be absorbed into the replaced unified system—they can be deployed for conducting the irregular programs which will be financed by the fees/tuitions paid by the students. 754

For instance, BANG for Bangla, SUND for Sundanese, JAVA for Javanese, MALA for Malay, PUNJ for Punjabi, FARS for Farsi, TURK for Turkish, etc. For instance, 1 for E. S., 2 for P. S., 3 for S. S., 4 for H. S., 5 for U. G. C., 6 for G. C., 7 for P. G. C., etc. 756 For instance ‘01’ for the first semester (, or for the first trimester if trimester system is chosen, or for the first quarter if quarter system is chosen),…, ‘06’ for the sixth (/last) semester, or ‘09’ for the last trimester, or ‘12’ for the last quarter. 757 There will be five (0001-0005), six (0001-0006), seven (0001-0007), and eight (0001-0008) in the E. S., P. S., S. S., and unilateral H. S. respectively; and many in the multilateral H. S. (if chosen), U. G. C., G. C., & P. G. C. 758 In each stage there will be six courses (for each subject group) in semester system, nine courses in trimester system, and twelve courses in quarter system. 759 It will take 21 years (for the first batch entering into this reformed elementary school) to graduate from the reformed P. G. C. with Ph. D. degrees. The same batch will take at least twelve more years to become professors of the P. G. C. That means the transformation result will not start showing up before thirty-three years and may not become substantial until after two generations—during this critical period madrasa system must remain very sound and independent. 755

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Both men and women are (equitably) required to acquire well balanced (/bipolar) education. These requirements are based on the reciprocal rights and responsibilities760 between men and women. Men have been provided with the means (/strength) to maintain and protect women761. The role of leadership is given as a responsibility to the men due to natural reasons762. On the other hand, women, the nucleus of the society, have the responsibilities to rear up the good leaders. In fact, (by sound hadith,) everyone (, men and women,) is a leader of the domain under his/her custody. Women’s rights/advantages to be maintained by the men should also not be interpreted as women to the “queens” and men to be the “slaves" (within their respective units). The roles of men and women are different but not mutually exclusive. Both the “portfolios” are complementary to each other in an equitable way, even though each side of the equality adds up different terms and conditions. It is morally wrong (, by Islamic standard,) for men to treat women merely as means to their own ends, and vice versa763. On the other hand, even though certain practices are not (strictly) immoral does not neccessitates that it is advisable to establish. Such practices should be carefully analyzed to fore see the long term effects. Only Allah SWT truly knows the best about the ramifications and long range effects of our benefits—both in this life and in the hereafter. We, therefore, should keep the spirit of certain Islamic exhortations in focus (in addition to the mandatory injunctions) while formulating social justice764. 760

See Qur’an/2:228; 4:1; 49:13. See Qur’an/4:34. 762 The dress codes for men and women are also different due to natural reasons—see Qur’an/24:30-31; 33:59. The prescribed dress for Muslim woman is the way Allah wants them to be covered (for their own dignity). The women of the permissive/promiscuous society usually are less covered than their men (such as seen in parks etc. during summer). Because men condition the women to be seen in that (undignified) way—women are (, in disguise,) playing by men’s rules. Whereas logically speaking (, based on the external features,) women (, in general,) should be more covered than men. 763 Also, please see Qur’an/30:21. 764 Islamists must avoid advancing cosmetic opinions like secular politicians. In secular politics, the advocates frequently advance “fashionable” slogans/creeds just to be in tune with popular issues (advanced by socio-psychological confusions)—even if such issues are not significantly important for socio-economic progress. This is why we can see many times unsuitable persons (, instead of available more qualified ones,) are elected to the highly important socio-oplitical offices. The advocates of Islam must prioritize their agenda on the basis of “letters and spirits” of Islam. During the time of the Prophet Muhammad (s.a.w.) Muslim women were segregated (without isolation) from men contrary to the social practices of the pre-Islamic period. The moral strength of the companions of the Prophet (s.a.w.) and the presence of the Prophet (s.a.w.) himself among them were the substantial factors that made the society less vulnerable to given in the un-Islamic permissiveness. Therefore, at least same magnitude of segregation (between men and women) must be established by the Muslims of the current period. In fact, an over-mixed society (of men and women) is not conducive to the interests of the women—it will neither promote their socio-economic progress nor spiritual benefits. The segregated arrangements interlaced in my models should thoroughly be examined for considering their implementation.The aims of the Islamic workers should be to advance true ideology of Islam. If majority of the Muslims advocate for the truth, then (, by the will of Allah SWT,) it will be easier to achieve the unity. On the other hand, if different segments take different tactical and strategic positions for gaining supports to overcome the other segments, intolerance will increase. Truth is the only way to bring all the segments in common terms. The concept of hikma (in Islam) should not be abused for the sake of secular/greedy strategy—because, hikma should serve the purposes of Islam and not the other way around. For almost all of the times it is the best to follow the clear/literal Islamic injunctions 761

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The society must not unfairly exploit women and/or reduce their dignity. The work places must not manipulate the women to play by the (male’s) chauvinistic rules in order to fit in the “boys’ club”. Women must not be conditioned to accept the positions like receptionists, waitresses, entertainers, secretaries etc. in order to increase the “attractiveness” of the business environment. Social justice must be based on both the individual interests (i.e. life, honor, and other belongings) and public interests. It can not be based on the doctrine of utilitarianism765 alone. The main role of woman is the safeguarding of the paramount social parameter of family integrity (for social solidarity). If the women are improperly forced outside the household for hard labors (like the men), then (more and more) families will be broken, corruption (to illicitly fulfill baser desires) will spread etc. This way women not only will be deprived from their due rights/roles/dignity (determined by Allah SWT), but society will also be deprived from deserved peace, progress, and prosperity, and socio-economic costs to cope with the related maladies will be too high. Because, due to physical reasons women will be treated as means instead of as the ends (like men). Like many other matters of minority interests/rights, the rights/roles of women (, as determined by Allah SWT,) must be preserved by the social institutions. What I am trying to emphasize is this: since due to motherhood and other natural (physical/physiological) reasons women are the nucleus of the families, (and, therefore, of the society,) most of the household/housekeeping responsibilities should be carried out by the women—there is nothing undignifying in that. Making the (from the Qur’an and Sunnah), even though there could be intermittent difficulties. Otherwise many un-Islamic trends will gradually infiltrate in the (psychological) aspirations of the Muslims. For instance, during the last several centuries both the “Shi’a” and the “Sunni” made one-sided propaganda against each other. This process has made the division/disunity worse, and promoted misguidance to adopt creeds which are actually (or tantamount to) bid’a according to (Islamic) sha’ria. Most serious of those is the defiance of Allah’s clear commandment for unity. To correct this situation, Muslim must keep criticizing both sides fairly. Those of us who are grouped as Sunnis (, the majority,) must condemn the misgivings spreaded by both Shi’aism and Sunnism (against each other). Our criticism, like rain, should be gentle enough to nourish the growth (of the defaulters) without destroying their root. Likewise, due to lack of Islamic education (and environment), many un-Islamic practices are thought to be acceptable by many modern Muslims. In fact, these Muslims are under delusion (due to confusion), and must not be given the leadership authority without due precautions. 765 Suppose an innocent man was identified as the rapist and murderer by a victim (before the victim breathed her last who was a Muslim woman). This incident has outraged the whole society, and the defendant is belonged to a minority group (say, a Hindu in Bangladesh). But the Judge knew that the real culprit was a Muslim who was personally known to him. However, the culprit confessed (just before his death) to the Judge alone, and no one else knows the fact. On the other hand, if the court does not punish the accused (i.e. the innocent Hindu behind the bar), then a savage riot may break out and the lives of many Hindus (and Muslims) are at stake. Can the court punish the innocent? The answer is, “no”. Because, Divine Law can not be unjust to an innocent man. Likewise, a specific section/gender of the society can not be exploited unfairly to please the majority/powerful segment. In fact, backwarded echelon should be facilitated for proper uplifting (as measures for fair distribution, and not necessarily for immediate socio-economic progress, even though that may also be an outcome). These matters have been imbued intricately in the Divine Guidance—and only Allah SWT truly knows what is the best for our overall success. Therefore, no matter what may be the oligrachaic (/otherwise) opinions are (due to confusion/delusion), the letter and spirit of Islamic dictates and exhortations to maintain proper separation between men and women must be kept in focus. Fair promulgations must be made about the relevant Islamic principles/purposes to promote proper popularity (for proper separation) by removing confusion/delusion.

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women work equally and along with men will neither create the best scenario for the society nor for the women themselves. Because, in that case, more men will have to become substitutes for household/housekeeping/motherly works—there is no social gain. On the other hand, more women will be abused at the nonhousehold/non-housekeeping/non-motherly work places by the physically stronger men. The social crimes/costs will keep increasing by gradual degradation. There are many sectors, however, where women can work with dignity/effectively or even better than men without causing spiritual/natural disruption. I guestimate no more than one-fourth of (countrywide) total non-household works should be done by the women. In juxtaposition, no more than one-fourth of the total household works should be done by the men. Where the distribution demography of men and women are unequal, there the factors of problems are also proportional. Men, in general, should carry out their responsibilities of (physically) harder works to protect and maintain the families. Women should take care of the household affairs to maintain peace, happiness, and tranquility of the family. This is a complementary/reciprocal arrangement for an ever progressive society (determined by Allah SWT). However, equal emphasis must be given for educating every gender and different shifts should properly be used for males and females. Rights of the women (, given by Allah SWT,) must not be stripped off in the name of (fallacious) “equal rights”, and unwise/unfair burdens must not be imposed on women—men must carry out their duty (, enjoined by Allah SWT,) toward women. Because, women play the most crucial role for the continuation of human (species). The curricular parameters proposed in my works have been configured to make the programs strong/competent enough materialistically and better morally than those of the (secularly) developed world. For a concrete look we may include the following comparative table (for semester system): Degree Program Bachelor Master Doctoral Total

# of Years Proposed 3 3 3 9

# of years in USA 4 2 3 9

Total # of Classroom Hours Proposed (84x16=) 1344 (72x16=) 1152 (60x16=) 960 3456

Total # of Classroom Hours in USA (120x16x(50/60)=) 1600 (36x16x(50/60)=) 480 (54x16x(50/60)=) 720 2800

A close scrutinization will reveal that the proposed education system up to the end of High School program is equal in height and superior in strength to that of the USA. Also, higher education up to the end of the doctoral degree program is equal in height766 and superior in strength to that of the USA. The education system proposed by me is not mere an emulation of any existing system worldwide. In fact, it has been carefully designed to be appropriate for the postmodern Muslim world (of the 21st century and onward) by resisting and replacing the secular education systems now in vogue (such as European and American). 766

The proposed Bachelor degree is shorter in height to that of the USA—this will maximize domestic Bachelor degree graduates. Besides, it will minimize brain drain, because students will not pursue to study in the Master Degree programs abroad after obtaining Bachelor degree— instead, they will pursue to study in the doctoral programs abroad (after obtaining Master Degree at home).

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In overall, the education system proposed by me is very different from every existing system worldwide—it is much more complete, progressive, effective, productivity-friendly, and affordable; and has been designed to continuously improve for to be naturally/morally suitable for the “lean and mean” technological challenges of the coming centuries. The underlying concerns of my works are rearing of prowess, progress, prosperity, and peace of individuals for establishing a truly stable society by properly integrating all the relevant communities. Epilogue

Allah SWT says: “Read! In the name of thy Lord (and Cherisher), Who created,—created man, out of a leech-like clot: Read! And thy Lord is Most Bountiful, Who taught (the use of) the pen,—taught man that which he knew not.”

(Qur’an/96:1-5)

The above verses are the very first divine revelation that came to the Prophet (Muhammad s.a.w.)—a man, who neither new how to read nor how to write. These verses are clear instructions to acquire knowledge about Allah (SWT), His creation, and His bounties. Muhammad (s.a.w.) received Allah’s guidance as His Messenger. Therefore, literacy is immaterial for him. The guidance of Allah SWT transmitted/demonstrated by the Prophet (s.a.w.) is the only manual by which human life and society can be operated properly. Therefore, Muslims must go back to the analysis of the Islamic fundamentals for finding guidance (in postmodern contexts) to institute suitable educational, economic, political, etc. institutions for re-establishing suitable social system for themselves. This is the only way out for the Muslim Ummah today (which will also hoist up torch as the emancipating guidance for the entire mankind). There is a saying: “The journey of a thousand miles starts with a step”. If the journey is very urgent and vital, then the very first step toward setting it out is crucial. Presentation of the contents of this work is not that first step. These are some of my thoughts I wanted to convey to those who are willing to make many sacrifices (against many odds such as ignorance and poverty) to take that very step toward the Islamization process of education system for the Muslim Ummah. At this point I am turning to share some more relevant information (next) with the readers. I started to write about education system in one of my letter addressed to my respected teacher Mvi. Moazzem Hossain (Headmaster, A. K. Academy, Gasua, Sandwip, Chittagong, Bangladesh) during second half of 80’s. In that letter expressed some brief/rudimentary/crude ideas to develop suitable education system for the Muslim countries like Bangladesh. Like as usual, I received another inspirational reply from him. Subsequently, I distributed copies of my (that) letter to some of my relatives, friends, and concerned Muslims (including Dr. M. S. A. Ibrahimy, Professor of Arabic and Islamic Studies, Rajshahi University, Bangladesh, and Professor Mohammad Ibn Inam, Department of History767, Dhaka College, Bangladesh). For many years I have discussed this matter with many others every now 767

Then Prof. Mohammad Ibn Inam was a Member of the Directing Staffs of the Tecaher’s Training College, Dhanmondi, Dhaka, Bangladesh.

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and then. But, I neither did any objective research nor I took any further effective step for a long period—I kept up with my self studies (/surveying briefly) in Islam, Philosophy, World History/country studies, World Religion, Muslim History, etc. By the guidance of Allah (SWT), I started to write again about Islamization of Education System (i.e. this work) during the month of May, 1995, immediately after the end of my spring semester (as student768) at the University of Oklahoma, Norman, Oklahoma, USA. After substantial set backs in my life, I also started, by the Mercy of Allah SWT, a new job during that time. I, therefore, had been working (on my creative/research pursuits) since then in the week-ends and in the evenings until my separation769 from the job in September, 1996. Alhamdulillah, I completed the first draft of this work770 during the month of August, 1995. Subsequently, I have distributed over hundred copies of it to concerned individuals, and resourceful organizations (including governments of many Muslim countries) throughout the world. Almost in all these cases, I requested the addressee (or his/her representative) to donate their input by giving suggestions, comments etc. to me in order to improve this literature. On the individual levels, I have received many verbal/written comments. But to my disappointment and little surprise, I have not received yet significant amount of input/reply from most of those resourceful organizations/offices. Following is the list of the organizatios/offices to each of which a hard copy of the first draft was sent (via registered postal mail, on or before September 14, 1995), and from which I received replies: 1. Bangladesh- Prof. Ghulam Azam771, Ameer, Jamaat-E-Islami Bangladesh, Central Office, 505 Elephant Road, Bara Moghbazar, Dhaka-1217, Bangladesh. 2. Iran- M. A. Tashkiri (, on behalf of Hon. Ayatullah-al-Uzma Khameini), Head of International Relations, Office of Islamic Leadership, P. O. Box-13185-1555, Tehran, Islamic Republic of Iran. 3. Kazakhstan- Ye U Medeuov (, on behalf of Hon. Nursultan A Nazarbayev), Deputy Minister, Ministry of Education, 25 Jambul St, 4800 Alam Ata, Republic of Kazakhstan. 4. Lebanon- Dr. Husni Majzoub (, on behalf of Hon. Rafiq al-Hariri), Director of the President’s Council of Ministers’ Office, Beirut, Lebanese Republic.

768

After 7.5 years of study break I returned as a special student aiming for Ph. D. program in Pure Mathematics. I was in a dialemma whether to continue several more years as a student or to continue with my creative works for overhauling the social institutions of Bangladesh/Muslim world in particular and of the globe in general. 769 I used to spend some time in this work during my lunch-hours at jobs also. 770 Then titled: Muslim School System. This work included a thorough model from the beginning to the Ph. D. degree level. 771 A copy of the first draft was (registered) mailed to (each) Hon. Khaleda Zia (then Prime Minister), Sheikh Hasina, Begum Rowshan Ershad, and Prof. Ghulam Azam on the same day. I received reply from only Prof. Ghulam Azam. He also sent a copy of the draft to Principal M. A. Rob, Director, Islamic Education Society, 73 Outer Circular Road, Bara Moghbazar, Dhaka-1217. Principal M. A. Rob later on sent me an extensive review with valuable comments and suggestions.

(Page 595 of 1344)


5. U. S. A.- (i) Dr. Muhammad Omar Farooq, Editor of NABIC, North American Bangladesh Islamic Community, P. O. Box- 6631, Oak Ridge, TN 37831, USA. (ii) James A. Dorskind (, on behalf of the Hon. Bill Clinton), Special Assistant to the President (of USA), Director of Correspondence and Presidential Messages, The White House, 1600 Pennsylvania Avenue NW, Washington D. C. 20500, USA. (iii) Hon. Senator David Boren, President of the University of Oklahoma, 660 Parington Oval, Norman, Oklahoma 73019, USA. Following is the list of the organizations/offices to each of which a hard copy of the first draft had also been sent (by registered postal mail on or before September 14, 1995) and from which no reply has been received yet by me: 1. Afghanistan- Hon. Burhanuddin Rabbani, President of the Islamic State of Afghanistan, Kabul, Afghanistan. 2. Albania- Hon. Sali Berisha, President of the Republic of Albania, Tirane, Albania. 3. Algeria- Hon. A. Zarwal, President of the Democratic and Popular Republic of Algeria, Algiers, Algeria. 4. Azerbaijan- Hon. Heyder Aliyev, President of the Azerbaijani Republic, Baku, Azerbaijan. 5. Bahrain- Hon. Sheikh Isa Bin Salman Al Khalifa, Amir of the State of Bahrain, Manama, Bahrain. 6. Bangladesh-(i) Hon. Khaleda Zia , Prime Minister of Bangladesh Govt., Dhaka, Bangladesh. (ii) (iii)

Hon. Sheikh Hasina Wajed, the Opposition Leader in the Bangladesh Parliament, Dhaka, Bangladesh. Hon. Begum Rowshan Ershad (, wife of Hon. H. M. Ershad—Ex President of Bangladesh), The Leader of Bangladesh Jatiya Party, Head Office, Dhaka.

7. Bosnia-Herzegovina- Hon. Alija Izetbegovic, President of the Republic of Bosnia and Herzegovina, Sarajevo, Bosnia and Herzegovina. 8. Brunei- Hon. Sultan Haji Hassanal Bolkiah Mu’izzadin Waddaulah, Sultan of Brunei Darussalam, Bandar Seri Begawan, Brunei. 9. Chad- Hon. Idriss Deby, President of the Republic of Chad, N’Djamena, Chad. 10. China- Imam, Jam-E-Masjid, Xing Kiang, People’s Republic of China.

(Page 596 of 1344)


11. Djibouti- Hon. Hassan Gouled Aptidon, President of the Republic of Djibouti, Djibouti, Republic of Djibouti. 12. Egypt- Hon. Mohammed Hosni Mubarak, The President of the Arab Republic of Egypt, Cairo, Egypt. 13. Eritrea- Hon. Abdullah Muhammad, Leader of Eritrean Liberation Front, Asmara, Eritrea. 14. India- Imam, Shahi Jam-E-Masjid, Delhi, India. 15. Indonesia- Hon. Gen. (Ret.) Soeharto, President of the Republic of Indonesia, Jakarta, Indonesia. 16. Iraq- Hon. Saddam Husayn, President of the Republic of Iraq, Baghdad, Iraq. 17. Jordan- Hon. King Hussein I, The Ruler of the Hashemite Kingdom of Jordan, Amman, Jordan. 18. Kuwait- Hon. Shaykh Jabir al-Ahmad al-Jabir Al-Sabah, The Amir of the State of Kuwait, State of Kuwait. 19. Kyrgyzstan- Hon. Askar Akayev, President of the Kyrgyz Republic, Bishek, Kyrgystan. 20. Libya- Hon. Mu’ammar al-Qadhafi, The De facto Head of State of Socialist People’s Libyan Arab Jamahiriya, Tripoli, Libya. 21. Malaysia- Hon. Ja’afar ibni Abdul Rahman, The Paramount Ruler of Malaysia, Kuala Lumpur, Malaysia. 22. Maldives- Hon. Maumoon Abdul Gayoom, President of the Republic of Maldives, Male, Maldives. 23. Mali- Hon. Alpha Oumar Konare, President of the Republic of Mali, Bamako, Mali. 24. Morocco- Hon. King Hassan II, The Ruler of the Kingdom of Morocco, Rabat, Morocco. 25. Hon. Ali Seibou, President of the Republic of Niger, Niamey, Niger. 26. Hon. Ernest Shonekan, President of the Federal Republic of Nigeria, Lagos, Nigeria.

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27. Oman- Hon. Sultan Qaboos bin Sa’id Al Sa’id, The Ruler of the Sultanate of Oman, Muscat, Oman. 28. Pakistan- Hon. Farooq Ahmad Khan Leghari, President of the Islamic Republic of Pakistan, Islamabad, Pakistan. 29. Palestine- Hon. Yasir Arafat, Leader of PLO and the Ruler of Gaza, West Bank and Jericho; Gaza, West Bank and Jerich (Palestine). 30. Qatar- Hon. Sheikh Hamad bin Khalifa Al Thani, The Emir of the State of Qatar, Doha, Qatar. 31. Saudi Arabia- (i) Hon. Custodian of the Two Holy Mosques King Fahd bin Abd al-Aziz Al Saud, the Ruler of the Kingdom of Saudi Arabia, Riyadh, Saudi Arabia. (ii) Hon. Hamid al-Gabid772, Secretary General of the Organization of Islamic Conference, P. O. Box 178, Jeddah, Saudi Arabia. 32. Senegal- Hon. Abdou Diouf, President of the Republic of Senegal, Dakar, Senegal. 33. Sierra Leone- Hon. Capt. Valentine E. M. Strasser, The Head of the State and Chairman of the National Provisional Ruling Council of the Republic of Sierra Leone, Freetown, Sierra Leone. 34. Somalia- Hon. Maj. Gen. Mohammad Siad Barre, Head of Somali Revolutionary Socialist Party (SRSP), Mogadishu, Somalia. 35. Sudan- Hon. Lt. Gen. Omar Hassan al Bashir, President of the Republic of Sudan, Khartoum, Sudan. 36. Syria- Hon. Hafiz al-Asad, President of the Syrian Arab Republic, Damascus, Syria. 37. Tajikistan- Hon. Emomili Rakhmonov, Head of State of the Republic of Tajikistan, Dushanbe, Tajikistan. 38. Tanzania- Hon. Ali Hasan Mwinyi, President of the United Republic of Tanzania, Dar es Salaam, Tanzania.

772

A complete list of the Chiefs of the States (/Heads of the Governments) of all the Muslim countries (to whom a hard copy of the first draft was sent) had been included with the hard copy of the first draft sent to them.

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39. Tunisia- Hon. Zine el Abidine Ben Ali, President of the Republic of Tunisia, Tunis, Tunisia. 40. Turkey- Hon. Suleyman Demirel, President of the Republic of Turkey, Ankara, Turkey. 41. Turkmenistan- Hon. Saparmurad Niyazov, President of Turkmenistan, Ashgabat, Turkmenistan. 42. U. A. E.- Hon. Shaikh Zayyed Bin Sultan Al Nahayyan, President of the Supreme Council of the United Arab Emirates, Abu Dhabi, U.A.E. 43. U. K.- Hon. Prince Charles, Bukingham Palace, London, England SW 1A, 1AA, U.K. 44. U. S. A. – (i) Dr. Faizul Kabir, Leader (Ex-President) of Sandwip Educational and Cultural Society, 118 Haverford Road, Hicksville, NY 11801, USA (ii) Mr. Shafiqul Alam, Chairman of Sandwip Association, 516 Woodvine Street, NY 11553, USA. The package came back on December 26, 1995. (iii)Hon. Abdullah Idriss, President of the Islamic Society of North America, P. O. Box -38, Plainfield, IN 46168, USA; (iv)

Hon. Mujahid Malek, President of the Islamic Circle of North America, P. O. Box -3174, Jamaica, NY 11432, USA;

(v)

Hon. Muhammad El-Ashmawy, President of the Muslim Arab Youth Association, P. O. Box -6765, Kansascity, KS 66106-0765, USA;

(vi)

Dr. Baasem Khafaji, President of the Islamic Assembly of North America, 3588 Plymouth Road, Suite 270, Ann Arbor, MI 48105, USA;

(vii)

Hon. Frank Keating, Governor of the State of Oklahoma, State Capitol Building, Oklahomacity, Oklahoma, USA.

45. Uzbekistan- Hon. Islam Karimov, President of the Republic of Uzbekistan, Tashkent, Uzbekistan. 46. Western Sahara- Hon. Muhammad Abdul Aziz, Leader (& the Secretary General) of the Polisario Front, El-Aaiun, Western Sahara. 47. Yemen- Hon. Abdullah Abu Saleh, President of the Republic of Yemen, Sanaa, Yemen.

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The above data is an indication of the careless passive state of Ummah. But I believe it will (insh’Allah) not be too difficult to promote the awareness among the Muslims for realizing the priorit /urgency status Islamized system of education—I know most of the relevant Muslims are concerned about it. One day in the month of September, 1995, about fifty Muslims and Muslimas gathered (on my invitation) at my apartment. Hard copies of the first complete draft (of this work) had been distributed to them. On that day, Dr. M. A. B. Mallick (a Bangladeshi Professor, Department of Botany, Langston University, Oklahoma) presented to me a copy of the ‘Teaching Islamic Sciences and Engineering’ by S. Walker Ahmed Husaini. I also received a copy of each of the ‘Bangladeshe Islami Shikkha: Atit O Bartaman’, and ‘Education and The Muslim Ummah with Special Reference to Al-Hikma System of Education’ by Dr. M. S. A. Ibrahimy (Professor, Dept. of Arabic and Islamic Studies, Rajshahi University, Bangladesh)—these two were sent to me by Dr. Mohammad Omar Farooq (of NABIC) after he received a hard copy of the first draft of this work. During the month of October, 1995, Islamic Society of Norman conducted two (open forum) discussion sessions on the first draft of this work. Initially, my intention was to directly express my (“unbiased”) creative/intuitive views on this matter without specific research/studies. That is why I completed the first draft without much consultation with any related source. After the distribution of it I received many comments, information and the three books mentioned above. I then became more convinced that my work had many errors/deficiencies. In the same time I also became more convinced that (, by the Mercy of Allah SWT,) the model developed in this work has had enough vitality to significantly help in the objective and subjective analysis (by the scholars) to synthesize an “ideal” education system for the Muslim Ummah. After the distribution of (the hard copies of) the first draft I started studies/research on my second major work. But due to my lacking of any computer (outside my job office) I failed to start composing the second work and revising my first work [i.e the first draft of Muslim School System (“MSS”)]. This way time passed until by the Mercy of Allah SWT I completed revising the draft during the middle of 1996. In June, 1996, I sent copies of the revised draft (i.e. 2nd version) of this work to few addresses, including Principal M. A. Rob of Islamic Education Society, Dhaka. This version did not substantially alter the contents of the first version, but added significant amount of materials for elaboration. Since then till the end of September, 1996 (the time of my separation from my job) my creative/research activities were reduced to readings (/making notes) due to lack of any personal computer. From the month of October, 1996, I increased research for producing my second major work (, Muslim Material Management (“MMM”). At the end of 1996, I procured a computer set and started composing. Since than I had been working on my research/creative projects days and nights (since I was unemployed). By the mercy of Allah SWT, I first draft of my “MMM” during the month of February, 1997. Immediately, I distributed over hundred hard copies of the same773 and of the second version of “MSS”. Following is the list of (some of the) addresses where a hard copy of the both (i.e 2nd version of “MSS” and first version of “MMM”) had been provided:

773

For more details please read the ‘Epilogue’ section of my “MMM”.

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1. On February 24, 1997, the contents were sent (via registered postal mail) to the Chiefs of the States (/Heads of the Governments) or the (official) replacements (of the executives as listed earlier) of Afghanistan, Albania, Algeria, Azerbaijan, Bahrain, Bangladesh, Bosnia & Herzegovina, Brunei, Chad, Djibouti, Egypt, Indonesia, Iran, Iraq, Jordan, Kazakhstan, Kuwait, Kyrgystan, Lebanon, Libya, Maldives, Mali, Morocco, Niger, Nigeria, Oman, Palestine, Qatar, Saudi Arabia, Senegal, Sierra Leone, Sudan, Syria, Tjikistan, Tanzania, Tunisia, Turkmenistan, U. A. E., Uzbekistan, Western Sahara, and Yemen. 2. On the same day the same was also (registered) mailed to the followings: (i.) (ii.) (iii.) (iv.) (v.) (vi.) (vii.) (viii.) (ix.) (x.) (xi.) (xii.) (xiii.) (xiv.) (xv.) (xvi.) (xvii.) (xviii.)

BangladeshHon. Prof. Ghulam Azam, Ameer, Jamaat-E-Islami Bangladesh, Central Office, 505 Elephant Road, Bara Moghbazar, Dhaka-1217, Bangladesh. Hon. Khaleda Zia (, former Prime Minister774 of the Govt. of Bangladesh), Leader of BNP, Central Office, Dhaka, Bangladesh. Hon. Lt. Gen. (Ret.) Hussain Muhammad Ershad (, former President of Bangladesh), Leader of the Jatiyo Party, Central Office, Dhaka, Bangladesh. Hon. Mustafizur Rahman M. P. (Sandwip), C/O. Bauria College (M. R. College, Bauria), P. O. Bauria, Sandwip, Chittagong, Bangladesh. Vice Chancellor, University of Dhaka, Dhaka. Vice Chancellor, Jahangirnagar University, Dhaka. Vice Chancellor, Bangladesh University of Engineering and Technology (BUET), Dhaka. Chief Executive (, or Dr. Abu Lais Hoq of Computer Science Dept.), North-South University, 12 Kemal Ataturk Ave., Banani, Dhaka. Principal, (or Prof. Ibn Inam of History Dept.), Dhaka College, Dhanmondi, Dhaka. Principal, Chittagong (Govt.) College, Chittagong-4000, Bangladesh. Principal Munir Ahmad, or Current Chief Executive, T & T College, Dhaka. Vice Chancellor, University of Chittagong, Chittagong. Principal, Govt. College of Commerce, Agrabad, Chittagong. Vice Chancellor, Rajshahi University, Rajshahi. Vice Chancellor, Mymensingh Agricultural University, Memensingh. Vice Chancellor, Khulna University, Khulna. Chief Executive (, or Dr. Abu Lais Hoq of Computer Science Dept.), North-South University, 12 Kemal Ataturk Ave., Banani, Dhaka. Principal, Govt. A. B. College, Sandwip, Chittagong. Benin- Hon. Nicephore Soglo, or Current Chief of State of the Republic of Benin, Porto-Novo, Benin.

774

The contents had also been sent to the then Prime Minister Hon. Sheikh Hasina Wajed as mentioned above.

(Page 601 of 1344)


Burkina Faso- Hon. Captain Blaise Compaore, or Current Chief of State of Burkina Faso, Ouagadougou. Chechnya- Head of the Government of Chechnya, (President is Hon. Aslan Maskhadov), Grozny, Chechnya (former USSR). Comoros- Hon. Said Mohamed Djohar, or Current Chief of State of the Federal Islamic Republic of the Comoros, Moroni, Comoros. Cote d’Ivoire- Hon. Henri Konan Bedie, or Current Chief of State of the Republic of Cote d’Ivoire, Yamoussoukro, Cote d’Ivoire. Eritrea- Hon. Isaias Afworke, or Current Chief of State of the State of Eritrea, Asmara, Eritrea. Ethiopia- Hon. Meles Zenawi, or Current Chief of State of Ethiopia, Addis Ababa, Ethiopia. Gambia- Hon. Captain Yahya A. J. J. Jammeh, or Current Chief of State of the Republic of The Gambia, Banjul. Ghana- Hon. Jerry John Rawlings, or Current Chief of State of the Republic of Ghana, Accra. Guinea- Hon. Lansana Conte, or Current Chief of State of the Republic of Guinea, Conakry. Guinea-Bissau- Hon. Joao Bernardo Vieira, or Current Chief of State of the Republic of Guinea-Bissau, Bissau. Liberia- Hon. David Kpomakpor, or Current Chief of State of the Republic of Liberia, Monrovia. Malaysia- Hon. Dr. Mahatir bin Mohammad, The Prime Minister of Malaysia, Kuala Lumpur. Mauritania- Hon. Col. Maaouya Ould Sid’ Ahmed, or Current Chief of State of the Islamic Republic of Mauritania, Nouakchott. Mayotte- Hon. Mansour Kamardine (or his representative), The Leader of the Mahoran Rally for the Republic, Mamoutzou. Pakistan- Hon. Nawaz Sharif, or Current Head of Government of the Islamic Republic of Pakistan, Islamabad. Saudi Arabia- Hon. Fahd bin Abd al-Aziz Al Saud, the King of the Kingdom of Saudi Arabia, Riyadh.

(Page 602 of 1344)


Somalia- Chief of the United Somali Congress (or his Representative), or Current Chief of State of Somalia, Mogadishu. Turkey- Hon. Necemettin Erbakan, The Prime Minister of the Republic of Turkey, Ankara. U. S. A. – (1) Hon. Abdullah Idriss, or Current Chief Executive of the Islamic Society of North America, P. O. Box -38, Plainfield, IN 46168; (2) Dr. Muhammad Omar Farooq775 (, or Current Chief Executive of N. A. B. I. C.), The Editor of NABIC, North American Bangladeshi Islamic Community, P. O. Box- 6631, Oak Ridge, TN 37831; (3) Hon. Mujahid Malek, or Current Chief Executive of the Islamic Circle of North America, P. O. Box -3174, Jamaica, NY 11432; (4) Hon. Muhammad El-Ashmawy, or Current Chief Executive of the Muslim Arab Youth Association, P. O. Box -6765, Kansascity, KS 66106-0765; (5) Dr. Baasem Khafaji, or Current Chief Executive of the Islamic Assembly of North America, 3588 Plymouth Road, Suite 270, Ann Arbor, MI 48105; Zambia- Hon. Frederick Chiluba, or Current Chief of State of the Republic of Zambia, Lusaka. 3. In addition the same contents had been (registered) mailed to the following addresses also on or before April 12, 1997: Afghanistan- Dr. Syed Amir Shah Asanyar, Director, Kabul University, Kabul. Australia- Dr. M. A. Masih, Department of Economics, Australian Defense Force Academy, University of New South Wales, Campbell, A.C.T. 2601. Bangladesh- (1) Maulana Idris Saheb, Al-Jamiatul Islamia, Dar-ul-Ulum, Madani Nagar, Demra, Dhaka. (2) Hon. A. B. M. Mohiuddin Chowdhury, Mayor, Chittagong City Corporation, Chittagong-4000. Egypt- Dr. Ahmed Abd el-Moneim Abd el-Baki, Professor of E. N. T. & Dean of the Faculty of Medicine, Minia University, Minia776. Saudi Arabia- (1) Prof. Izzudin Umar A. Musa, Professor of Islamic History, Department of History, College of Fine Arts, King Saud University, P. O. Box 2456, Riyadh 11451. 775

Since Dr. Muhammad Omar Farooq lives far from this address, I sent (on April 26, 1997, by certified mail) another copy of the “MMM” to his residence address at 363 South Vine St., West Union, IA 52175. Later on during telephone conversation Dr. Farooq made some comments (to me) on the contents (as far as he completed reading). 776 Hand delivered to him (on April 29, 97) while he was visiting Norman, Oklahoma, USA.

(Page 603 of 1344)


(2) Dr. Shahjahan Khan, Associate Professor, Department of Math Sciences, King Fahd University of Petroleum and Minerals, Dahran-31621. In addition to the avobe lists, the contents had been given to many other individuals (/organizations) in many countries. Majority of the organizations (including almost all the Chiefs of the States and the Heads of the Governments) listed above had been informed that the expenses involved for these activities had been large, and (by the Mercy of Allah SWT,) all the expenditures had/have been made from my personal resources. They were also encouraged to (at least) send me some (small amount of) money to defray the cost of correspondence (or if not, to at least send me a letter of reply). No one had/has provided me any financial assistance (in any form). Among all the addresses (listed above), I received only the following three replies: Bangladesh- (i) Br. Nazmul Hoq (on behalf of sick bedridden Hon. Prof. Ghulam Azam), Private Secretary to Ameer-E-Jamaat, Jamaat-E-Islami Bangladesh, Central Office, 505 Elephant Road, Bara Moghbazar, Dhaka 1217, Bangladesh. (ii) Prof. Muhammad Junaid, Principal, Chittagong (Govt.) College, Chittagong, Bangladesh. Saudi Arabia- Ambassador Mohammad Saleh Zaimi (on behalf of Hon. Dr. Azeddine Laraki), Director of Cabinet, Organization of the Islamic Conference (OIC), P. O. Box 178, Jeddah, Kingdom of Saudi Arabia. After completing the third edition on June 06, 1997 of (extensively revised and retyped) the ‘Muslim School System’ I increased my research activities to put out another (/third) major work while continuously kept up my search for employment777. In the meantime, I submitted the third edition of my “MSS” and the second edition of my “MMM” to tens of publishers (/resourceful organizations) for mass production and/or formal evaluation etc. These included the followings: 1. Islamic Foundation Press778, Baitul Mukarram, Dhaka-2, Bangladesh. 2. The International Institute of Islamic Thought779, P. O. Box 669, Hendron, VA 22070, USA. 3. Hon. Ayatollah Ali Hoseini-Khamenei780, The Leader of the Islamic Revolution of the Islamic Republic of Iran, Tehran, Iran. 777

I communicated (via registered postal mails) to the Chiefs of States of around 10 Muslim countries (with higher percapita income) twice more, by informing them about my pressing needs for financial assistance as my debt was continuously increasing. These leaders were encouraged (, in my letters written to 45 to 60 other similar offices along with the previous versions of both the manuscripts were sent,) twice before also since 1995 to assist me financially in these endeavors. I believed/believe my efforts, insh’Allah, will save in billions for the countries adopting even some of the ideas from these contents. But never received (/never have received) any financial assistance from any source. But, alhamduLillah, Allah SWT kept some caring friends (for me) who were lending me some money (one after another) by which I continued my simple life for several months (in Norman, Oklahoma, USA). May Allah SWT reward them abundantly and may He give us the complete success both in this life and in the hereafter. 778 Sent on Sept. 22, 1997. Received a letter of reply (dated Feb. 11, 1998) refusing to publish. 779 Sent on Sept. 22, 1997. Received a letter of reply (dated March 09, 1998) refusing to publish. I then wrote another letter to them requesting to re-consider to publish—but no decision was made.

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4. Ambassador Dr. Edward J Perkins781, William J Crowe Professor and the Executive Director of International Programs, University of Oklahoma, 339 West Boyd Street, Room 400, Norman, OK 73019-5144, OK, USA. 5. Senator David L. Boren782, President of the University of Oklahoma, 660 Parington Oval, Room 110, Norman, OK 73019, USA. 6. Dr. Millie Audus783, Director of International Relations, University of Oklahoma, 640 Parington Oval, Room 211, Norman, OK 73019, USA. 7. The Director784, School of Oriental and African Studies (“SOAS”), University of London, Bloomsbury, London, England, U. K. I decided to revise the “MSS” again and completed its 4th edition on May 08, 1998. On June 03, 1998 I sent a (hard) copy of the 4th edition of the “MSS” and a copy of the 2nd edition of “MMM” to Hon. Justice Shahabuddin Ahmed, the President of the People’s Republic of Bangladesh, through registered postal mail. Subsequently, on June 13, 1998 I set out (from Norman, Oklahoma, USA) for Bangladesh and reached Dhaka of June 15, 1998. Since than I made personal correspondence/contacts with many scholars, policy makers, thinkers, politicians and organizations/embassies of the Muslim countries. During this period I also handed over a copy of the “MSS” (4th edition) and a copy of the “MMM” (2nd edition) to many individuals, officials, and institutions. A brief list of these recipients is provided below: 1. July 01, 98: Mr. Hassan Sadri785, Attache, Embassy of the People’s Republic of Iran, House # 7, Road # 6, Baridhara, Dhaka. 2. July 27786, 98: Hon. Mohammad bin Ahmad Al-Hassani, Director, Foreign Affairs Office and Center, Rabita Al- A’lam Al-Islamia, P. O. Box 537, Makka AlMukarramah, K. S. A. 3. August 02, 98: Mr. A. K. M. Rafiqul Alam Bhuiyan, President, Central Executive Committee, Institute of Diploma Engineers (, Bangladesh), Central Office, 160/A Kakrail, Dhaka-1000. 4. August 06, 98: Prof. Rowshan Akhtar Hanif, Principal, Chittagong College, Chandanpura, Chittagong-4000. 780

Sent (via registered postal mail) along with my letter of Sept. 29, 1997 written in reply to the letter (dated July 28, 1997) of Br. M. A. Taskhiri, Head of International Relations, Office of Islamic Leadership, Tehran, Iran. No reply was received by me. 781 Hand delivered at his office on April 14, 1998. No reply was received by me. 782 Hand delivered (along with a copy of the letter addressing Ambassador Perkins) at his office on April 14, 1998. No reply had been received. 783 Hand delivered (along with a copy of the letter addressing Ambassador Perkins) at her office on April 14, 1998. No reply had been received. 784 Sent (via registered postal mail) on April 14, 1998. No reply had been received. 785 To follow up (on my behalf) the correspondence between me and M. A. Taskhiri, Head of International Relations, Office of Islamic Leadership, P. O. Box-1385-1555, Tehran, Islamic Republic of Iran. 786 Sent via registered postal mail within few days.

(Page 605 of 1344)


5. August 09, 98: Mr. Mir Quasem Ali, Director of the Rabiat Al-A’lam Al Islami, 5/5 Gaznabi Road, Mohammadpur, Dhaka-1207. 6. August 12, 98: Dr. Zohurul Islam787, Secretary General of the Bangladesh Institute of Islamic Thought (BIIT) (& Treasurer of the Bangladesh Open University), 312 Elephant Road, Dhaka-1205. 7. August 12, 98: Dr. A. M. Patwari, Director General, Islamic Institute of Technology, Board Bazar, Gazipur. 8. August 17, 98: Mr. Binode Bihari Chowdhury, President, Hindu-Bowddha-Christian Unity Council, 120 Momin Road, Chittagong-4000. 9. August 18, 98: Mr. Abu Taher, General Secretary, Islamic Social Welfare Council, 152 College Road, Chakbazar, Chittagong-4000. 10. August 18, 98: Mr. A. Z. M. Obaidullah (, for Prof. Mohammad Ali, Vice Chancellor, ICU), Registrar (in-charge), Islamic University Chittagong, 154/A College Road, Chakbazar, Chittagong-4000. 11. September 16, 98: Prof. Dr. Syed Ali Ahsan, Vice Chancellor, Dar-ul-Ehsan University, House #21, Road #9A, Dhanmondi, Dhaka. 12. September 16, 98: Hon. M. A. Mannan M. P.788, Minister of Labor and Manpower, Govt. of the P. R. Bangladesh, Bangladesh Secretariat, Purana Paltan, Dhaka1000. 13. September 17, 98: Prof. Dr. Aminul Islam, Vice Chancellor, National University of Bangladesh, Board Bazar, Gazipur. 14. November 04, 98: Dr. Rafiq Ahmed, Chairman, Dept. of Arabic and Islamic Studies, University of Chittagong, Hathazari, Chittagong. 15. November 16, 98. Dr. Saeed Al-Zaharani, Asstt. Professor, Dept. of Chemical Engineering, College of Engineering, King Saud University, P. O. Box 800, Riyadh, 11421, Kingdom of Saudi Arabia.

787 788

According to the advice of Prof. Dr. Shamser Ali, Chairman of the BIIT. To coordinate (, which he kindly agreed,) with the Ministry of Education and other organs of the Govt. of Bangladesh.

(Page 606 of 1344)


16. November 30, 98: Mr. Abdul Jalil Jamadar, Director, Publication Division, Islamic Foundation Bangladesh, Baitul Mukarram, Dhaka-1000. 17. December 16, 98: Dr. Qazi Din Mohammad, Pro-Vice Chancellor, Asian University of Bangladesh, House #9, Road #7, Uttara Model Town, Dhaka-1000. 18. December 27, 98: Dr. Enayetur Rahman, Chairman, Board of Secondary and Higher Secondary Education Chittagong, X-29, Block-B, Chandgaon, Chittagong4000. 19. May 04, 1999: Hon. Nurul Islam Nahid M. P.789 (Sylhet), Chairman, Parliamentary Standing Committee on the Affairs of the Ministry of Education, 21 North Road (3rd Floor), Dhanmondi, Dhaka-1205. 20. May 31, 99: Dr. Anisuzzaman, Professor and Chairman, Department of Philosophy, Dhaka University, Dhaka-1000. 21. August 19, 99: Prof. M. A. Mannan790, Vice Chancellor, University of Chittagong, Hathazari, Chittagong. Etc. During this period I have had the opportunities to discuss (as the key-note speaker) on the contents of the “MSS” at several seminars held at: Islamic University Chittagong, Bangladesh Institute of Islamic Thought791, Islamic Academy (, Dar-ul-Ehsan University792), Chittagong College, Govt. A. B. College (Sandwip), etc. During that period I had been searching heard for a job in Bangladesh, and I also kept myself deeply engaged in my research/creative activities for my next works. However, before completing the next research/creative work I put out 5th edition of the “MSS” (on Oct. 05, 99) and the 3rd edition of “MMM” (on Oct. 12, 99)—even though I did not have a conducive situation (as failed to set up my computer). Besides, my failure to find a job (in Bangladesh) forced me to consider for going back to Norman, Oklahoma, USA. Immediately after completing the 5th edition of this work and the 3rd edition of the “MMM” I submitted (/updated) a (hard) copy of each to the following individuals/offices:

789

As follow up of our meeting of July 06, 1998 along with Hon. Mustafizur Rahman M. P. (Sandwip), at the Parliament House (“Sangsad Bhaban”). As a follow up of our previous contacts and correspondence. On November 23, 99 he arranged (through the Department of Philisophy, University of Chittagong) for a seminar to discuss (in open forum) the content matters of this work. In that seminar I had the opportunity to briefly present contents of this work as the key-note speaker. 791 This seminar also included discussion on the contents of the “MMM”. 792 The previously arranged another seminar at IBS, Dar-ul-Ehsan University, where I discussed (as the key-note speaker) on the contents of the “MMM”. 790

(Page 607 of 1344)


1. October 12, 1999: Hon. A. S. H. K. Sadeq, Minister of Education for the Government of the People’s Republic of Bangladesh, Bangladesh Secretariat, Purana Paltan, Dhaka-1000. 2. October 12, 1999: Hon. Maulana Nurul Islam, State Minister for the Religious Affairs for the Government of the People’s Republic of Bangladesh, Bangladesh Secretariat, Purana Paltan, Dhaka-1000. 3. October 13, 1999: Hon. Prof. Ghulum Azam, Ameer, Jamaat-E-Islami Bangladesh, 505 Elephant Road (/118 Kazi Office Lane), Bara Moghbazar, Dhaka-1000. 4. October 13, 1999: Hon. Syed Anwar Hussain, Director General, Bangla Academy, Kazi Nazrul Islam Avenue, Dhaka-1000. 5. October 14, 1999: Mvi. Motahar Hossain (“Shahjahan”), Headmaster, Katgar G. N. High School, Kalapania, Sandwip, Chittagong. 6. October 14, 1999: Advocate M. A. Mannan, President, Sandwip Association Chittagong, 837 Mehedibag, Chittagong-4000. 7. October 21, 1999: Mr. Shamsul Kibria, President, Sandwip Education Society Chittagong, 75 Agrabad C/A (S. A. V. P. Eastern Bank), Chittagong-4000. 8. October 27, 1999: Hon. Salahuddin Quader Chowdhury (M. P., Rangoonia) (S/O Late Speaker Fazlul Quader Chowdhury), Goods Hill, K. B. Abdus Sattar Road, Chittagong-4000. 9. November 7, 1999: Prof. Mansur Uddin Ahmed, Chairman, Department of Philosophy, University of Chittagong, Hathazari, Chittagong. 10. November 7, 1999: Dr. Hassan Muhammad, Professor793, Department of Political Science, University of Chittagong, Hathazari, Chittagong. 11. December 01, 1999: Prof. Anwar Azim Arif, Rector, International Institute of Business and Technology, 1/A O. R. Nizam Road (Prabartak Circle), Chittagong-4000. 12. December 14, 1999: Hon. Obaidul Hoq (former M. P., Sandwip), President, Sandwip Educational and Cultural Council, H # 18, Road # 28, Sector 7, Uttara Model Town, Uttara, Dhaka-1230. 13. December 19, 99: Sr. Ishrat Sami794 (and “Sr. Hafsa”), C/O Dr. Saffiyah (Umm Soliman) (Women for Propagation of Islam), 143 Colchester Road, Leyton E10 6HE, London, England, U. K. 14. January 04, 2000: Headmaster795, A. K. Academy, Gasua, Sandwip, Chittagong. But I continued with my research/creative activities/accumulation—I put out the 6th edition of “MSS” on February 21, 2000. Subsequently, I also submitted a (manuscript) copy of the 3rd version of the “MMM” (along with a manuscript copy of the 6th version of the “MSS”) to the following (and some other) individuals/organizations: 1. Feb. 22, 2000: Prof. M. Aminul Islam796, Vice Chancellor, Bangladesh Open University, Board Bazar, Gazipur.

793

For preservation with the Center for Sandwip Studies, he as the chief. Handed over at 20 M. M. Ali Road (, Gnd. Floor, Residence of Ishrat’s family), while Ishrat (& “Hafsa”) was visiting Chittagong. 795 Received by Mvi Abul Kalam, Science Teacher (& my classmate), A. K. Academy. 796 Through Mr. Faridul Alam, Regional Director (in-charge) Chittagong, R.R.C., M. A. Aziz Stadium Drive, Chittagong-4000. 794

(Page 608 of 1344)


2. Feb. 22, 2000: Prof. Qaisuddin, Vice Chancellor, Islamic University Bangladesh, Kustia. 3. Feb. 22, 2000: Prof. Habibur Rahman, (or current) Vice Chancellor, Shahjalal University of Science & Technology, Sylhet. 4. Feb. 22, 2000: Maulana Syed Abu Nu’man, Principal, Dar-ul-Ulum Alia Madrasa, Chandan Pura (near Goods Hill), Chittagong-4000. 5. Feb. 22, 2000: Hon. Humayun Rashid Chowdhury797, Speaker, Jatiyo Sangsad (~Bangladesh Parliament), Government of the People’s Republic of Bangladesh, Sangsad Bhaban, Manik Mia Avenue, Sher-E-Bangla Nagar, Dhaka-1000. 6. Feb. 22, 2000: Hon. H. M. Ershad M. P.798 (, Ex President of the P. R. of Bangladesh), Chairman, Jatiyo Party, House #3, Road #8, Baridhara, Dhaka-1000. 7. Feb. 22, 2000: Hon. Shaikhul Hadith Maulana Azizul Hoq799, Chairman, Islami Oikka Jote, Dhaka-1000. 8. Feb. 22, 2000: Advocate Ahmad Sagir800, President, Chattagram Jila Aynjibee Samitee (~ Chittagong District Lawyers’ Association), Bar Library, Court Building, Chittagong-4000. 9. Feb. 22, 2000: Mr. Mohammad Abu Sufyan, President, Chittagong Press Club, 4/5 Jamal Khan Road, Chittagong-4000. 10. Feb. 22, 2000: Dr. L. A. Qaderi, President, Bangladesh Medical Association Chittagong (BMAC), GEC Circle, Nasirabad, Chittagong-4000. 11. Feb. 22, 2000: Mr. A. B. M. A. Baset, Chairman, Institute of Engineers Chittagong, S. S. Khaled Road, Chittagong-4000. 12. Feb. 22, 2000: Mr. Mohiuddin Ahmed801, Managing Director, The University Press Ltd. (~UPL), Red Crescent Building, 114 Motijheel C/A, Dhaka-1000. 13. Feb. 23, 2000: Headmaster802, G. K. Academy, Bauria, Sandwip, Chittagong. 797

Through Hon. M. A. Mannan M. P., Minister of Labour and Manpower, Govt. of the P. R. of Bangladesh, Bangladesh Secretariat, Purana Paltan, Dhaka 1000. Through Hon. Majharul Islam Chowdhury (Ex M. P.), President, Chittagong District (North) Jatiyo Party, Agrabad C/A, Chittagong-4000. 799 Through Hon. Mufti Ezharul Islam Chowdhury, Chittagong Region Leader of the Islami Oikka Jote, Lalkhan Bazar Madrasa, Lalkhan Bazar, Chittagong-4000. 800 He returned the contents to me after around a year. 801 Through Mr. M. Kalim Ullah, Depo-Incharge, UPL, 146 Dampara, Chittagong-4000—the contents have been returned (through them) to me after around six months. 798

(Page 609 of 1344)


14. March 02, 2000: Mr. Ali Ahmad, Senior Librarian, Divisional (Govt.) Public Library Chittagong, K. C. Dey Road, Chittagong-4000. 15. March 03, 2000: Headmaster803, A. K. Academy, Gasua, Sandwip, Chittagong. 16. March 04, 2000: Hon. Prof. Ghulam Azam804, Ameer, Jamaat-E-Islami Bangladesh, 505 Elephant Road (/118 Kazi Office Lane), Bara Moghbazar, Dhaka-1000. 17. March 04, 2000: Hon. Salahuddin Kader M. P.805 (, BNP Central Leader), Goods Hill, K. B. Abdus Sattar Road, (near) Chandanpura, Chittagong-4000. 18. June 22, 2000: Mr. Sarwar Jahan, Executive Director, iMiT/Preston University (of USA)-Chittagong Campus, House #7, Road #5, Nasirabad H/S, Chittagong4000. 19. Nov. 19, 2000: Hon. Shaikh Hamad Bin Khalifa Al Thani, Emir of the State of Qatar (, President of the OIC), Doha, Qatar. During the months of March, April, & May (of 2000 C. E.) I mostly stayed (at my rural village) in Mahabbat Khan Para, Bauria, Sandwip, Chittgaong and looked after/cultivated my (/family’s) land properties and my younger brother. In June, 2000 I joined (, as an Instructor, by the Grace of Allah SWT,) iMiT-Chittagong campus of the Preston University (of Cheyenne, Wyoming, USA). Since then have been working harder in my research/creative activities to collect/accumulate related materials/ideas. I put out the 4th version of the “MMM” (, re-titled as: Socio-Economic Justice and Modeling Growth-Distribution Effective Common Market,) on March 26, 2001. On the same day I also put out the seventh version of the “MSS” (, re-titled as: Universal Morality and Modeling Progressive Education System,). These works had been submitted to the Chittagong University as the proposed M. Phil and Ph. D. thesis respectively. My simultaneous application for single/simultaneous admission (into M. Phil/Ph. D. programs) had initially been approved (by the academic committee, Department of Philosophy) with a single

802

“MSS” (version-5, plus the necessary updated pages to make it version-6), and “MMM” (3rd version). 803 “MSS” (version-5, plus the necessary updated pages to make it version-6), and “MMM” (3rd version). 804 Only the updated pages of “MSS” (version-6) to add to the (previously submitted) version-5 were submitted through Hon. Maulana Principal Abu Taher, Ameer, Jamaat-EIslami Chittagong City District, 43 Dewanjee Pookoor Lane, Dewanbazar, Chittagong-4000. 805 Through Hon. Mir Mohammad Nasir (, Ex Mayor, Chittagong City Corporation), President, Chittagong Mahanagar BNP, Gazi Shah Lane, Chattesshawri Road, Chittagong4000. Only the updated pages of “MSS” (versio-6) have been submitted to add to the versio-5 submitted before.

(Page 610 of 1344)


admission into M. Phil. Degree program for to be continued into the Ph. Degree program. But later on the Academic Council of the University unfairly cancelled it and finally the matter had ended up with a meeting with the President806 of the P. R. of Bangladesh (at Bangabhaban, Dhaka). I continued with my creative/research pursuits. In February, 2002 I joined the Premier University as the first full-time/regular teacher of that University. Subsequently, I enhanced my creative/research activities and completed different parts of the ‘The Republic Re-engineered’— all by the Grace and Mercy of Allah SWT. Below I am including copies of a few (out of numerous) of my correspondence to present here a glimpse on my (related) endeavors: October 27, 2010 To Mr. Michael A Cawley Chief Executive Officer The Nobel Foundation P. O. Box 5232, SE-102 45, (Sturegatan 14) Stockholm, Sweden. [Tel: +46(0)8 663 09 20] Subject: Humble Request to Evaluate, Promote, & Recognize Creative/Research Works (of over two decades of the undersigned) of Universal Human Interests Dear Sir, With due respect and honor I like to let you know that I have enclosed a copy of my letter (of 27-Oct-2010) to the h. e. President of the People’s Republic of Bangladesh (, regarding my nine interrelated subject works). I believe my works carry potentials to contribute tremendously toward achieving proper socio-economic progress and true world peace. I, therefore, humbly request your esteemed office to kindly take all necessary suitable steps to evaluate, promote, disseminate, support, and recognize my works both within domestic and global forums.

806

As the Chancellor of the Chittagong University (and other public universities). His efforts/intention to deliver justice (to me) had apparently also failed due to somewhat outlaw type non-cooperation/complicatedness at the related lower levels. Details can be found in my other works/correspondence.

(Page 611 of 1344)


My works can be downloaded from my website (www: numakramulkabirkhan.zxq.net). Also, for your quick glance, the enclosed letter is given (which has included brief descriptions of my subject works). I am eagerly looking forward to your kind reply (with your relevant e-mail address please, if you wish)—you may choose to use my e-mail address: [email protected]. Thank you very much—may the Almighty bless you and all of us. Yours truly, [N.U.M. Akramul Kabir Khan, Assistant Professor, Department of Computer Science & Engineering—Premier University, 1/A O. R. Nizam Road, Chittagong4203, Ph. 656917-ext 107/122; Cell: 0155-434-7583; October 27, 2010 To Honorable M. Zillur Rahman H.E. President of the People’s Republic of Bangladesh Bangabhaban, Dhaka-1000. Subject: Follow up to the letter of 21-July-09 (of the undersigned) and submittal of: (i) ‘Utilitarianism, Egalitarianism, Dialecticism, and Justice—With Pan-Islamic Perspectives’ (twenty pages), (ii) ‘Universal Education System—Postmodern Muslim World Perspective’ (two hundred thirty-eight pages), and (iii) the revised/expanded version of research poem: ‘Biswa Sangeet’ (in Bangla)/‘World Anthem’ (152 lines) authored by the undersigned Your Reference: Ra Ka/Sa Am/2/04-209(08-05-04) (M. Abdul Gani Haoladar) (A.P.S.-2 to the President), etc. UGC Reference: UGC/2187(May 09, 2004), Prof. Dr. M. Mahbub Ullah/Ex Member, UGC CU References: G-355/2738/Sa (29/04/03), Aca-59/10,549/sa; G-355/3013/Sa (15/05/02), & letters (to CU V. C. dated 15/11/03, 04/09/03, 04/12/01 etc.). Copies Given To: # Name

(Page 612 of 1344)

Designation/Address

Enclosure Received by


1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22

Hon. Sheikh Hasina Wazed Hon. Begum Khaleda Zia, M. P. (Ex Prime Minister) Hon. H. M. Ershad M. P. (Former President) Hon. Maulana Mutiar Rahman Nizami (ExMinister) Hon. Mr. M. Monjurul Alam Prof. Dr. A A M S Arefin Siddique Prof. Dr. Abu Yusuf Prof. Dr. Anupam Sen Prof. Dr. M. Mahabub Ullah Prof. Muhammad Ali Hon. King HAMAD bin I’sa al-Khalifa Hon. Sultan & Prime Minister Sir HASSANAL Bolkiah Hu Jintao Smt. Prathibha Devisingh Patil Hon. Ali Hoseini-KHAMENEI Hon. King ABDALLAH II Hon. Amir SABAH al-Ahmad al-Jabir alSabah Hon. Revolutionary Leader Col. Muammar Abu Minyar al-QADHAFI Hon. Sultan MIZAN Zainal Abidin Hon. Sultan & Prime Minister QABOOS bin Said al-Said Hon. Amir HAMAD bin Khalifa al-Thani Hon. King & Prime Minister ABDALLAH bin Abd al-Aziz Al-Saud

(Page 613 of 1344)

Prime Minister, Govt. of the P. R. of Bangladesh Chairperson, BNP (Opposition Leader, BD Parliament)

none none

Chairman, Jatiyo Party, Dhaka, Bangladesh

none

Or (current) Ameer (in-charge), Jamaat-E-Islami Bangladesh, Dhaka

none

Mayor, Chittagong City Corporation (Chairman, B.O.G., Premier University) Vice Chancellor, Dhaka University Vice Chancellor, Chittagong University Vice Chancellor, Premier University, Chittagong Vice Chancellor, Int’l Islamic University Chittagong Vice Chancellor, Southern University, Chittagong Chief of State, Kingdom of Bahrain Chief of State, Brunei

none none none 2&3 1&3 1&2 none none

Chief of State, People’s Republic of China Chief of State, India Chief of State, (Supreme Leader,) Islamic Republic of Iran Chief of State, Hashemite Kingdom of Jordan Chief of State, State of Kuwait

none none none none

De Facto Chief of State, Great Socialist People’s Libyan Arab Jamahiriya

none

Chief of State (, King of) Malaysia Chief of State, Sultanate of Oman

none none

Chief of State, State of Qatar Chief of State, Kingdom of Saudi Arabia

none none


23 Hon. President KHALIFA bin Zayid Al- Chief of State, United Arab Emirates Nuhayyan 24 Hon. President Barak H Obama Chief State, United States of America 25 Hon. Pope Benedict XVI Chief of State, Vatican City 26 Hon. Ban Ki-moon Secretary-General, United Nations 27 Hon. Prof. Dr. Ekmeleddin Ihsanoglu Secretary-General, Organization of Islamic Conference 28 Hon. David Boren President [& Ex Senator (OK), Senate of the USA], University of Oklahoma, USA 29 Mr. Michael A Cawley Chief Executive Officer, The Nobel Foundation, P. O. Box 5232, SE-102 45, (Sturegatan 14), Stockholm, Sweden. Tel: +46(0)8 663 09 20 30 Mr. Thorbjorn Jagland Chairman, The Norwegian Nobel Institute, Henrik Ibsens Gate 51, 0255 Oslo, Norway. 31 Mr. Bill Gates (Founder: Bill and Melinda Chairman (& CEO), Microsoft Corporation, Gates Foundation) One Microsoft Way, Redmond, WA 98052-7329, USA 32 Ms. Mary Kate Wilson Director of Granting, The Samuel Roberts Noble Foundation, 2510 Sam Noble Parkway, Ardmore, Oklahoma 73401, USA. 33 Others various Enclosures: # Dated 1 27-Oct-2010 2 27-Oct-2010 3 27-Oct-2010

Description My Letter to Prof. Dr. Anupam Sen Vice Chancellor, Premier University, Chittagong My Letter to Prof. Dr. M. Mahabub Ullah, V. Chancellor, International Islamic University Chittagong My Letter to Prof. Muhammad Ali, Vice Chancellor, Southern University, Chittagong

none none none none none none none none none none various

-

# of pages 3 3 3

Your Excellency, Assalamualaikum. With due honor I like to state that this letter is a humble follow up of the following events: (1) My letter of: (a) July 21, 2009, (b) May 05, 2009 (to the above addressee), and of: (c) Aug. 25, 2007, (d) Oct. 18, 2005, (e) May 05, 2005 (etc.) to the (then) President of the P. R. Bangladesh (h. e. Prof. Dr. Iazuddin Ahmad); (2) Scheduled discussion held on 17-May-2004 (12:15 P.M.-01:00 P.M. at Bangabhaban) with h. e. President Prof. Dr. Iazuddin Ahmad (regarding the research/creative works of the undersigned); (3) My letter of Dec. 10, 2001 to the (then) President of the

(Page 614 of 1344)


People’s Republic of Bangladesh (h. e. Dr. AQM Badrudduza Chowdhury); (4) My letter (from USA) of June 03, 1998 to the (then) President of the People’s Republic of Bangladesh (h. e. Justice Shahabuddin Ahmed); etc., etc. First of all, I respectfully request you to see (the respective copies of) my today’s letters (, enclosed herewith,) as enlisted in the “Enclosure” table above in order to (easily) find (again) the list of my subject relevant (research/creative) works. For your quick review I giving the following table of (some of) my (submitted) works related to my lifetime mammoth work (of around two thousand pages, forthcoming, insh’Allah): The Republic Re-engineered. Table of the Relevant Submitted Works of the Undersigned (to PU) (Submission Date Reference for PU) # Items 1st Submission Another Submission Date Total Pages Date Total Pages 1 ‘Test Scores and GPA— Mathematics of Letter Grades’ 2 ‘Universal Remuneration System—A Mathematical Model for GDP Based Adjustments’ 3 ‘Interest-Free Micro & Macro Credits— Mathematics of TimeTrading Cash Flow’ 4 ‘Moral Democracy— Unison of Ideals, Rationales, and Empiricals’ 5 Research Poem: ‘Biswa Sangeet’ (in Bangla)/‘World Anthem’ 807

First completed on 31/03/05

(Page 615 of 1344)

Latest Status

29/01/08

1

19/03/08

12

Pending (complete)

Total Pages 12

29/01/08

7

28/05/08

31

Pending (complete)

31

28/05/08

20


22

Pending (complete)

22

28/05/08

1


126


200

different807

4 (not typed), 06/December/2009 [Revised (128 lines) English Translation, enlarged]

& 144 lines, 5 04/May/2010 [Revised earlier 5 pages pages (typed) w/ English translation enlarged, (typed) complete] (152


(Translated by the author himself) 6 ‘Universal Education System—Postmodern Muslim World Perspective’ 7 ‘Utilitarianism, Egalitarianism, Dialecticism, and Justice—With PanIslamic Perspectives’ 8 ‘Socio-economic Justice and Modeling GrowthDistribution Effective Common Market’811

lines) different808

16

28/12/08 (Incomplete)

3

809

different810

Different

different

different

06/Dec./2009, complete

(i) First Version (Muslim Material Management), completed on February 16, 1997; (ii) Second Version (Muslim Material Management), completed on September 21, 1997; (iii) Third Version (Muslim Material Management), completed on October 12, 1999; and (iv) Fourth Version (Title Changed), completed on March 26, 2001

9 ‘Universal Morality and (i) First Version (Muslim School System), completed on August 19, 1995; (ii) Second Modeling Progressive Version (Muslim School System), completed on June 18, 1996; (iii) Third Version (Muslim School System), completed on June 06, 1997; (iv) Fourth Version (Muslim Education System’812 School System), completed on May 08, 1998; (v) Fifth Version (Muslim School System), completed on October 05, 1999; (vi) Sixth Version (Muslim School System), completed on February 21, 2000; and (vii) Seventh Version (Title Changed), completed on March 26, 2001 808

Submitted today, complete

238

20

Fourth Version is ‘Socio- 192 economic Justice and Modeling Growth-Distribution Effective Common Market’ and is now being uploaded in my website Seventh version is‘Universal 289 Morality and Modeling Progressive Education System’ and is now being uploaded in my website

First printed on 26/03/2001. Earlier incomplete version (of around 180 pages) has already been uploaded in my website (several months back). 810 Similar contents appeared in my previous major works also. 811 Hard copies of the different versions of this work have been distributed worldwide (in over sixty countries); a copy of the latest (4th) version has been submitted (several years back) to Prof. Dr. Jamal Nazrul Islam, Member, B.O.G., Premier University. 812 Hard copies of the different versions of this work have been distributed worldwide (in over sixty countries); a copy of the latest (7th) version has been submitted (several years back) to Prof. Dr. Jamal Nazrul Islam, Member, B.O.G., Premier University. 809

(Page 616 of 1344)


Also, as like as my letter of 21-07-09, and 05-05-09, below a gist of my each of the above (highly compact/intense) works is given for your quick and kind review: (1) ‘Universal Education System—Postmodern Muslim World Perspective’: It is a quarter based abridged model created as a supplement (& extension) to my own work,

‘Universal Morality and Modeling Progressive Education System’. Following information (on contents) are given to get a general idea on this work: Item/Subtitle Abstract Introduction Background of Postmodernization and Philosophy of Religion Based Education System for Muslim Countries Weight Distribution for In-Session Course Conduction and Evaluation Commendable Pre-School Year Curriculum Curricular Outline Table for Semester System Curricular Outline Table for Trimester System Curricular Outline Table for Quarter System General Table for Curricular Path and Programs Student Age Table for Regular Program Table of Syllabus Nature & Program Completion Certificates Table of Distribution of Disciplines & Categories of Courses Table of Curriculum for Each Upgraded Program Table: List of Core Subjects and Corresponding Courses in E. S., P. S., S. S., & H. S.; and Each Major (of the Corresponding Degree Program) in the Undergraduate, Graduate, and Post-Graduate Colleges Table: Outline for Trade, Vocational, Technical, & Specialization Diploma, and as well as Skill & Professional Development Programs (up to PostDoctoral Level) Class Conduction Schedules for High School & High Madrasa Class Conduction Schedules for Secondary School, Secondary Madrasa, & Undergraduate College Class Conduction Schedules for Primary School, Primary Madrasa, & Graduate College Class Conduction Schedules for Elementary School & Post-Graduate College Chart: Organization Structure (Education System) Chart: Implementation Work Force Distribution Conclusion

(Page 617 of 1344)

Page(s) 4-5 5-6 6-28 28 28 29 29 30 30-31 31-32 32-35 35-39 39-58 58-216 217-218 218-221 221-225 225-228 228-232 232-236 236-237 237


Closing Remark Future Work References

237 238 238

(2) Ideological Poem: ‘Biswa Sangeet’ (in Bangla)/‘World Anthem’ (Translated by the author himself): This work is a song of unison of all the affirmative creeds,

beliefs, philosophy, and facts; and is geared to embrace the entire mankind on common platform under one umbrella, even by accommodating their (apparent) differences in perceptions. This is the theme song of author’s mammoth work, “The Republic Re-Engineered” (3) ‘Utilitarianism, Egalitarianism, Dialecticism, and Justice—With Pan-Islamic Perspectives’: It is supplement (& extension) to my works, (i) ‘Socio-economic Justice

and Modeling Growth-Distribution Effective Common Market’, & (ii) ‘Moral Democracy—Unison of Ideals, Rationales, and Empiricals’. This work is an augmentation to the philosophical basis and justification for all (my) other inter-related (eight) works mentioned in it. (4) ‘Moral Democracy—Unison of Ideals, Rationales, and Empiricals’: It is an extension of my own works, (i) ‘Universal Morality and Modeling Progressive

Education System’, and (ii) ‘Socio-economic Justice and Modeling Growth-Distribution Effective Common Market’. Following information (on contents) are given to get a general idea on this work: Topic Description Pages Abstract 3 Introduction 4-5 National Constitution For Proposed Islamic Republic of Bangladesh (291 Articles) 5-57 Confederal Constitution For Proposed Confederation of the International Muslims and Islamic Countries (to reform/replace OIC) (299 Articles) 57-104 Universal Charter For Proposed Charter for United Human Forum (to reform/replace UN)(133 Articles) 104-125 Socio-economic Infrastructure Comprehensive 50-year Development Plan for Bangladesh (with detail parameters, configurations and outline drawings) 125-199 Closing Remarks 200 References 200 I now like to add the following notes on (my) this work: (xxxiii) In the Articles for the proposed Confederation of the International Muslims and Islamic Countries (CIMIC) thorough ideas have been included for forming a confederation of all the Muslim countries by accommodating the nature of each (respective) state (viz. Islamic Republic, utilitarian Republic, egalitarian Republic, mixed type Republic, Monarchy, Kingdom, domains in political crisis, etc.);

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(xxxiv) In the Articles for the proposed United Human Forum (UHF) thorough ideas have been included for to be harmoniously guided by religions. These ideas included: (a) inclusion of a organ called Council for Interfaith Dialogues which reserves the ultimate authority to (unanimously) say yes/no for using force as corrective measures, (b) the (permanent) memberships (and veto power) in the Security Council have been distributed on the (moral) basis of equity and justice, (c) the Secretary-General has been assigned a power (with an option) to nullify (only) one veto (at each instance) applied by any member of the Security Council, (d) the Secretary-General is to be elected directly by the General Assembly without the intervention (, now exists,) of the Security Council, etc.; (xxxv) The (proposed) Articles for the CIMIC, for the UHF, and for the (proposed) Islamic Republic of Bangladesh have (/had already) been featured in complete coherence by accommodating freedom, tolerance, understanding, and harmony of/among all religions; (xxxvi) The features in the (proposed plan) for Socio-economic Infrastructure are also kept in coherence with the above mentioned (723) articles to restore and protect environment (and to cope with anticipated changed climate, landscapes, and population); (xxxvii)All the above ideas have been featured in the 21st century contexts of technology, science, rationales, and ideals. (5) ‘Interest-Free Micro & Macro Credits—Mathematics of Time-Trading Cash Flow’: It is an extension (and supplement) of my own work,‘Socio-economic Justice and

Modeling Growth-Distribution Effective Common Market’.’This work has successfully devised concrete (cash-flow) models (/illustrations) for interest-free (and Islamically lawful) micro and macro credits. In the micro credit system, a borrower is an individual (usually) self-employed for productive, or trade, or service workefforts; and the lender is usually a large institution guided/sponsored by the government. On the other hand, in macro credit system, a borrower is usually a state; and the lender is usually another state (or such a group). Two illustrations (of cash flow) are included one (optimistic) is based on the two constructed mathematical functions of growth and investment; and the other (conservative) is based on the three constructed mathematical functions of growth, feedback (growth’s savings), and investment. The micro credit model (of cash-flow illustration) shows that the borrower does not need any more (new) loan after 11 years and one month, and by the end of 14th year such a borrower becomes a self-made self-sufficient individual—the illustration (also) makes it (obviously) clear that micro credit based on interest payments can neither eradicate poverty nor (, in general,) create self-sufficient individuals. On the other hand, the optimistic macro credit model (of cashflow illustration) shows that (even) the (poorest) borrower state does not need any more (new) loan after 36 years and by the end of 46 years such a state becomes self-sufficient (without owing any money). Similarly, the conservative macro credit model (of cash-flow illustration) shows that (even) the (poorest) borrower state does not need any more (new) loan after 48 years and by the end of 58 years such a state becomes self-sufficient. These macro credit models make it obvious that poor nations will never become self-sufficient by taking usurious loans. These three illustrations can be interpolated (/extrapolated/combined) for constructing (nonusurious) time-trading cash-flow schemes for all other sizes of loans between (the sizes of) micro and macro credits [—of course, there are other (known/practiced) modes of successful Islamically lawful mechanisms for such categories of financial needs which can be harnessed together/between micro and macro credits]. Each of these three models includes (non-usurious) incentives (of advantageous extra time) for the lender to become interested in financing the borrower. In majority cases,

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the overall resultant (GDP growth) scenario out of the (non-usurious) time-trading micro-credit cash flow will even be significantly better (, and financial selfreliance of the borrower will be achieved even faster). This work calls for an UN resolution to (thoroughly) abolish interest based financing systems within a decade [—as because every religion exhorts for non-usurious dealings]. (6) ‘Universal Remuneration System—A Mathematical Model for GDP Based Adjustments’: It is a supplement (& extension) to my own works, (i) ‘Universal Morality

and Modeling Progressive Education System’, (ii) ‘Socio-economic Justice and Modeling Growth-Distribution Effective Common Market’, and (iii) ‘Universal Morality and Modeling Progressive Education System’. This work has developed a thorough categorization of pay-scales through elaborated mathematical methods. An eighteen-year old adult without any formal education and work-experience has been taken to be the (typical) base point which has been assigned the entry-level seniority points (of 25) for compensation at rank-12, scale-1—all other scales (including child workers) are constructed by comparing with this scale. For completing this model, a total of 40 (=31+9) curves (functions) have been invented (by rigorous efforts of trial and error). Out of those f1, f2, & f3 have been constructed to compute seniority points for (longitudinal & transverse) formal education. Functions f4, been invented by combining g4, & h4 to compute seniority points for experience from a job (as child under 18 years of age). The minimum remuneration of a child (under 18) should be determined by multiplying the minimum hourly wage for the comparable adults with the factor of α/18, where α = age of child, and the absolute minimum remuneration point for a child is 13. However, this curve [f4(x)] has been constructed for age 18 and more. This curve will determine the seniority points of everyone for (up to) the first six years of life (same for with/without job). Besides, it will determine the seniority points for (periods): without work/education, informal/non-formal/self education, self employment, and repeated (of longitudinal/parallel) education beyond the age of six. Similarly, functions f5, g5, & h5 have been invented to compute seniority points for experience from a job (scale-1) without any required formal education. Functions f6, g6, & h6 have been invented to compute seniority points for experience from a job (scale-2) with 3 years of required formal education. Functions f7, g7, & h7 have been invented to compute seniority points for experience from a job (scale-3) with 6 years of required formal education. Functions f8, g8, & h8 have been invented to compute seniority points for experience from a job (scale-4) with 9 years of required formal education. Functions f9, g9, & h9 have been invented to compute seniority points for experience from a job (scale-5) with 12 years of required formal education. Functions f10, g10, & h10 have been invented to compute seniority points for experience from a job (scale-6) with 15 years of required formal education. Functions f11, g11, & h11 have been invented to compute seniority points for experience from a job (scale-7) with 18 years of required formal education. Functions f12, g12, & h12 have been invented to compute seniority points for experience from a job (scale-8) with 21 years of required formal education. Functions f13 has been invented to compute seniority points for experience from a job (scale-9) with 21 years of required formal education plus 9 years of required teaching experience at a graduate college (of 18-year level Master degree programs). There are (few, can be several,) other higher scales of fixed (assigned) seniority points. Besides, an alternate functions (Z0) has been invented to construct (smoother) curves [Zy+γj(x), x = years of experience] for experience-points calculations (for main scales). These (main scale) curves can (alternately) be derived (directly) from (this invented) curve Z0(x) [= W0 + W1ln(e+(x/10) + W2ln(e+(x/20) + W3ln(e+(x/30) + W4ln(e+(x/40)); Z0(0)=0, Z0(13.5)=14, Z0(27)=29, Z0(40.5)=45, & Z0(54)=62] constructed (differently) for work-experience from the jobs with no required formal education. The curves [(Z0,) Z3, Z6, Z9, Z12, Z15, Z18, Z21, & Z30] for the other scales can then be obtained by using the following formula: Zy+γj = Z0*[1+{(βiy)/21}{54/(54-(y+γj)}], where: (i) y = number of years of required formal education, βi = GDP rank factor of the economy (as listed in that paper), and γj = years of required experience for each scale (as listed in that paper). Since a non-zero γj can not be chosen for any scale other than the scale-9, the notation of Zy+γj has been chosen instead of Zy,γj.

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With the use of these curves, sub-scales could more easily be formed (between any two scales)—the formation of subscales should be according to the choices of the concerned organizations. The construction of these (Zy+γj) curves can easily be rationalized by analyzing the curves f4, g4, h4, f5, g5, h5, f6, g6, h6, f7, g7, h7, f8, g8, h8, f9, g9, h9, f10, g10, h10, f11, g11, h11, f12, g12, h12, & f13. Thus, by using the curves f1, f2, f3, f4, Z0, Z3, Z6, Z9, Z12, Z15, Z18, Z21, & Z30 a complete system can be adapted to compute any kind of seniority points for formal education, first six year of age, unemployed age (or equivalent), and (categorical) job experience (with/without required formal education)—out of these 13, 9 curves (all Z’s) are actually lumped together in one functional curve (Z0) and a multiplication function [1+{(βiy)/21}{54/(54-(y+γj)}] as mentioned above. The model(s) given in this paper has (/have) embraced and integrated all different aspects related to wage and salary; including job incentives/accountabilities, special seniority/remuneration points, health coverage, income tax, disability/retirement insurance, remuneration/seniority points deduction, etc. Since the models are based one seniority points, remuneration points, GDP etc., they can be thoroughly programmed (in computer) for very easy use (and comprehension)—of course, formats and features are integrated in a very general/comprehensive way so that the models can be used by any country with little (or no) adjustments in their contexts. In every fiscal year, the models (given herein) will routinely upgrade the seniority (/remuneration) points and will (individually) determine the rate of compensation (in local currency) on the basis of the latest GDP (and inflation/deflation in extraordinary cases). (7) ‘Test Scores and GPA—Mathematics of Letter Grades’: It is a supplement to my own work, ‘Universal Morality and Modeling Progressive Education System’. This

work has developed an elaborated mathematical method for thorough categorization/determination of letter grades with corresponding grade-points (and equivalence of two different such systems) in academic examinations. The (mathematical) methods elaborated here are precise and thorough presentation of author’s relevant previous works, and has embraced the complete profile of comprehensive/class test, placement (advance standing) tests, etc. This meticulous work has (also) demonstrated the mathematical intricacies in determining the equivalence of (any) two different grading (/evaluation) systems (by mathematically determining the equivalence between two specific systems with thorough illustrations). For comprehensive/class tests and placement tests two methods are suggested: (1) ScoreClass-Standing Percentage Method, and (2) Curve Fitting Method. In each method, separate prescription has been given for evaluating: (a) a non-statistical group, and (b) a statistical group. For Score-Class-Standing Percentage Method, a table with thorough attributes has been included for (comparative & individual) determination of grades in four different categories: (1) comprehensive/class test (non-statistical), (2) placement test (non-statistical), (3) comprehensive/class test (statistical), and (4) placement test (statistical). On the other hand, for Curve Fitting Method, complete details have been included for constructing: (1) a second degree polynomial (P1) for comprehensive/class test (statistical), (2) a third degree polynomial (P2) for placement test (statistical), and (3) a fourth degree (alternate) polynomial (p2) for placement test (statistical). Similarly, complete constructions have been performed by exhibiting every steps of deduction (and computing the actual co-efficients) of: (1) a second degree polynomial (P3) for comprehensive/class test (non-statistical), and (2) a third degree polynomial (P4) for placement test (non-statistical). A chart has been included for determining the graduation CGPA requirements at (seven) different academic levels on the basis of (and along with separately required) course passing GP, program completion GPA, and comprehensive (“public”) exam GP. Mathematical details have been included for equivalence determination (by selecting a typical system of USA and a typical system of Bangladesh) by including the deductive steps and actually constructing the followings (with computation of co-efficients etc.): (1) a second degree polynomial (P5), (2) a least-square best fitting straight line (y1=p6), (3) a least-square best fitting parabola (y2=p7), (4) another second degree polynomial (P8), (5) again a different second degree polynomial (P9), (6) a third degree polynomial (P10), (7) another third degree

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polynomial (P11), (8) again a different second degree polynomial (P12), and (9) another second degree polynomial (P13). This work calls for comprehensive replacement of grading (/exam evaluation) system(s) of Bangladesh by the system(s) included in it. The systems prescribed here can (directly) be adopted (/adapted) by any country. (8) ‘Socio-economic Justice and Modeling Growth-Distribution Effective Common Market’: It presents thorough discussions (with detail socio-economic data for all the

Muslim countries) on the philosophical & expediency problems, challenges, prospects, and solutions related to the twenty-first century socio-economic trends of all the Muslim countries. (9) ‘Universal Morality and Modeling Progressive Education System’: It presents a thorough model for complete formal education (based on the philosophy of moral

equity and justice) from the beginning to the post-graduate (doctoral) level and consolidated for the Muslim Ummah in particular and for the mankind in general. I am now (humbly) adding/repeating the following requests/notes/remarks in relation to all my relevant works: (xxxviii) The conscience of the intellectuals, and most of all that of the teachers, must not be sold out to (blind/ unreliable813) partisan politics for mob rule. Intellectuals must use their conscience for promoting bona fide works, regardless of the particular affiliation (/ideology) of the author (/initiator); (xxxix) My works, if properly promoted, are destined, insh’Allah, to solve our national problems and tremendously contribute toward the (paramount human challenge) of establishment of world peace; these are geared to initiate Islamic Renaissance (in the contexts of 21st century CE) in Bangladesh (in particular) toward the (global) triumph for harmonious religious guidance (by all religions in general) for paving the way for peaceful co-existence of everyone and all; (xl) All my inter-related works are being combined together to construct, insh’Allah, my mammoth work: ‘The Republic Re-engineered’ in around two thousand pages; this work is anticipated to become an all-embracing concrete guide for full-pledged flourishing of the (academic) discipline of Social Engineering as a sub-branch of Social Philosophy (which is a major branch of the subject of Philosophy); it will work as an application model for establishing the correct dictates of the (natural) meaning of justice (, through a true universal process/guidance of trial and error,) without remaining within the embrace of any particular theory of justice (advanced so far by the scholars, including today’s illustrious John Rawl);

813

Any movement which is reluctant to promote bona fide work(s) of others, and/or practices fascism (even in the name/guise of democracy), nepotism, etc. must be deemed as un-reliable.

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(xli) Every academic subject has/had evolved as a (/has the capacity to become a) part of the subject of Philosophy and each terminal investigation/creativity (at the cutting edge) ends in philosophy; that is, any newly created/organized knowledge which does not fit (completely) within the curriculum of any other subject, must be accommodated (/disseminated/reared) by the subject of Philosophy; (xlii)

Government of Bangladesh should replace the education system with the one structured in my work(s) as (also) indicated in my letter of 05-05-09, and 21-07-09;

(xliii) Government of Bangladesh should replace the remuneration system with the one innovated in my work(s) as indicated in my letter of 05-05-09, and 21-07-09; (xliv)

Government of Bangladesh should replace the examination system with the one constructed in my work(s) as indicated in my letter of 05-05-09, and 21-07-09;

(xlv) Government of Bangladesh should replace the micro and macro credit system with the interest-free time-trading mechanism invented in my work(s) as indicated in my letter of 05-05-09, and 21-07-09; (xlvi) Government of Bangladesh should build the largest (mother) campus (first, before building all other campuses) according to the comprehensive plan given in my (subject/other) work(s) as indicated in my letter of 05-05-09; this is more important than the construction of ($3.5b) Padma Bridge, and much more correct than the construction of ($0.4b) fly-over two-storied drive-ways (over the city of Dhaka); (xlvii) Government of Bangladesh should form a national committee (including all minorities and political parties) to thoroughly study/discuss/disseminate the ideas given in my model (for proposed Islamic Republic of Bangladesh) in the (above) subject work; and let them decide how to implement/improve it (by referendum etc.); (xlviii) Government of Bangladesh should form a competent committee of Islamic scholars for the following purposes; (a) Arrange discussion session(s) with competent counterpart (from Iran in particular, and) of the Ja’fari Madhaab (in general,) in order to first resolve the questions of twelve Imams814; and

814

According to Shahi Bukhari, Sunan Abu Dawoud, Sahih Muslim (in Kitab-al-Imara) (and most probably other authentic Hadith endorsed by the “Sunni” Schools of Islamic Thought) there are supposed to be twelve rightly guided leaders (, all from Quraish,) after the Messenger of Allah (, Prophet Muhammad s.a.w.). Question, therefore, arises how then we claim that there are only four (, or five including Umar bin Abdul Aziz, may Allah SWT place him in Jannah) rightly guided Caliphs—why have we stopped increasing our list? On the other hand, how Jaa’fari Madhhaab has identified twelve Imams (by names) without including Abu Bakr (r.a.), Umar (bin Khattab, r.a.), Uthman (r.a.), and the

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(b) Continue discussions to resolve other relevant issues; (xlix) I believe any political party which adopts815 my system to represent Bangladeshi Socio-moral profile will (, insh’Allah,) be identified (by the people) as reliable, honest, and sincere—all powers are belonged to (the Almighty) Allah SWT alone to keep all of us safe and sound. (l) Please, redress my grievances as expounded in my letter of 05-05-09 and in my previous correspondence; (li) Please, encourage the Premier University, International Islamic University Chittagong, and Southern University to promote my works (in accordance to their choices as mentioned in my enclosed respective letters to them); also please, take any other suitable step(s) for the same purposes (as in the ways your esteemed office desires); (lii) Please, take initiatives to encourage the SAARC countries to reform/replace their respective education system according to my works; (liii) Please, take initiatives to encourage the OIC countries to reform/replace their respective education system according to my works; (liv) This is my humble intention that every concerned individual (/group) examines my works (by giving up all pre-conceived detrimental notions) by using my website (www: numakramulkabirkhan.zxq.net), and accordingly takes suitable steps to kindly evaluate, promote, disseminate, support, and recognize my works; (lv) Please, provide me enough cooperation/security so that I can easily/safely complete my research; also, please allocate enough fund to properly publish 10,000 (printed hard) copies of my forthcoming ‘The Republic Re-engineered’ and distribute them among the teachers of higher education as follows: (i) 2,000 copies in Bangladesh, (ii) 2,000 copies among the remaining members of the OIC (iii) 2,000 copies in India, (iv) 2,000 copies in P. R. China, & (v) 2,000 copies in the remaining parts of the world;

fifth rightly guided Caliph as endorsed by us?. This issue needs to be formally addressed in order to either come to a common consensus or to clearly identify the principles upon which one’s (different) view can be accommodated by the other (and vice versa). In this instance similar resolution must also be searched regarding the Imam Mahadi (a.s.). 815 I believe the Bangladesh Awami League is (currently) in the right place (of power) and right time to adopt my works—if they take strong initiatives will succeed (insh’Allah) to implement the ideas given in my works with least difficulties. After their implementation people will elect the individuals (/party) whom they trust most for better performance and lesser corruption.

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(lvi) I believe if the above mentioned steps are properly taken816, Bangladesh will (insh’Allah) be at the leading edge not only for achieving drastic progress in domestic (socio-economic) development, but also for guiding the movement for properly setting the global order (/progress) by guaranteeing (ever desperately wanted) harmony, expansion, and stability; and (lvii) My proposed ideas are (, by the Grace of Allah S.W.T.,) highly vital, feasible, sufficient/all-embracing enough, and congruent both inwardly and outwardly with the true wants of the mankind. With all the above, I respectfully request you (again) to kindly take necessary/suitable actions (at your earliest convenience) so that: (1) government takes steps to secure/recognize/implement my research/creative works, (2) my works are well publicized/published (and helps me complete and distribute above mentioned hard copies worldwide), (3) all the works (of others) which have/had plagiarized my works are exposed, and (4) all the relevant investigations/redresses (as requested in my letter of 05-05-09 and previously) are thoroughly completed and results are delivered to me. Before closing for now, I pray to Allah SWT to shower His Mercy on those who sacrificed their lives and belongings in the struggles for removing tyranny from this country (for establishing Bangladeshi socio-moral orders). I also pray to Allah SWT to extend His Grace on those who used (/are using) their resources (in the struggles) for making progress toward a just society by which efforts such as (mine) these could be made without fear. Finally, with my prayer (to Allah SWT) for your good health, high Islamic spirit, and long prosperous life, I intend to close for now. May Allah SWT give us tawfiq—wama tawfiqui illa Billah. Jazakumullahu khairan. Thank you very much. Yours truly, [N.U.M. Akramul Kabir Khan, Assistant Professor, Department of Computer Science & Engineering—Premier University, 1/A O. R. Nizam Road, Chittagong4203, Ph. 656917-ext 107/122; Cell: 0155-434-7583; e-mail: [email protected], website: numakramulkabirkhan.zxq.net] October 27, 2010 816

I strongly believe in the potential success of my works (as completed and as are being completed by the Grace of Allah SWT). Since 1995 I have distributed hundreds of (manuscript) copies of different versions of some of my works in over sixty countries—during last (over) fifteen years I have made thousands of correspondence. All these together have reduced an estimated (equivalent) amount of over a million US dollars from my savings and income. Now I am under debt without meeting all the basic needs for my family and dependants, and this situation is continuously becoming more challenging for me to continue with these invaluable endeavors. Please join me with my supplication: May Allah SWT accept from me and help me.

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To Mr. Thorbjorn Jagland Chairman The Norwegian Nobel Institute Henrik Ibsens Gate 51 0255 Oslo, Norway. Subject: Humble Request to Evaluate, Promote, & Recognize Creative/Research Works (of over two decades of the undersigned) of Universal Human Interests Dear Sir, With due respect and honor I like to let you know that I have enclosed herewith a copy of my letter (of 27-Oct-2010) to the h. e. President of the People’s Republic of Bangladesh (, regarding my nine interrelated subject works). I believe my works carry potentials to contribute tremendously toward achieving proper socio-economic progress and true world peace. I, therefore, humbly request your esteemed office to kindly take all necessary suitable steps to evaluate, promote, disseminate, support, and recognize my works both within domestic and global forums. My works can be downloaded from my website (www: numakramulkabirkhan.zxq.net). Also, for your quick glance, the enclosed letter is given (which has included brief descriptions of my subject works). I am eagerly looking forward to your kind reply (with your relevant e-mail address please, if you wish)—you may choose to use my e-mail address: [email protected]. Thank you very much—may the Almighty bless you and all of us. Yours truly, [N.U.M. Akramul Kabir Khan, Assistant Professor, Department of Computer Science & Engineering—Premier University, 1/A O. R. Nizam Road, Chittagong4203, Ph. 656917-ext 107/122; Cell: 0155-434-7583;

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Every Muslim today has the responsibility to help re-Islamize the relevant societies. Toward that end Islamization of the (entire) education system is the most important step817. Because, education guides our action. If our action does not reflect the Message given by Allah SWT, then we may be among the losers (, may Allah guide and protect us,) on the Day of Judgment when the following event will take place: “Read thine (own) record: Sufficient is thy soul this day to make out an account against thee. Who receiveth guidance, receiveth it for his own benefit: Who goeth astray doth so to his own loss; No bearer of burdens can bear the burdens of another: Nor would We punish until We had sent a messenger (warning).” Qur’an/17:14-15 May Allah SWT make us all successful (ameen!). Wa aakhir da’waana anil hamdulillahi rabbeel a’lamin, astaghfirullahil azim, fastaghfir’hoo innahoo al-gafoor-ur-raheem. Bibliography

1. Encyclopedia Britannica 2. Interest in Islam- Sh. Mahmud Ahmad 3. Meaning of Riba-Dr. Muhammad Musleh Uddin 4. Banking and Insurance in Their Relation to Islamic Concepts of Riba-Dr. Omar Farukh 817

Sir Syeed Ahmad established Aligar Muslim University (, i. e. then Anglo-Oriental College,) in 1857 (in India). It was a very important step for the material well being of the Indian sub-continental Muslims. His contemporary Allama Kasem Nanootabi was also a Muslim thinker who established Dar-ul-Uloom Deoband Islamic Education Seminari in 1867 (as an alternate/supplement/complement). It was also an extremely important step. Without the institutions like Dar-ul-Uloom Deoband, Mazhar-ul-Uloom, Sandwip Bashiria Madrasa etc. we could even be worse as Muslims today. We need to review the history of the Muslims of those countries where once Islam was the way of life (and the religion of the majority), but now one can hardly find any Muslim there (, even other than Spain). We can reasonably assusme that Mulims today possess less moral values than the Muslims of 150 years ago. However, compare to the most of the rest of the world population, Muslims have more potential to be Islamically corrected/nutured. Muslim world as a whole has submerged in mindless ultra-materialism less than the other societies—this (“undeveloped”/“underdeveloped”) condition (of Muslims) is, therefore, an asset, and not a liability for the mankind today. However, Islamic education (“Madrasa Education”) and secular Muslim education has diverged away from each other too much—this mutually exclusive separation must be eradicated. I hope my related works are studied carefully and implemented thoroughly (after more Islamization, if necessary/possible). Even though the direction of Dar-ul-Uloom Deoband (D. U. D.) and Aligar Muslim University (A. M. U.) is somewhat away from each other, such problems have been solved (, by the Mercy of Allah SWT,) in my related works; and my works probably was not possible without the (150 years’) roles of the institutions like D. U. D., A. M. U., etc.—Allah knows the best. May Allah SWT guide us.

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5. Prohibition of Interest and Some Common Misgivings- M. Azizul Hoq 6. Interest Free Islamic Banking-M Atiqul Hoque 7. Islamic Perspectives on Islamic Banks-Dr. Muhammad Abdul Mannan 8. Islamic Banking and Some of Its Possible Impact-M. Azizul Hoq 9. Islamic Banking: Its Operating Mechanism-Abu Musa, M. Sadeque, and Efazuddin Mallick 10. Function of an Islamic Bank- M. A. Mannan, A. K. M. Fazlul Hoque and R. Z. Tarafdar 11. Types and Methods of Investment in Islamic Thought-Dr. Al-Sadik Al-Darir 12. Objectives & Functioning of Islamic Banking in the Context of a Poor Country Like Bangladesh-Dr. Ataul Hoque 13. Summery of Conclusions and Recommendations on the Elimination of Interest from the Economy-Council of Islamic Ideology, Govt. of Pakistan 14. Feasibility of Introducing Islamic Banking System in Bangladesh-Some Theoretical and Empirical Issues-Dr. Ali Ahmad Rushdi 15. Some Institutional and Operational Problems of Commercial Banking in an Islamic Framework-Shah Muhammad Habibur Rahman 16. An Exposition of the Common Misgivings about Interest Free Islamic Banking-A. S. M. Fakhrul Ahsan 17. Islamic Banking in Egypt—A Model and the Challenge-Ahmed A. El-Naggar 18. Introduction of Interest Free Banking in Pakistan- Mia Miftauddin 19. The Operation of Faisal Islamic Bank (Sudan)-Abdel Rahim Hamdi 20. Islamic Development Bank in Saudi Arabia and Dubai-Shaukat Ali 21. Islam-Ideology and the Way of Life-Afzalur Rahman 22. Modeling Interest-Free Economy—A Study in Macro-economics and Development-Muhammad Anwar 23. The Islamic Nation-Status and Future of Muslims in the New World Order-Ali Nawaz Memon 24. The Idea of a Social Science and Its Relation to Philosophy-Peter Winch 25. Economics-Eleventh Edition-Paul A. Samuelson 26. Islam and School of Economics- Muhammad Baqir Al-Sadr 27. Philosophy—A Text with Readings-Manual Velasquez 28. The Holy Qur’an—Translation and Commentary- Abdullah Yusuf Ali 29. A Simple Model of Income Determination, Growth and Economic Development on the Perspective of an Interest-Free Economy- Dr. M. Fahim Khan 30. The Operation of the Modern Financial Markets for Stocks and Bonds and Its Relevance to an Islamic Economy- M. Raquibuz Zaman 31. Interest-Free Banking: Progress and Prospects-Muhammad Anwar 32. Islamic Economics—The State of the Art-Muhammad Akram Khan 33. The Frontiers of Islamic Economics: Some Philosophical Underpinnings-Muhammad Abdul Mannan 34. Public Finance in Islam-Ziauddin Ahmed 35. A Qur’anic Model for the Universal Economic Theory-M. E. Biraima

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36. The Micro-Economic Foundation of Islamic Economics:A Study in Social Economics-Masudul Alam Chowdhury 37. Islamizing Economics-Muhammad Najatullah Siddiqi 38. Shariah Compatible Share: A Suggested Formula and Rationale-Muhammad Anas Zarqa 39. Financing Economic Development from Islamic Perspective-Hatem El-Karanshawy 40 The World Factbook—CIA, Washington D. C., U. S. A. 41. Karl Marx’s Great Discovery- V. Afanasyev, A. Galchinsky & V. Lantsov 42. Essays in Political Economy: Imperialism and the Developing Countries-Yuri Popov 43. Political Economy-Alexander Kulikov 44. Philosophy and Social Theory: An Introduction to Historical Materialism-Valery Deyev

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Universal Education System—Postmodern Muslim World Perspective /The Republic Re-engineered/By N. U. M. Akramul Kabir Khan

Universal Education System—Postmodern Muslim World Perspective [This article is a revised form of author’s relevant previous works and the author may re-include this (or revised form of it) in his future work(s).]

------------------------------------------------------------------------------------------------------------------------------------------By: N.U.M. Akramul Kabir Khan, Assistant Professor, Department of Computer Science & Engineering, Premier University, 1/A O. R. Nizam Road, Prabartak Circle, Chittagong, Bangladesh. www: numakramulkabirkhan.zxq.net

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Dedicated to: My Wife, My Daughter, & My Son…

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In the Name of Allah, the Beneficent, the Merciful … Preface................................................................................................................................................................................................................................................................................ 8 Overall Abstract ............................................................................................................................................................................................................................................................. 51 The Theme Poem ............................................................................................................................................................................................................................................................ 51 Utilitarianism, Egalitarianism, Dialecticism, and Justice—With Pan-Islamic Perspectives ............................................................................................................................... 64 Importance of Sunnah ................................................................................................................................................................................................................................................... 88 Socioeconomic Justice and Modeling Growth-Distribution Effective Common Market .................................................................................................................................. 100 Preface to the Last (/Fourth) Edition .................................................................................................................................................................................................................... 106 Acknowledgement ................................................................................................................................................................................................................................................... 107 Abstract...................................................................................................................................................................................................................................................................... 108 Introduction .............................................................................................................................................................................................................................................................. 109 The Paramount Human Problem .......................................................................................................................................................................................................................... 131 The Contemporary Muslim Problem .................................................................................................................................................................................................................... 151 The Conceptual Solution ......................................................................................................................................................................................................................................... 158 Some Islamic Socio-Economic Features ................................................................................................................................................................................................................ 204 Some Essential Initial Steps .................................................................................................................................................................................................................................... 211 Global Muslim Prospects and Challenges ............................................................................................................................................................................................................ 224 Strategic Muslim Prospects .................................................................................................................................................................................................................................... 246 Local Muslim Prospects .......................................................................................................................................................................................................................................... 248 Closing Remarks ...................................................................................................................................................................................................................................................... 258 Epilogue..................................................................................................................................................................................................................................................................... 266 APPENDIX-1: TABLE OF POPULATION, AREA, AND INCOME ................................................................................................................................................................ 306 APPENDIX-1A: TABLE OF POPULATION, AREA, AND INCOME(ppp)(BY ZONE) ............................................................................................................................... 309

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Universal Education System—Postmodern Muslim World Perspective /The Republic Re-engineered/By N. U. M. Akramul Kabir Khan APPENDIX-2: TABLE OF LAND & WATER AREA .......................................................................................................................................................................................... 312 APPENDIX-2A: TABLE OF LAND & WATER AREA (BY ZONE).................................................................................................................................................................. 314 APPENDIX-3: TABLE OF LABOR, TRADE, GDP, & EXTERNAL DEBT [$ = U.S. DOLLAR] [Part 1] ..................................................................................................... 317 APPENDIX-3: TABLE OF LABOR, TRADE, GDP, & EXTERNAL DEBT [$ = U.S. DOLLAR] [Part 2] ..................................................................................................... 320 APPENDIX-3A: TABLE OF LABOR, TRADE, GDP, & EXTERNAL DEBT [BY ZONE] ............................................................................................................................. 322 APPENDIX-4: TABLE OF TRANSPORTATION & INFRASTRUCTURE ....................................................................................................................................................... 325 APPENDIX-4A: TABLE OF TRANSPORTATION & INFRASTRUCTURE [BY ZONE] .............................................................................................................................. 328 APPENDIX-5: TABLE OF NATURAL RESOURCES ......................................................................................................................................................................................... 331 APPENDIX-5A: TABLE OF NATURAL RESOURCES [BY ZONE] ................................................................................................................................................................. 334 APPENDIX-6: TABLE OF EXPORTS .................................................................................................................................................................................................................... 337 APPENDIX-6A: TABLE OF EXPORTS ................................................................................................................................................................................................................. 340 APPENDIX-7: TABLE OF IMPORTS .................................................................................................................................................................................................................... 344 APPENDIX-7A: TABLE OF IMPORTS ................................................................................................................................................................................................................. 346 APPENDIX-8: TABLE OF EXPORT PARTNERS ................................................................................................................................................................................................ 349 APPENDIX-8A: TABLE OF EXPORT PARTNERS ............................................................................................................................................................................................. 352 APPENDIX-9: TABLE OF IMPORT PARTNERS ................................................................................................................................................................................................ 355 APPENDIX-9A: TABLE OF IMPORT PARTNERS ............................................................................................................................................................................................. 358 TABLE FOR APPENDIX-10: COMPARATIVE ECONOMIC STATUS [Rough Reference Works for Appendix-10(below)] ................................................................. 360 APPENDIX-10: TABLE OF COMPARATIVE ECONOMIC STATUS .............................................................................................................................................................. 363 APPENDIX-10A: TABLE OF COMPARATIVE ECONOMIC STATUS........................................................................................................................................................... 366 Universal Morality and Modeling Progressive Education System ...................................................................................................................................................................... 371 Preface to this (/8th) Edition ................................................................................................................................................................................................................................... 378 Acknowledgement ................................................................................................................................................................................................................................................... 379

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Universal Education System—Postmodern Muslim World Perspective /The Republic Re-engineered/By N. U. M. Akramul Kabir Khan Abstract...................................................................................................................................................................................................................................................................... 380 Introduction .............................................................................................................................................................................................................................................................. 381 Philosopy of Post-modernization and Religion Based Education for the Muslim Countries (in Correspondence to Modern Concepts) ............................................ 384 Purposes and Goals of Formal Education ............................................................................................................................................................................................................ 407 Plan............................................................................................................................................................................................................................................................................. 409 Education Programs ................................................................................................................................................................................................................................................ 414 The Curriculm .......................................................................................................................................................................................................................................................... 421 The Curricular Tables .............................................................................................................................................................................................................................................. 422 Elementary to High School (including alternate)/High Madrasa (Core, Allied, and Inter/multidisciplinary Elective Courses) ......................................................... 423 Undergraduate to Postgraduate College (Majors, Allied, and Inter/multidisciplinary Courses): ............................................................................................................. 426 The Curricular Operation ....................................................................................................................................................................................................................................... 569 Top Level Attributes Selection for the Overall Formal Education System...................................................................................................................................................... 588 Course Identification Method ................................................................................................................................................................................................................................ 589 Remarks ..................................................................................................................................................................................................................................................................... 590 Epilogue..................................................................................................................................................................................................................................................................... 594 Bibliography ............................................................................................................................................................................................................................................................. 627 Universal Education System—Postmodern Muslim World Perspective ............................................................................................................................................................ 630 Abstract...................................................................................................................................................................................................................................................................... 636 Introduction .............................................................................................................................................................................................................................................................. 637 Background of Post-Modernization and Philosophy of Religion Based Education System for the (Con-current) Muslim Countries: ................................................ 638 Weight Distribution for In-Session Course Conduction and Evaluation ........................................................................................................................................................ 658 Commendable Pre-School Year Curriculum ....................................................................................................................................................................................................... 659 More Concrete Ideas for Thorough Reforming/Replacing: .............................................................................................................................................................................. 659

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Universal Education System—Postmodern Muslim World Perspective /The Republic Re-engineered/By N. U. M. Akramul Kabir Khan The nature of the syllabus contents and certificates ........................................................................................................................................................................................... 663 Class Conduction Schedules .................................................................................................................................................................................................................................. 823 Organization Structure ............................................................................................................................................................................................................................................ 831 Working Personnel Distribution for Finalization and Implementation .......................................................................................................................................................... 837 Conclusion ................................................................................................................................................................................................................................................................ 838 Closing Remark ........................................................................................................................................................................................................................................................ 838 Future Work .............................................................................................................................................................................................................................................................. 839 References ................................................................................................................................................................................................................................................................. 839 Test Scores and GPA—Mathematics of Letter Grades ........................................................................................................................................................................................... 839 Interest-Free Micro & Macro Credits—Mathematics of Time-Trading Cash Flow............................................................................................................................................ 855 Universal Remuneration System—A Mathematical Model for GDP Based Adjustments................................................................................................................................ 886 Moral Democracy—Unison of Ideals, Rationales, and Empiricals ....................................................................................................................................................................... 927 Abstract...................................................................................................................................................................................................................................................................... 933 Introduction: ............................................................................................................................................................................................................................................................. 933 National Constitution .............................................................................................................................................................................................................................................. 934 Unity of Muslim Ummah (Confederal Constitution): ........................................................................................................................................................................................ 993 The Universal Human Forum (UHF): ................................................................................................................................................................................................................. 1044 Socio-economic Infrastructure ............................................................................................................................................................................................................................. 1067 Closing Remarks .................................................................................................................................................................................................................................................... 1162 Epilogue....................................................................................................................................................................................................................................................................... 1163 Overall Concluding Remarks ................................................................................................................................................................................................................................... 1277 Bio-data/Resume/Curriculum Vitae/Life Profile/Genealogy/Brief Biography of the Author ................................................................................................................... 1287 Overall Impression/Vision....................................................................................................................................................................................................................................... 1316

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Universal Education System—Postmodern Muslim World Perspective /The Republic Re-engineered/By N. U. M. Akramul Kabir Khan Index ............................................................................................................................................................................................................................................................................ 1317

Abstract: Education is one of the basic human rights/needs. Man learns through his belief, intellect, and senses818. In fact, learning is an ongoing reinforcing phenomenon of the self—for nurturing of the soul, mind, and body; it is performed by the psychical whole—in the process, the psychical whole itself develops as a part of the self and works out continuously (, in a way not totally comprehendible,) to culture the individual’s soul, mind, and (physiological) senses. Formal education, thus, must be tuned with the socio-moral principles as because it supplements to an individual’s personality which are being developed by the ideological make up of the community s/he is belonged to. Every individual within a community is different in cultural make up—though all of them (together) deemed to be belonged to the same culture (of that community). Likewise, communities are deemed distinct because of “cultural differences”—even though the essential human nature dictates that (deep-seated attributes of every) culture is independent of place, time, and individual. Thus, every culture is inwardly belonged to each other— they all together make up the universal human culture, or aspirations, expressions and works of humanity. At their outskirts culture and civilization (/individual creativity) seem to overlap each other. Even though there is no such thing as ‘history of humanity or (of essentials) of culture’; civilization, on the other hand, has been evolving since the day-one [(like a coupling phenomenon with/) by the impelling forces of the changing physical surroundings—pace of civilization (itself) contributes for changing this surroundings]. That is why there are some contentions/misgivings that culture too evolves, along with human history. The interactions of culture and civilization are but exchanges of ‘self’ and ‘not self’ in disguise—and, self and not-self together constitutes the reality. Man’s (all three realms of) existence (: spiritual, mental, and physical) is (/are) continuously gathering experience/ideas from the not-self—this is the process known as learning (psychical developmental phenomena). Man’s existence plus his process of learning together make up the self—everything else is not-self (both apparent and hidden). Culture is thus humanized image of the reality and must be (essentially) universal due to essentiality of human nature (of creativity, stability, inclination for good, and predictability)—however, in this regard, specifics determine the general; that is to say, individuality can not be contravened under the pre-text of universality as long as such individuality does not violate universally endorsed general principles. Any educational scheme thus must be aimed to develop man spiritually, mentally, and corporeally—mere productivity oriented education can not be good enough to bring up man’s paramount wants: purity, peace, progress, permanence,and prosperity. Toward this end, formal education system for the Muslim World should be developed on the basis of (and without infringing the essentials of) Islamic culture in particular, and (as much as possible, universally declared/acceptable) humanity (/human rights) in general. Muslims believe that Allah (SWT), the Almighty Creator, gave all necessary education to Adam (, the first man,) just after his creation—in fact, education was the pre-requisite for Adam in order to identify himself and his needs.That is, human’s instinct/intuition is the foundation of all knowledge—enough freedom/guidance must be allowed for flourishing of perceptive wisdom, along with knowledge and skills for bona fide (tangible)productivities. In this work, details of the principles and features have been outlined to aid erect a suitable complete (, from the beginning to doctoral level including vocational/specialization training,) formal education system for the (twenty-first century) Muslim World, appropriate for all the inhabitants of the domain—for the Muslims and (with suitable adjustments for the) non-Muslims alike. The background of today’s Muslim 818

Here senses include eye, ear, nose, skin, tongue, …

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assertions has (also) briefly been re-viewed in connection to the author’s conviction for proposing the principles/features (given herein).These standards/attributes (proposed for the Muslim World) can easily be replaced by the reciprocal equivalents of the non-Muslim domains to erect the similar education systems (in juxtaposition)—the objectives of this work include the spreading of the creeds for reforming the education system of every country in such way so that all of them are brought in a curricular unison (by remaining in tune with the respective contexts).The curricula have been designed in a way so that a wide overlap is allowed among the faculties/disciplines (, in juxtaposition to the other model for specialization/narrower overlaps,)in order to bring a smooth continuity among all the programs. That is, the vision is for the development of both the internal and external unison in the systems of global educational process.

Introduction: Education is a process through which a person gradually thrives toward competence and wisdom. The purpose of education is to nurture a man

(/woman) toward completely flourishing his innate potential by instilling in him morality819, knowledge, and skills; in order to motivate him in productive efforts by shunning out corruptions and sluggishness. A properly learning person thus grows up to become bona fide to him-self and to the society. Such an instilling process through proper education, in actuality, only restores, preserves, and flourishes innate human essential qualities (imbued by the Creator), which otherwise would have been corrupted without correct guidance. Education, therefore, should be oriented toward rearing man’s physical, mental and spiritual attributes in a well balanced way, so that s/he can grow up to properly discharge his duties as the vicegerent of the Creator (, Allah SWT). Otherwise, he not only puts himself in jeopardy, he also causes many confusions, burden and harms to others. Man is continuously impelled by wrong whims and diabolic external displays—every idea he conceives, whether good or bad, he is haunted (in mind) by its alternatives820; and only steady and suitable nurturing process can save him from the gradual process of reducing (his) humane qualities and aspirations. The formal education system is the backbone of that nurturing process (in any society). For the last few centuries, and since the industrial revolution in particular, formal education has mainly focused on delivering knowledge (and skill) for increasing production without delivering relevant knowledge of suitable ethics related to production relations: what to produce, how to produce/distribute, and for whom to produce. This has caused serious problems and/or disparities in economic, intellectual, spiritual, and ecological life of (/among) human race. To reverse this trend and for restoring and enhancing the instilling process of proper motivation, knowledge and skill, mankind must turn to the Divine Guidance for reforming or replacing the

819

This is why I stipulated to dedicate five percent of every course (except the courses in religions) (within entire formal education system in the Muslim World) to correspond, interpret, and apply the universal Islamic values and purposes. Likewise, five percent of every course on any religion should be attributed to correspond, interpret, and apply the universal moral values of the respective religion. Please see the ‘Universal Morality and Modeling Progressive Education System’ (289 pages), authored by me (, by the Grace of Allah SWT). 820 Such an alternative is not necessarily an opposite, like the dialectic idealism (/materialism) had advanced—see ‘Utilitarianism, Egalitarianism, Dialecticism, and Justice—With Pan-Islamic Perspectives’, authored by myself, by the Grace of Allah SWT.

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existing formal education systems which have not been erected on the basis of the great teachings of the established religions (so far successfully practiced by the mankind). The Holy Qur’an tells us that messenger(s) had been sent with Divine Guidance to every people (at different periods of time)—even though Qur’an, as it claims, has abrogated/replaced all those scriptures and is the final divine revelation for the entire mankind. So, even the non-Muslims, by careful studies, will be able to find Divine Intent (from within their scriptures) in this regard. For the Muslims, on the other hand, such a task is neither impossible to accomplish nor necessarily dependent on the aspirations of the non-Muslim domains. In fact, by following the teachings of the Qur’an and the traditions (Sunnah) of the Prophet Muhammad (s.a.w.), Muslim Ummah can easily establish a suitable formal education system for all people, including the non-Muslims, within the domain of the Muslim world— such an established Islamic education system will also benefit the non-Muslim world tremendously, even without Islam. That is, countries with majority nonMuslims can also erect their education system on the basis of the religion of the majority (of the respective domains) by (similarly) accommodating the principles (adopted in this work) for the respective religious minorities and can still be compatible with the model developed (herein) for the Muslim World—this is because socio-moral goals of all (great) religions are similar. Thus, with sincere efforts, (educational) curricular patterns of all the countries can be reformed to be in natural (, instead of artificial,) unison. However, Muslim World alone, for their socio-economic emancipation, must urgently consolidate together the entire education system in the said manner. Background of Post-Modernization and Philosophy of Religion Based Education System for the (Con-current) Muslim Countries:

Individualism and collectivism had been the two main philosophical bases upon which the process of modernization had been carried out through industrial revolution for over the last two centuries. But during the last several decades the (perceptive) integrity of these schools of thought have been crumbling by gradual loss of their application ground and theoretical soundness. In recent years the problems related to excruciating devastation of environment (water, soil, atmosphere, and bio-sphere) and detrimental change of climate because of it, have been attributed to the wrong philosophy in the basic relations of production and services. I now proceed to add the following paragraphs, with the help of Allah (SWT), to briefly analyze (/rehash) both of these doctrines as well as their present status, and add some of my relevant thoughts in the light of contemporary contentions. Individualism (or Liberalism): The special theory of liberalism advanced that the rights and freedom of individuals are of paramount importance. But the humanization process have resisted the concept from achieving anarchism and the advocacy have persisted in between the gravity of desire to breakaway (“liberty”) from the established conservative pattern of thinking and belief in the universal law (of moral duty). The process was fostered by an economic theory that the governmental interference in private enterprise must be reduced and free competition encouraged [Adam Smith, 1723-1790]. In this way egoistic pursuits of democratic capitalism were advanced to supposedly produce greatest happiness for the greatest number in the guise of free market economy. Even though (democratic) capitalism is seemed to be fuzzy in interpretation of human life and reality, its codes of utilitarian ethics [John Locke (1632-1704), Jeremy Benthem (1748-1832), & John Stuart Mill (1806-1873)] have been akin to be given in atheistic secularism. This trend was augmented by many theories and philosophy of

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which most notable for our concern here is the repercussion and ramification of extra-scientific theory of evolution [Charles Darwin (1809-1882)] and philosophy of atheistic existentialism [Friedrich Nietzsche (1844-1900)] in opposition to theistic existentialism and theory of creation (by the Almighty Creator). The theory of evolution threatened the essentiality of human nature by (seemingly) challenging the religious doctrine of conscious creation. The atheistic existentialism, on the other hand, threatened to destroy (religious) morality by (perceivably) fostering that there is no absolute truth about reality and that the “will to power” is the basis of favorable “master morality” in order to make man his own “God”. All these conceptions (and skepticism) created much confusions and chaos in the philosophical order of the psycho-social consciousness, and the domains which have been systematically kept under egoistic control have paved the way for exploitation by the greedy in the false notion of ‘free-market economy’. In fact, if there exists no absolute truth about reality, then how the “will to power” can be seen as the essential force of “master morality” in order to make man his own “God”?. Similarly, the system of ‘free-market economy’ can not be established by expansion of a market in which the race is already over, and the market, resources, and wealth are being controlled by the muscular giants. Very soon it has become clear that mere “corporeal” interpretation [, such as given by Thomas Hobbes (1588-1779),] of the universe is not adequate and that the ultimate (“basis”) of matter itself is non-material, colorless, dimensionless, (‘empty space of’) energy transformation. The theory of evolution contradicted the established ‘second law of thermodynamics’ in the sense that negative entropy (orderliness) at the cost of (claimed) compensation by (creation of) the disorder (of equal or greater magnitude) in the solar system (or in the universe as a whole) could not be generated without the help of special circumstances of specific design and conscious plan—mathematically it would take billions times longer than earth’s estimated life of five billion years to convert an amoeba into a man (“by chance”). In fact, even if evolution was a demonstrational fact, then it would not rule out the possibility of conscious creation as because such method itself could be a part of the Conscious Creation. On the other hand, the concept of accidental appearance could not violate the (discipline of) Pauli Exclusion Principle. All these contentions demanded a re-conciliation with the concept of conscious Plan and Law behind the appearance and existence of physical universe, which have been the pre-requisites to undermine the foundation of extreme materialism. In addition, it became evident that monstrous progress of the civilization has diminished the happiness as it has promoted exploitation instead of just distribution, and have brought material development by sacrificing culture (including actual duties related to human morality) as because the experience gathered from the process have not developed the qualities in the individuals to be able to consider all the “prima facie duties”821 one ought to weigh out in his/her socio-econo-political pursuits. One of its worse manifestations has been the exploration (/exploitation) without proper justice to the Creator’s balanced universe with the devastating consequence of polluted environment and endangered eco-system. As a result, the post-modern liberals are calling for more government control so that people claim their rights through the government action. Recently, religious leaders of the Muslim countries (jointly) invited the Christian World (through the Pope at Vatican) for coming to a common understanding for jointly spreading the word of love for God, for neighbor, and for man. More recently, the leaders of all the religions of the globe convened in Spain with the similar agenda and spirits. All 821

Given by William David Ross (1877-1970).

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these developments are but different manifestations of the deep-seated fact that society represents an organic and mystic link binding the past, present, and future nourished by religious fervor, patriotism, and faith—it is through this conscience that even the so called “progressives” (, who emphasize negative stigma of “fundamentalism” to every idea that conflicts with their whims,) also claim their fundamental rights, just like a “fundamentalist”. Consequently, it again and again (, through the three-tyred “dialectic” process822,) becomes clear that man is “doomed to be born free” as because they are, in fact, un-free in the real world if strayed from the socially established guidance of the religious institutions. Collectivism (/ Communism): The theory of (social) collectivism teaches every individual to work for the benefit of the society [Karl Marx (1818-1883)]. The aim is to establish a classless community collectively owning all the property where institute of government could be abolished. Toward this end larger government control must be implemented where state would initially be of paramount importance to “wither away” the egoistic individuality. This initial stage is termed as ‘socialism’ which is prelude to communism and supposed to dissolve the government at maturity. But its humanization process has resisted the concept from achieving totalitarianism/paternalism. The advocacy has persisted in between the gravity of breaking away from established “un-egalitarian” social structure for “classless” collectivism and the individuals’ resilience for protecting (natural) personal freedom. The doctrine of communism has been a resistance and faulty alternative to democratic capitalism (, the so called “free-market economy”). It was clearly based on the materialistic interpretation of life and of the reality, and had also been fostered by the philosophy of atheistic existentialism and by the extra-scientific theory of evolution. The school of communism denies the primacy of rational and supernatural quality/genesis of man and, therefore, the existence of any essential human nature. Paradoxically, however, this psycho-social view admits the fact that humans are creative (/conceitful/deceptive), active, stable, predictive, social beings representing the totality of social relations, and they produce their own subsistence. On the other hand, they advance that how we make a living depends on the productive capacity which is not belonged to our brains, ideas, or desires, but in the means of production and class dynamics of the society—i.e. everything is socially learned. Idealists, on the other hand, maintain that reality is full of contradictions of the thesis with anti-thesis and is continuously unfolding to synthesize (an established thesis with its successor anti-thesis) to resolve an ever newer thesis. Dialectic Idealism [Georg Hegel (1770-1831)] allows that this development proceeds purely by mental or spiritual laws—the reality is rational only: the idea is thought itself thinking itself out and the whole world or all of the reality can be identified with a single entity, the Absolute, world self, or (pantheistic) God. Idealists begins with idea as the (initial) thesis to arrive at matter producing anti-thesis and then synthesize together life (with physical body and consciousness), and all of human history is the progressive realization of the Absolute Spirit, idea spread out into Nature. They add that each period in the history of a culture or society has a character or “personality” of its own which could be understood by recognizing the dialectic stage of idea in the development from what preceded it and what follows it.

822

Discovered by the author (of this work) himself, alhamduLillah. Also see my ‘Utilitarianism, Egalitarianism, Dialecticism, and Justice—With Pan-Islamic Perspectives’.

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Unlike dialectic idealism (and inspired by it), communism advances that like natural laws, human history is ongoing realization of universal law which is economic in nature. Dialectic materialism teaches that historical development is material in character, not spiritual/mental823. It takes man with his body, nature of concrete creativity, stability, and predictability as the initial principle by avoiding pure mechanistic materialism. It adds that the history is driven by the economic forces and that the contradiction is between the classes: the oppressors and the oppressed. And that the mode of production of material life determines the general character of the social, political, and spiritual process of life. Therefore, each period in each culture or society has its own “personality” which could be understood by knowing the process by which one stage gives rise to the next, and that ultimately capitalism will give way to communism. Even though communistic interpretation of human life seemed to be purely materialistic, it is really fuzzy (too, like liberalism) as because it manipulates (fallaciously) materialistic interpretation without denial (disprove of) essential concrete human nature of creativity and predictability—it has not succeeded to establish a true mechanistic interpretation of life in order to be in full consonance with the theory of dialectic materialism, (which itself is false). But, none the less, the communists have pursued collective (and, therefore, “individual as well”) happiness on the (artificial) philosophical basis of atheistic secularism and dialectic political conflict. Application processes of these theories have grossly overlooked that it is the (concrete) human nature of creativity that gives a human the sense individuality. Neither personal freedom could totally be sacrificed in the name of collective socio-economic security, nor such security could be achieved without moral motivation (which is belonged to the religious spirituality and must be nourished through proper education and working schemes). Besides, dialectic theory (of materialism/idealism) advanced fallacious notion of antagonism as the underlying carrier of human history, and consequently hope for establishment824 of communism through political conflict (viz. class struggle, Bolshevism). Whereas, even though human history is unfolding more and more truth through struggle between good and evil on the moral/intuitive level, it does not intellectually synthesize right and wrong. The history is impelled by human inclination for good which frequently collides with evil and this process guides the intellectual pursuits to synthesize/replace thesis with the hypothesis for ever expanding knowledge, and thus to invent more and more effective instruments for working. That is why, it is important that every individual must be educated in well balanced manner for his/her attaining of comprehensive maturity. The society which owns more and more such matured individuals in effect possesses more and more societal wisdom and is able to refrain from making wrong decisions which destroy law and order, increases unemployed unproductive people, ruins environment (—in short, whichever derails peace farther away from people). Therefore, our political, educational, economic, social, spiritual (, etc.) institutions must not be based on the (artificial) erroneous notion of ever repetitive stepping from the thesis to the antithesis. Rather, these should be based on the notion of continuous progress through the (natural) reconciliatory process of finding more correct alternatives. For these reasons, every system must be thoroughly interlaced within together to integrate the elements of moral, logical, and experiential elements in suitable proportions where individuals are nurtured for attaining thorough wisdom, so that s/he is always psychologically ready to advance his/her correct understanding, and give up the erroneous contentions. 823

Western philosophy frequently seems to lump together soul and mind: spirituality and intellectuality. Due to these basic errors, egalitarian communism could never be established—even though socialism, a prelude of communism, is still being imposed (by coercion), or being modified and included by social utilitarians, their future dynamism look very gloomy. 824

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Therefore, education system825 should be meticulously intertwined among spiritual, intellectual, and physical realms (of reality) so that religious, philosophical, mathematical, and scientific contents overlap each other for progressive learning through the (natural) involvement of intuition, reason, and senses, in general. In particular, every program (of specific emphasis) must also include subject of other nature in suitable proportions—narrow uni-tracked programs must not be included in curricula to put out mere (artificially) functional “experts” without possessing comprehensive wisdom. Such an integrated curriculum would also be conducive for each academic discipline to continuously flourish (naturally) in an all-inclusive/complete manner which consequently will prevent the pace of civilization from becoming (un-wisely) self-destructive (by divorcing religion, culture, and justice). Post-modernization: Egalitarian collectivism and capitalistic individualism are deemed as two conflicting materialistic domains—they blame each other for their failures. However, both theories claim to aim individual peace as the effect, and in fact, are not dialectically opposing to each other (like thesis and antithesis) as had been advanced. Besides, they are neither (separately) sufficient nor jointly adequate (by working like a complement to each other) to be in complete tune with human nature—whether essential or socio-psychological. In particular, both of them are deficiently incompatible to both the basic and psychosocial ideological basis of the Muslims in particular and of the adherents of the great religions in general. Human is both individualistic and social—a religious person refrains from over indulgence and deliver welfares to others for achieving his/her two goals—peace in this life and salvation in the hereafter. Such a person exhibits these pursuits in different guises such as claiming own rights and of others, and performing moral duties toward others. Rights and duties are the flip sides of each other—rights can only be protected through social schemes of cooperation (, instead of dialectical antagonization,) by which everyone’s satisfaction and welfare are reasonably guaranteed. This scheme must guarantee equal liberty for all, equal shares in the natural resources (such as minerals), protection of environment (for all), equal opportunities for education and training, equal opportunities for employment, proportional distribution according to merits (such as knowledge, skill, and work efforts), and moral (positive) welfare to the needy or disadvantaged. It is very clear that modernization through the philosophical schemes of the era of industrial revolution has badly failed to succeed in these regards. The task of devising the desired schemes (for success) has obviously remained as challenging as ever—neither individualism nor collectivism can be reformed and/or be combined together to form such schemes. During the processes of application (/humanization), Democratic Capitalism (, which is inwardly belonged to individualism) was responding to Marxism (, which is inwardly belonged to egalitarian collectivism,) and vice versa by adapting the features of each other’s domain for their separate corrections—because, they are not truly dialectical thesis and antithesis of each other. This (apparently) paradoxical phenomenon (of reform) eventually undermined the very foundation each creed toward the synthesis of something essentially different than the both. Some of those who turned to the religious scriptures for solution have resolved that: (i) man is 825

For analogous well balanced political system see, ‘Moral Democracy—Unison of Ideals, Rationales, and Empiricals’ (200 pages), authored by myself (, all by the Grace of Allah SWT). Also, see some of my other relevant works such as: (i) ‘Universal Remuneration System—A Mathematical Model for GDP Based Adjustments’, (ii) ‘Test Scores and GPA—Mathematics of Letter Grades’, and (iii) ‘Interest-Free Micro & Macro Credits—Mathematics of Time-Trading Cash Flow’, etc.

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both individualistic and social, in fact, man’s social obligations whether negative (of non-interference) or positive (of delivering welfare) is constitutive to achieve his/her paramount goals—peace in this life and salvation in the hereafter; (ii) the question of justice must be addressed through the religious teachings (which are not separable from subjective faith, pious intuition, and intellectually matured wisdom); and (iii) our socio-economic, political, and educational institutions must turn back to the religions (with mutual respect, tolerance, and equitable accommodations) to overcome the deficiencies (incurred during the last few centuries). But many post-modern thinkers are either reluctant or antagonistic to the acceptance contentions such as “Divine Command Theory”—but such thinkers have not succeeded to prove that such religion based theories would not succeed to solve our problems. They oppose for three cardinal reasons: (i) the modernization process of the past two centuries was based on secularism by somewhat divorcing religions—it is, therefore, out of fashion or debasing for some (, who are immatured in religious teachings,) to turn back to religion; (ii) during this period intellectual activities were heavily influenced by secular notions, which have created gap between the religious teachings and formal academic disciplines (without proportional development of correspondence between the two)—thus, have increased ignorance about religious teachings among such elites; and (iii) because of erroneous interpretations, misgivings and conflicts from whimsical meanings, translation into another language without preserving the true meaning, whole or partial loss of original teachings, etc., some scriptural texts (apparently) contradicted established facts and have been misused as excuses by the sophists and skeptics to do away with the religions altogether. Such antagonists (of religions) have grossly overlooked the fact that whatever the notions of good and evil, right and wrong, beneficial and harmful always pervade are but due to religious teachings—and any slip from such teachings leads to detrimental situation such as today’s devastated environment and ecosystem—(along with problems of population, inter-group/regional conflicts, etc.). In their struggle for developing sound understanding of justice post-modern philosophers have advanced many theories. Most notable among these is the ‘Dual Standard Theory’ [John Rawls (1921- )]—the ‘Principle of Equal Liberty and Unequal Distribution’, which may be viewed as an abstract interpretation of the ‘Ethical Formula of the Categorical Imperatives’ [Immanuel Kant (1724-1804)]. Unlike the communist creed of ‘from everyone according to his ability and to everyone according to his needs’, the Principle of Equal Liberty and Unequal Distribution contends that: (i) everyone in the society must have equal political rights and obligations, and (ii) socio-economic inequalities that are required to make “everyone better off”, must be allowed to serve as incentives (for productive workefforts). The second part, that is, the unequal distribution (of wealth & comfort) principle implicitly has two parts in order to be qualified as a workable scheme. First, it allows for unequal or proportional distribution as incentive to boost up productivity which must be kept open to all under the condition of fair equality of opportunity. Second, it implicitly stipulates for ‘directly proportional welfare’ (out of the benefits produced by allowing inequalities) to the disadvantaged—that is, if the welfare is directly proportional to the amount of disadvantage only then the scheme may make everyone feel “better off”. Even though the ‘Dual Standard Theory’ may sound appealing, it clearly poses many challenges toward formulation of a concrete implementation scheme. Firstly, how can we determine a complete set of political rights, freedom, and obligations to be given to each person with a similar liberty for others? In most cases, we will not be able to (artificially) determine such a set of liberty which would be endorsed by everyone—and, how about the children, mentally incapable, etc., who would make choices for them?

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Secondly, similar difficulties are evident in determining the set of socio-economic rights which could be kept (with everyone’s consent) for unequal distribution (of economic benefits, wealth, etc.) and open under equal opportunity for all. Since social utility in this area would require some utilitarian decision to sacrifice the interest of individual (or smaller group) for the greater, it could not avoid rehashing of the (paramount) question of justice and (, at the best,) would remain open for debate what procedure and deterministic criteria should followed to make such decisions. Thirdly, the provision of directly proportional welfare to the disadvantaged (, as such meaning can be taken from the phrase, “greatest benefit for the least advantaged”) poses an extremely difficult challenge to set up the resolving standards. Besides, such a proportional welfare is bound to be counter productive as because productive motivation of such beneficiaries would become dim, they would become lethargic, they socially would be looked down and would turn timid, and would look for making lame pretexts by exhibiting disputable disadvantages. Fourthly, the theory has not addressed the group of defaulters at one end and the group of naturally disables at the other. It justified gross inequalities in distributing socio-economic benefits by stipulating for most welfare for the most disadvantaged (due to such mode of distribution). Such arrangements would encourage lower productivities in both the most advantaged and the least advantaged and, therefore, would not optimize the productivity. Besides, the least advantaged not necessarily has the most needs—thus, waste and conspicuous consumptions (by the most advantaged and as well as by those who received welfare more than their needs) would not be minimized. Fifthly, ‘Dual Standard Theory’ has not (, in principle,) any provision which would protect the dignity of the welfare recipients (and they would be looked down in the society). Mere distribution of economic benefits as compensation for the (caused) disadvantages may generally perpetuate the poverty and backwardness within particular group(s). Sixthly, the theory of ‘equal liberty and unequal economic distribution’ has explicitly addressed the issues of justice within the materialistic realms only. Even though the principle of ‘equal liberty’ can be taken as an embodiment of the issues of the intellectual and convictional (spiritual) realms also, it has not given any explicit prescription as to how the scheme would guarantee the proper nurturing of those attributes of human happiness. Happiness embraces material, intellectual, and spiritual satisfaction—under different circumstances, a person aspires differently (, i.e. in different proportion,) for these three components. Therefore, the proportional guarantee for materialistic welfare alone to the disadvantaged may not be to the true benefit in general. Any such benefit must also embody the components of intellectual actualization and spiritual fulfillment (in suitable proportions) to the optimum satisfaction—and this will vary from person to person. Thus, artificial determination of such a (successful) scheme is impossible. Seventhly, a society will have disadvantaged people (by allowing gross unequal economic distribution) in need of welfare mostly because their negative rights (of uninterfered equal liberty) have (also) been violated (, at least indirectly). That means the principle of (inviolable) equal liberty is in conflict with the principle of “flat”

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unequal economic distribution. That is to say the “Dual Standard Theory” in practice will manifest as a “Double Standard Theory” and, therefore, can not qualify to guarantee happiness in individual and social life. Eighthly, until people are matured and wise, they are not capable of making the best choices. For this reason, equal opportunities and circumstances must be guaranteed for all to educate everyone with proper education to the optimum level while keeping it open to all under equal opportunity for to be educated up to the utmost level of his/her abilities. The objectives of such education must include well balanced nurturing of empirical, intellectual, and spiritual attributes of individuals without which peace and happiness would not come in private and/or social life. ‘Dual Standard Theory’ does neither explicitly nor implicitly embody a suitable set of imperatives for determining such an optimum level of proper education. That is, ‘Dual Standard Theory’ (, like any other theory of justice given by human,) is not only vague; it is also much shorter than to be adequate to embrace the entire gamut of the imperatives of justice those govern the human life—both private and social. Justice is an imbedded quality inherent with every essential aspect of human life—only the Almighty Creator, Who has given both the objectivities and the subjectivities in human nature, can prescribe a complete code of human life within which justice remains as an intertwined attribute. Now, some may argue that we may not ever be able to formulate a “perfect doctrine” of justice to design a workable system which would guarantee stability and steady progress by optimizing the serenity in private life and security in social life. They may add that even any religion whenever humanized becomes less than perfect in practice. They may also become persuasive by advancing that ‘Dual Standard Theory’ is better than communism and, therefore, is the best suitable formula for post-modernization. In fact, the genesis of ‘Dual Standard Theory’ (to which I have been pointing so far) has been based on a profound moral imperative known as “justice as fairness”, which now I want to expound briefly to supplement the above discussion. The word “fair” means just and thus the phrase “justice as fairness” has not succeeded to overcome the vagueness of circularity— the phrase can (also) be re-written as ‘justice as justness’. That is, what (and why) is just does not become clear from the phrase. The doctrine of “justice as fairness” has been based on a hypothetical original position of natural equality for framing out social contract. Such an original position is neither an actual historical state of affairs, nor can be conceived as a (pre-historic) primitive condition of cult, or culture, and/or society. It is an imaginary first meeting of all the people where they have gathered together to resolute the social contract. Everyone in this hypothetical initial meeting is completely “behind a veil of ignorance” where no one knew whether s/he would turn out to be a rich or poor, owner or worker, commoner or ruler, male or female, smart or dull, healthy or sick, black or white, able or disable, honest or criminal, ugly or good-looking, facilitated or unfacilitated, (etc., etc. …) in the future (real) society. It is contended that (all) the people would endorse “Dual Standard Theory” of “Equal Liberty and Unequal Economic Distribution” in that hypothetical original meeting because of their (hypothetical) equality.

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Firstly, the concept of such an original “fair” position is too idealistic which is supposed to transcend the practical experience826 of temporal life—only the Almighty Creator knows these qualities (of worldly life) and only He can imbue these imperatives in our conscience (objectively) prior to our experience in this life. Therefore, ‘Divine Intentions’ must be seeked (and/or searched) out regarding justice. Secondly, for the sake of argument, even if we agree that we can accommodate such an ideal basis of equality without prior worldly experience, such an ideal basis would not be adequate for derivation of expedient imperatives of justice for actual worldly life. In fact, the doctrine of “Equal Liberty and Unequal Economic Distribution” actually has embraced the notions of real world experience. Therefore, the party of the original position (of equality) is though can be conceived to be behind the “veil of ignorance” about their respective future life is not in a so called “natural state”—because they are supposed to understand the different aspects of social life in this world. Therefore, the identified basis of the doctrine and the concrete form of the doctrine itself are not completely belonged to each other—neither inwardly nor outwardly. 2Thirdly, in one hand, if the so called “natural state” includes prior worldly experience, then the formulated doctrine has not succeeded (, according to my above analysis827,) to address the total gamut of equity and justice (of an actual society) and has remained to be too deficient and incongruent. On the other hand, if the “natural state” does not include knowledge about the aspects of worldly life, then such a basis is supposed to put out an idealistic doctrine of justice which can not be guaranteed to be suitable for a real human society. The Almighty Creator alone knows the human nature and He alone ordains the factors of human society. Therefore, socioeconomic system must be reformed and/or replaced according to Divine guidance. The proper imperatives of justice are instilled within this set of Divine guidelines. Such imperatives can not necessarily be isolated from the aspects of social-economic institutions. Formal education system for the Muslim World thus must be formed in congruence to the principles of Islam so that such education system not only inculcates proper complete education, but also brings the entire society in consonance with Divine intent of justice. Installation of mere concrete scheme of justice guided by religion will far outperform any theory of justice put out by man. In addition socio-economic institutions must also exhort for practice of piety through enjoining of thankfulness (to Allah SWT) in affluence and fortitude in hardship, and by forbidding the indulgence of doubt and lust. Only a proper education process can nurture such qualities for moral motivation with the hope for higher reward (in the life hereafter). A society with such moral motivation will surely enjoy the satisfaction of security, serenity, and success—all these are but bounties of Allah SWT and (, according to Qur’an and Hadith,) He delivers these out of His Mercy and Pleasure. Man is born free. From the attribute of (limited) free will comes (egotistic) “selfhood” (or selfishness), and from the extreme point of selfishness man recoils as a rational social being as because during the selfish drives he realizes that he is neither invincible nor self-sufficient. Man is also spiritually moral which makes him 826 827

Socrates (469- …B.C.), Plato (427-347 B.C.) Also see my ‘Utilitarianism, Egalitarianism, Dialecticism, and Justice—With Pan-Islamic Perspectives’ and other related works.

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duty bound, i.e. intuitively inclined to those things which are beneficial to temporal life and salvation in the hereafter, and aversive to those things which destroy such good. It is through his faculty of reasoning man weaves the fabric of morality around the freedom for the safe journey here and salvation in the hereafter. That is why man has a basic demand or curiosity for intellectual actualization which can not be nurtured without proper education and fair opportunity. But no two men are identical in the proportional aspirations for (materialistic) pleasure, intellectual actualization, and spiritual serenity. That is why man is not capable of achieving an expedient universal consensus for artificially assigning proper comparative weights to duties and rights. That means ethical formula can not properly be determined through ‘categorical imperatives’828 to act by a maxim which must become a universal law. For this resolute we must turn to the Divine Command. An idealistic set of justice is neither purposeful nor functional in this life. That is why the deep-seated imperatives of justice are integrated with the religious principles to govern different socio-economic affairs embracing different aspects of temporal life. Man’s inequities (, manipulated by ever tempter devil,) will always hinder the delivery of total justice in this life. However, religious principles, if truly cultivated, will continuously guide the society toward perfect justice. On the Day of Reckoning, Allah SWT will not only deliver the total justice but also will supercede His justice by His Mercy for the salvation of even every soul with particle amount of faith. Until then men must persevere to establish Divine Law properly for harmonious continuity of mankind in this life. This is why man’s empirical, rational, and spiritual faculties must thrive to flourish in proper balance through thorough understanding of religious principles. For such thorough understanding, religious principles must be correctly humanized through every discipline of education. Therefore, we must correspond and integrate religious principles properly in every aspect of academic syllabus with honesty and sincerity (for Allah’s Grace) so that inherent congruence within the religious principles succeeds to consistently guide the society toward the attainment of the optimum maturity. The question, however, still remains how would we know what divine command is and what are not. The answer is that whatever have been believed as divine command and have (/had) also been successfully implemented in the human history should be taken (by the respective community in particular and by the society in general) as the basis for making social contract and standard of justice (in general). In this regard I like to mention that one may not be surprised to find that sociomoral profile of every great religion share a gigantic common platform upon which they can harmoniously accommodate each other with mutual respect (for individual integrity) and tolerance. The religions which try to resolve the matter of morality, ethics, and justice in isolation from addressing the issue of the existence of the Absolute Divine Being (, such as Buddhism829, as some claim,) could be content by taking the wisdom of the “enlightened” ones, (or similar sources, etc.) as the guidance. That is, we determine the theory of justice from the phenomena of implemented model (according to religious prescriptions for different aspects of life) and not vice versa, even though the theory remains as an inherent profile (or “noumena830”) among the religious teachings at large (of every corresponding religion). We have thus pointed out that every societal institution must be consolidated enough to gradually embrace the total gamut of interfaith commonalities and as well as be diversified/flexible enough to suitably accommodate all the differences. For this reason, even though religion of the majority (within a particular jurisdictional 828

Immanuel Kant (1724-1804) It should be noted that Buddhism (, as claimed by some,) is somewhat a revised form of Hinduism. 830 Immanuel Kant (1724-1804) 829

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domain) will be the mainstream profile of the society, the other religions must also enjoy due freedom. Therefore, formal educational curricula must include a system of syllabus to coherently promote the society toward these sacred goals. Religions and Post-Modernization: We have just proposed the set of ethical rules which have been derived from divinely revealed religion831 and have already been implemented to be qualified to be taken as the basis to formulate workable scheme for ensuring social justice. But what about the religions which have not been thoroughly implemented for establishing successful socio-economic systems but yet believed to be divinely revealed? Before answering this question let us first elaborate our analysis why religion is indispensable in post-modern period. Religion played the most important roles in private and social life as well before industrial revolution. Therefore, the family and community resisted as structural crystals to protect the society from all-out fall throughout the modernization period of the last few centuries. However, these building blocks of the society have gradually crumbled and have been overrun by the monstrous materialistic pursuits driven by the motives incited by erroneous theories. Today mankind is in a horrible situation created by the environmental deterioration, inter-group conflicts, malnutrition, grave economic class disparity, terrible disparities in military power and technical skills, and huge part of population as burden. All these are but ramifications and manifestations of secular materialistic productions relations. To alter this trend the secularists have revised their theories and most of those are but the same wine in a new bottle, and all of them together are like throwing a drop of water to put out a jungle full of fire. The most important remedy to this situation is the elimination of the created gap between religion and socio-econo-political institutions—both national and international. I have (above, and in my other works) critically examined the most notable post-modern theory of social justice. It has revealed that the theory itself based on hypothetical unrealistic situation such that a concrete functional model can not be worked out. Besides, it is deficient as because it has not made it clear how to guarantee intellectual actualization, spiritual fulfillment, etc., without which happiness can not be attained. Also, the theory has not made it explicit how to protect the dignity (and, therefore, productive motivation and efforts) of the recipients of welfare (i.e. delivery of the positive duties by the donors). In juxtaposition, the followings are the basic components of the religion based system of social justice: (vii) Ensure equal (political) moral liberty compatible with the similar liberty for all; (viii) Allow unequal distribution of economic benefits according to moral merits and work-efforts (as incentives for increased production for the moral benefits of all) by preventing gross inequalities, wastes, and conspicuous consumptions; (ix) Ensure economic welfare and moral affirmative measures for removing poverty, uplifting socio-economic morals, and nurturing productive fitness, etc. to the disadvantaged, disables, and defaulters according to the (respective) need, equity, and justice; 831

I have used here singular number as because as a Muslim I believe that every divinely revealed religion in its unaltered form had/has been Islam—means submission with peace.

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(x) (xi) (xii)

Provide moral training to develop religious values toward positive duties and sense of moral responsibility for properly exerting productive efforts to ensure equal dignity of all; Exhort for carrying out social responsibilities by promulgating that socio-economic resources and opportunities i.e. factors of production are actually belonged to all on equal/equitable basis; and Continuously increase the practice of exhortation for enjoining good and forbidding evil832 with the delivery of religious knowledge that without such practice neither temporal success nor the salvation in the hereafter is possible—all these are but bounties of Allah and He gives these out of His Grace and Mercy. It will be obvious by brief inspection that the actual measures of none of the above components can concretely be determined empirically. Therefore, we must possess a ready-made model to guide us in making out workable social schemes according to the point of a particular period and place, and befitting to any circumstance that may arise. Our Creator, Allah S.W.T. has sent guidance from time to time which had immediately been implemented successfully by His Messengers and Prophets along with their followers. Such occurrences have taken place throughout human history to bring up the mankind to this level of humanity that persists as the ideological basis (such as universal human rights etc.). In particular, religious training to develop morality of duty toward self, other creatures, and the Creator necessitates ethical imperative of universal maxim833. This set of imperatives had/has always been the main part of the religious teachings. Therefore, thorough knowledge about these models developed con-jointly by divine revelations, Messengers/Prophets and their followers, must be included in the curricula of the formal education system. Religious teachings are not mere a set of guidelines like an operational manual. They are also analytic lessons by which man’s intellectual faculty can be nurtured to develop his maturity for properly judging between right and wrong, good and evil, etc. Toward this development religious teachings and practices instill awareness about human nature, meaning of justice, pragmatic work schemes, etc. The set of moral guidelines in any religion (of divine genesis) had/has always been compatible with its teachings about three paramount matters: human nature, meaning of justice, and day to day human life (in order to be conducive and congruent for the ongoing progress of the human history). Besides, one may ask the following questions to examine whether a particular religion is sound enough for the pace of postmodernization:

(vi) (vii) (viii) (ix)

What is the end result of religious practice?—would it guarantee maximum peace and happiness attainable on this earth? Would it work if nobody except a single person follows it?—would the religion be flexible enough for such person? Would it work if nobody except a single person refuses/fails to follow it?—would the religion properly accommodate such person? Would it work if some people follow it and some (fails or) do not? 832

Justice demands not only the promulgation of retributive and distributive concrete laws but also flourishing of relevant socio-moral qualities so that judgment can be justified not only according to the law but also along the imperatives of the socio-moral basis as well as socio-economic circumstances. 833 Immanuel Kant (1724-1804).

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(x)

Are the basic dictates of the religion (inwardly and outwardly) congruent, consistent, and coherent? etc.834. The observance of the above deterministic criteria will guarantee and teach the correct sorting out of religious teachings of divine genesis. Even though some religions do not claim to be divinely revealed, yet they contain many teachings which conform to divine guidance. This is because Allah S.W.T. guides human in three different ways: (i) explicit revelations, (ii) dreams, and (iii) intuitive inspirations. While the first mode is protected from any Shaitanic intrusion (before and during delivery), the other two modes are not. That is why the preservation of direct divine messages (or account of such revelations) is of paramount importance. Morality is essential for building a workable social scheme for the maximum benefit of all. Yet morality and happiness not necessarily coincides in individual life. This is because morally driven person follows universal maxims not always because of his/her self interest but in general for the sake of following the Universal Maxims themselves as because s/he believes it as his/her moral duty. S/he believes that even if one person does not act in such a way it may gravely hinder the actual functionality of the social scheme, and also his/her higher reward in the hereafter may be jeopardized. As a result, morally good persons often get less than their shares as because the greedy people appropriate more than their due shares by unfair exploitations. This obliges us to seek a world where moral people prosper and evil people do not—religious teachings drive the society toward that direction. Morality always persists because a good person has one enemy (, the bad person only), and in juxtaposition, an evil person has two instead835 (, the good and as well as the bad one). But mankind will never be able to bring up a perfectly just world where the morally good people will necessarily be able to appropriate their exact shares—we do not always know such exact amount anyway. Only Allah S.W.T. can and He surely will bring such a world in the hereafter (and we are obliged to believe it as because without such belief one can not properly mend his/her life—either private or social). Hence, we must believe that “God” exists836. Thus we have pointed out that: (i) without religious teachings of morality we can not properly set up a workable social scheme, and (ii) (essentiality of) morality forces us to believe that God exists. How could anyone experience good without experiencing evil? It is man’s own free choice and perception (out of his/her instinctive inclination) that makes some phenomenon to appear as evil (or good, in juxtaposition). Due to such innate quality of judgment human is constantly haunted by many curiosities such as: why a sinless baby suffers while dying?—Is it because the reward of his eternally blessed life of happiness is given in exchange which can not be appreciated and enjoyed without prior experience of distresses? Of course, the anguish of such experience itself too can be totally erased by God to enjoy blessed eternal future with the leftover mark of the (troubled) experience alone. One answer, therefore, is: the baby might have chosen such pain instead of going through the tribulations of life (of nominal span) on earth. Such contentions necessitate the pre-existence of “soul” with free will. Man’s soul has been imbued with the quality of limited freedom. Some of us may have chosen such sufferings (in lieu of the ordeals of other kinds) so that the delights of the eternal salvation can be distinguished, compared, and 834

It is needless to mention that every person who believes in the hereafter will also ask if the religion is safe enough for the salvation of the soul. Plato (427-347 B.C.) 836 Immanuel Kant (1724-1804) 835

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enjoyed. Such choices are but part of the Qada and Qadar (divine Decree and Destiny) made known to us before landing on earth. Besides, the victims who seemed to be “unfairly” suffering (at death, etc.) may not feel in the exact way as we the observers infer. For them, it may like in-taking of distasteful medicine with delightful hope for the greater pleasure ahead: and for the observers it may be mere lessons to ponder on. The Absolute cause of everything is Allah S.W.T. and the eventual effect is the Qiyamah (and the life hereafter). To say the God does not exist is equal to proclaim that the first element of the set of Natural Numbers does not exist (, if not even worse). Objective proof or (disproof) may not be sufficient for establishing the fact that God exists (or to deny it)—because, sometimes logical conclusions themselves are paradoxical (—I mean the logically valid arguments, not the fallacies). But logically valid proof (, whether direct or analogical,) along with congruent belief necessitates God’s existence. In reality, intuitive (spiritual, faith), logical (mental, intellectual), and empirical (scientific, sensual) order can be consistently lumped together for proving the essentiality of the existence of God. On the other hand no logical conclusion can validly be established deductively to disprove the existence of God—even if such a deductive disproof may appear (as a success) it will not be free of paradox. On the other hand, valid inductive conclusion will always be heavier on behalf of the proof than the disproof of the existence of God. Therefore, the (three-tyred) static logical procedure is not comprehensive and sufficient enough for proving or disproving the existence of God. But while valid conclusion through static logic of both the deduction and induction can be arrived in favor of the essentiality of the existence of God (as I have advanced above and in my other works by the Grace of Allah S.W.T.), no such conclusion can be achieved disproving the essentiality of the existence of God. This is because any such deductive disproof is bound to based on invalid premises, and any such inductive disproof is bound to be deficient (, and we can advance this whole statement as an open challenge). Deductive valid conclusion in favor of the existence of God definitely guides to proceed for inductive reasoning on this issue. We then can apply evidential inductive reasoning (, which is “four-tired” or “four digital” in Islam: riwayat, dirayat, jarah or tajribah, and jadil,) from the empirical (physical) observations. After such discourse whatever still remains to be proven, must be completed by (intuitive) belief—otherwise faith would carry no meaning. The ultimate reality, the Absolute, is a notion which is instilled (by the Almighty Creator) in our basis of self alone—this is unlike any other experience through our sense. Even a blind person who never had a look to the physical world can feel and understand this Absolute in his/her ultimate consciousness (of self). Similarly, an atheist who chooses to (outwardly) disbelieve in God may as well be steadily conscious (with fear and hope) of Him. On the other hand, we can afford to suspend the judgment on whether God exists or not. Because, much is tied up in our belief or disbelief in God—it means difference in life-style, thinking, perceiving, and behaving. If everyone (in the human history) postponed the making of decision about the existence of God what would the human society would look like today?—and if everyone withholds his/her belief in (or search for) God, what would the future look like? A brief thought on this issue will make it obvious that it is a forced and momentous choice that we must not wait to make, whether to believe or disbelieve in God. God wants our faith in Him (for our own sake), as because we would otherwise be strayed. Such a firm faith (out of our free will) is essential as because our objective idea is like the inertia of motion which continuously moves among our three realms of existence: intuition, reason, and senses. Faith is for our own benefit and God has given us the (spiritual) instinct to feel His existence. If one does not include spiritual activities in his/her daily life, s/he gradually represses his/her spirituality and inclines more and more toward wandering aimlessly. That is why it is highly important that man’s spiritual morality is reared appropriately so that he can exert his free will morally

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without being condemn to be born free (by being alienated from the Divine Guidance). We have thus pointed out that along theology, religion based philosophy (augmented by four-tyred evidential logic) must also be included in the academic curricula. Pragmatism based static logic and/or empirical data alone is not good enough to support sustained progress of the society—without the driving force of higher value man’s socio-politico-economic aspirations will stagnate. Therefore, pragmatism must be headed by higher values such as love, patience, altruism, etc. Man again and again needs to use his (intuitive) wisdom (without concrete data or logic) to compromise his freedom under many circumstances. This is a proof of the limitation of man’s freedom which is neither paradoxical nor contradictory. Because, he intends to be or to do something, but “circumstances” forces him “to choose” something else—man is neither ridiculous nor transcendent. This making of subjective decision may imply that truth varies from one person to another. But such notion discourages us to view concrete facts objectively and impartially which threatens foundation of knowledge. This is why divine guidance must be taken as the axiomatic primitives for using our wisdom. Some philosophers837 have advanced that our knowledge is but ideas based on past experience and can not be genuine as because past can not guarantee the future and/or present about the universe. On the other hand, some others838 have contended that our knowledge is not based on the experience of the physical universe, but rather the physical world is but creation of our “mind”. The advanced that sensation or experience is the “content” (of knowledge) which is material or empirical (such as tastes, smells, sounds, shapes, cold, motion, equilibrium, etc.) and do not provide the relationships, laws, causes, etc.—this is done by “mind”. The idea, on the other hand, is the “form” supplied by the mind by sorting sense experience and positing relationships among them. Through an “awareness” of these relationships, we come to knowledge. According to them we can not perceive things as they might actually exist (before the mind organizes our sensation of them). We never perceive things as they are “themselves”, which they call “noumena”. All we can ever know are things as they “appear” to us, which they call “phenomena” of the ordered and causally connected world of experience. But religion (e. g. Islam) teaches that original “blue print” of the universe is kept in the Heaven which is related to our intuition by genuine divine inspiration. Besides, this world has been created as the “dazzling show” for our senses. Therefore, neither we can deny the originality of our sense experience and of the actual existence of a physical universe (which is the “sensual” replica of its original blue print kept in the heaven) which is not “created” by mind, nor of the existence of a separate ideal universe which is the cause of the existence of the physical universe. Our knowledge is the union of these two extreme realities—that is why knowledge has both intrinsic and extrinsic values. Without this religious teaching we would have swung between the gravity of skepticism (of empirical uncertainty) and idealism (of “phenomena” without ever knowing “noumena” of the physical universe).

837 838

David Hume (1711-1776). Immanuel Kant (1724-1804).

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On the other hand, without moderation by the religion some people (e.g. utilitarian egoists) would be emphasizing on only the (extreme) extrinsic value of knowledge to exploit for pleasure by base gratification, and some others (e.g. monastic hedonists) would be emphasizing on the (extreme) intrinsic value of knowledge to get pleasure by “sober thinking”—religion teaches to make proper balance between these two extreme ends. For example Hinduism teaches on (roughly) four primary values—in the rank of increasing value they are: wealth, pleasure, duty, and enlightenment. If kept in proper perspective, the worldly values of wealth and pleasure are good and desirable. The moral value of duty includes higher attributes of patience, sincerity, justice, honesty, kindness, altruism, etc. The highest spiritual (moral) value is the enlightenment by which only other three primary values must be measured in order to get (emancipation and) salvation at the end of the temporal journey. Religion not only teaches to choose lesser of the two evils or greater of the two merits in cases of conflicting duties, it also either assigns the relative weights of most of the duties, or teaches how to assign such weights (of rightness and wrongness) under any circumstances. Religious practices develop (intuitive) wisdom by which individual (in particular and society in general) gradually progresses toward maturity for making proper judgment (as the best as possible in temporal life), even though it may never necessarily become perfect. But whatever remains from being perfect (after the humanized exhaustion of religious teachings) is perfect enough for the imperfect worldly life. Because, part of the temporal set of categorical imperatives is belief, and any doubt is but due to our lack of understanding—to Allah S.W.T. everything is perfectly clear, and He has sent His clear and enough guidance (through His Messengers) for us from time to time. Allah S.W.T. keeps part of the Truth from being explicitly knowledgeable to us (here) as because He also wants us to use our intuition (which has been instilled with His guidance or “noor”) for proper execution of our free will (“ikhtiar”). If we sincerely, honestly, and thoroughly try to make proper judgment and yet fail, He will forgive us and will compensate it with His (inspiring) guidance and bounties. This is the only process by which we can gradually develop our personality for getting happiness and peace in this life and salvation in the hereafter. We have thus pointed out that academic syllabus must be structured in a way so that secular philosophy is scrutinized and moderated by religion based philosophy. The above discussions839 have clearly made religion indispensable. In fact, religion is not only required to guarantee maximum (attainable) happiness and peace, it is the only way to guarantee fundamental human rights and dignity along with un-stagnated spontaneity for continuous progressive efforts. The existence of evil is related with the freedom of man in this life. With his limited freedom, man’s action produces good or evil. Neither this temporal evil nor goodness ever can over rule God’s law—He is All Good and All Powerful. God alone allows the temporal existence of good and evil within certain limit—otherwise there would have been neither difference between temporal and eternal life, nor there would have been any meaning of man’s freedom within limitation. In postmodern period the scientific progress, technological know-how, and productive skills will (perceivably) assure (insh’Allah) more than enough produces and services for the physical maintenance of mankind. But without the spread of proper distributive justice, neither such knowledge (science, technology, and skills) nor such produces will be able to eliminate poverty and diseases to the (attainable) minimum level. Even if such required distribution is mechanized amorally and areligiously, man’s peaceful continuation and existence will eventually be threatened without the spread of religious morality. Because, the significant disparities 839

Please, also see my other related works.

(Page 653 of 1344)


among the nations in materials and (productive) knowledge will eventually disappear. In that scenario, without moral bindings man will wait for opportunities such as disputes, in-fights, natural calamities, etc. for destroying others. Religion only can inculcate the perception of higher goals in the infinite against man’s such destructive potentials by influencing the “moral character of man”840. The common set of socio-moral principles among all the religions will guarantee harmony; and will too accommodate separate integrity with mutual tolerance, with competition for excellence by delivering goodness to each other, and with promotion of mutual understanding—there exist no other way for achieving this paramount goal. In this regard, however, we can not help but need the necessity of philosophy (, object of which is truth,) also to analyze, correspond, and expand the scopes of religious teachings in order to accommodate every advent of new situation. But, we must be (religiously) aware of those philosophers (, who are the self proclaimed “lovers of wisdom”, and) who persist to advance their pre-conceived notions in order merely to establish their wrong (and even fashionable) conceptions (without correcting themselves), upon which they might have built up their career, ego, and integrity (among some confused masses). The natural laws deep-seated within the human society are not only in consonance with the human nature, these laws are but aggregate manifestations of the essentials of human nature. This set of universal laws can be identified by careful scrutinization of the authentic religious teachings (divinely revealed at different stages841 of the human history). In fact, every such religion includes a set of teachings which are in consonance with human nature. Therefore, the process of scrutinization to sort out a common set of natural laws governing human society would minimize inter-community mistrust. But for this task, sound religious knowledge is essential. Besides, natural laws governing the physical world must be instructed in such ways so that related religious teachings are duly reconciled. Formal educational curricula must include instructions and training in all the relevant religions of a particular domain. Moreover, syllabus of Comparative Religions should also be included, even though the education system must be based on the socio-moral justice of the religion of the largest group (, without conflicting the natural law,) within a particular country. Along with knowledge at the cutting edge, all-embracing integration capacity, propensity of peak intellectual maturity, skills of highest order, high degree of physical fitness, unsluggish sense of responsibility and alertness, etc., the objectives (of formal educational process) should also include: (i) inculcating of religious wisdom in the society so that conventional laws (i.e. “secular” codes of conduct endorsed by the consensus of the majority) to conform to the natural laws, (ii) promote inter-community understanding, trust, and tolerance for smooth progress of the stratification process in order to develop the most suitable societal codes of conduct common for the mankind, (iii) develop individual character to avoid extravagance, undue greed, and arrogance, (iv) instill moral maturity so that in exploitational pursuits only the socio-morally wise schemes, articulations, techniques, and aptitudes are adopted ensuring sustainable progress, etc.

840

Max Muller. According to the Qur’an and Hadith (of the Allah’s Messenger, Muhammad s.a.w.), Allah S.W.T. sent Messenger(s) to guide every nation (“people”) at one time or other and the Prophet Muhammad s.a.w. has been sent as the final Messenger for the guidance of the entire mankind (abrogating all other previous revelations).See Qur’an/10:47; 16:36; & 30:47. 841

(Page 654 of 1344)


Islam and Postmodern Formal Education: Islam represents natural human being and (, therefore,) embody the natural Law. The characterizing profile of the formal Islamic education includes the following points: (v) (vi) (vii) (viii)

Providing knowledge (i.e. “ilm”) through lessons or instructions (i.e. “ta’lim” or “shikkha”); Providing skill and good behavior through training (i.e. “tarbiyat” or “dikkha”); Helping to develop expressive abilities by giving literacy and linguistic proficiency; and Flourishing intellectual wisdom and creativity through exposure of inter-disciplinary overlaps and diversified discourses; etc. The above four characteristics of Islamic education could be secured through following processes:

(ww) Develop system of teaching and training designed to give: (1) knowledge: subjective842 (through faith), and Objective: (i) rational843 (through reason), and (ii) empirical844 (through senses), (2) Skills, (3) intellect, (4) Islamic moral character (in particular and religious moral character in general845), and (5) wisdom; (xx) Islamically motivate students in gaining knowledge by pondering, study, experience, and instructions; (yy) Produce experts to transmit knowledge and Islamic values (i.e. forces that influence human development toward perfection of personality) through physical (i.e. models, speeches), mental (i.e. imaginary ideas), and spiritual (i.e. loving, emotional, devotional) means and methods; (zz) Produce experts to bring up students (by demonstrations and practices) to a desired level of productive efficiency along with thorough understanding of Islamic production relations and (Islamic) behavior; (aaa) Promote co-relations between the day to day individual activities (on one hand) and (, on the other hand, ) the understanding, familiarity, and the organized set of information; (bbb) Promote Islamic quality of understanding and way of seeing; (ccc) Promote Islamic process of acquiring knowledge through (physiological) senses, (mind of) reasoning, and (spirituality of) intuition; (ddd) Promote power of understanding through Islamic way of logical inference, contemplation, inspection, and pondering; (eee) Promote the process of four-digital (Islamic) system of “evidential logic” by using “riwayat” (i.e. data collection), “dirayat” (i.e. discriminative analysis of data, or sorting information), “jarah” or “tajribah” (i.e. experimentation), and “jadil” (i.e. demonstration, justified synthesis, or inference oriented composition) in order to

842

Subjective knowledge includes topics like salvation of soul (ruh), religious faith and devotion, belief in unseen ideas and heavens, psyche, metaphysics, aesthetics, intuitive imagination, metaphorical, allegorical, and figurative expressions, etc. 843 Rational knowledge includes topics like mathematics, epistemology, ethics, etc. 844 Empirical knowledge includes topics like science, engineering, technology, etc.. 845 This phrase (within parenthesis) should be deemed to be included in every such suitable context.

(Page 655 of 1344)


properly supplement (or replace) the system of two-tired binary or speculative logic (of subject and predicate) and/or three-digital rational (static) logic (of major, minor, and consequence oriented heading toward definition); (fff) Promote the process of Islamization of the academic disciplines and knowledge put out by the areligious contentions, secular experts, etc.; (ggg) Promote harmony between individual’s materialistic aspirations and the Islamic principles by developing a well balanced integrated education system to properly nurture the physical, mental (/intellectual), and spiritual (/instinctive) human attributes; (hhh) Promote abrupt acceleration of progress of the Muslim countries to be at the leading edge within two generations with the help of a consolidated, unified, uniform, and cost-effective education system embracing all the academic disciplines of the religious studies, technological know-how, humanities, literacy, mathematics, natural science, social science, engineering science, computer science, business administration, medical science, geography, law, teaching, fine arts, journalism, physical science, military disciplines, literature, philosophy, psychology, cultural aesthetics, etc, along with research activities at the leading edges; (iii) Adapt proper overlapping among the academic disciplines; (jjj) Allow flexibility for individual’s choices; (kkk) Integrate effective programs for research at the leading edge; (lll) Adapt following five different (& equivalent) curricular paths: (1) Regular (on the basis of age scheduled courses), (2) Irregular (on the basis of intensive courses without age limitations), (3) Special Independent (for Elementary School i.e. first three-year phase of formal education programs), (4) Independent Liberal Studies (i. e. open program at large), and (5) Independent Intensive Islamic (i.e. Religious) Education (to upgrade Islamic Quawmi Madrasa System, and to upgrade equivalent such systems of Hinduism, Buddhism, and Christianity); (mmm) Develop well patterned syllabus lessons and class-room periods so that each program can (also) be adapted to countrywide synchronized educational routine through electronic media (and/or other modern techniques); (nnn) Promote wide-spread, correct, and thorough understanding on the texts of the Qur’an (and Hadith) by developing proficiency in Arabic—this process should be directed to gradually adapt Arabic as the “lingua franca” for the Muslim World in order to develop the “commonwealth of the Muslim countries” (as the precursor toward the establishment of the Islamic Khilafah) on the basis of Islamic socio-econo-political ideology in juxtaposition to materialistic ideology (of Marxism, and/or Democratic Capitalism in the guise of so called “free market economy”, etc.); (ooo) Gradually develop the power of the native languages by promoting proficiency, assimilating scientific and technical vocabularies, translating literature of academic interests from other languages—for the time being this need to be augmented by adapting languages of the geo-political/scientific interests as the third language846; (ppp) Adapt that non-Arabic language as the second language for the Arabs in which majority of the natives are Muslims and they constitute the largest non-Arab Muslims (in a common mother tongue847)—this will aid foster Muslim brotherhood insh’Allah; 846

Depending on the geo-historical background this would one of the followings: (i) English, (ii) French, (iii) Spanish, (iv) Portuguese, (v) Dutch, (vi) Russian, etc. The (Muslim) natives of these languages and Chinese could adapt Arab’s second language (i.e. Bangla) as the third language. 847 I believe that language is Bangla.

(Page 656 of 1344)


(qqq) Adapt Chinese as the fourth language of the Muslim World as it is the largest language; (rrr) Promote all suitable non-Arabic languages to best elevate the correct understanding on Islam globally; (sss) Develop curricula of uniform, effective, and endurable time spans; (ttt) Develop examination procedure to encourage, evaluate, and measure the achievement on the basis of Islamic equity and justice—this process should aid optimization of the concept of maximum learning and not to discourage by expecting from any student beyond his/her ability; (uuu) Promote competition (to excel) by relative evaluation which will also be conducive for minimizing copying and adoption of other unfair means (by the examinees); (vvv) Ensure/assure a minimum level of formal education for all in order to be classified as “literate” by providing enough of financial supports, moral encouragements, infrastructural facilities, affirmative actions, etc.—adapt suitable policies so that adult students can continue as productive force to support their own expenditures; (www) Promote thorough and effective skill, vocational, technical, and professional training, diploma, membership, fellowship, etc. (xxx) Arrange separate class-rooms for male and female students (above primary school level, and as such needed); (yyy) Incorporate economic features for productive activities by utilizing the campus resources so that the system can also remain financially sound and self-suppoting without becoming over parasitic; (zzz) Ensure universal opportunity for education by adapting suitable affirmative programs on the basis of Islamic equity & justice; (aaaa) Ensure continuous development of the teachers by: upgrading, giving incentives, proper administrative set up, etc.; (bbbb) Ensure continuous enhancement of the programs through proper check and balance among the different organs of the education system by keeping it secure (/free) from inappropriate intrusion; (cccc) Ensure development of essential literacy (by providing language proficiency), discriminative power (by providing logical and mathematical skills), and consciousness about the self, universe, and Allah S.W.T. (“God”) (by providing respective religious knowledge) in the first phase of the program (for the novices) along with (Islamically acceptable) features for creativity, physical development, recreations, and (cultural) aesthetics; (dddd) Ensure essential achievement in all the basic academic disciplines in the second stage, and make available features such as on-job training programs for postelementary education; (eeee) In the third phase, ensure substantial enhancement of the education received in the second stage, and augment it with health and disciplinary awareness along with nurturing of aesthetic creativity; and make vocational training courses available for post-primary education; (ffff) Ensure completion of enough education in the fourth stage in order to equip the students to pursue higher education in any field (of Bachelor degree programs) and augment it with economy and military oriented education; and make trade-course diploma programs available for post-secondary education; (gggg) Ensure enough education in the fifth stage to develop the sense of responsible citizenship and the abilities to pursue education of (related) Master degree programs (in the next stage) which must be (at least) equivalent (or slightly superior) to any other Master degree program in the world; and make available (different) technical apprenticeship programs for post-high school education; (hhhh) Ensure enough academic maturity in the sixth stage to be equivalent or superior to any Master degree program of the other World; and make available (suitable) internship programs along with (selected) professional (Specialist) exams for post-undergraduate degree education;

(Page 657 of 1344)


(iiii) Ensure thorough academic maturity and overall wisdom in the seventh (and last) stage so that the graduates may assume the responsible positions to keep up the pace of country’s progress at the leading edges among all the nations; and make available (suitable) internship programs along with (selected) professional (Membership) exams for post-graduate degree education; (jjjj) Make available (suitable) internship programs along with (selected) professional (Fellowship) exams for post-doctoral degree education; (kkkk) Promote Islamic environment in the campuses; (llll) Consolidate education, economy, basic commodity production, health, housing, administration, defense, utility, and political system by developing the campuses through proper and comprehensive planning; (mmmm) Include research programs at the leading edge and state of the art technology within (suitable) campuses; (nnnn) Increase employment of female teachers (in all stages and) especially in the beginning stages; (oooo) Continuously promote understanding on the Islamic purpose, correspondence, and application (of the syllabuses covered) in the higher education (excepting the courses on other religions); (pppp) Ensure protection of the existing (or similar) formal Islamic education system(s) until the unified, integrated, and consolidated formal education system is thoroughly Islamized and becomes well-grounded (at the deep-seated level); and make available private education (of equivalent syllabuses) in Islam (and keep such option open for other religions also); (qqqq) Maintain a special comprehensive program (in regular/irregular modes) for thorough education and wisdom in Islamic knowledge and philosophy—this program should be superior to any other program (and keep such option open for other religions also, at least in private mode); (rrrr) Promote Islamic concept of (equal) reciprocities and different roles between men and women, and accordingly ensure suitable opportunities (and facilities) for formal education for (of, and by) both the genders; etc., etc. This work is a supplement to my ‘Universal Morality and Modeling Progressive Education System’ (289 pages)848, and to my all other related works849. The ideas given in these inter-related works (and below) can effectively be used to make concrete plans and implement in order to start constructing a very comprehensive, super, and sustainable civilization (by utilizing our large manpower) to replace the existing stagnated one within fifty to hundred years. In the following (over 200 more) pages, I am extending my ideas in concrete details.

Weight Distribution for In-Session Course Conduction and Evaluation (for the Entire Formal Educational Span):

848

First version completed (with title: ‘Muslim School System’) August 19, 1995. Also see my following works: (i) ‘Test Scores and GPA—Mathematics of Letter Grades’ (12 pages), (ii) ‘Universal Remuneration System—A Mathematical Model for GDP Based Adjustments (29 pages)', (iii) ‘Interest-Free Micro & Macro Credits—Mathematics of Time-Trading Cash Flow' (22 pages), (iv) ‘Moral Democracy—Unison of Ideals, Rationales, and Empiricals’ (200 pages), etc.

849

(Page 658 of 1344)


System Quarter Trimester Semester

(Nominal) # of Lessons (30 Minutes Each) 30 40 60

% of Total (Quarter Credit-Hour x 4 = Trimester Credit-Hour x 3 = Semester Credit-Hour x 2 Attendance Assignments In-Class Exams/Quizzes (Total 30%) Final Exam Time (Min.) # Weight (Each) Time (Min.) 10 20 10 3 10 60 10 20 10 4 7.5 80 10 20 10 6 5 120

Weight 40 40 40

Commendable Pre-School Year Curriculum850 (Optional/Private): 1st Quarter Courses Bangla I -

2nd Quarter Bangla II Math I -

3rd Quarter Bangla III Math II Arabic I -

4th Quarter Bangla IV Math III Arabic II English I

More Concrete Ideas for Thorough Reforming/Replacing:

(viii) Any of the following three models851 of semester, trimester and quarter systems (respectively) can be adopted: (a) Curricular Outline Table for Semester System

850

These are redundant courses of the Elementary School Curriculum. Also, see my Universal Morality and Modeling Progressive Education System (, of 289 pages,) in which a thorough model has been proposed in semester system. Besides, see my letter of August 25, 2007 to the (then, his excellency) President of Bangladesh, Prof. Dr. Iazuddin Ahmed for previous discussions about the trimester system. I personally prefer quarter system over trimester and semester system.

851

(Page 659 of 1344)

# of Courses per Semester

Credit-hours per Course

Max. # Semesters per Calendar Year

Maximum Portion Listed for Placement Test

# of Weeks per Trimester

Min.—Max. # of 30-minute Lessons Per Semester (/Course)

Minimum # of Semesters per Year for Being Regular852

Preliminary School Primary School Secondary School High School Undergraduate College Graduate College Post-Graduate College

# of Courses per Subject

1 2 3 4 5 6 7

# of Subjects/ (or Group of Subjects)

Program Stages

# of Semesters per Academic Year

#

# of Academic Years


3 3 3 3 3 3 3

2 2 2 2 2 2 2

5 6 7 8 7 6 5

6 6 6 6 6 6 6

5 6 7 8 7 6 5

2 2 2 2 2 2 2

3 3 3 3 3 3 3

1/3 1/3 1/3 1/3 1/3 1/3 1/3

16 16 16 16 16 16 16

56-60 56-60 56-60 56-60 56-60 56-60 56-60

2 open open open open open open

852 853



# of Courses per Trimester


Max. # Trimesters per Calendar Year


# of Weeks per Trimester

Min.--Max. # of 30minute Lessons Per Trimester (/Course)

Minimum # of Trimesters per Year for Being Regular853

Preliminary School Primary School Secondary School

# of Trimesters per Academic Year

1 2 3

# of Academic Years

(b) Curricular Outline Table for Trimester System # Program Stages

3 3 3

3 3 3

5 6 7

9 9 9

5 6 7

2 2 2

4 4 4

1/3 1/3 1/3

11 11 11

36-40 36-40 36-40

3 open open

A student should be deemed regular in any particular program as long as s/he does not exceed the age limit for that regular program. A student should be deemed regular in any particular program as long as s/he does not exceed the age limit for that regular program.

(Page 660 of 1344)


4 5 6 7

High School Undergraduate College Graduate College Post-Graduate College

3 3 3 3

Min.—Max. # of 30-minute Lessons Per Quarter (/Course)

Minimum # of Quarters per Year for Being Regular854

open open open open

# of Weeks per Quarter

36-40 36-40 36-40 36-40


11 11 11 11

Max. # Quarters per Calendar Year

1/3 1/3 1/3 1/3


4 4 4 4

# of Courses per Quarter

2 2 2 2


8 7 6 5


Preliminary School Primary School Secondary School High School Undergraduate College Graduate College Post-Graduate College

9 9 9 9

# of Quarters per Academic Year

1 2 3 4 5 6 7

8 7 6 5

# of Academic Years

(c) Curricular Outline Table for Quarter System # Program Stages

3 3 3 3

3 3 3 3 3 3 3

4 4 4 4 4 4 4

5 6 7 8 7 6 5

12 12 12 12 12 12 12

5 6 7 8 7 6 5

2 2 2 2 2 2 2

5 5 5 5 5 5 5

1/3 1/3 1/3 1/3 1/3 1/3 1/3

9 9 9 9 9 9 9

28-32 28-32 28-32 28-32 28-32 28-32 28-32

4 open855 open open open open open

(ix) The following General Table for Curricular Paths and Programs can be adopted for every (quarter/trimester/semester) model: # Options Certificates Modes to Effect Age Syllabus Period Between Two Stages Minimum Maximum 1 Regular Preliminary School, Primary Class-room Instructions, Specified Age as above 2 Years Age Limit Schools, Secondary Schools, Scholarships, Aids Limit 854 855

A student should be deemed regular in any particular program as long as s/he does not exceed the age limit for that regular program. Regular students are required to complete a program within the maximum allowed age limit—otherwise s/he would not be considered as a regular student.

(Page 661 of 1344)


2

3 4 5

High Schools, B.A./B.S./B.T., MA/MS/MT, Ph. D., Mujtahid Irregular Primary Schools, Secondary Class-room Instructions, Schools, High Schools, Self Financed B.A/B.S/B.T., MA/MS/MT, Ph.D., Mujtahid Special Independent Elementary School Elementary School Dropouts Independent Liberal Primary Schools, Secondary No required Class-room Studies Schools, High Schools, B. Phil., Instructions, Self M. Phil., Ph. D. Financed Independent Intensive Primary Madrasa857, Secondary No Required Class-room 856 Islamic Education Madrasa, High Madrasa, B. I. I. Instructions, Self E., M. I. I. E., Ph. D. Financed, Masjid-based Private Instructions

No Age Limit

as above

Over Age

As above

No Age Limit No Age Limit

2 Years

Open

Over the Age Limit for Elementary School’s Regular Program overall every 3- 2 Years Open year stage Upgraded Version Quawmi Madrasa

2 Years

Open

of

There will be age limit for each regular program according to the following table:

(x)

Regular Program Maximum Age (Years)

856

Elementary School 10

Primary Secondary School/Madrasa858 School/Madrasa 14 18

High School/Madrasa 22

U.-G. College/BIIE 26

G. College /MIIE 30

P-G. College/Ph. Mujtahid D. in IIE 35 40

There will be similar programs for Hinduism, Buddhism, and Christianity. These are equivalent (respectively) to primary, secondary, and high schools; and undergraduate, graduate, & post-graduate colleges. The intent is to properly replace the existing Quawmi Madrasa System—by including the Elementary School Education program as the common base for all. The other Madrasa System (under Madrasa Board) can also adapt these curriculum by remaining as a part of the main-stream formal education system—that is, until a specific Madrasa becomes an actual physical part of a campus of the main-stream education system (, as proposed by this author), such a institution can chose to operate as a separate campus (along with all relevant government supports) by adopting this curriculum. 858 If a separate regular Madrasa program is allowed, age limit applies. 857

(Page 662 of 1344)


A graduate of any program will be allowed to enroll into a regular program (of his choice of discipline) (and vice versa) if the constraint of age limit (of the relevant program of next stage) is conformed.

The nature of the syllabus contents and certificates

1

Elementary School

2

Primary School

3

Secondary School

4

High School

5

Undergraduate College Undergraduate

6 859

If renamed.

(Page 663 of 1344)

-

the

New Name859

Elementary General/Common School Graduation Primary School General/Common Graduation Secondary General/Common School Graduation High School General/Common Graduation Bachelor of Arts, Surveyor of Intuitive etc. Ideals Bachelor of Arts, Surveyor of Rational

Core Nature of the Major Courses (Fraction) (Major = Core + Allied) Intuitive Rational Empirical

Fraction as Interdisciplinary Courses

Conventional

Nature of Studies

Fraction as Allied Courses


1/3

1/3

1/3

3/5

1/5

1/5

1/3

1/3

1/3

4/6

1/6

1/6

1/3

1/3

1/3

5/7

1/7

1/7

1/3

1/3

1/3

6/8

1/8

1/8

3/5

1/5

1/5

5/7

1/7

1/7

1/5

3/5

1/5

5/7

1/7

1/7

Core

Program

as

#

The nature of the syllabus contents and certificates should be as follows:

Fraction Courses

(xi)


7 8 9 10 11 12

College Undergraduate College Undergraduate College Undergraduate College Undergraduate College Undergraduate College Undergraduate College

13

Graduate College

14

Graduate College

15

Graduate College

16

Graduate College

17

Graduate College

18

Graduate College

19

Graduate College

20

Graduate College

(Page 664 of 1344)

etc. Bachelor of Arts, etc. Bachelor of Science, etc. Bachelor of Science, etc. Bachelor of Science, etc. Bachelor of Philosophy Bachelor of Intensive Islamic Education Master of Arts, etc. Master of Arts, etc. Master of Arts, etc. Master of Science, etc. Master of Science, etc. Master of Science, etc. Master of Philosophy Master of Intensive Islamic

Rationales Surveyor Empiricals Surveyor Ideals Surveyor Rationales Surveyor Empiricals Surveyor Large Surveyor Islam Assessor Ideals Assessor Rationales Assessor Empircals Assessor Ideals Assessor Rationales Assessor Empircals Assessor Large Assessor Islam

of Empirical

1/5

1/5

3/5

5/7

1/7

1/7

of Intuitive

3/5

1/5

1/5

5/7

1/7

1/7

of Rational

1/5

3/5

1/5

5/7

1/7

1/7

of Empirical

1/5

1/5

3/5

5/7

1/7

1/7

at All

1/3

1/3

1/3

1/3

1/3

1/3

of Islamic

3/5

1/5

1/5

5/7

1/7

1/7

of Intuitive

3/5

1/5

1/5

4/6

1/6

1/6

of Rational

1/5

3/5

1/5

4/6

1/6

1/6

of Empirical

1/5

1/5

3/5

4/6

1/6

1/6

of Intuitive

3/5

1/5

1/5

4/6

1/6

1/6

of Rational

1/5

3/5

1/5

4/6

1/6

1/6

of Empirical

1/5

1/5

3/5

4/6

1/6

1/6

at All

1/3

1/3

1/3

1/3

1/3

1/3

of Islamic

3/5

1/5

1/5

4/6

1/6

1/6


21

Post-Graduate College Post-Graduate College Post-Graduate College Post-Graduate College Post-Graduate College Post-Graduate with Special (Extra) Graduate College

22 23 24 25 26

of Intuitive

3/5

1/5

1/5

3/5

1/5

1/5

of Rational

1/5

3/5

1/5

3/5

1/5

1/5

of Empirical

1/5

1/5

3/5

3/5

1/5

1/5

at Overall

1/3

1/3

1/3

1/3

1/3

1/3

of Intuitive (Islamic)

3/5

1/5

1/5

3/5

1/5

1/5

of Intuitive

3/5

1/5

1/5

4/6, 4/6, 4/6, 3/5

1/6, (1/6, 1/6,) 1/5

1/6, (1/6, 1/6,) 1/5

2


Modes

Faculty

# of Listed Disciplines (Majors)

# of Allied Courses

# of Interdisciplinary Courses

1

Program

Nature of Core Studies

Phase/Level

1 2

Authority Ideals Authority Rationales Authority Empiricals Authority Large Authority Islam Mujtahid Islam

Upgraded Curricula and Certificates: The conventional forms of the certificates and curriculums can be upgraded as in the following table:

Category #

(xii)

Education Doctor of Philosophy, etc. Doctor of Philosophy, etc. Doctor of Philosophy, etc. Doctor of Philosophy, etc. Doctor of Philosophy, etc. M. A. (Qur’an) + M. A. (Hadith) + M. A. (Fiqh) + Ph. D.

Elementary School

Elementary School Graduation

Regular/Special Independent

Common

Common

Common

Common

Common

Primary School

(Page 665 of 1344)

Primary School Graduation

Regular/Irregular/Independent

General

Common

Common

Common

Common


Primary Madrasa

Primary Madrasa Graduation

Islamic860

3

2

Independent

4

3

Secondary School Secondary School Graduation

5

3

Secondary Madrasa

6

4

High School

7

4

High Madrasa

8

5

Undergrad. College Bachelor of Arts Regular/Irregular

Arts

Intuitive

8

12 (Intuitive minus Core)

12 (Rational + Empirical)

9

5

Undergrad. College Bachelor of Arts Regular/Irregular

Arts

Rational

3

12 (Rational minus Core)

12 (Intuitive + Empirical)


Secondary Madrasa Graduation


High Madrasa Graduation

Undergrad. College

11

5 Undergrad. College

Bachelor of Science

Regular/Irregular

Science

12


Bachelor of Science

Regular/Irregular

13


Bachelor of Science

Regular/Irregular Regular/Irregular

Arts

Common

Common

Empirical

Common

Common

Common

Common

Common

Common

Common

Common

Common Common

Common

Common

Common

Common

12 (Empirical minus Core)

12 (Intuitive + Rational)

Intuitive

1 12 (Intuitive minus Core)


Science

Rational

2 12 (Rational minus Core)


Science

Empirical

Technology

2

Common

Common

Common

Islamic

5

Bachelor of Technology

Regular/Irregular

Islamic General

Independent

10

14 5 Undergrad. College

Bachelor of Arts

General

Independent


Common

Empirical

3 12 (Empirical minus Core)


21 12 (Empirical minus Core)


15 5 Undergrad. College Bachelor of Philosophy Independent At Large Overall One Program of Liberal Studies in All Courses of Undergraduate College 16

5

Undergraduate College

860

Bachelor of Intensive Islamic Education

Independent

Islam

Intuitive

1

12

12

The Primary, Secondary, & High Madrasa Curriculums (along with Elementary School Curriculum) will replace existing Quawmi Madrasa programs (of Muslims). There can be separate equivalent (/reciprocal) programs for each of the other religious communities also, if they so desire.

(Page 666 of 1344)


17

6

Graduate College

Master of Arts

Regular/Irregular

Arts

Intuitive

14

12 (Intuitive minus Core)


18

6

Graduate College

Master of Arts

Regular/Irregular

Arts

Rational

10



19

6

Graduate College

Master of Arts

Regular/Irregular

Arts

Empirical

20

6

Graduate College

Master of Science

21

6

Graduate College

Master of Science

22

6 Graduate College

Master of Techn.

23

6 Graduate College

Master of Techn.

24 6 Graduate College 25

6

Master of Philosophy

Graduate College

26 7 Post-Graduate College

Doctor Philosophy

Regular/Irregular Regular/Irregular Regular/Irregular Regular/Irregular Independent

of Regular Arts /Irregular (30)

Doctor Philosophy

of Regular Arts /Irregular (30)


Doctor Philosophy

of Regular/ Arts Irregular (30)

862

Science

Rational Empirical

Technology Technology At Large

Master of Intensive Islamic Education


861

Science

6

Rational Empirical

Overall

12 (Empirical minus Core) 2


17




1 12 (Rational minus Core) 32




One Program of Liberal Studies in All Courses of Graduate College Independent

Islam

Intuitive (i) Core, (ii) Allied, (iii) (iv) Individual Study861 Teaching/Project

Intuitive

1

12

12

(v) 12 Intuitive (/ideal) Research Papers in 12 quarters862

Rational (i) Core, (ii) Allied, (iii) (iv) Individual Study Teaching/Project

(v) 12 Rational Research Papers in 12 Quarters

Empirical (i) Core, (ii) Allied, (iii) (iv) Individual Study Teaching/Project

(v) 12 Empirical Research Papers in 12 Quarters

At the cutting edge. Option can be kept open (for all Doctoral programs) to create a dissertation in 12 phases (instead of 12 research papers in 12 quarters).

(Page 667 of 1344)




Doctor Philosophy

of Regular/ Science Irregular (19)


Doctor Philosophy

of Regular Science /Irregular (19)




Doctor Philosophy

of Regular Science /Irregular (19)




Doctor Philosophy

of Regular/ Technology Irregular (33)

Intuitive (i) Core, (ii) Allied, (iii) (iv) Individual Study Teaching/Project

(v) 12 Intuitive (/ideal) Research Papers in 12 quarters


Doctor Philosophy





Doctor Philosophy




35 7 Post-Grad. College 36

7


P-Graduate College

Independent


Intuitive (i) Core, (ii) Allied, (iii) (iv) Individual Study Teaching/Project

At Large

Overall One Program in Liberal Studies in All Courses of Postgraduate College

Independent

37 7* Post-Graduate with Mujtahid of Islam Regular863/ Special (Extra) Graduate (MA+MA+MA+Ph. D.) Irregular College

(v) 12 Intuitive (/ideal) Research Papers in 12 quarters

Islam

Intuitive

Arts Intuitive 3864

1

12

Self Supervised Dissertation

12 (GC) + 12 (PGC (v) 12 Intuitive (/ideal) Research Teaching /Project) Papers in 12 Quarters of Respective Ph. D. program

(xiii) Curricular Structure: Following table is the cursory look of the Curriculum (constituted by relevant Islamically lawful contents only) for each upgraded program: 863 864

This regular program will allow additional five years to the age limit for completing a regular (typical) Ph. D. degree program (of 21 academic years). M. A. in Qur’an, plus M. A. in Hadith, Plus M. A. in Fiqh, along with a Ph. D. in any of these three disciplines.

(Page 668 of 1344)

865

Common

2

Primary P. School School Graduation

Interdisciplinary/ Multidisciplinary Courses

Core Subjects /Majors865


Faculty


Allied Courses

Elementary El. S. Common Common (i) Bangla, (ii) School Grad. Religion866, & (iii) Mathmatics

Common

1

Program

#



(iv) Foreign Languages: 1-Arabic I, 2-English I, 3-Arabic II, 4-English II, 5-Arabic III, 6-English III, 7-Arabic IV, 8-English IV, 9-Arabic V, 10English V, 11-Arabic VI, & 12-English VI.

(v) Foreign Languages: 1-Arabic I, 2-English I, 3-Arabic II, 4-English II, 5-Arabic III, 6English III, 7-Arabic IV, 8-English IV, 9Arabic V, 10-English V, 11-Arabic VI, & 12English VI.

(v) Fine Arts, Games, & Sports: 1-Games, 2Handicrafts, 3-Painting, 4-Music, 5-Singing, 6Dancing, 7-Acting, 8-Exercise867, 9-Soccer868, 10-Cricket869, 11-Hocky870, & 12-Kabadi871.

(vi) Social Studies, Agriculture, Health & Computer: 1Civics I, 2-Agro-Environment, 3-History I, 4-Agriculture I, 5-Geograhy I, 6-Agriculture II, 7-Civics II, 8Agriculture III, 9-History II, 10-Agriculture IV, 11Geograhy II, & 12-Typing with Computer.

Core subjects are common in the first 12 years of formal education, and every major subject includes a separate degree program in university curricula (of UGC, GC, & PGC). Islam/Hinduism (Sanatan Dharma)/Buddhism/Christianity 867 Physical Drills, Swimming & Martial Arts. 868 Course in Physical Exercise for females. 869 Course in Badminton for females. 870 Course in Ping-pong for females. 871 Course in Martial Arts for females. 872 Islam/Hinduism (Sanatan Dharma)/Buddhism/Christianity 866

(Page 669 of 1344)

Common

Secondary Madrasa

5

873

Common

(i) Qur’an Memorization (First 9/30), (ii) Islamiat, (iii) Bangla, (iv) Arabic

Common

S. School Graduation

Sec. Madrasa Graduation Common

4 Secondary School

Common

3 Primary Prim. Madrasa Madrasa Graduation

Common


(v) English and any873 one of the fourth language from: Farsi, Turkish, Malay, Sundanese, Javanese, & Standard Chinese; 1-English I, 2-Fourth Lang I, 3-English II, 4Fourth Language II, 5-English III, 6-Fourth Language III, 7-English IV, 8-Fourth Lang IV, 9-English V, 10-Fourth Lang V, 11-English VI, & 12-Fourth Lang VI.

(i) Bangla, Religion874, Mathematics, Natural Science, Social Studies

(i) Qur’an Memorization (Next 1019/30), (ii) Islamiat, (iii) Bangla, (iv) Arabic, (v) Hadith

(ii) (iii) (iv) (v)

(vi) Foreign Languages: 1-Arabic I, 2English I, 3-Arabic II, 4-English II, 5Arabic III, 6-English III, 7-Arabic IV, 8English IV, 9-Arabic V, 10-English V, 11-Arabic VI, & 12-English VI.

(vi) Mathematics, Social Studies, Agriculture, & Natural Science: 1-Math I, 2Civics, 3-Agriculture I, 4-Health, 5-Math II, 6-Geography, 7-Agriculture II, 8-Life Science, 9-Math III, 10-History, 11Agriculture III, & 12-Physical Science.

(vii) Fine Arts, Physical Education, & Sports: 1Painting, 2-Health & Nutrition, 3-Soccer875, 4Calligraphy, 5-First Aid, 6-Cricket876, 7-Acting, 8Gymnastics877, 9-Hockey878, 10-Arts & Crafts, 11Swimming879, & 12-Using Computer.

(vi) English and any one of the fourth language from: Farsi, Turkish, Malay, Sundanese, Javanese, & Standard Chinese; 1-English I, 2-Fourth Lang I, 3-English II, 4-Fourth Language II, 5-English III, 6-Fourth Language III, 7-English IV, 8-Fourth Lang IV, 9-English V, 10-Fourth Lang V, 11English VI, & 12-Fourth Lang VI.

(vii) Mathematics, Social Studies, Agriculture, & Natural Science: 1-Math I, 2-Civics, 3Agriculture I, 4-Environment, 5-Math II, 6Geography, 7-Agriculture II, 8-Life Science, 9Math III, 10-History, 11-Agriculture III, & 12Physical Science.

Every Muslim country should enlist English and Chinese as the third and fourth language respectively—in the long run English and Chinese should have equal importance. Non-arab Muslim countries should enlist Arabic as the second language and it should be given more official importance than English even though (now) English should be given equal academic importance as Arabic. Equivalently, Arab people should enlist Bangla as their second language—at least for the unity of the Muslim Ummah (, with spiritual world view instead of secular world view,) which is not possible if Arabic does not become the lingua franca of the Muslim World. Besides, there should be a highly developed national institute (in every country) for studying language, culture, religion, education, and civilization of every people. 874 Islam/Hinduism (Sanatan Dharma)/Buddhism/Christianity 875 Course in Cooking for females. 876 Course in Sewing for females. 877 Course in Home & Surroundings Maintenance for females. 878 Course in Family Nursing for females. 879 Course in Handicrafts for females.

(Page 670 of 1344)

(i) Qur’an Memorization (Next 20-29/30), (ii) Islamiat, (iii) Bangla, (iv) Arabic, (v) Hadith, (vi) Fiqh

Common

(vii) Foreign Languages: 1-Arabic I, 2English I, 3-Arabic II, 4-English II, 5Arabic III, 6-English III, 7-Arabic IV, 8-English IV, 9-Arabic V, 10-English V, 11-Arabic VI, & 12-English VI.

(viii) Business, Agricultural, & Military Education: 1Accountancy, 2-Agricultural Plants, 3-Civil Defense, 4- Statistics, 5- Cattle & Dairies, 6-Military Science, 7-Economics, 8-Poultry & Agro-birds, 9-Military Weapons, 10Organization, Entrepreneurship, & Trade Geography, 11- Fish & Aquaculture, & 12- Military Training.882

(vii) English (computer aided) and any one of the fourth language from: Farsi, Turkish, Malay, Sundanese, Javanese, & Standard Chinese; 1-English I, 2-Fourth Lang I, 3-English II, 4-Fourth Language II, 5-English III, 6-Fourth Language III, 7-English IV, 8Fourth Lang IV, 9-English V, 10-Fourth Lang V, 11-English VI, & 12-Fourth Lang VI.

Intuitive

Common

880

(i) Bangla, (ii) 880 Religion , (iii) Math., (iv) Natural Science, (v) Social Studies, (vi) Technical Education881

1. Education, 2. Social Studies, 3. Literature, 4. Humanities, 5. Islamic Studies, 6. Fine Arts, 7. Religion, 8. Language

Rational

Common Arts

Arts

Common

High School Graduation Bachelor of Arts

Bachelor of Arts

High Madrasa Graduation

High School High Madrasa


9

8

7

6


9. Geography, 10. Mathematics, 11. Business Studies

1-Psychology I, 2-Epistemology I, 3-Metaphysics I, 4-Ethics I, 5-Social Philosophy I, 6-Philosophy of Language I, 7-Psychology II, 8-Epistemology II, 9-Metaphysics II, 10-Ethics II, 11-Social Philosophy II, & 12-Philosophy of Language II.

1-Algebra, 2-Trignometry, 3- Analytic Geometry I, 4Calculus I, 5-Satistics I, 6-Boolean Algebra & Number Systems I, 7- Calculus II, 8-Calculus III, 9- Complex Analysis I, 10- Ordinary Differential Equation I, 11Partial Differential Equation I, & 12- Numerical Method I.

(viii) Mathematics, Social Studies, Agriculture, & Natural Science: 1-Math I, 2-Civics, 3-Agriculture I, 4-Ecosystem, 5Math II, 6-Geography, 7-Agriculture II, 8Life Science, 9-Math III, 10-History, 11Agriculture III, & 12-Physical Science.

1-Pocket Computer, 2-Algebra, 3-Personal Comp. I, 4Trignometry, 5-Mini Computer I, 6- Analytic Geometry I, 7- Comp. Word Processor I, 8-Calculus I, 9-Comp. Spreadsheet I, 10-Satistics I, 11-Comp. Programming I, & 12-Boolean Algebra & Number Systems I. 1-Pocket Computer, 2-Psychology I 3-Personal Computer I, 4-Epistemology I, 5-Mini Computer I, 6- Metaphysics I, 7- Computer Word Processor I, 8-Ethics I, 9-Computer Spreadsheet I, 10-Social Philosophy I, 11-Computer Programming I, & 12-Philosophy of Language I.

Islam/Hinduism (Sanatan Dharma)/Buddhism/Christianity 1-Vegetable Processing, 2-Textiles, 3-Electrical Wiring, 4-Fruits Processing, 5-Garments, 6-Welding & Plumbing, 7-Meat Processing, 8-Knitting, 9-Carpentry, 10-Fish Processing, 11-Hair Care, & 12-Masonry. 882 Course in Military Nursing for Females. 881

(Page 671 of 1344)

12. Comp. System 13. Physical Educ.

1-Pocket Computer, 2-Personal Comp. I, 3-Mini Comp. I, 4Comp. Word Processor I, 5-Comp. Spreadsheet I, 6-Computer Programming I, 7-Personal Computer II, 8-Mini Computer II, 9- Computer Word Processor II, 10-Computer Spreadsheet II, 11-Computer Programming II, & 12-Super Computer.

14. 1-Religion I, 2-Epistemology I, 3-Metaphysics I, 4-Ethics I, Psychology 5-Social Philosophy I, 6-Philosophy of Language I, 7Religion II, 8-Epistemology II, 9-Metaphysics II, 10-Ethics II, 11-Social Philosophy II, & 12-Philosophy of Lang. II. 15. Mathematics, 16. Comp. Prgrmng.

Empirical

Rational

Empirical Science

(Page 672 of 1344)

Science

Bachelor of Science

Bachelor of Science

Intuitive

Arts

Bachelor of Arts

Undergrad. College

Bachelor of Scie. Science

Undergrad.at e College Undergr. College

Underg. College

13

12

11

10


1-Algebra, 2-Psychology I 3-Trigonometry, 4Epistemology I, 5- Analytic Geometry I,, 6Metaphysics I, 7-Calculus I, 8-Ethics I, 9- Statistics I, 10-Social Philosophy I, 11- Boolean Algebra & Number Systems I, & 12-Philosophy of Language I.

1-Algebra, 2-Chemistry I 3-Trigonometry, 4- Biochemistry I, 5- Analytic Geometry I,, 6- Microbiology I, 7-Calculus I, 8-Botany I, 9- Statistics I, 10-Zoology I, 11- Boolean Algebra & Number Systems I, & 12-Environment I.

1-Algebra, 2-Computer Programming I 3-Trigonometry, 4Computer Programming II, 5- Analytic Geometry I,, 6- Computer Programming II, 7-Calculus I, 8-Computer Programming IV, 9Statistics I, 10-Computer Programming V, 11- Boolean Algebra & Number Systems I, & 12-Computer Programming VI.

17. Physical Science, 18. Engineering, 19. Life Science

1- Chemistry I, 2-Botany I, 3-Physics I, 4Zoology I, 5-Geology I, 6-Microbiology I, 7Astronomy I, 8- Biochemistry I, 9Environment I, 10-Human Physiology I, 11Environment II, 12- Human Anatomy I.

1-Religion I, 2-Chemistry I 3-Culture I, 4Botany I, 5- Civilization I,, 6- Physics I, 7Anthropology I, 8-Zoology I, 9- Archeology I, 10-Geology I, 11- Calligraphy I, & 12Astronomy I.

1-Algebra, 2-Psychology I, 3-Trigonometry, 4Epistemology I, 5- Analytic Geometry I,, 6- Metaphysics I, 7-Calculus I, 8-Ethics I, 9- Statistics I, 10-Social Philosophy I, 11- Boolean Algebra & Number Systems I, & 12-Logic I.

Empirical

20. Agriculture, 21. Constructions, 22. Mechanics, 23. Automotive, 24. Electronics, 25. Comp. Techno., 26. Surveying, 27. Weapons, 28. Experiential Medicine, 29. Ship Building, 30. Air Handling, 31. Aeronautics, 32. Energy Tech., 33. Paramedical, 34. Power Systems, 35. Aviation, 36. Telecom., 37. Food Processing, 38. Textiles & Fabrics, 39. Manufacturing, 40. Garments & Foot-wears, 88341. Water, Sewerage, & Garbage Tech.

883

Intuitive

At B. Phil. Large Islam (Independent St.)

B. I. I. E.884


16

15 U. G. C.

Technology

Bachelor of Techn.

Undergrad. College

14


1- Chemistry I, 2-Botany I, 3Physics I, 4- Zoology I, 5Geology I, 6-Microbiology I, 7Astronomy I, 8- Biochemistry I, 9-Environment I, 10-Human Physiology I, 11- Environment II, & 12- Human Anatomy I.

1-Algebra, 2-Psychology I 3Trigonometry, 4- Epistemology I, 5Analytic Geometry I,, 6Metaphysics I, 7-Calculus I, 8Ethics I, 9- Statistics I, 10-Social Philosophy I, 11- Boolean Algebra & Number Systems I, & 12-Logic I.

Overall 42. Independent Self study of all the undergraduate courses of the country at A Self Supervised Thesis Liberal Studies large (as the core + multi/interdisciplinary courses) (Intuitive/Rational/Empirical) 43. Islam Education [Core Courses: (i) Qur’an, (ii) Hadith, (iii) Bangla, (iv) Arabic, (v) Fiqh]

(vi) English and any one of the fourth language from: Farsi, Turkish, Malay, Sundanese, Javanese, & Standard Chinese; 1-English I, 2-Fourth Lang I, 3English II, 4-Fourth Language II, 5-English III, 6Fourth Language III, 7-English IV, 8-Fourth Lang IV, 9-English V, 10-Fourth Lang V, 11-English VI, & 12-Fourth Lang VI.

(vii) Muslim History, Philosophy, Mathematics, & Natural Science: 1-Muslim Hist. I; 2-Logic, Epistemology, & Philosophy of Language; 3-Algebra; 4-Chemistry; 5-Muslim Hist. II; 6-Psychology, & Metaphysics; 7-Trigonometry; 8-Physics; 9-Muslim Hist. III; 10-Ethics & Social Philosophy; 11-Calculus I; & 12-Life Science.

Another degree program (42. B. T. in Computerized Mathematics) can be added. This program will emphasize on doing every aspect of Mathematics, Statistics, and Theory of Probabilities in computer. Thus, the allied and inter/multidisciplinary courses can include statistics, probabilities, computer system, structured programming, object oriented programming, spreadsheets, Matlab, wordprocessors, Mathematics by Calculator, Applied Matrix Methods, Tensors, Trigonometry, Geometry, Modern Geometry, Graph Theory & Wavelets, Special Functions, Transformers, Fourier Analysis, Number Theory, Concrete Math., Discrete Math. Set Theory, Logic, Etc. The core courses can include calculus, vector calculus, ODE, PDE, Calculus of Variations, Numerical Methods, Finite Element Analysis, Mathematical Models, Linear Algebra, Abstract Algebra, Lie Algebra, Boolean Algebra, Real Analysis, Complex Analysis, Functional Analysis, Topology, Algebraic Topology, etc. Likewise, graduate and post-graduate programs will also be consistently added and implementation plan (will be) revised. 884 Bachelor of Intensive Islamic Education.

(Page 673 of 1344)

885 886

Intuitive

1. Education, 2. Bangla, 3. Arabic, 4. English, 5. Chinese, 6. Religion, 7. Humanities, 8. Quran, 9. Hadith, 10. Fiqh, 11. Islamic Dawah, 12. Fine Arts, 13. Psychology, 14. Philosophy

Rational

15. Law, 16. Journalism, 17. Statistics, 18. Economics, 19. Civics, 20. Mathematics, 21. Management, 22. Accounting, 23. Marketing, 24. Finance,

Empirical

Arts Arts Arts


Graduate College Graduate College Grad. College

19

18

17


25. Library System, 26. History, 27. Muslim History, 28. Computer System, 29. Geography, 30. Physical Education

1-Advance Logic I885, 2-Epistemology III, 3-Metaphysics III, 4-Ethics III, 5Social Philosophy III, 6-Philosophy of Language III, 7-Religion886 III, 8Culture III, 9-Civilization III, 10Anthropology III, 11-Archeology III, & 12-Religion IV.

1-Adv. Ordinary Differential Equation I, 2- Adv. Partial Differential Equation I, 3- Adv. Numerical Method I, 4- Adv. Statistics I, 5- Mathematical Modeling for Physical Science I, 6- Adv. Mathematical Modeling for Social Science I, 7Advance Sociology I, 8- Adv. Public Administration I, 9Adv. International Relation I, 10- Adv. Political Economy I, 11-Adv. Microeconomics I, 12- Adv. Macroeconomics I.

1-Adv. Pocket Computer I, 2- Adv. Environment I, 3-Adv. Personal Computer I, 4-Adv. Environment II, 5-Adv. Mini Computer I, 6- Adv. Environment III, 7-Adv. Super Computer I, 8- Adv. Environment IV, 9-Adv. Computer System Maintenance I, 10- Adv. Environment V, 11-Adv. Computer System Maintenance II, 12-Adv. Environment VI.

Will include three-tyred static, mathematical, and four-tyred (Islamic) evidential logic. Core courses in the subject of Religion will not be redundant to these courses in Religion.

(Page 674 of 1344)

1-Advance World (Political) History I, 2-Adv. Muslim (Political) History I, 3-Adv. History of Science I, 4-Adv. History of Religion I, 5- Adv. History of Language I, 6- Adv. History of Civilization I, 7-Adv. World (Political) History II, 8-Adv. Muslim (Political) History II, 9-Adv. History of Science II, 10-Adv. History of Religion II, 11- Adv. History of Language II, 12- Adv. History of Civilization II. 1-Philosophy of Language III, 2- Advance Environment I, 3-Epistemology III, 4-Advance Environment II 5-Metaphysics III, 6- Advance Environment III, 7-Ethics III, 8- Advance Environment IV, 9-Social Philosophy III, 10Advance Environment V, 11-Advance Social Psychology I, 12-Adv. Environment VI.

1-Religion III, 2- Advance Sociology I, 3Epistemology III, 4-Advance Public Administration I 5-Metaphysics III, 6- Advance International Relation I, 7-Ethics III, 8- Advance Political Economy I, 9-Social Philosophy III, 10- Advance Statistics I, 11-Adv. Social Psychology I, 12Advance Logic I.

Rational

(Page 675 of 1344)

50. Architecture

Rational

Technology

Master Techn.

Grad. College

22

1-Adv. Ordinary Differential Equation I, 2- Adv. Partial Differential Equation I, 3- Adv. Matrix Methods & Tensors I, 4- Adv. Numerical Method I, 5- Adv. Statistics I, 6- Mathematical Modeling for Physical Science I, 7- Adv. Mathematical Modeling for Life Science I, 8. Adv. Mathematical Modeling for Social Science I, 9- Adv. Finite Element Analysis I, 10. Adv. Mathematical Modeling for Thermal Science I, 11. Adv. Mathematical Modeling for Material Science I, & 12. Adv. Mathematical Modeling for Meteorology I.

33. Pharmacy, 34. Chemistry, 35. Physics, 36. Geology, 37. Meteorology, 38. Astronomy, 39. Civil Engineering, 40. Mechanical Engineering, 41. Electrical Engineering, 42. Chemical Engineering, 43. Medicine, 44. Surgery, 45. Microbiology, 46. Botany, 47. Zoology, 48. Living World, 49. Psychiatry

Empirical

Science Science

Master of Science

31. Mathematics, 32. Comp. Prgrmng.

of

Master of Science


21

20


1-Adv. Sociology I, 2- Adv. Classical Mechanics I, 3- Adv. Public Administration I, 4- Adv. Quantum Mechanics I, 5-Adv. Political Economy I, 6- Adv. Biochemistry I, 7- Adv. Social Psychology I, 8- Adv. Physical Chemistry I, 9-Adv. International Relation I, 10- Adv. Modern Physics I, 11- Adv. Ethics I, 12Adv. Environment I.

1-Adv. Ecology I, 2- Adv. Classical Mechanics I, 3- Adv. Material Science I, 4Adv. Quantum Mechanics I, 5-Adv. Community Medicine I, 6Adv. Biochemistry I, 7- Adv. Psychiatry I, 8Adv. Physical Chemistry I, 9-Adv. Pathology I, 10- Adv. Modern Physics I, 11Adv. Geology I, 12- Adv. Environment I.

1-Adv. Ordinary Differential Equation I, 2- Adv. Partial Differential Equation I, 3- Adv. Matrix Methods & Tensors I, 4- Adv. Numerical Method I, 5- Adv. Statistics I, 6- Adv. (Abstract) Linear Algebra I. 7Advance Sociology I, 8- Adv. Public Administration I, 9- Adv. International Relation I, 10- Adv. Political Economy I, 11-Adv. Microeconomics I, 12- Adv. Macroeconomics I.

1-Adv. Ordinary Differential Equation I, 2Adv. Partial Differential Equation I, 3- Adv. Matrix Methods & Tensors I, 4- Adv. Numerical Method I, 5- Adv. Statistics I, 6Adv. (Abstract) Linear Algebra I. 7 Religion III, 8-Epistemology III, 9Metaphysics III, 10-Ethics III, 11-Social Philosophy III, 12-Adv. Social Psychology I.

1-Adv. Ecology I, 2- Adv. Classical Mechanics I, 3Adv. Material Science I, 4- Adv. Physical Chemistry I, 5- Adv. Geology I, 6- Adv. Environment I.. 7 Religion III, 8-Epistemology III, 9-Metaphysics III, 10-Ethics III, 11-Social Philosophy III, 12-Adv. Social Psychology I.

Islam (Independent St.)

At Large

Intuitive (“A”)

Arts

Doctor Philosophy

26


(Page 676 of 1344)

Overall

Intuitive

Empirical

Technology

Master of Techn.

M. Phil.

51. Agriculture, 52. Land Transportation, 53. Construction, 54. Machinery, 55. Mechanics, 56. Metallurgy, 57. Automotive, 58. Electronics, 59. Comp. Technology, 60. Surveying, 61. Weapons, 62. Experiential Medicine, 63. Marine Transportation, 64. Ship Building, 65. Air Handling, 66. Aerospace, 67. Energy Techno., 68. Paramedical, 69. Power Systems, 70. Aviation, 71. Material Techno., 72. Chemical Tech., 73. Environment Tech., 74. Manufacturing, 75. Telecommunica., 76. Food Processing, 77. Textiles & Fabrics, 78. Garments & Foot-Wears, 79. Industrial Management, 80. BioTechnology, 81. Mechatronics, 82. Agro Medicine, 83. Water Supply, 84. Sewerage & Garbage Management

of

Graduate College

25

24

G. C.

M. I. I. E.

Graduate College

23


85. Independent Studies

86. Islam Education [Core Courses: (i) Qur’an, (ii) Hadith, (iii) Bangla, (iv) Fiqh]

1-Adv. Ecology I, 2- Adv. Classical Mechanics I, 3- Adv. Material Science I, 4- Adv. Quantum Mechanics I, 5-Adv. Community Medicine I, 6Adv. Biochemistry I, 7- Adv. Psychiatry I, 8- Adv. Physical Chemistry I, 9-Adv. Pathology I, 10- Adv. Modern Physics I, 11- Adv. Geology I, 12- Adv. Environment I.

1-Adv. Ordinary Differential Equation I, 2- Adv. Partial Differential Equation I, 3- Adv. Matrix Methods & Tensors I, 4Adv. Numerical Method I, 5- Adv. Statistics I, 6- Adv. (Abstract) Linear Algebra I. 7 -Religion III, 8Epistemology III, 9-Metaphysics III, 10-Ethics III, 11-Social Philosophy III, 12-Adv. Social Psychology I.

Liberal Self study of all the graduate courses of the country at A Self Supervised Thesis large (as the core + multi/interdisciplinary courses) (Intuitive/Rational/Empirical)

(v) Arabic: 1-Adv. Arabic I, 2-Adv. Arabic II, 3-Adv. Arabic III, 4-Adv. Arabic IV, 5Adv. Arabic V, 6-Adv. Arabic VI, 7-Adv. Arabic VII, 8-Adv. Arabic VIII, 9-Adv. Arabic IX, 10-Adv. Arabic X, 11-Adv. Arabic XI, & 12-Adv. Arabic XII.

(vi) English and any one of the fourth language from: Farsi, Turkish, Malay, Sundanese, Javanese, & Standard Chinese; 1-English I, 2-Fourth Lang I, 3-English II, 4-Fourth Language II, 5-English III, 6-Fourth Language III, 7English IV, 8-Fourth Lang IV, 9-English V, 10-Fourth Lang V, 11-English VI, & 12-Fourth Lang VI.


Teaching 12 undergraduate courses (of relevant disciplines) in 12 quarters

Producing one research/creative paper/ project (of mainly intuitive knowledge) (related to the con-current individual study course) in every quarter.

Arts

Intuitive (“A”)

Science Science

Rational (“B”)

Empirical (“C”)

Doctor Philosophy

of

Arts


of Doctor Philosophy


(Page 677 of 1344)


Rational (“B”)

of Doctor Philosophy


Post-Graduate College Doctor of Philosophy Post-Graduate College

30

29

28

27


31. Mathematics, 32. Comp. Prgrmng., 33. Pharmacy, 34. Chemistry, 35. Physics, 36. Geology, 37. Meteorology, 38. Astronomy, 39. Civil Engineering, 40. Mechanical Engineering, 41. Electrical Engineering, 42. Chemical Engineering, 43. Medicine, 44. Surgery, 45. Microbiology, 46. Botany, 47. Zoology, 48. Living World, 49. Psychiatry 31. Mathematics, 32. Comp. Prgrmng., 33. Pharmacy, 34. Chemistry, 35. Physics, 36. Geology, 37. Meteorology, 38. Astronomy, 39. Civil Engineering, 40. Mechanical Engineering, 41. Electrical Engineering, 42. Chemical Engineering, 43. Medicine, 44. Surgery, 45. Microbiology, 46. Botany, 47. Zoology, 48. Living World, 49. Psychiatry



Producing one research/creative paper/ project (of mainly rational knowledge) (related to the con-current individual study course) in every quarter. Producing one creative paper/ mainly empirical (related to the individual study every quarter.

research/ project (of knowledge) con-current course) in


Producing one research/creative paper/ project (of mainly intuitive knowledge) (related to the concurrent individual study course) in every quarter.


Producing one research/creative paper/ project (of mainly rational knowledge) (related to the concurrent individual study course) in every quarter.

(Page 678 of 1344)

Empirical (“C”) Intuitive (“A”) Rational (“B”)

Technology

Technology

Science

Doctor Philosophy Doctor of Philosophy Doctor of Philosophy


33

32

31

of




50. Architecture, 51. Agriculture, 52. Land Transportation, 53. Construction, 54. Machinery, 55. Mechanics, 56. Metallurgy, 57. Automotive, 58. Electronics, 59. Comp. Technology, 60. Surveying, 61. Weapons, 62. Experiential Medicine, 63. Marine Transportation, 64. Ship Building, 65. Air Handling, 66. Aerospace, 67. Energy Techno., 68. Paramedical, 69. Power Systems, 70. Aviation, 71. Material Techno., 72. Chemical Tech., 73. Environment Tech., 74. Manufacturing, 75. Telecommunica., 76. Food Processing, 77. Textiles & Fabrics, 78. Garments & Foot-Wears, 79. Industrial Management, 80. Bio-Technology, 81. Mechatronics, 82. Agro Medicine, 83. Water Supply, 84. Sewerage & Garbage Mngmt. 50. Architecture, 51. Agriculture, 52. Land Transportation, 53. Construction, 54. Machinery, 55. Mechanics, 56. Metallurgy, 57. Automotive, 58. Electronics, 59. Comp. Technology, 60. Surveying, 61. Weapons, 62. Experiential Medicine, 63. Marine Transportation, 64. Ship Building, 65. Air Handling, 66. Aerospace, 67. Energy Techno., 68. Paramedical, 69. Power Systems, 70. Aviation, 71. Material Techno., 72. Chemical Tech., 73. Environment Tech., 74. Manufacturing, 75. Telecommunica., 76. Food Processing, 77. Textiles & Fabrics, 78. Garments & Foot-Wears, 79. Industrial Management, 80. Bio-Technology, 81. Mechatronics, 82. Agro Medicine, 83. Water Supply, 84. Sewerage & Garbage Mngmt.

Producing one research/creative paper/ project (of mainly empirical knowledge) (related to the con-current individual study course) in every quarter.



Producing one research/creative paper/ project (of mainly intuitive knowledge) (related to the con-current individual study course) in every quarter. Producing one research/creative paper/ project (of mainly rational knowledge) (related to the con-current individual study course) in every quarter.

P. G. Ph. D. C.

36

P.G.C. Ph. D.

At Large

50. Architecture, 51. Agriculture, 52. Land Transportation, 53. Construction, 54. Machinery, 55. Mechanics, 56. Material Tech., 57. Automotive, 58. Electronics, 59. Comp. Technology, 60. Surveying, 61. Weapons, 62. Experiential Medicine, 63. Marine Transportation, 64. Ship Building, 65. Air Handling, 66. Aerospace, 67. Energy Tech., 68. Paramedical, 69. Power Systems, 70. Aviation, 71. Material Tech., 72. Chemical Tech., 73. Environment Tech., 74. Manufacturing, 75. Telecommunication, 76. Food Processing, 77. Textiles & Fabrics, 78. Garments & Foot-Wears, 79. Industrial Management, 80. Bio-Technology, 81. Mechatronics, 82. Agro Medicine, 83. Water Supply, 84. Sewerage & Garbage Mngmt.


Producing one research/creative paper/ project (of mainly empirical knowledge) (related to the con-current individual study course) in every quarter.

Overall 85. Independent Self study of all the postgraduate courses of the country A Self Supervised Dissertation (Intuitive/ Liberal Studies at large (as the core + multi/interdisciplinary courses) Rational/Empirical)

Intuitive

Islam Intuitive 86. Islam Education [Core Courses: (iv) Muslim History (i) Qur’an, (ii) Hadith, (iii) Fiqh]

Mujtahid (MA+MA+MA +Ph.D.) Arts (Mujtahid of Islam)

P. G. Extended

37

with G.

35

Empirical (“C”)

Technology

Doctor of Philosophy (Ph. D.)

Post-Graduate (P. G. C.)

34

College


87. (a) (i) Core, (ii) Allied, (iii) Individual Study Courses of the respective Ph. D. program; (b) All Core Courses of M. A. in Qur’an, M. A. in Hadith, and M. A. in Fiqh degree programs; (c) a common set of 12 Allied Courses; and (d) a common set of 12 Interdisciplinary courses (of those three M. A. programs).

(v) A Self Supervised Dissertation (Intuitive/ Rational/Empirical) (iv) Teaching 12 undergraduate courses (of relevant disciplines) in 12 quarters of the respective Ph. D. program

(v) 12 Intuitive/Rational/ Empirical Research/ Creative Papers (related to the con-current individual study course) in 12 Quarters of Respective Ph. D Program.

(xiv) Following is the list of Core Subjects and Corresponding Courses in E. S., P. S., S. S., & H. S.; and Each Major (of the Corresponding Degree Program) in the Undergraduate, Graduate, and Post-Graduate Colleges:.

(Page 679 of 1344)

887

Common

Core Subjects

Core Courses

(i) Bangla, (ii) Religion888, (iii) Mathematics

(i) Bang.: 1- Bangla I, 2- Bangla II, 3- Bangla III, 4-Bangla IV, 5- Bangla V, 6- Bangla VI, 7- Bangla VII, 8-Bangla VIII, 9- Bangla IX, 10- Bangla X, 11- Bangla XI, & 12-Bangla XII; (ii) Islamiat: 1- Islamic Lessons I, 2- Islamic Lessons II, 3- Islamic Lessons III, 4- Islamic Lessons IV, 5- Islamic Lessons V, 6Islamic Lessons VI, 7- Islamic Lessons VII, 8- Islamic Lessons VIII, 9-Qur’an Memorization I (Para: 30), 10-Qur’an Memorization II (Para: 30), 11-Qur’an Memorization III (Para: 30), & 12-Qur’an Memorization IV (Para: 30); and (iii) Math: 1- Math I, 2- Math II, 3- Math III, 4- Math VI, 5- Math V, 6- Math VI, 7Math VII, 8- Math VIII, 9- Math IX, 10- Math X, 11- Math XI, & 12- Math XII.

Major Unilateral 1. General


887

Common

Faculty Common Common

Sch. Certificate’s Name El. Graduation Primary School Graduation

Academic Phase Elementary School Primary School

2

1

Program #



(i) Bang.: 1- Bangla I, 2- Bangla II, 3- Bangla III, 4-Bangla IV, 5- Bangla V, 6- Bangla VI, 7- Bangla VII, 8Bangla VIII, 9- Bangla IX, 10- Bangla X, 11- Bangla XI, & 12-Bangla XII; (ii) Islamiat: 1- Islamic Lessons I, 2-Qur’an Memorization I (Para: 1), 3- Islamic Lessons II, 4-Qur’an Memorization II (Para: 1), 5- Islamic Lessons III, 6-Qur’an Memorization III (Para: 2), 7- Islamic Lessons IV, 8-Qur’an Memorization IV (Para: 2), 9- Islamic Lessons V, 10-Qur’an Memorization V (Para: 3), 11- Islamic Lessons VI, & 12-Qur’an Memorization VI (Para: 3); (iii) Math: 1- Math I, 2- Math II, 3- Math III, 4- Math VI, 5- Math V, 6- Math VI, 7- Math VII, 8- Math VIII, 9- Math IX, 10- Math X, 11- Math XI, & 12- Math XII; and (iv) Nat. Sc.: 1Health & Nutrition I, 2- Life Science I, 3- Physical Science I, 4- Environment I, 5-Health & Nutrition II, 6Life Science II, 7- Physical Science II, 8- Environment II, 9-Health & Nutrition III, 10- Life Science III, 11Physical Science III, & 12- Environment III.

In the Post-Graduate College, depending on the nature of research/creative papers/dissertations three faculties can be divided into the following nine sub-faculties: (a) Faculty of Arts (& Religion): 1- Intuitive Sub-Faculty of Arts (& Religion), 2- Rational Sub-Faculty of Arts (& Religion), & 3- Empirical Sub-Faculty of Arts (& Religion); (b) Faculty of Science: 1- Intuitive Sub-Faculty of Science, 2- Rational Sub-Faculty of Science, & 3- Empirical Sub-Faculty of Science; and (c) Faculty of Technology: 1- Intuitive Sub-Faculty of Technology, 2- Rational Sub-Faculty of Technology, & 3- Empirical Sub-Faculty of Technology. 888 Islam/Hinduism (Sanatan Dharma)/Buddhism/Christianity 889 Islam/Hinduism (Sanatan Dharma)/Buddhism/Christianity

(Page 680 of 1344)

890

2. Religion (Islam) (i) Bangla, (ii) Religion , (iii) Mathematics, (iv) Natural Science, (v) Social Studies

Common 1. General

Common

890

Common

Prim. Madrasa Graduation Common

Secondary School Graduation

Primary Madrasa Secondary School

4

3


(i) Qur’an Memo. (First 9/30), (ii) Islamiat, (iii) Bangla, (iv) Arabic

(i) Bang.: 1- Bangla I, 2- Bangla II, 3- Bangla III, 4-Bangla IV, 5- Bangla V, 6- Bangla VI, 7- Bangla VII, 8-Bangla VIII, 9- Bangla IX, 10- Bangla X, 11- Bangla XI, & 12-Bangla XII; (ii) Islamiat: 1- Islamic Lessons I, 2-Qur’an Memorization I (Para: 4), 3- Islamic Lessons II, 4-Qur’an Memorization II (Para: 4), 5- Islamic Lessons III, 6-Qur’an Memorization III (Para: 5), 7- Islamic Lessons IV, 8-Qur’an Memorization IV (Para: 5), 9- Islamic Lessons V, 10Qur’an Memorization V (Para: 6), 11- Islamic Lessons VI, & 12-Qur’an Memorization VI (Para: 6); (iii) Math: 1- Math I, 2- Math II, 3- Math III, 4- Math VI, 5- Math V, 6- Math VI, 7- Math VII, 8- Math VIII, 9- Math IX, 10- Math X, 11Math XI, & 12- Math XII; (iv) Nat. Sc.: 1-Physical Science I, 2- Life Science I, 3- Physical Science II, 4- Life Science II, 5-Physical Science III, 6- Life Science III, 7- Physical Science IV, 8- Life Science IV, 9-Physical Science V, 10- Life Science V, 11- Physical Science VI, & 12- Life Science VI; and (v) Soc. Stud.: 1- History I, 2- Civics I, 3- Geography I, 4- History II, 5- Civics II, 6- Geography II, 7- History III, 8- Civics III, 9- Geography III, 10- History IV, 11- Civics IV, & 12- Geography IV.

Islam/Hinduism (Sanatan Dharma)/Buddhism/Christianity

(Page 681 of 1344)

(i) Qur’an Memo.: 1-Para 1, 2-Para 1, 3-Para 2, 4-Para 3, 5- Para 4, 6-Para 5, 7- Para 6, 8-Para 7, 9-Para 8, 10-Para 9, 11-Para 1-9, & 12- Para 1-9; (ii) Islamiat: 1-Islamic Lessons I, 2- Islamic Lessons II, 3Islamic Lessons III, 4- Islamic Lessons IV, 5- Islamic Lessons V, 6- Islamic Lessons VI, 7- Islamic Lessons VII, 8- Islamic Lessons VIII, 9- Islamic Lessons IX, 10- Islamic Lessons X, 11- Islamic Lessons XI, 12- Islamic Lessons XII; (iii) Bangla.: 1- Bangla I, 2- Bangla II, 3- Bangla III, 4-Bangla IV, 5Bangla V, 6- Bangla VI, 7- Bangla VII, 8-Bangla VIII, 9- Bangla IX, 10- Bangla X, 11- Bangla XI, & 12-Bangla XII; and (iv) Arabic: 1- Arabic I, 2- Arabic II, 3- Arabic III, 4-Arabic IV, 5- Arabic V, 6Arabic VI, 7- Arabic VII, 8- Arabic VIII, 9- Arabic IX, 10- Arabic X, 11- Arabic XI, & 12- Arabic XII.

891

(i) Qur’an Memo. (Next 10/30), (ii) Islamiat, (iii) Bangla, (iv) Arabic, (v) Hadith

2. Religion (Islam)

Common

(i) Bangla, (ii) Religion891, (iii) Mathematics, (iv) Natural Science, (v) Social Studies, (vi) Technical 892 Education

1. General

Common Common

Common


Secondary Graduation

Secondary Madrasa High School

6

5

Madrasa


(i) Qur’an Memo.: 1-Para 10, 2-Para 11, 3-Para 12, 4-Para 13, 5- Para 14, 6-Para 15, 7- Para 16, 8-Para 17, 9-Para 18, 10-Para 19, 11-Para 10-19, & 12- Para 10-19; (ii) Islamiat: 1-Islamic Lessons I, 2- Islamic Lessons II, 3- Islamic Lessons III, 4- Islamic Lessons IV, 5- Islamic Lessons V, 6- Islamic Lessons VI, 7Islamic Lessons VII, 8- Islamic Lessons VIII, 9- Islamic Lessons IX, 10- Islamic Lessons X, 11- Islamic Lessons XI, 12- Islamic Lessons XII; (iii) Bangla.: 1- Bangla I, 2- Bangla II, 3- Bangla III, 4-Bangla IV, 5- Bangla V, 6- Bangla VI, 7- Bangla VII, 8-Bangla VIII, 9- Bangla IX, 10- Bangla X, 11- Bangla XI, & 12-Bangla XII; (iv) Arabic: 1- Arabic I, 2- Arabic II, 3- Arabic III, 4-Arabic IV, 5- Arabic V, 6- Arabic VI, 7- Arabic VII, 8- Arabic VIII, 9- Arabic IX, 10- Arabic X, 11- Arabic XI, & 12- Arabic XII; and (v) Hadith: 1- Sahih Bukhari I (Start), 2- Sahih Bukhari II, 3- Sahih Bukhari III, 4- Sahih Bukhari IV, 5Sahih Bukhari V, 6- Sahih Bukhari VI, 7- Sahih Bukhari VII, 8- Sahih Bukhari VIII, 9- Sahih Bukhari IX, 10- Sahih Bukhari X, 11- Sahih Bukhari XI, & 12- Sahih Bukhari XII.

(i) Bang.: 1- Bangla I, 2- Bangla II, 3- Bangla III, 4-Bangla IV, 5- Bangla V, 6- Bangla VI, 7- Bangla VII, 8-Bangla VIII, 9- Bangla IX, 10- Bangla X, 11- Bangla XI, & 12-Bangla XII; (ii) Islamiat: 1- Islamic Lessons I, 2-Qur’an Memorization I (Para: 7), 3- Islamic Les. II, 4-Qur’an Memoriz. II (Para: 7), 5- Islamic Les. III, 6-Qur’an Memoriz. III (Para: 8), 7- Islamic Les. IV, 8-Qur’an Memoriz. IV (Para: 8), 9- Islamic Les. V, 10-Qur’an Memoriz. V (Para: 9), 11Islamic Les. VI, & 12-Qur’an Memoriz. VI (Para: 9); (iii) Math: 1- Math I, 2- Math II, 3- Math III, 4- Math VI, 5Math V, 6- Math VI, 7- Math VII, 8- Math VIII, 9- Math IX, 10- Math X, 11- Math XI, & 12- Math XII; and (iv) Nat. Sc.: 1-Physical Science I, 2- Life Science I, 3- Physical Sc. II, 4- Life Sc. II, 5-Physical Sc. III, 6- Life Sc. III, 7Physical Sc. IV, 8- Life Sc. IV, 9-Physical Sc. V, 10- Life Sc. V, 11- Physical Sc. VI, & 12- Life Sc. VI; (v) Soc. Stud.: 1- History I, 2- Civics I, 3- Geography I, 4- History II, 5- Civics II, 6- Geography II, 7- History III, 8- Civics III, 9- Geography III, 10- History IV, 11- Political Economy I, & 12- Geography IV; and (vi) Tech. Edu.: 1-Homeopathic, Herbal, & Veterinary Medicine, 2- Circumcision, Dental, & Eye Care, 3-Carpentry & Masonry, 4- Machines, Tools, & Appliances, 5-Plumbing & Electric Wiring, 6-Mechanics, 7- Metallurgy & Automotive, 8-Catering, Garmentry, Cosmetology, & Interior Design, 9-Electronics, 10-Computer, 11-Drafting & Surveying, & 12-Audio-Visuals, Handicrafts, Pottery, Oil Paint & Calligraphy.

Islam/Hinduism (Sanatan Dharma)/Buddhism/Christianity 1-Vegetable Processing, 2-Textiles, 3-Electrical Wiring, 4-Fruits Processing, 5-Garments, 6-Welding & Plumbing, 7-Meat Processing, 8-Knitting, 9-Carpentry, 10-Fish Processing, 11-Hair Care, & 12-Masonry. 892

(Page 682 of 1344)

(Page 683 of 1344)

(i) Qur’an Memorization (Next 10/30), (ii) Islamiat, (iii) Bangla, (iv) Arabic, (v) Hadith, (vi) Fiqh

(i) Qur’an Memo.: 1-Para 20, 2-Para 21, 3-Para 22, 4-Para 23, 5- Para 24, 6-Para 25, 7- Para 26, 8-Para 27, 9Para 28, 10-Para 29, 11-Para 20-29, & 12- Para 20-29; (ii) Islamiat: 1-Islamic Lessons I, 2- Islamic Les. II, 3Islamic Les. III, 4- Islamic Les. IV, 5- Islamic Les. V, 6- Islamic Les. VI, 7- Islamic Les. VII, 8- Islamic Les. VIII, 9- Islamic Les. IX, 10- Islamic Les. X, 11- Islamic Les. XI, 12- Islamic Les. XII; (iii) Bangla (Computer Aided) : 1- Bangla I, 2- Bangla II, 3- Bangla III, 4-Bangla IV, 5- Bangla V, 6- Bangla VI, 7- Bangla VII, 8Bangla VIII, 9- Bangla IX, 10- Bangla X, 11- Bangla XI, & 12-Bangla XII; (iv) Arabic (Computer Aided) : 1Arabic I, 2- Arabic II, 3- Arabic III, 4-Arabic IV, 5- Arabic V, 6- Arabic VI, 7- Arabic VII, 8- Arabic VIII, 9Arabic IX, 10- Arabic X, 11- Arabic XI, & 12- Arabic XII; (v) Hadith: 1- Sahih Bukhari XIII, 2- Sahih Bukhari XVI, 3- Sahih Bukhari XV, 4- Sahih Bukhari XVI, 5- Sahih Bukhari XVII, 6- Sahih Bukhari XVIII, 7- Sahih Bukhari XIX, 8- Sahih Bukhari XX, 9- Sahih Bukhari XXI, 10- Sahih Bukhari XXII, 11- Sahih Bukhari XXIII, & 12- Sahih Bukhari XXIV (end); and Fiqh: 1- Fiqh I, 2- Fiqh II, 3- Fiqh III, 4- Fiqh IV, 5Fiqh V, 6- Fiqh VI, 7- Fiqh VII, 8- Fiqh VIII, 9- Fiqh IX, 10- Fiqh X, 11- Fiqh XI, and 12- Fiqh XII.

(i.) Language, (ii) Religion, (iii) Mathematics, (iv) Social Studies, (v) Natural Science

2. Religion (Islam) 1. Education

Common Intuitive

Common Arts (& Religion)

High Madrasa Graduation Bachelor of Arts

High Madrasa Undergraduate College

8

7


(i) Lang: 1- Teaching Language, 2- Bangla I, 3- Arabic I, 4- English I, 5- Bangla II, 6- Arabic II, 7- English II, 8- Bangla III, 9- Arabic III, 10- English III, 11- Bangla IV, & 12- Arabic IV; (ii) Relig: 1- Teaching Religion, 2-Monotheism, 3-Polytheism, 4-Pantheism, Panentheism, Hanotheism, Atheism & Gnosticism, 5-Jainism & Sikhism, 6-Taoism, Confucianism, & Shintoism, 7-Ancestral & Tribal Religion, 8-Hinduism I, 9-Buddhism I, 10-Judaism & Christianity, 11- Islam I, 12-History of Religion I; (iii) Math: 1- Teaching Math, 2- Calculus II, 3-Calculus III, 4- Complex Analysis I, 5- Ordinary Differential Equation I, 6- Partial Differential Equation I, 7- Numerical Method I, 8-Linear Algebra, 9-Foundation of Analysis, 10-Abstract Algebra, 11-Real Analysis, & 12-Tolpology; (iv) Soc. Stud.: 1- Teaching Social Studies, 2-Sociology I, 3-Anthropology I, 4-History I, 5Civics I, 6-Geograpgy I, 7-History of Civilization I, 8-History II, 9-Civics II, 10-Geography II, 11- History III, & 12-Civics III; & (v) Nat. Sc.: 1-Teaching Natural Science, 2-Health & Nutrition I, 3- General Chemistry I, 4-Microbiology I, 5- Physics I, 6-Botany I, 7-Geology I, 8- Zoology I, 9- Astronomy I, 9-Organic Chemistry I, 10-Physics II, 11-Biochemistry I, & 12-Physics III.

(Page 684 of 1344)

(i) History, (ii) Politics, (iii) Religion, (iv) Philosophy, (v) Core Miscellaneous

2. Social Studies

(i) Bangla Literature, (ii) Arabic Literature, (iii) English Literature, (iv) World Literature, (v) Core Miscellaneous

3. Literature

Intuitive

Intuitive

Undergraduate College Arts (& Religion)

Bachelor of Arts

9

Arts (& Religion) Undergraduate College

10

Bachelor of Arts


(i) History: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject and12 courses of inter/multidisciplinary subjects); (ii) Politics: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject and12 courses of inter/multidisciplinary subjects); (iii) Relig: 1- History of Religion I, 2-Monotheism, 3-Polytheism, 4Pantheism, Panentheism, Hanotheism, Atheism & Gnosticism, 5-Jainism & Sikhism, 6-Taoism, Confucianism, & Shintoism, 7-Ancestral & Tribal Religion, 8-Hinduism I, 9-Buddhism I, 10-Judaism & Christianity, 11- Islam I, 12-History of Religion II; (iv) Philosophy: 1-Epistemology III, 2-Metaphysics III, 3Ethics III, 4-Social Philosophy III, 5-Epistemology IV, 6-Metaphysics IV, 7-Ethics IV, 8-Social Philosophy IV, 9-Epistemology V, 10-Metaphysics V, 11-Ethics V, & 12-Social Philosophy V; and (v) Core Miscellaneous: 1-Sociology I, 2- Anthropology I, 3-Microconomics I, 4- Public Administration I, 5-Culture I, 6- Civilization I, 7-Sociology II, 8- Archeology I, 9-Macroeconomics I, 10- Public Administration II, 5Culture II, 6- Civilization II.

(i) Bangla Literature: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject and 12 courses of inter/multidisciplinary subjects); (ii) Arabic Literature: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject and 12 courses of inter/multidisciplinary subjects); (iii) English Literature: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject and 12 courses of inter/multidisciplinary subjects); (iv) World Literature (Originals in the Languages other than Bangla, Arabic, & English): 1-World Literature I (translated in Bangla), 2- World Literature II (translated in Arabic), 3- World Literature III (translated in English), 4-World Literature IV (translated in Bangla), 5- World Literature V (translated in Arabic), 6- World Literature VI (translated in English), 7-World Literature VII (translated in Bangla), 8- World Literature VIII (translated in Arabic), 9- World Literature IX (translated in English), 10-World Literature X (translated in Bangla), 11- World Literature XI (translated in Arabic), & 12- World Literature XII (translated in English); and (v) Core Misc.: 1Bangla Language I, 2- Arabic Language I, 3- English Language I, 4- Bangla Language II, 5- Arabic Language II, 6- English Language II, 7- Bangla Language III, 8- Arabic Language III, 9- English Language III, 10- Bangla Language IV, 11- Arabic Language IV, & 12- English Language IV.

(Page 685 of 1344)

(i) Religion, (ii) Culture, (iii) Civilization, (iv) Philosophy, (v) Core Miscellaneous. (i) Qur’an, (ii) Hadith, (iii) Fiqh, (iv) Muslim History, (v) Core Miscellaneous

4. Humanities 5. Islamic Studies

Intuitive Intuitive




12

11


(i) Religion: 1- History of Religion I, 2-Monotheism, 3-Polytheism, 4-Pantheism, Panentheism, Hanotheism, Atheism & Gnosticism, 5-Jainism & Sikhism, 6-Taoism, Confucianism, & Shintoism, 7-Ancestral & Tribal Religion, 8Hinduism I, 9-Buddhism I, 10-Judaism & Christianity, 11- Islam I, 12-History of Religion II; (ii) Culture: 1 to 12Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject and 12 courses of inter/multidisciplinary subjects), (iii) Civilization: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject and 12 courses of inter/multidisciplinary subjects), (iv) Philosophy: 1Epistemology III, 2-Metaphysics III, 3-Ethics III, 4-Social Philosophy III, 5-Epistemology IV, 6-Metaphysics IV, 7Ethics IV, 8-Social Philosophy IV, 9-Epistemology V, 10-Metaphysics V, 11-Ethics V, & 12-Social Philosophy V; and (v) Core Misc.: 1-Sociology I, 2-Anthropology I, 3- Archeology I, 4- History I, 5-Politics I, 6-Social Psychology I, 7Sociology II, 8-Anthropology II, 9- Archeology II, 10- History II, 11-Politics II, & 12-Social Psychology II. (i) Qur’an: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject and 12 courses of inter/multidisciplinary subjects), (ii) Hadith: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject and 12 courses of inter/multidisciplinary subjects), (iii) Fiqh: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject and 12 courses of inter/multidisciplinary subjects), (iv) Muslim History: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject and 12 courses of inter/multidisciplinary subjects), and (v) Core Misc.: 1- Islamic Dawah I, 2- Qur’an & Physical Science I, 3- Islamic Dawah II, 4- Hadith & Physical Science I, 5- Islamic Dawah III, 6- Fiqh & Physical Science I, 7- Islamic Dawah IV, 8- Qur’an & Life Science I, 9Islamic Dawah V, 10- Hadith & Life Science I, 5- Islamic Dawah VI, & 6- Fiqh & Life Science I.

893

(i) Songs, (ii) Music, (iii) Dance, (iv) Acting, (v) Core Miscellaneous (i) Hinduism, (ii) Buddhism, (iii) Christianity, (iv) Islam, (v) Core Miscellaneous

6. Fine Arts893 7. Religion

Intuitive Intuitive




14

13


(i) Songs: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject and 12 courses of inter/multidisciplinary subjects); (ii) Music: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject and 12 courses of inter/multidisciplinary subjects); (iii) Dance: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject and 12 courses of inter/multidisciplinary subjects); (iv) Acting: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject and 12 courses of inter/multidisciplinary subjects); and (v) Core Misc.: 1- Religion & Songs I, 2- Religion & Music I, 3- Religion & Dancing I, 4- Religion & Acting I, 5Oil Paint I, 6-Handicrafts I, 7- Audio-Visuals I, 8- Calligraphy I, 9- Oil Paint II, 10-Handicrafts II, 11- Audio-Visuals II, & 12- Calligraphy II. (i) Hinduism: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject and 12 courses of inter/multidisciplinary subjects); (ii) Buddhism: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject and 12 courses of inter/multidisciplinary subjects); (iii) Christianity: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject and 12 courses of inter/multidisciplinary subjects); (iv) Islam: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject and 12 courses of inter/multidisciplinary subjects); and (v) Core Misc.: 1- Judaism, 2- Jainism, 3- Sikhism, 4- Confucianism, 5- Taoism, 6- Shintoism, 7. Pantheism, Panentheism, Hanotheism, Gnosticism, & Atheism, 8. Tribal & Ancestral Religion, 9- History of Religion I, 10History of Religion II, 11- History of Religion III, & 12- History of Religion IV.

Contents should include the items which are lawful according to the religion of Islam. However, the courses of other religions may include some other such “aesthetic” contents according to the dictates of their respective religions.

(Page 686 of 1344)

894

(i) Bangla, (ii) Arabic, (iii) English, (iv) Chinese, (v) Core Miscellaneous

8. Language

(i) B-desh Geog., (ii) SubContin. Geog., (iii) World Geog., (iv) Oceanography, (v) Core Misc.

Intuitive 9. Geography894

Arts (& Religion) Rational

Arts (& Religion)

Bachelor of Arts

Bachelor of Arts


16

15


(i) Bangla Language: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject and 12 courses of inter/multidisciplinary subjects); (ii) Arabic Language: 1 to 12Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject and 12 courses of inter/multidisciplinary subjects); (iii) English Language: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject and 12 courses of inter/multidisciplinary subjects); (iv) Standard Chinese Language: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject and 12 courses of inter/multidisciplinary subjects); and (v) Core Misc.: 1- Bangla Literature I, 2- Arabic Literature I, 3- English Literature I, 4- Bangla Literature II, 5Arabic Literature II, 6- English Literature II, 7- World Literature (Bangla Translation) I, 8- World Literature (Arabic Translation) I, 9- World Literature (English Translation) I, 10- World Literature (Bangla Translation) II, 11- World Literature (Arabic Translation) II, & 12- World Literature (English Translation) II.

(i) Bangladesh Geography: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject and 12 courses of inter/multidisciplinary subjects); (ii) Sub-Continent Geography: 1 to 12Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject and 12 courses of inter/multidisciplinary subjects); (iii) World Geography: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject and 12 courses of inter/multidisciplinary subjects); (iv) Oceanography: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject and 12 courses of inter/multidisciplinary subjects); and (v) Core Misc.: 1- Natural Resources I, 2- Climatology I, 3- Ecosystem I, 4- Environment I, 5- Natural Resources II, 6- Climatology II, 7Ecosystem II, 8- Environment II, 9- Natural Resources III, 10- Climatology III, 11- Ecosystem III, & 12Environment III.

Degrees in Geography can be offered in three faculties—Arts, Science, and Technology by combining humanities/trade, ecology/climate, and physiography/mapping respectively. If that is done then the implementation plan will also need to be adjusted.

(Page 687 of 1344)

(Page 688 of 1344)

(i) Accounting: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject and 12 courses of inter/multidisciplinary subjects); (ii) Management: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject and 12 courses of inter/multidisciplinary subjects); (iii) Marketing: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject and 12 courses of inter/multidisciplinary subjects); (iv) Finance: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject and 12 courses of inter/multidisciplinary subjects); and (v) Core Misc.: 1- Microeconomics I, 2- Macroeconomics I, 3- Statistics II, 4Environment I, 5- Natural Resources I, 6- Computer Information System I, 7- Religion I, 8- Sociology I, 9- Public Administration I, 10- International Relations I, 11- Political Economy I, & 12- Religion II.

(i) Personal Comp., (ii) Mini Comp., (iii) Super Comp., (iv) Comp. Inform. System (v) Core Misc.

12. Computer System

(i) Algebra, (ii) Topology, (iii) Analysis, (iv) Calculus, (v) Core Miscellaneous

(i) Accounting, (ii) Management, (iii) Marketing, (iv) Finance, (v) Core Miscellaneous

Empirical

10. Mathematics

(i) Algebra: 1- Boolean Algebra I, 2- Boolean Algebra II, 3- Linear Algebra I, 4- Linear Algebra II, 5- Linear Algebra III, 6Abstract Algebra I, 7- Abstract Algebra II, 8-Abstract Algebra III, 9- Abstract Algebra IV, 10- Abstract Algebra V, 11- Lie Algebra, & 12- Abstract Linear Algebra; (ii) Topology: 1- Topology I, 2- Topology II, 3- Topology III, 4- Topology IV, 5Topology V, 6- Topology VI, 7- Topology VII, 8- Topology VIII, 9- Topology IX, 10- Topology X, 11- Topology XI, & 12- Algebraic Topology; (iii) Analysis: 1- Real Analysis I, 2- Real Analysis II, 3- Real Analysis III, 4-Complex Analysis II, 5- Complex Analysis III, 6- Complex Analysis IV, 7- Real Analysis IV, 8- Real Analysis V, 9- Real Analysis VI, 10Complex Analysis V, 11- Complex Analysis VI, & 12- Functional Analysis; (iv) Calculus: 1- ODE II, 2- ODE III, 3- ODE IV, 4- ODE V, 5- ODE VI, 6- PDE II, 7- PDE III, 8- PDE IV, 9- PDE V, 10- PDE VI, 11- Calculus of Variation I, & 12 – Calculus of Variation II; and (v) Core Misc.: 1- Set Theory & Logic I, 2- Vector Analysis I, 3- Tensor Analysis I, 4-Modern Geometry I, 5- Solid Geometry I, 6- Applied Matrix Method, 7- Number Theory I, 8- Numerical Analysis II, 9- Mechanics I, 10. Finite Element Analysis I, 11- Mathematical Modeling for Social Science I, & 12- Math Modeling for Physical Science I.

11. Business Studies

Rational Rational Arts (& Religion)

Arts (& Religion) Arts (& Religion) Bachelor of Arts




19

18

17


(i) Personal Computer (P. C.): 1 to 12- P. C. III to XIV (12 courses in 12 quarters); (ii) Mini Computer (M. C.): 1 to 12 – M. C. III to XIV (12 courses in 12 quarters); (iii) Super Computer (S. C.): 1 to 12 – S. C. III to XIV (12 courses in 12 quarters); (iv) Comp. Information System (C. I. S.): 1 to 12- P. C. I to XII (12 courses in 12 quarters); and (v) Core Misc.: 1- Logic I, 2-Set Theory & Logic I, 3- Computer System Management I, 4- Computer System Management II, 5Computer System Management III, 6- Computer System Management IV, 7- Electric Circuit I, 8Electronics I, 9- Electronics II, 10-Electronics III, 11- Mobile Phone I, & 12-Mobile Phone II.

(Page 689 of 1344)

(i) Sports, (ii) Physical Exercise, (iii) Health, (iv) Civil Defense, (v) Core Misc.

(i) Sports: 1 to 12- Sports I to XII (12 courses in 12 quarters); (ii) Physical Exercise: 1 to 12 – Physical Exercise I to XII (12 courses in 12 quarters); (iii) Health: 1- Human Anatomy I, 2- Human Physiology I, 3- Biochemistry I, 4-Psychology II, 5- Food & Nutrition I, 6- Climate & Health I, 7- Human Anatomy II, 8- Human Physiology II, 9- Biochemistry II, 10- Psychology III, 11- Food & Nutrition II, & 12Recreation I; (iv) Civil Defense: 1-Military Training I, 2-Life Support I, 3- Emergency Rescue I, 4Natural Calamity I, 5-Military Training II, 6-Life Support II, 7- Emergency Rescue II, 8-Natural Calamity II, 9-Military Training III, 10-Life Support III, 11- Emergency Rescue III, & 12-Natural Calamity III; and (v) Core Misc.: 1- Physical Facility I, 2- Sociology I, 3- Religion I, 4- Social Psychology I, 5- Environment I, 6- Logic I, 7- Physical Facility II, 8- Sociology II, 9- Religion II, 10Social Psychology II, 11- Environment II, & 12- Ecosystem I.

(i) Sensation & Perception, (ii) Consciousness & Learning, (iii) Memory & Intelligence, (iv) Language & Thought, (v) Core Misc.

13. Physical Education 14. Psychology

Empirical Intuitive

Arts (& Religion) Science

Bachelor of Arts Bachelor of Science


21

20


(i) Sensation & Perception: 1- Sensation I, 2- Perception I, 3- Sensation II, 4- Perception II, 5- Sensation III, 6- Perception III, 7- Sensation IV, 8- Perception IV, 9- Sensation V, 10- Perception V, 11- Sensation VI, & 12- Perception VI; (ii) Consciousness & Learning: 1- Consciousness I, 2- Learning I, 3Consciousness II, 4- Learning II, 5- Consciousness III, 6- Learning III, 7- Consciousness IV, 8- Learning IV, 9- Consciousness V, 10- Learning V, 11- Consciousness VI, & 12- Learning VI; (iii) Memory & Intelligence: 1- Memory I, 2- Intelligence I, 3- Memory II, 4- Intelligence II, 5- Memory III, 6Intelligence III, 7- Memory IV, 8- Intelligence IV, 9- Memory V, 10- Intelligence V, 11- Memory VI, & 12- Intelligence VI; (iv) Language & Thought: 1- Language I, 2- Thought I, 3- Language II, 4- Thought II, 5- Language III, 6- Thought III, 7- Language IV, 8- Thought IV, 9- Language V, 10- Thought V, 11Language VI, & 12- Thought VI; and (v) Core Misc.: 1- The Science of Psychology, 2- Biological Bases of Behavior, 3- Central Nervous System & Physiology, 4- Motivation & Emotion, 5- Infant & Child Development, 6- Adolescent and Adult Development, 7- Personality, 8- Stress, Coping, and Health, 9Psychological Disorders & their Treatment, 10- Attitude & Social Cognition, 11- Interpersonal Relations, & 12- Psychology & Global Social Problems.

(Page 690 of 1344)

(i) Algebra, (ii) Mechanics, Matrices, & Tensors, (iii) Numerical Analysis & Math Modeling, (iv) Calculus, (v) Core Misc.

(i) Algebra: 1- Boolean Algebra I, 2- Boolean Algebra II, 3- Linear Algebra I, 4- Linear Algebra II, 5Linear Algebra III, 6- Abstract Algebra I, 7- Abstract Algebra II, 8-Abstract Algebra III, 9- Abstract Algebra IV, 10- Abstract Algebra V, 11- Lie Algebra, & 12- Abstract Linear Algebra; (ii) Mechanics, Matrices, & Tensors: 1- Vector Analysis I, 2- Statics I, 3- Dynamics I, 4- Matrices I, 5- Tensors I, 6Vector Analysis II, 7- Statics II, 8- Dynamics II, 9- Matrices II, 10- Tensors II, 11- Matrices III, & 12Tensors III; (iii) Statistics, Numerical Analysis, & Mathematical Models: 1- Statistics II, 2- Numerical Analysis I, 3- Mathematical Modeling for Social Science I, 4- Numerical Analysis II, 5- Mathematical Modeling for Physical Science I, 6- Numerical Analysis III, 7- Mathematical Modeling for Life Science I, 8- Numerical Analysis IV, 9- Mathematical Modeling for Engineering Science I, 10- Statistics III (Theory of Probability), 11- Finite Element Analysis I (Numerical Analysis V), & 12- Finite Element Analysis II (Numerical Analysis VI); (iv) Calculus: 1- Calculus II, 2- Calculus III, 3- ODE I, 4- ODE II, 5- ODE III, 6- ODE IV, 7- PDE I, 8- PDE II, 9- PDE III, 10- PDE IV, 11- Calculus of Variation I, & 12 – Calculus of Variation II; and (v) Core Misc.: 1- Set Theory & Logic I, 2- Real Analysis I, 3- Topology I, 4-Modern Geometry I, 5- Solid Geometry I, 6- Real Analysis II, 7- Number Theory I, 8- Complex Analysis I, 9- Topology II, 10. Real Analysis III, 11- Complex Analysis II, & 12- Topology III.

(i) Algorithm & Comp. Lang., (ii) Comp. Math, (iii) Data Structure, (iv) Compilers & Assembly Lang., (v) Core Misc

15. Mathematics 16. Computer Programming

Rational Rational

Science Science



23

22


(i) Algorithm & Computer Language: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject and 12 courses of inter/multidisciplinary subjects); (ii) Computer Math: 1- Calculus II, 2- Calculus III, 3- Discrete Math I, 4- Matrix I, 5- Linear Algebra I, 6Fuzzy Logic I, 7- ODE I, 8- PDE I, 9- Numerical Analysis I, 10- Mathematical Modeling for Social Science I, 11- Mathematical Modeling for Physical Science I, & 12- Finite Element Analysis I; (iii) Data Structure & Related Area: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject and 12 courses of inter/multidisciplinary subjects); (iv) Compilers & Assembly Language: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject and 12 courses of inter/multidisciplinary subjects); and (v) Core Misc.: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject and 12 courses of interdisciplinary/ multidisciplinary subjects).

895

(i) Chemistry, (ii) Physics, (iii) Geology, (iv) Astronomy, (v) Core Misc.

17. Physical Science

Empirical

Science

Bachelor of Science


24


(i) Chemistry895: 1- Stoichiometry (Chemical Arithmetic), 2- Atomic Structure & Periodic Table, 3- Chemical Bonding and Reaction in Aqueous Solution, 4- Gases, Solids, Liquids, & Changes of State, 5- Properties of Solutions & Chemical Thermodynamics, 6- Chemical Kinetics & Equilibrium, 7-Acids, Bases, & Acid-Base Equilibria in Aqueous Solution, 8- Solubility, Complex Ion Equilibria, & Electrochemistry, 9- Covalent Bonding & Molecular Structure, 10- Chemistry of Representative, & Transition Elements, 11- Organic Chemistry, & 12- Nuclear Chemistry; (ii) Physics: 1- Classical Mechanics I, 2- Thermodynamics I, 3Electromagnetism I, 4- Optics I, 5- Relativity I, 6-Quantum Mechanics I, 7- Classical Mechanics II, 8Thermodynamics II, 9- Electromagnetism II, 10- Optics II, 11- Relativity II, & 12-Quantum Mechanics II; (iii) Geology: 1-Volcanoes & Earthquake, 2- Geo-History of Earth, 3- Mineral Science I, 4- Structural Geology, 5- Environmental Geology, 6- Igneous & Metamorphic Petrology, 7- Geological Oceanography, 8Geological Hydrology, 8- Diagenesis, 9- Mechanics of Crustal Structure, 10- Clastic Facies, 11- Chemistry of Natural System, & 12- Carbonate Geology; (iv) Astronomy: 1 to 12- Twelve courses (for 12 quarters) without gross overlaps and redundancy with other courses, and (v) Core Misc.: 1-Calculus II, 2- Calculus III, 3- Linear Algebra I, 4- Complex Analysis I, 5- ODE I, 6- PDE I, 7- Numerical Analysis I, 8- Math. Modeling for Physical Science I, 9- Computer Programming I, 10- Chemistry Lab I, 11- Physics Lab I, & 12- Geology Lab I.


(Page 691 of 1344)

896

(i) Civil Engineering, (ii) Mechanical Engineering, (iii) Electrical Engineering, (iv) Chemical Engineering, (v) Core Misc.

(i) Civil Engineering: 1- Graphics & Design, 2-Strength of Materials, 3- Surveying, 4- Environmental Engineering I, 5Structural Analysis I, 6- Concrete Structural Design I, 7- Traffic Transportation Engineering, 8- Open Channel Flow, 9Soil Mechanics I, 10- Highway Design, 11- Water & Waste Treatment Processes, & 12- Foundation Engineering; (ii) Mechanical Engineering: 1-Rigid Body Mechanics, 2- Thermodynamics I, 3- Fluid Mechanics, 4- Design & Manufacturing Process, 5- Principles of Measurements, 6- Thermal Radiation & Solar Science, 7- Design of Gears, Shafts, Clutches, Brakes, & Windmills, 8- Mechanical Engineering Lab I, 9- Vibrating System, 10- Dynamic Analysis of Mechanical System, 11- Combustion & Engines, & 12- Computer Aided Design Synthesis; (iii) Electrical Engineering: 1Electrical Science (Analog & Digital), 2- Digital Design, 3- Electrical Circuit Analysis, 4- Energy Conversion, 5Microcomputer System Design, 6- Solid State Electronic Devices, 7- Electromagnetic Field I, 8- Electromagnetic Field II, 9-Electric Engineering Lab I, 10- Linear System Analysis, 1- Electrical Power System, & 12- Control System; (iv) Chemical Engineering: 1- Chemical Engineering Fundamentals, 2- Structure & Properties of Materials, 3- Momentum, Heat, & Mass Transfer, 4- Physical Metallurgy I, 5-Separation Processes, 6- Process Dynamics & Controls, 7- Kinetics, 8Corrosion Engineering, 9- Biochemical Engineering, 10- Polymer Engineering, 11- Electrochemical Engineering, & 12Chemical Engineering Lab; and (v) Core Misc.: 1-Calculus II, 2- Calculus III, 3- Matrix I, 4- Linear Algebra I, 5- Tensor Analysis I, 6- Complex Analysis I, 7- ODE I, 8- PDE I, 9- Numerical Analysis I, 10- Mathematical Modeling for Engineering I, 11- Computer Programming I, & 12- Finite Element Analysis I.

(i) Microbiology, (ii) Botany, (iii) Zoology, (iv) Psychology, (v) Core Misc.

18. Engineering 19. Life Science

Empirical Empirical

Science Science



26

25


(i) Microbiology896 & Biochemistry: 1- Micro biology II, 2- Biochemistry II, 3- Micro biology III, 4- Biochemistry III, 5- Micro biology IV, 6- Biochemistry IV, 7- Micro biology V, 8- Biochemistry V, 9- Micro biology VI, 10Biochemistry VI, 11- Micro biology Lab I, & 12- Biochemistry Lab I; (ii) Botany: 1- Botany II, 2- Botany III, 3- Botany IV, 4- Botany V, 5- Botany VI, 6- Botany VII, 7- Botany VIII, 8- Botany IX, 9- Botany X, 10- Botany Lab I, 11- Botany XI, & 12- Botany XII; (iii) Zoology: 1- Zoology II, 2- Zoology III, 3- Zoology IV, 4- Zoology V, 5- Zoology VI, 6Zoology VII, 7- Zoology VIII, 8- Zoology IX, 9- Zoology Lab I, 10- Zoology X, 11- Zoology XI, & 12- Zoology XII; (iv) Psychology: 1- Psychology II, 2- Psychology III, 3- Psychology IV, 4- Psychology V, 5- Psychology VI, 6Psychology VII, 7- Psychology VIII, 8- Psychology IX, 9- Psychology X, 10- Psychology XI, 11- Psychology XII, & 12- Psychology XIII; and (v) Core Misc.: 1- Human Anatomy II, 2- Human Physiology II, 3- Human Anatomy III, 4Calculus II, 5- Calculus III, 6- Matrix I, 7- ODE I, 8- PDE I, 9- Numerical Analysis I, 10- Mathematical Modeling for Life Science I, 11- Computer Programming I, & 12-Human Physiology III.


(Page 692 of 1344)

(Page 693 of 1344)

(i) Plants, (ii) Birds, (iii) Beasts, (iv) Aquaculture, (v) Core Misc.

(i) Plants: 1 to 12- Twelve courses (with a course in related biochemistry) in 12 quarters (in addition to any such courses among the 12 courses of allied subject and 12 courses of inter/multidisciplinary subjects, including a course on available technology) of both micro and macro studies; (ii) Birds: 1 to 12- Twelve courses (with a course in related biochemistry) in 12 quarters (in addition to any such courses among the 12 courses of allied subject and 12 courses of inter/multidisciplinary subjects, including a course on available technology) of both micro and macro studies; (iii) Beasts: 1 to 12- Twelve courses (with a course in related biochemistry) in 12 quarters (in addition to any such courses among the 12 courses of allied subject and 12 courses of inter/multidisciplinary subjects, including a course on available technology) of both micro and macro studies; (iv) Aquaculture: 1 to 12- Twelve courses (with a course in related biochemistry) in 12 quarters (in addition to any such courses among the 12 courses of allied subject and 12 courses of inter/multidisciplinary subjects, including a course on available technology) of both micro and macro studies; and (v) Core Misc.: 1-Climate I, 2- Ecology I, 3- Plant Disease Control I, 4- Animal Disease Control I, 5Climate II, 6- Ecology II, 7- Plant Disease Control II, 8- Animal Disease Control II, 9-Climate III, 10Ecology III, 11- Plant Disease Control III, & 12- Animal Disease Control III.

(i) Building Construction, (ii) Bridge Const., (iii) Road Construction, (iv) Dam Construction, (v) Core Misc.

20. Agriculture 21. Construction

Empirical Empirical




28

27


(i) Building Construction: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subjects, including a course on available technology); (ii) Bridge Construction: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subjects, including a course on available technology); (iii) Road Construction: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subjects, including a course on available technology); (iv) Dam Construction: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subjects, including a course on available technology); and (v) Core Misc.: 1-Flyover Construction, 2-Subway Construction, 3-Offshore Drilling Platform Construction, 4Railways Construction, 5-Irrigation System Construction, 6-Tower Construction, 7- Jetty Construction, 8Dockyard Construction, 9-Airport Runway Construction, 10-Channel Construction, 11- Auditorium Construction, & 12- Sports & Recreation Complex Construction.

(Page 694 of 1344)

(i) Mechanics, (ii) Metallurgy, (iii) Machine Tools, (iv) Electro-mechanics, (v) Mechatronics

(i) Electronics: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Mechatronics: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Electromagnetism: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iv) Telecommunication: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (v) Core Misc.: 1- Electromechanics I, 2Nanotronics I, 3- Electrochemical Technology I, 4- Electronics Fabrication Tech. I, 5- Electronics Assembly I, 6Robotics I, 7- Electromechanics II, 8- Nanotronics II, 9- Electrochemical Tech. II, 10- Electronics Fabrication Tech. II, 11- Electronics Assembly II, & 12- Robotics II.

(i) Electronics, Mechatronics, Electromagnetism, Telecommunication, Core Misc.

(i) Engine: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Automotive Structure: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Driving System: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iv) Control System: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (v) Core Misc.: 1- Mechanics I, 2- Metallurgy I, 3- Fabrication I, 4Body I, 5- Painting I, 6- Assembly I, 7- Mechanics II, 8- Metallurgy II, 9- Fabrication II, 10- Body II, 11- Painting II, & 12- Assembly II.

(ii) (iii) (iv) (v)

22. Mechanics

(i) Mechanics: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Metallurgy: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Machine Tools: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iv) ElectroMechanics: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (v) Mechatronics: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject);

(i) Engine, (ii) Automotive Structure, (iii) Driving System, (iv) Control System, (v) Core Misc.

23. Automotive 24. Electronics



Bachelor of Technology Bachelor of Technolo. Bachelor of Technology

Undergraduate College Undergraduate College Undergraduate College

31

30

29


(Page 695 of 1344)

(i) Electronics, (ii) Central Processing Unit, (iii) Input Devices, (iv) Output Devices, (v) Core Misc.

(i) Electronics: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Central Processing Unit: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Input Devices: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iv) Output Devices: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (v) Core Misc.: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject). (The objective of this program is to put out design & manufacturing engineers of computers).

(i) Land Survey, (iii) Aquatic Survey, (iii) Computer Graphics & Maps, (iv) Drafting, (v) Core Misc.

(i) Land Survey: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Aquatic Survey: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Drafting, Computer Graphics & Maps: 1- Drafting I, 2- Computer Graphics I, 3Mapping I, 4- Drafting II, 5- Computer Graphics II, 6- Mapping II, 7- Drafting III, 8- Computer Graphics III, 9Mapping III, 1O- Drafting IV, 11- Computer Graphics IV, & 12- Mapping IV; (iv) Industrial Survey: 1 to 12Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (v) Core Misc.: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject) (including courses in GIS).

(i) Conventional Weapons, (ii) Missiles, (iii) Aquatic Weapons, (iv) Nuclear Weapons, (v) Bio & Chemical Weapons

25. Computer Technol. 26. Surveying 27. Weapons



Bachelor of Technolo. Bachelor of Technology Bachelor of Technolo.


34

33

32


(i) Conventional Weapons: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Missiles: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Aquatic Weapons: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iv) Nuclear Weapons: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (v) Bio & Chemical Weapons: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject).

(Page 696 of 1344)

(i) Homeopathic Medicine, & Physical Therapy, (ii) Herbal, Ayur Veda, & Unani Medicine, (iii) Circumcision, Dental & Eye Care, (iv) Veterinary Medicine, (v) Core Misc. (i) Ship Engines, (ii) Hydro Mechanics, (iii) Ship Structure, (iv) Ship Body, (v) Core Misc.

28. Experiential Medicine 29. Ship Building

Empirical Empirical




36

35


(i) Homeopathic Medicine, & Physical Therapy: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Herbal, Ayur Veda, & Unani Medicine: 1- Herbal Medicine I, 2- Ayur Veda Medicine I, 3Unani Medicine I, 4- Herbal Medicine II, 5- Ayur Veda Medicine II, 6- Unani Medicine II, 7- Herbal Medicine III, 8- Ayur Veda Medicine III, 9- Unani Medicine III, 10- Herbal Medicine IV, 11- Ayur Veda Medicine IV, & 12- Unani Medicine IV; (iii) Circumcision, Dental & Eye Care: 1- Circumcision I, 2- Dental Care I, 3- Eye Care I, 4- Circumcision II, 5- Dental Care II, 6- Eye Care II, 7- Circumcision III, 8- Dental Care III, 9- Eye Care III, 10- Circumcision IV, 11- Dental Care IV, & 12- Eye Care IV, (iv) Veterinary Medicine: 1- Medicine for Birds I, 2- Medicine for Beasts I, 3- Medicine for Fish I, 4Medicine for Plants I, 5- Medicine for Birds II, 6- Medicine for Beasts II, 7- Medicine for Fish II, 8Medicine for Plants II, 9- Medicine for Birds III, 10- Medicine for Beasts III, 11- Medicine for Fish III, & 12- Medicine for Plants III, and (v) Core Misc.: 1- Human Anatomy II, 2- Human Physiology II, 3Biochemistry II, 4- Allopathic Medicine I 5- Human Anatomy III, 6- Human Physiology III, 7Biochemistry III, 8- Allopathic Medicine II, 9- Human Anatomy IV, 10- Human Physiology IV, 11Biochemistry IV, & 12- Allopathic Medicine III. (i) Ship Engines: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Hydro Mechanics: 1 to 12Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Ship Structure: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iv) Ship Body: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (v) Core Misc.: 1- Ship Drive System I, 2- Ship Communication System I, 3- Ship Architecture I, 4- Ship Drafting I, 5- Ship Navigation I, 6- Ship Yard I, 7- Ship Drive System II, 8- Ship Communication System II, 9- Ship Architecture II, 10- Ship Drafting II, 11- Ship Navigation II, & 12- Ship Yard II.

(Page 697 of 1344)

(i) Cooling, (ii) Heating, (iii) Air Quality, (iv) Manufacturing of HVAC Systems, (V) Core Misc. (i) Solid Mechanics, (ii) Dynamics, (iii) Fluid Mechanics, (iv) Thermal Science, (v) Aerospace Vehicle Design, Performance, & Manufacturing

30. Air Handling 31. Aeronautics

Empirical Empirical




38

37


(i) Cooling: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Heating: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Air Quality: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iv) Designing & Manufacturing of HVAC Systems: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (v) Core Misc.: 1- Input Devices I, 2- Output Devices I, 3Combustion I, 4- Heat-exchangers I, 5- Control Systems I, 6- Advance HVAC Equipments I, 7- Input Devices II, 8Output Devices II, 9- Combustion II, 10- Heat-exchangers II, 11- Control Systems II, & 12- Advance HVAC Equipments II.

(i) Solid Mechanics & Material Science: 1- Solid Mechanics I, 2- Material Science I, 3- Solid Mechanics II, 4- Material Science II, 5- Solid Mechanics III, 6- Material Science III, 7- Solid Mechanics IV, 8- Material Science IV, 9- Solid Mechanics V, 10Material Science V, 11- Solid Mechanics Lab, & 12- Material Science Lab; (ii) Dynamics & Aerospace Vehicle Control Systems: 1- Dynamics I, 2- Aerospace Vehicle Control System I, 3- Dynamics II, 4- Aerospace Vehicle Control System II, 5Dynamics III, 6- Aerospace Vehicle Control System III, 7- Dynamics IV, 8- Aerospace Vehicle Control System IV 9- Dynamics Lab, 10- Aerospace Vehicle Control System Lab, 11- Dynamics V, 12- Aerospace Vehicle Control System V; (iii) Fluid Mechanics & Aerospace Technology Measurements: 1- Incompressible Fluid Mechanics I, 2- Compressible Fluid Mechanics I, 3-Aerospace Technology Measurements I, 4- Incompressible Fluid Mechanics Lab, 5- Compressible Fluid Mechanics Lab, 6Aerospace Technology Measurements Lab, 7- Incompressible Fluid Mechanics II, 8- Compressible Fluid Mechanics II, 9Aerospace Technology Measurements II, 10- Incompressible Fluid Mechanics III, 11- Compressible Fluid Mechanics III, 12Aerospace Technology Measurements III; (iv) Thermal Science & Aerospace Vehicle Engines: 1-Thermodynamics I, 2Combustion I, 3- Heat Conduction, 4- Aerospace Vehicle Engine I, 5- Heat Convection, 6- Aerospace Vehicle Engine II, 7Thermal Lab, 8- Aerospace Engine Lab, 9- Heat Radiation, 10- Aerospace Vehicle Engine III, 11- Thermodynamics II, & 12Combustion II, and (v) Aerospace Vehicle Design, Performance, & Manufacturing: 1- Aerospace Vehicle Design I, 2Aerospace Vehicle Performance I, 3- Aerospace Vehicle Manufacturing I, 4- Aerospace Vehicle Design II, 5- Aerospace Vehicle Performance II, 6- Aerospace Vehicle Manufacturing II, 7- Aerospace Vehicle Design III, 8- Aerospace Vehicle Performance III, 9- Aerospace Vehicle Manufacturing III, 10- Aerospace Vehicle Design IV, 11- Aerospace Vehicle Performance IV, & 12- Aerospace Vehicle Manufacturing IV.

(Page 698 of 1344)

(i) Fossil Energy, (ii) Solar Energy, (iii) Nuclear Energy, (iv) Wind Energy, (v) Core Misc.

(i) Emergency Life Support: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Clinical Care (Nursing): 1 to 12Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Pathology & Pharmacology: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iv) Pharmaceuticals: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (v) Core Misc.: 1- Medical Instruments I, 2-Medical Test Lab I, 3- Maternity Medical Care I, 4- Physical Therapy I, 5- Psychopathic Care I, 6- Hospital Management I, 7- Medical Instruments II, 8-Medical Test Lab II, 9- Infant’s Medical Care I, 10- Physical Therapy II, 11- Burned Patients Care I, & 12- Hospital Management II.

(i) Reactors, (ii) Generators, (iii) Turbines, (iv) Power System Devices, (v) Power Distribution

(i) Fossil Energy: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Solar Energy: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Nuclear Energy: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iv) Wind Energy: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (v) Core Misc.: 1- Geothermal Energy I, 2-Hydro-Steam Energy I, 3Unusual Energy Sources I, 4- Geothermal Energy II, 5-Hydro-Steam Energy II, 6- Unusual Energy Sources II, 7Geothermal Energy III, 8-Hydro-Steam Energy III, 9- Unusual Energy Sources III, 10- Geothermal Energy IV, 11Hydro-Steam Energy IV, & 12- Unusual Energy Sources IV.

(i) Emergency Life Support, & Physical Therapy (ii) Clinical Care (Nursing), (iii) Pathology, & Pharmacology, (iv) Pharmaceuticals, (v) Core Misc.

32. Energy Technology 33. Paramedical 34. Power Systems



Bachelor of Technology Bachelor of Technology Bachelor of Techn.

Undergraduate College Undergraduate College Undergrad. College

41

40

39


(i) Reactors: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Generators: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Turbines: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iv) Power System Devices: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (v) Power Distribution: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject).

(Page 699 of 1344)

(i) Geography, (ii) Flying, (iii) Atmospheric Studies, (iv) Aero-Vehicles, (v) Core Misc

(i) Geography: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Atmospheric Studies: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Flying: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iv) Aero-Vehicles: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (v) Core Misc: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject).

(i) Radio, (ii) Television, (iii) Telephone, (iv) Cellular Phone, (v) Relay & Antenna

(i) Radio: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Television: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Telephone: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iv) Cellular Phone: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (v) Relay & Antenna: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject).

(i) Water Treatment & Preservation, (ii) Nutrition, (iii) Animal Foods, (iv) Plant Foods, (v) Mixed Foods

35. Aviation 37. Drinks Processing

Empirical

&

Food

36. Telecommunication

Empirical Empirical


Bachelor of Technology Bachelor of Technology Bachelor of Technology


44

43

42


(i) Water Treatment & Preservation: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Nutrition: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Animal Foods: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iv) Plant Foods: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (v) Mixed Foods: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject).

(Page 700 of 1344)

(i) Textile Equipments, (ii) Textile Chemistry, (iii) Cotton Fabrics, (iv) NonCotton Natural Fibers’ Fabrics, (v) Synthetic & Mixed Fabrics. (i) CAM, (ii) Fabrication, (iii) Assembling, (iv) Quality Assurance, (v) Environmental & Occupational Studies

38. Textiles & Fabrics 39. Manufacturing

Empirical Empirical




46

45


(i) Textile Equipments: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Textile Chemistry: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Cotton Fabrics: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iv) Non-Cotton Natural Fibers’ Fabrics: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (v) Synthetic & Mixed Fabrics: 1 to 12Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject).

(i) Computer Aided Manufacturing (CAM): 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Fabrication: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Assembling: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iv) Quality Assurance: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (v) Environmental & Occupational Studies: 1- Environmental Studies I, 2-Occupational Health I, 3- Environmental Studies II, 4-Occupational Health II, 5Environmental Studies III, 6-Occupational Health III, 7- Environmental Studies IV, 8-Occupational Health IV, 9- Environmental Studies V, 10-Occupational Health V, 11- Environmental Studies VI, & 12Occupational Health VI.

897

(i) Gents’ Garments, (ii) Ladies’ Garments, (iii) Gents’ Foot-wears, (iv) Ladies’ Foot-wears, (v) Garments & Foot-Wears’ Equipment (ii) (iii) (iv) (v) (i) Water Supply, Sewerage System, Garbage Recycling, Garbage Disposal, Environmental Studies

40. Garments & Foot-wears 41. Water, Sewerage, & Garbage Tech.

897

Empirical Empirical




48

47


(i) Gents’ Garments: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Ladies’ Garments: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Gents’ Foot-wears: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iv) Ladies’ Foot-wears: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (v) Garments & Foot-Wears’ Equipment: 1 to 12Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject).

(i) Water Supply: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Sewerage System: 1 to 12Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Garbage Recycling: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iv) Garbage Disposal: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (v) Environmental Studies: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject).

Another degree program (42. B. T. in Computerized Mathematics) can be added. This program will emphasize on doing every aspect of Mathematics, Statistics, and Theory of Probabilities in computer. Thus, the allied and inter/multidisciplinary courses can include statistics, probabilities, computer system, structured programming, object oriented programming, spreadsheets, Matlab, wordprocessors, Mathematics by Calculator, Applied Matrix Methods, Tensors, Trigonometry, Geometry, Modern Geometry, Graph Theory & Wavelets, Special Functions, Transformers, Fourier Analysis, Number Theory, Concrete Math., Discrete Math. Set Theory, Logic, Etc. The core courses can include calculus, vector calculus, ODE, PDE, Calculus of Variations, Numerical Methods, Finite Element Analysis, Mathematical Models, Linear Algebra, Abstract Algebra, Lie Algebra, Boolean Algebra, Real Analysis, Complex Analysis, Functional Analysis, Topology, Algebraic Topology, etc. Likewise, graduate and post-graduate programs will also be consistently added and implementation plan (will be) revised.

(Page 701 of 1344)

B. Phil. B. Phil. B. Phil. B. Phil.

Arts (& Overall 42A. Religion) Independent (Intuitive) Liberal Studies

U-GA Self Supervised Thesis (Arts [& Religion]-Intuitive) plus a three-day (3x@4=12 hours) C’s All Public Exam on three different faculties embracing all the Undergraduate courses of the Courses country at large. In that exam a correct answer will be rewarded double of the penalty (points) for a wrong answer.

Arts (& Overall 42B. Religion) Independent (Rational) Liberal Studies

U-GA Self Supervised Thesis (Arts [& Religion]-Rational) plus a three-day (3x@4=12 hours) C’s All Public Exam on three different faculties embracing all the Undergraduate courses of the Courses country at large. In that exam a correct answer will be rewarded double of the penalty (points) for a wrong answer.

Arts (& Overall 42C. Religion) Independent (Empirical) Liberal Studies

U-GA Self Supervised Thesis (Arts [& Religion]-Empirical) plus a three-day (3x@4=12 hours) C’s All Public Exam on three different faculties embracing all the Undergraduate courses of the Courses country at large. In that exam a correct answer will be rewarded double of the penalty (points) for a wrong answer.

Science Overall 42D. U-GA Self Supervised Thesis (Science-Intuitive) plus a three-day (3x@4=12 hours) Public (Intuitive) Independent C’s All Exam on three different faculties embracing all the Undergraduate courses of the country at Liberal Studies Courses large. In that exam a correct answer will be rewarded double of the penalty (points) for a wrong answer. Science Overall 42E. (Rational) Independent Liberal Studies

B. Phil.

U-G C. U-G C. U-G C. U-G C.

B. Phil.

U-G C. U-G C.

54

53

52

51

50

49


Science (Empirical)

(Page 702 of 1344)

Overall 42F. Independent Liberal Studies

U-G-C’s All Courses

U-G-C’s All Courses

A Self Supervised Thesis (Science-Rational) plus a three-day (3x@4=12 hours) Public Exam on three different faculties embracing all the Undergraduate courses of the country at large. In that exam a correct answer will be rewarded double of the penalty (points) for a wrong answer. A Self Supervised Thesis (Science-Empirical) plus a three-day (3x@4=12 hours) Public Exam on three different faculties embracing all the Undergraduate courses of the country at large. In that exam a correct answer will be rewarded double of the penalty (points) for a wrong answer.

898

Overall 42G. Independent U-G-C’s Liberal Studies All Courses U-G-C’s All Courses

Bachelor of Intensive Islamic Education.

(Page 703 of 1344)

(i) Qur’an, (ii) Hadith, (iii) Bangla, (iv) Arabic, (v) Fiqh

Islam

43. Islam Education

Technology Overall 42I. (Empirical) Independent Liberal Studies

Intuitive

B. Phil.

Technology Overall 42H. (Rational) Independent Liberal Studies

B. Phil.

U-G C.

Technology (Intuitive)

B. I. I. E.898

B. Phil.

U-G C. U-G C.


58

57

56

55


A Self Supervised Thesis (Technology-Intuitive) plus a three-day (3x@4=12 hours) Public Exam on three different faculties embracing all the Undergraduate courses of the country at large. In that exam a correct answer will be rewarded double of the penalty (points) for a wrong answer. A Self Supervised Thesis (Technology-Rational) plus a three-day (3x@4=12 hours) Public Exam on three different faculties embracing all the Undergraduate courses of the country at large. In that exam a correct answer will be rewarded double of the penalty (points) for a wrong answer.

U-GA Self Supervised Thesis (Technology-Empirical) plus a three-day (3x@4=12 hours) C’s All Public Exam on three different faculties embracing all the Undergraduate courses of Courses the country at large. In that exam a correct answer will be rewarded double of the penalty (points) for a wrong answer.

(i) Qur’an,: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Hadith: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Bangla: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iv) Arabic: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (v) Fiqh: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject).

(Page 704 of 1344)

(i) Pre-School & Vocational Education: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Elementary & Primary School Education: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Secondary & High School Education: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Higher & Specialization Education: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject).


(i) Pre-School & Vocational Edu., (ii) Elem. & Primary School Edu., (iii) Secondary & High S. Edu., (iv) Higher Education

(i) Composition: 1-Grammar I, 2-Translation from Arabic I, 3-Assay Writing, 4-Grammar II, 5-Translation from English I, 6-Story Writing, 7-Grammar III, 8-Translation from Arabic II, 9- Translation from English II, 10-Grammar IV, 11-Letter Writing, & 12-Professional Writing; (ii) Prose: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Poetry: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Miscellaneous: 1-Plays I, 2-Novels I, 3-Epics I, 4-Bangla Poets, 5-Historical Survey of Bangla Language, 6World Literature (translated/composed in Bangla) I, 7-Plays II, 8-Novels II, 9-Epics II, 10-Bangla Writers, 11Historical Survey of Bangla Literature, & 12-World Literature (translated/composed in Bangla) II.


1. Education 2. Bangla 3. Arabic





61

60

59


(i) Composition: 1-Grammar I, 2-Translation from Bangla I, 3-Assay Writing, 4-Grammar II, 5-Translation from English I, 6-Story Writing, 7-Grammar III, 8-Translation from Bangla II, 9- Translation from English II, 10-Grammar IV, 11-Letter Writing, & 12-Professional Writing; (ii) Prose: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Poetry: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Miscellaneous: 1-Plays I, 2-Novels I, 3-Qur’an I, 4-Arabic Poets, 5-Historical Survey of Arabic Language, 6World Literature (translated/composed in Arabic) I, 7-Plays II, 8-Novels II, 9-Qur’an II, 10-Arabic Writers, 11-Historical Survey of Arabic Literature, & 12-World Literature (translated/composed in Arabic) II.

(Page 705 of 1344)

(i) Composition, (ii) Prose, (iii) Poetry, (iv) Core Miscellaneous (i) Composition, (ii) Prose, (iii) Poetry, (iv) Core Miscellaneous

4. English 5. Chinese

(i) Composition: 1-Grammar I, 2-Translation from Bangla I, 3-Assay Writing, 4-Grammar II, 5-Translation from Arabic I, 6-Story Writing, 7-Grammar III, 8-Translation from Bangla II, 9- Translation from Arabic II, 10-Grammar IV, 11-Letter Writing, & 12-Professional Writing; (ii) Prose: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Poetry: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Miscellaneous: 1-Plays I, 2-Novels I, 3-Epics I, 4-English Poets, 5-Historical Survey of English Language, 6World Literature (translated/composed in English) I, 7-Plays II, 8-Novels II, 9-Epics II, 10-Arabic Writers, 11-Historical Survey of English Literature, & 12-World Literature (translated/composed in English) II. (i) Composition: 1-Grammar I, 2-Translation from Bangla I, 3-Assay Writing, 4-Grammar II, 5- Translation from Arabic I, 6- Translation from English I, 7-Grammar III, 8-Translation from Bangla II, 9- Translation from Arabic II, 10-Grammar IV, 11-Letter Writing, & 12- Translation from English II; (ii) Prose: 1 to 12Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Poetry: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Miscellaneous: 1-Plays I, 2-Novels I, 3-Epics I, 4-Chinese Poets, 5-Historical Survey of Chinese Language, 6-World Literature (translated/composed in Chinese) I, 7-Plays II, 8-Novels II, 9-Epics II, 10Chinese Writers, 11-Historical Survey of Chinese Literature, & 12-World Literature (translated/composed in Chinese) II.

(i) Monotheism Based Religions, (ii) Hinduism Based Religions, (iii) History of Religions, (iv) Core Miscellaneous

Intuitive Intuitive 6. Religion


Master of Arts Arts (& Religion)

Master of Arts

Intuitive

Master of Arts


64

63

62


(i) Monotheism Based Religions: 1- Judaism I, 2- Christianity I, 3- Islam I, 4- Judaism II, 5- Christianity II, 6Islam II, 7- Judaism III, 8- Christianity III, 9- Islam III, 10- Judaism IV, 11- Christianity IV, & 12- Islam IV; (ii) Hinduism Based Religions: 1- Hinduism I, 2-Jainism I, 3-Buddhism I, 4-Sikhism I, 5- Hinduism II, 6-Jainism II, 7-Buddhism II, 8-Sikhism II, 9- Hinduism III, 10-Jainism III, 11-Buddhism III, & 12-Sikhism III; (iii) History of Religions: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Miscellaneous: 1- Taoism I, 2-Shintoism I, 3- Pantheism, Panentheism, Hanotheism, & Agnosticism I, 4- Animism I, 5-Ancestral, Tribalism, & Cults I, 6Zoroastroism I, 7- Taoism II, 8-Shintoism II, 9- Pantheism, Panentheism, Hanotheism, & Agnosticism II, 10Animism II, 11-Ancestral, Tribalism, & Cults II, & 12-Zoroastroism II.

(Page 706 of 1344)

(i) Religion: 1- Hinduism I, 2- Judaism, 3- Jainism, 4- Buddhism I, 5- Christianity I, 6- Islam I, 7-Taoism, 8-Shintoism, 9Hinduism II, 10-Buddhism II, 11- Christianity II, & 12-Islam II; (ii) Culture: 1- Hinduism & Culture I, 2- Judaism & Culture, 3- Jainism & Culture, 4- Buddhism & Culture I, 5- Christianity & Culture I, 6- Islam & Culture I, 7-Taoism & Culture, 8-Shintoism & Culture, 9-Sikhism & Culture II, 10-Tribalism/ Ancestralism & Culture II, 11- Language & Culture I, & 12-Language & Culture II; (iii) Civilization: 1-Babylonian Civilization, 2-Akkadian Civilization, 3- Chaldian Civilization, 4-Assyrian Civilization, 5-Egyptian Civilization, 6-Sino Civilization, 7- North Indian (Subcontinent) Civilization, 8-South Indian (Subcontinent) Civilization, 9-Roman Civilization, 10-Greek Civilization, 11-Aztec Civilization, & 12-Islamic Civilization; and (iv) Philosophy: 1-Adv. Logic II, 2-Adv. Psychology I, 3-Adv. Epistemology I, 4- Adv. Metaphysics I, 5- Adv. Ethics I, 6-Adv. Social Philosophy I, 7-Adv. Logic III (Evidential/Islamic), 8-Adv. Psychology II, 9-Adv. Epistemology II, 10- Adv. Metaphysics II, 11- Adv. Ethics II, & 12-Adv. Social Philosophy II. (i) Qur’anic Vocabularies, (ii) Meaning of Qur’an, (iii) Commentary on Qur’an, (iv) Core Misc.

8. Qur’an

(i) Religion, (ii) Culture, (iii) Civilization, (iv) Philosophy

7. Humanities Intuitive

Intuitive Arts (& Religion)

Arts (& Religion) Master of Arts

Master of Arts


66

65


(i) Qur’anic Vocabularies: 1- Vocabularies in Para 0 to 2.5, 2- Vocabularies in Para 2.5 to 5, 3- Vocabularies in Para 5 to 7.5, 4- Vocabularies in Para 7.5 to 10, 5- Vocabularies in Para 10 to 12.5, 6- Vocabularies in Para 12.5 to 15, 7- Vocabularies in Para 15 to 17.5, 8- Vocabularies in Para 17.5 to 20, 9- Vocabularies in Para 20 to 22.5, 10- Vocabularies in Para 22.5 to 25, 11- Vocabularies in Para 25 to 27.5, & 12- Vocabularies in Para 27.5 to 30; (ii) Meaning of Qur’an: 1- Meaning in Para 0 to 2.5, 2- Meaning in Para 2.5 to 5, 3- Meaning in Para 5 to 7.5, 4- Meaning in Para 7.5 to 10, 5- Meaning in Para 10 to 12.5, 6- Meaning in Para 12.5 to 15, 7Meaning in Para 15 to 17.5, 8- Meaning in Para 17.5 to 20, 9- Meaning in Para 20 to 22.5, 10- Meaning in Para 22.5 to 25, 11- Meaning in Para 25 to 27.5, & 12- Meaning in Para 27.5 to 30; (iii) Commentary on Qur’an: 1- Commentary on Para 0 to 2.5, 2- Commentary on Para 2.5 to 5, 3- Commentary on Para 5 to 7.5, 4Commentary on Para 7.5 to 10, 5- Commentary on Para 10 to 12.5, 6- Commentary on Para 12.5 to 15, 7Commentary on Para 15 to 17.5, 8- Commentary on Para 17.5 to 20, 9- Commentary on Para 20 to 22.5, 10Commentary on Para 22.5 to 25, 11- Commentary on Para 25 to 27.5, & 12- Commentary on Para 27.5 to 30; and (iv) Core Misc.: 1-Qur’an and Related Hadith I, 2- Qur’an and Related Fiqh I, 3- Qur’an and Prophets I, 4-Qur’an and Physical Science, 5-Qur’an and Related Hadith II, 6- Qur’an and Related Fiqh II, 7- Qur’an and Prophets II, 8-Qur’an and Life Science, 9-Qur’an and Related Hadith III, 10- Qur’an and Related Fiqh III, 11Qur’an and Prophets III, & 12-Qur’an and Social Science.

(Page 707 of 1344)

(i) Bukhari, (ii) Muslim, (iii) Abu Da’ood, (iv) Core Misc.

(i) Bukhari: 1-Vocabularies in first one-third, 2-Meaning in first one-third, 3-Related Qur’anic Texts and Commentary on first onethird, 4-Related Fiqh in first one-third, 5-Vocabularies in second one-third, 6-Meaning in second one-third, 7-Related Qur’anic Texts and Commentary on second one-third, 8-Related Fiqh in second one-third, 9-Vocabularies in last one-third, 10-Meaning in last onethird, 11-Related Qur’anic Texts and Commentary on last one-third, & 12-Related Fiqh in last one-third; (ii) Muslim: 1Vocabularies in first one-third, 2-Meaning in first one-third, 3-Related Qur’anic Texts and Commentary on first one-third, 4-Related Fiqh in first one-third, 5-Vocabularies in second one-third, 6-Meaning in second one-third, 7-Related Qur’anic Texts and Commentary on second one-third, 8-Related Fiqh in second one-third, 9-Vocabularies in last one-third, 10-Meaning in last one-third, 11-Related Qur’anic Texts and Commentary on last one-third, & 12-Related Fiqh in last one-third; (iii) Abu Da’ood: 1-Vocabularies in first one-third, 2-Meaning in first one-third, 3-Related Qur’anic Texts and Commentary on first one-third, 4-Related Fiqh in first one-third, 5-Vocabularies in second one-third, 6-Meaning in second one-third, 7-Related Qur’anic Texts and Commentary on second one-third, 8-Related Fiqh in second one-third, 9-Vocabularies in last one-third, 10-Meaning in last one-third, 11-Related Qur’anic Texts and Commentary on last one-third, & 12-Related Fiqh in last one-third; and (iv) Core Misc.: 1- Vocabularies & Meaning in first one-fourth of Tirmidhi, 2- Vocabularies & Meaning in first one-fourth of Ibn Maja, 3- Vocabularies & Meaning in first onefourth of Nasaai, 4- Vocabularies & Meaning in second one-fourth of Tirmidhi, 5- Vocabularies & Meaning in second one-fourth of Ibn Maja, 6- Vocabularies & Meaning in second one-fourth of Nasaai, 7- Vocabularies & Meaning in third one-fourth of Tirmidhi, 8- Vocabularies & Meaning in third one-fourth of Ibn Maja, 9- Vocabularies & Meaning in third one-fourth of Nasaai, 10Vocabularies & Meaning in last one-fourth of Tirmidhi, 11- Vocabularies & Meaning in last one-fourth of Ibn Maja, & 12Vocabularies & Meaning in last one-fourth of Nasaai.

(i) Logic, (ii) Usul-ul-Fiqh, (iii) Fiqh from Qur’an, (iv) Fiqh from Hadith

9. Hadith

10. Fiqh

Intuitive

Intuitive

Arts (& Religion)

Arts (& Religion)

Master of Arts

Master of Arts

Graduate College

Graduate College

68

67


(i) Logic: 1-History of Development of Logic, 2- Four-tyred (Islamic) Evidential Logic I, 3- Three Tyred Static (“Greek”) Logic I, 4- Mathematical Logic I, 5- Four-tyred (Islamic) Evidential Logic II, 6- Three Tyred Static (“Greek”) Logic II, 7Mathematical Logic II, 8- Four-tyred (Islamic) Evidential Logic III, 9- Three Tyred Static (“Greek”) Logic III, 10- Mathematical Logic III, 11- Four-tyred (Islamic) Evidential Logic IV, & 12- Three Tyred Static (“Greek”) Logic IV; (ii) Usul-ul-Fiqh: 1 to 12Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Fiqh from Qur’an: 1- Fiqh in Para 0 to 2.5, 2- Fiqh in Para 2.5 to 5, 3- Fiqh in Para 5 to 7.5, 4- Fiqh in Para 7.5 to 10, 5- Fiqh in Para 10 to 12.5, 6- Fiqh in Para 12.5 to 15, 7- Fiqh in Para 15 to 17.5, 8- Fiqh in Para 17.5 to 20, 9- Fiqh in Para 20 to 22.5, 10- Fiqh in Para 22.5 to 25, 11- Fiqh in Para 25 to 27.5, & 12- Fiqh in Para 27.5 to 30; and (iv) Fiqh from Hadith: 1- Fiqh from first half of Bukhari, 2- Fiqh from first half of Muslim, 3- Fiqh from first half of Abu Da’ood, 4Fiqh from first half of Tirmidhi, 5- Fiqh from first half of Nasaii, 6- Fiqh from first half of Ibn Maja, 7- Fiqh from last half of Bukhari, 8- Fiqh from last half of Muslim, 9- Fiqh from last half of Abu Da’ood, 10- Fiqh from last half of Tirmidhi, 11- Fiqh from last half of Nasaii, & 12- Fiqh from last half of Ibn Maja.

899

(i) Internal Principles & Aqeedah, (ii) External Principles & Mu’amalat, (iii) Islamic Science, (iv) Core Misc

(i) Internal Principles & Aqeedah: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject);, (ii) External Principles & Mu’amalat: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Islamic Science: 1Physical Science in Qur’an & Hadith, 2- Life Science in Qur’an & Hadith, 3-Logic in Qur’an & Hadith, 4-Social Science in Qur’an & Hadith, 5-Life of Prophet Muhammad (s.a.w.), 6- Rightly Guided Caliphs, 7- Lives of Sahabah I, 8- History of Muslims I, 9-Prophets in the Qur’an, 10-Muslim Philosophers, 11Lives of Sahaba II, & 12- History of Muslims II; and (iv) Core Misc.: 1- Islamic Etiquettes, 2-NonMuslims & Islam I, 3-Women & Islam I, 4-Children in Islam, 5-Festivals in Islam, 6-Relatives & Neighbours in Islam, 7- Islamic Tableeg, 8-Non-Muslims & Islam II, 9-Women & Islam II, 10- Disables in Islam, 11-Fine Arts in Islam, & 12-Ecosystem & Environment in Islam.

(i) Voice & Songs, (ii) Music & Songs, (iii) Dance & Songs, (iv) Core Misc.

11. Islamic Dawah 12. Fine Arts899

Intuitive Intuitive




70

69


(i) Voice & Songs: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Music & Songs: 1 to 12Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Dance & Songs: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Acting I, 2-Audio-Visuals, 3- Bangla Calligraphy, 4- Arabic Calligraphy, 5- English Calligraphy, 6-Oil Painting I, 7- Acting II, 8- Film Making, 9- Oil Painting II, 10- Show Conducting, 11- Acting III, & 12- Oil Painting III.

Only Islamically lawful contents to be included.

(Page 708 of 1344)

(Page 709 of 1344)

(i) Behavioral Biology, Sensation, & Perception: 1- Behavioral Biology I, 2-Sensation I, 3-Perception I, 4Behavioral Biology II, 5-Sensation II, 6-Perception II, 7- Behavioral Biology III, 8-Sensation III, 9-Perception III, 10- Behavioral Biology IV, 11-Sensation IV, & 12-Perception IV; (ii) Consciousness, Learning & Memory: 1-Consciousness I, 2-Learning I, 3-Memory I, 4-Consciousness II, 5-Learning II, 6-Memory II, 7-Consciousness III, 8-Learning III, 9-Memory III, 10-Consciousness IV, 11-Learning IV, & 12-Memory IV; (iii) Language, Thought, Intelligence, Motivation, & Emotion: 1- Language I, 2-Thought I, 3-Intelligence I, 4-Motivation I, 5Emotion I, 6- Language II, 7-Thought II, 8-Intelligence II, 9-Motivation II, 10-Emotion II, 11-Language, Thought, & Intelligence, & 12-Motivation & Emotion; and (iv) Core Misc.: 1- Science of Psychology, 2Statistics of Psychology, 3- Infant & Child Development, 4- Adolescent & Adult Development, 5-Personality, 6Stress, Coping, & Health, 7-Psychological Disorders & Treatment, 8-Attitude & Social Cognition, 9Interpersonal Relations, 10-Psychology & Global Social Problems, 11-Social Psychol., & 12-Industrial Psycho.

(i) Epistemology, (ii) Metaphysics, (iii) Ethics, (iv) Core Misc.

14. Philosophy

(i) Behavioral Biology, Sensation, & Perception, (ii) Consciousness, Learning & Memory, (iii) Language, Thought, Intelligence, Motivation, & Emotion, (iv) Core Misc. Intuitive

13. Psychology

Intuitive Arts (& Religion)


Master of Arts


72

71


(i) Epistemology: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Metaphysics: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Ethics: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1-Psychology I, 2-Psychology II, 3-Social Psychology, 4-(Islamic) Evidential Logic, 5-Adv. Social Philosophy I, 6-Hinduism Based Philosophers, 7-Adv. Social Philosophy II, 8-Buddhism Based Philosophers, 9-Adv. Social Philosophy III, 10-Judaism-Christianity Based Philosophers, 11- Adv. Social Philosophy IV, & 12-Muslim Philosophers.

(Page 710 of 1344)

(i) Mass Communication, (ii) News, (iii) Advertisement, (iii) Core Misc.

16. Journalism

(i) Contracts, Civil Procedure, & Property, (ii) Torts, Pro. Responsibility, Legal Research, Writings, Appellate Advocacy, & Criminal Law, (iii) Commu. Law, Const. Law, & Evidence, (iv) Core Misc.

15. Law Rational

Rational Arts (& Religion)


Master of Arts


74

73


(i) Contracts, Civil Procedure, & Property: 1- Contracts I, 2- Civil Procedure I, 3- Property I, 4- Contracts II, 5- Civil Procedure II, 6- Property II, 7- Contracts III, 8- Civil Procedure III, 9- Property III, 10- Contracts IV, 11- Civil Procedure IV, & 12- Property IV; (ii) Torts, Professional Responsibility, Legal Research, Writings, Appellate Advocacy, & Criminal Law: 1- Torts I, 2- Professional Responsibility I, 3- Legal Research I, 4- Legal Writings I, 5- Appellate Advocacy I, 6- Criminal Law I, 7- Torts II, 8- Professional Responsibility II, 9- Legal Research II, 10- Legal Writings II, 11- Appellate Advocacy II, & 12- Criminal Law II; (iii) Community Law, Constitutional Law, & Evidence: 1-Muslim Law I, 2- Constitutional Law I, 3Evidence I, 4-Hindu Law, 5- Constitutional Law II, 6- Evidence II, 7-Buddhist, Christian & Other NonMuslim Community Law, 8- Constitutional Law III, 9- Evidence III, 10-Muslim Law II, 11- Constitutional Law IV, & 12- Evidence IV; and (iv) Core Misc.: 1- Business Practice, 2-Civil Litigation, 3- Commercial & Consumer Law, 4- Criminal Law & Practice, 5-Energy & Natural Resources, 6-General Practice, 7International Law, 8- Labor Law, 9-Public Law, 10-Real Estate Law, 11-Tax Law, & 12-Wealth Transfer. (i) Mass Communication: 1- Short Hand & Writing for Mass Media I, 2- Mass Communication I, 3- Mass Media Practices I, 4- Feature Writing I, 5-Public Relation Writing I, 6- Professional Writing I, 7- Short Hand & Writing for Mass Media II, 8- Mass Communication II, 9- Mass Media Practices II, 10- Feature Writing II, 11-Public Relation Writing II, & 12- Professional Writing II; (ii) News: 1- Radio News Gathering I, 2- Radio News Editing I, 3- Radio News Presentation I, 4- TV News Gathering I, 5- TV News Editing I, 6- TV News Presentation I, 7- Radio News Gathering II, 8- Radio News Editing II, 9- Radio News Presentation II, 10- TV News Gathering II, 11- TV News Editing II, & 12- TV News Presentation II; (iii) Advertisement: 1Advertisement in Newspapers I, 2-Advertisement in Radio I, 3- Advertisement in TV I, 4-Advertisement in Newspapers II, 5-Advertisement in Radio II, 6- Advertisement in TV II, 7-Advertisement in Newspapers III, 8-Advertisement in Radio III, 9- Advertisement in TV III, 10-Advertisement in Newspapers IV, 11Advertisement in Radio IV, & 12- Advertisement in TV IV; and (iii) Core Misc.: 1- National & Muslim World Press Agencies, 2- Global Press Systems, 3- Mass Communication Law, 4- News Photography, 5Audio Production, 6- Video Production, 7- Photojournalism, 8- Documentary Film, 9- Motion Picture Production, 10- Editorial Interpretation, 11- Mass Communication Technology, & 12-Journalism Ethics.

(Page 711 of 1344)

(i) Statistics: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Probability: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Mathematics: 1- Number Theory, 2- Matrices I, 3- Mathematical Models for Social Sciences II, 4- Matrices II, 5Mathematical Models for Engineers, 6- Matrices III, 7- Mathematical Models for Life Science, 8- Matrices IV, 9Mathematical Models for Physical Sciences II, 10- Matrices V, 11- Mathematical Economics, & 12- Matrices VI; and (iv) Core Misc.: 1- Micro Economics, 2- Macroeconomics, 3- Political Economy II, 4- Bangladesh Economics, 5Accounting, 6- Computer Programming I, 7- Public Finance, 8- Banking, 9- Insurance, 10- Income Tax, 11- Auditing, & 12- Econometrics. (i) Public Finance, (ii) Industrial Organization, (iii) Labor, (iv) Core Misc.

18. Economics

(i) Statistics, (ii) Probability, (iii) Mathematics, (iv) Core Misc: Rational

17. Statistics

Rational Arts (& Religion)


Master of Arts


76

75


(i) Public Finance: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Industrial Organization: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Labor: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Adv. Microeconomics II, 2- Adv. Macroeconomics II, 3- Adv. Statistics II, 4- Adv. Statistics III, 5- Matrices, 6- Mathematical Economics, 7- Econometrics I, 8- Econometrics II, 9- International Economics, 10- Development Economics, 11Energy Economics, & 12- Natural Resources Economics.

(Page 712 of 1344)

(i) Government & Politics, (ii) Political Theory & Comparative Politics, (iii) International Relations & Political Economy, (iv) Public Administ. & Public Policy (i) Algebra, (ii) Analysis, (iii) Topology, (iv) Applied Mathematics

19. Civics 20. Mathematics

Rational Rational




78

77


(i) Government and Politics: 1-Bangladesh I, 2- Hindu Countries I, 3- Buddhist Countries I, 4- Christian Countries I, 5- Other Muslim Countries I, 6- Other Countries I, 7-Bangladesh II, 8- Hindu Countries II, 9- Buddhist Countries II, 10- Christian Countries II, 11- Other Muslim Countries II, & 12- Other Countries II; (ii) Political Theory & Comparative Politics: 1- Political Theory I, 2- Comparative Politics—Bangladesh, 3- Political Theory II, 4- Comparative Politics—Hindu Countries, 5-Political Theory III, 6- Comparative Politics—Buddhist Countries, 7- Political Theory IV, 8- Comparative Politics—Christian Countries, 9- Political Theory V, 10- Comparative Politics—Other Muslim Countries, 11-Political Theory VI, & 12- Comparative Politics—Other Countries; (iii) International Relations & Political Economy: 1- International Relations I (I. R. & Islam), 2- Political Economy I, 3International Relations II, 4- Political Economy II, 5- International Relations III, 6- Political Economy III, 7- International Relations IV, 8- Political Economy IV, 9- International Relations V, 10- Political Economy V, 11- International Relations VI, & 12- Political Economy VI; and (iv) Public Administration & Public Policy: 1-Public Adm. I, 2- Public Policy I (Public Finance & Islam), 3- Public Adm. II, 4Public Policy II, 5- Public Adm. III, 6- Public Policy III, 7-Public Adm. IV, 8- Public Policy IV, 9Public Adm. V, 10- Public Policy V, 11- Public Adm. VI, & 12- Public Policy VI.

(i) Algebra: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Analysis: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Topology: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Applied Mathematics: 1- Adv. Matrix & Tensor Analysis I, 2- Adv. Ordinary Differential Education (ODE) II, 3- Adv. Partial Differential Equations (PDE) II, 4- Applied Matrix Methods I, 5- Adv. ODE III, 6- Adv. PDE III, 7- Applied Tensors Analysis I, 8- Adv. ODE IV, 9- Adv. PDE IV, 10- Adv. Theory of Probability I, 11- Fuzzy Logic I, & 12- Adv. Discrete Math I.

(Page 713 of 1344)

(i) Financial Accounting, (ii) Cost Accounting, & Ins. (iii) Taxation & Auditing, (iv) Core Misc.

(i) Human Resource (ii) Management, Management Information Systems, (iii) Production & Operations Management, (iv) Core Misc.

(i) Human Resource Management: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Management Information Systems: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Production/Operations Management: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); & (iv) Core Misc.: 1- Library Management, 2Hospital Management, 3- Mineral Fields Management, 4- Utility Management, 5- Transportation Management, 6- Garbage & Waste Management, 7- Accounting I, 8- Managerial Economics, 9- Finance, 10Marketing, 11- Accounting II, & 12- Accounting III.

(i) Financial Accounting: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Cost Accounting, & Insurance: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Taxation & Auditing: 1- Taxation I, 2- Auditing I, 3- Taxation II, 4Auditing II, 5- Taxation III, 6- Auditing III, 7- Taxation IV, 8- Auditing IV, 9- Taxation V, 10- Auditing V, 11Taxation VI, & 12- Auditing VI; and (iv) Core Misc.: 1- Management Information System I, 2- Natural Resources Accounting, 3- Finance I, 4- Marketing I, 5- Computer Programming, 6- Insurance, 7- Management Information System II, 8- Finance II, 9- Marketing II, 10- Management Information System III, 11- Finance III, & 12Marketing III.

(i) Marketing Communication & Analysis, (ii) Knowledge Synthesis On Marketing Opportunities & Solving Marketing Problems, (iii) Ethical & Social Perspectives of Marketing, (iv) Core Misc.

21. Management 22. Accounting 23. Marketing





81

80

79


(i) Marketing Communication & Analysis: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Knowledge Synthesis On Marketing Opportunities & Solving Marketing Problems: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Ethical & Social Perspectives of Marketing: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Misc. : 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject).

(Page 714 of 1344)

(i) Interest Based Business Finance, (ii) Islamic & InterestFree Business Finance, (iii) Interest Based Banking, (iv) Islamic & Interestfree Banking

(i) Interest Based Business Finance: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Islamic & Interest-Free Business Finance: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Interest Based Banking: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Islamic & Interest-free Banking: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject).

(i) Information Studies, (ii) Academic Librarianship, (iii) Public, Medical & Special Librarianship, (iv) Preservation & Archives

24. Finance 25. Library System

Rational Empirical




83

82


(i) Information Studies: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Academic Librarianship: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Public, Medical & Special Librarianship: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Preservation & Archives: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject).

(Page 715 of 1344)

(i) History of Religions & Languages, (ii) History of Science & Civilization, (iii) Political History of the Indian SubContinent, (iv) Other World Political History

26. History

Empirical

Arts (& Religion)

Master of Arts

Graduate College

84


(i) History of Religions & Languages: 1- History Religions I, 2- History of Languages I, 3- History Religions II, 4History of Languages II, 5- History Religions III, 6- History of Languages III, 7- History Religions IV, 8- History of Languages IV, 9- History Religions V, 10- History of Languages V, 11- History Religions VI, & 12- History of Languages VI; (ii) History of Science & Civilization: 1- History of Science I, 2- History of Civilization I, 3- History of Science II, 4- History of Civilization II, 5- History of Science III, 6- History of Civilization III, 7- History of Science IV, 8- History of Civilization IV, 9- History of Science V, 10- History of Civilization V, 11- History of Science VI, & 12- History of Civilization VI; (iii) Political History of the Indian Sub-Continent: 1- Pre-Moghol History of the Sub-Continent I, 2- Pre-Moghol History of the Sub-Continent II, 3- Pre-Moghol History of the SubContinent III, 4- Pre-Moghol History of the Sub-Continent IV, 5- Pre-Moghol History of the Sub-Continent V, 6Pre-Moghol History of the Sub-Continent VI, 7- History of the Sub-Continent Since Babur I, 8- History of the SubContinent Since Babur II, 9- History of the Sub-Continent Since Babur III, 10- History of the Sub-Continent Since Babur IV, 11- History of the Sub-Continent Since Babur V, & 12- History of the Sub-Continent Since Babur VI; and (iv) Other World Political History: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject).

(Page 716 of 1344)

(i) Islamic Phenomenon, (ii) Muslim History in Arab Countries, (iii) Muslim History in Non-Arab Asia & Africa, (iv) Muslim History in Europe & Other World

(i) Micro & Personal Computers: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Mini & Super Computers: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Computer Networking, Internet, & Website: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject).

27. Muslim History

(i) Islamic Phenomenon: 1- Life of Prophet Muhammad (s.a.w.) I, 2- Muhammad (s.a.w.) as the Benefactor for the Mankind, 3- History of the Holy Qur’anic Texts, 4- History of Hadith & Other Sources of Islamic of Principles, 5- History of Muslim Languages & Calligraphy, 6- Biographies of Muslim Philosophers, (7) History of Muslim Sects I, (8) History of Muslim Sects II, (9) History of Muslim Science I, (10) History of Muslim Science II, 11- History of Muslim Civilization I, & 12History of Muslim Civilization II; (ii) Muslim History in Arab Countries: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Muslim History in Non-Arab Asia & Africa: 1- Muslim History in Non-Arab Asia I, 2- Muslim History in Non-Arab Africa I, 3- Muslim History in Non-Arab Asia II, 4Muslim History in Non-Arab Africa II, 5- Muslim History in Non-Arab Asia III, 6- Muslim History in Non-Arab Africa III, 7- Muslim History in Non-Arab Asia IV, 8- Muslim History in Non-Arab Africa IV, 9- Muslim History in Non-Arab Asia V, 10- Muslim History in Non-Arab Africa V, 11- Muslim History in Non-Arab Asia VI, & 12- Muslim History in Non-Arab Africa VI, and (iv) Muslim History in Europe & Other World: 1- Muslim History in Europe I, 2- Muslim History in Other World I, 3- Muslim History in Europe II, 4- Muslim History in Other World II, 5- Muslim History in Europe III, 6- Muslim History in Other World III, 7- Muslim History in Europe IV, 8- Muslim History in Other World IV, 9Muslim History in Europe V, 10- Muslim History in Other World V, 11- Muslim History in Europe VI, & 12- Muslim History in Other World VI.

(i) Micro & Personal Computers, (ii) Mini & Super Computers, (iii) Computer Networking, Internet, & Website, (iv) Core Misc.

Empirical 28. Computer System

Arts (& Religion) Empirical

Arts (& Religion)

Master of Arts

Master of Arts


86

85


(Page 717 of 1344)

(i) Sub-Continent Geography, (ii) World Geography, (iii) Oceanography, (iv) Core Misc. (i) Calculus, (ii) Numerical Analysis & Mathematical Modeling, (iii) Pure Mathematics, (iv) Core Misc.

(i) Sports & Exercise, (ii) Health & Surroundings, (iii) Nutrition, Climate & Recreation, (iv) Core Misc.

29. Geography 30. Physical Education 31. Mathematics

Empirical Empirical Rational

Arts (& Religion) Arts (& Religion) Science

Master of Arts Master of Arts Master of Science


89

88

87


(i) Sub-Continent Geography: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) World Geography: 1 to 12Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Oceanography: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject). (i) Sports, & Exercise: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Health, & Surroundings: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Nutrition, Climate, & Recreation: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject).

(i) Calculus: 1- Adv. Ordinary Differential Equations (ODE) II, 2- Advance Partial Differential Equations (PDE) II, 3Adv. ODE III, 4- Advance PDE III, 5- Adv. ODE IV, 6- Advance PDE IV, 7- Adv. ODE V, 8- Advance PDE V, 9- Adv. ODE VI, 10- Advance PDE VI, 11- Adv. ODE VII, & 12- Advance PDE VII; (ii) Numerical Analysis & Mathematical Modeling: 1- Computer in Numerical Methods & Mathematical Modeling, 2- Adv. Numerical Methods II, 3- Adv. Mathematical Modeling for Physical Science II, 4- Adv. Finite Element Analysis II, 5- Adv. Numerical Methods III, 6Adv. Mathematical Modeling for Life Science II, 7- Adv. Numerical Methods IV, 8- Adv. Mathematical Modeling for Physical Science III, 9- Adv. Numerical Methods V, 10- Adv. Mathematical Modeling for Life Science III, 11- Adv. Numerical Methods VI, 12- Adv. Mathematical Modeling for Physical Science IV; (iii) Pure Mathematics: 1- Adv. Algebra I, 2- Adv. Analysis I, 3- Adv. Topology I, 4- Adv. Algebra II, 5- Adv. Analysis II, 6- Adv. Topology II, 7- Adv. Algebra III, 8- Adv. Analysis III, 9- Adv. Topology III, 10- Adv. Algebra IV, 11- Adv. Analysis IV, & 12- Adv. Topology IV; and (iv) Core Miscellaneous: 1- Number Theory I, 2- Theory of Probability I, 3- Fuzzy Logic I, 4- Adv. Discrete Math I, 5- Applied Matrix Methods I, 6- Applied Tensor Analysis I, 7- Number Theory II, 8- Theory of Probability II, 9- Adv. Graph Theory & Wavelets I, 10- Adv. Discrete Math II, 11- Applied Matrix Methods II, & 12Applied Tensor Analysis II.

(Page 718 of 1344)

(i) Algorithm & Comp. Lang., (ii) Comp. Math, & Data Structure, (iii) Compilers, & Assembly Lang., (iv) Core Misc. (i) Pharmaceutics, Bio-pharmaceutics, & Medicinal Chemistry, (ii) Pharmacokinetics, Pharmacodynamics, Nuclear Pharmacy & Toxicology, (iii) Pharmacology, (iv) Core Misc.

32. Comp. Programming 33. Pharmacy

Rational Empirical

Science Science



91

90


(i) Algorithm & Comp. Language: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Comp. Math, & Data Structure: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Compilers, & Assembly Language, and (iv) Core Misc.: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject).

(i) Pharmaceutics, Bio-pharmaceutics, & Medicinal Chemistry: 1- Pharmaceutics I, 2Biopharmaceutics I, 3- Medicinal Chemistry I, 4- Pharmaceutics II, 5- Biopharmaceutics II, 6Medicinal Chemistry II, 7- Pharmaceutics III, 8- Biopharmaceutics III, 9- Medicinal Chemistry III, 10Pharmaceutics IV, 11- Biopharmaceutics IV, & 12- Medicinal Chemistry IV; (ii) Pharmacokinetics, Pharmacodynamics, Nuclear Pharmacy, & Toxicology: 1- Pharmacokinetics I, 2- Pharmacodynamics I, 3- Nuclear Pharmacy I, 4- Toxicology I, 5- Pharmacokinetics II, 6- Pharmacodynamics II, 7Nuclear Pharmacy II, 8- Toxicology II, 9- Pharmacokinetics III, 10- Pharmacodynamics III, 11Nuclear Pharmacy III, & 12- Toxicology III; (iii) Pharmacology: 1- Autonomic Nervous System Pharmacology I, 2- Behavioral Pharmacology I, 3- Bio-chemical & Molecular Pharmacology I, 4Cardio-Vascular Pharmacology I, 5- Endocrine Pharmacology I, 6- Neuropharmacology, 7Autonomic Nervous System Pharmacology II, 8- Behavioral Pharmacology II, 9- Bio-chemical & Molecular Pharmacology II, 10- Cardio-Vascular Pharmacology II, 11- Endocrine Pharmacology II, & 12- Drug Metabolism; and (iv) Core Misc.: 1- Microbiology, 2- Physiology, 3- Biochemistry, 4Pathology, 5-Genetics, 6- Embryology, 7- Neurology, 8- Psychology, 9- Public Health & Vaccines, 10- Anatomy, 11- Pharmaceutical Waste & Medical Lab Pharmaceuticals, & 12- Hospital & Pharmaceutical Industry Management.

(Page 719 of 1344)

(i) Physical Chemistry, (ii) Organic Chemistry, & Polymer Chemistry, (iii) Inorganic Chemistry & Electrochemistry, (iv) Biochemistry (i) Electromagnetism, (ii) Optics, (iii) Quantum Mechanics,

(i) Physical Chemistry: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Organic Chemistry, & Polymer Chemistry: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Inorganic Chemistry & Electrochemistry: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Biochemistry: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject).

(i) Electromagnetism: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Optics: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Quantum Mechanics: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1-Mathematical Models for Physics I, 2- Adv. Classical Mechanics I, 3- Adv. Thermodynamics I, 4- Adv. Relativity I, 5-Mathematical Models for Physics II, 6- Adv. Classical Mechanics II, 7- Adv. Thermodynamics II, 8- Adv. Relativity II, 9-Mathematical Models for Physics III, 10- Adv. Classical Mechanics III, 11- Adv. Thermodynamics III, & 12- Adv. Relativity III.

(i) Geochemistry & Geophysics, (ii) Structural Geology, (iii) Igneous & Metamorphic Petrology, (iv) Core Misc

34. Chemistry 35. Physics 36. Geology





94

93

92


(i) Geochemistry & Geophysics: 1- Geochemistry I, 2- Geophysics I, 3- Geochemistry II, 4- Geophysics II, 5- Geochemistry III, 6- Geophysics III, 7- Geochemistry IV, 8- Geophysics IV, 9- Geochemistry V, 10- Geophysics V, 11- Geochemistry VI, & 12- Geophysics VI; (ii) Structural Geology: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Igneous & Metamorphic Petrology: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Paleontology I, 2- Stratigraphy I, 3Sedimentary Petrology I, 4- Sedimentology I, 5- Finite Element Analysis I, 6- Computer in Geology I, 7Paleontology II, 8- Stratigraphy II, 9- Sedimentary Petrology II, 10- Sedimentology II, 11- Finite Element Analysis II, & 12- Computer in Geology II.

(Page 720 of 1344)

(i) Astronomy, (ii) Astrophysics, (iii) Classical Mechanics, (iv) Core Misc.

(i) Physical Meteorology, (ii) Dynamical Meteorology, (iii) Climatology, (iv) Core Misc.

(i) Physical Meteorology: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Dynamical Meteorology: 1 to 12Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Climatology: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Analytical Tools I, 2- Synoptic Meteorology I, 3- Climate & Ecosystem I, 4- Climate & Agriculture I, 5Climate & Health I, 6- Climate & Economy, 7- Analytical Tools II, 8- Synoptic Meteorology II, 9- Climate & Ecosystem II, 10- Climate & Agriculture II, 11- Climate & Health II, & 12- Development, Climate, & Global Politics. (i) Astronomy (Cosmology included: scientific, Islamic, & other religious views): 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Astrophysics: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Classical Mechanics: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Astro-Chemistry, 2- Optics I, 3- Thermodynamics I, 4Electromagnetism I, 5- Quantum Mechanics I, 6- Relativity I, 7- Astrology, 8- Optics II, 9- Thermodynamics II, 10Electromagnetism II, 11- Quantum Mechanics II, & 12- Relativity II.

(i) Geotechnical Engineering, (ii) Structural Engineering, (iii) Traffic & Transportation Engineering, (iv) Core Misc.

37. Meteorology 38. Astronomy 39. Civil Engineering





97

96

95


(i) Geotechnical Engineering: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Structural Engineering: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Traffic & Transportation Engineering: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Environmental Engineering I, 2- Environmental Science I, 3- Groundwater Quality Management I, 4- Water Resources & Water Quality Management I, 5Hydromechanics & Dam I, 6- Surveying I, 7- Environmental Engineering II, 8- Environmental Science II, 9Groundwater Quality Management II, 10- Water Resources & Water Quality Management II, 11Hydromechanics & Dam II, & 12- Surveying II.

(Page 721 of 1344)

42. Chemical Engineering

(i) Fluid Mechanics, (ii) Thermal Science, (iii) Solid Mechanics, (iv) Dynamics (i) Electric Power Systems, (ii) Solid State Devices, (iii) Control Systems, (iv) Core Misc.

41. Engineering

(i) Fluid Mechanics: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject) (including a course on Computational Fluid Mechanics); (ii) Thermal Science: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Solid Mechanics: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject) (including a course on Finite Element Analysis); and (iv) Dynamics: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject). (i) Electric Power Systems: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Solid State Devices: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Control Systems: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Image Automation, 2Optoelectronics, 3- Digital Systems, 4- Microprocessors, 5- Computers, 6- Communications Electronics I, 7- Instrumentations, 8- Biomedical Engineering, 9- Digital Signal Processing I, 10- Microwave Propagation, 11- Communication Electronics II, & 12- Digital Signal Processing II.

(i) Chemical Thermodynamics, (ii) Chemical Transport Phenomena, (iii) Chemical Kinetics, (iv) Core Misc.

Empirical

Electrical

40. Mechanical Engineering

Empirical

Science Science Empirical


Science

Master of Science


100

99

98


(i) Chemical Thermodynamics: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Chemical Transport Phenomena: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Chemical Kinetics: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Physical Chemistry, 2- Inorganic Chemistry, 3- Organic Chemistry, 4- Biochemistry, 5- Polymers, 6Material Science, 7- Electrochemistry, 8- Chemical Engineering in Chemical, Pharmaceutical, Detergent, Pesticides, Food, & Fertilizers Industries, 9- Chemical Engineering in Energy, Fuels, Computer, & Power Generation Industries, 10- Chemical Engineering in Leather & Textiles Industries, 11- Chemical Engineering in Paper, Glass, Metals, Paint, & Rubber Industries, & 12- Chemical Waste Disposal & Environmental Control.

(Page 722 of 1344)

(i) Anatomy: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Physiology: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Medicine, Surgery, Psychiatry, & Medicinal Clinic: 1- Medicine I, 2Medicinal Clinic I, 3- Medicine II, 4- Medicinal Clinic II, 5- Surgery, 6- Medicinal Clinic III, 7- Medicine III, 8- Medicinal Clinic IV, 9- Medicine IV, 10-Medicinal Clinic V, 11- Psychiatry, & 12- Medicinal Clinic VI; and (iv) Core Misc.: 1- Biochemistry, 2- Microbiology, 3- Immunology, 4- Nutrition & Disease Prevention, 5Diagnostic Technology, 6- Embryology, 7- Neurology, 8- Genetics, 9- Dentistry, 10-Opthalmology, 11Gynecology, & 12- Pathology.

(i) Anatomy (ii) Physiology, (iii) Surgery, Medicine, Psychiatry, & Surgical Clinic, (iv) Core Misc.

44. Surgery

(i) Anatomy (ii) Physiology, (iii) Medicine, Surgery, Psychiatry, & Medicinal Clinic, (iv) Core Misc. (i) General Microbiology, (ii) Medical Microbiology, (iii) Genetics, (iv) Core Misc.

43. Medicine Empirical 45. Microbiology

Science

Empirical Science Empirical

Master of Science

Science

Master of Science

Master of Science


103

102

101


(i) Anatomy: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Physiology: 1 to 12Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Surgery, Medicine, Psychiatry, & Surgical Clinic: 1- Surgery I, 2- Surgical Clinic I, 3- Surgery II, 4- Surgical Clinic II, 5- Medicine, 6- Surgical Clinic III, 7- Surgery III, 8- Surgical Clinic IV, 9- Surgery IV, 10- Surgical Clinic V, 11- Psychiatry, & 12Surgical Clinic VI; and (iv) Core Misc.: 1- Biochemistry, 2- Microbiology, 3- Immunology, 4Nutrition & Disease Prevention, 5- Diagnostic Technology, 6- Embryology, 7- Neurology, 8Genetics, 9- Dentistry, 10-Opthalmology, 11- Gynecology, & 12- Pathology.

(i) General Microbiology: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Medical Microbiology: 1 to 12Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Genetics: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Molecular Biology I, 2- Immunology I, 3- Microbial Physiology I, 4- Botany I, 5- Zoology I, 6- Biochemistry I, 7- Molecular Biology II, 8- Immunology II, 9- Microbial Physiology II, 10- Botany II, 11Zoology II, & 12- Biochemistry II.

(Page 723 of 1344)

(i) General Botany, (ii) Botanical Cells & Genetics, (iii) Plant Anatomy & Physiology, (iv) Core Misc.

(i) General Botany: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Botanical Cells & Genetics: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Plant Anatomy & Physiology: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Molecular Biology I, 2- Plant Pathology I, 3- Plant Geography, 4- Microbiology I, 5- Zoology I, 6- Biochemistry I, 7Molecular Biology II, 8- Plant Pathology II, 9- Plant, Ecology, & Environment, 10- Microbiology II, 11- Zoology II, & 12- Biochemistry II.

(i) Vertebrate/Invertebrate/Fisheries Zoology, Animal Behavior, Ecology & Systematics, (ii) Zoological Cells & Genetics, (iii) Plant Anatomy & Physiology, (iv) Core Misc.

46. Botany 47. Zoology

Empirical Empirical

Science Science



105

104


(i) Vertebrate/Invertebrate/Fisheries Zoology, Animal Behavior, Ecology & Environment: 1Vertebrate Zoology I, 2- Invertebrate Zoology I, 3- Fisheries & Aquaculture I, 4- Animal Behavior I, 5- Animal World & Ecology I, 6- Animal World & Environment Quality I, 7-Vertebrate Zoology II, 8Invertebrate Zoology II, 9- Fisheries & Aquaculture II, 10- Animal Behavior II, 11- Animal World & Ecology II, & 12- Animal World & Environment Quality II; (ii) Zoological Cells, Genesis, & Genetics: 1- Zoological Cells I, 2- Evolution I, 3- Genetics I, 4- Zoological Cells II, 5- Creation Model I (Qur’an), 6- Genetics II, 7- Zoological Cells III, 8- Evolution II, 9- Genetics III, 10- Zoological Cells IV, 11- Creation Model I (Other Scriptures), & 12- Genetics IV; (iii) Animal Anatomy, Physiology, and Paleontology: 1-Invertebrate Anatomy, 2- Invertebrate Physiology, 3- Paleontology I, 4-Vertebrate Anatomy, 5- Vertebrate Physiology, 6- Paleontology II, 7- Human Anatomy I, 8- Human Physiology I, 9- Paleontology III, 10- Human Anatomy II, 11- Human Physiology II, & 12- Paleontology IV; and (iv) Core Misc.: 1- Molecular Biology I, 2- Immunology I, 3- Microbial Physiology I, 4- Botany I, 5Microbiology I, 6- Biochemistry I, 7- Molecular Biology II, 8- Immunology II, 9- Microbial Physiology II, 10- Botany II, 11- Microbiology II, & 12- Biochemistry II.

(Page 724 of 1344)

(i) Microbial Organisms, & Virus, (ii) Plant Genotypes, (iii) Animal Genotypes, (iv) Ecosystem, Chem. Cycles, & Environment (i) Psychology (ii) Psychiatry, (iii) Medicine, Surgery, Neurology & Psychiatric Clinic, (iv) Core Misc. (i) General Architecture, (ii) Structure, (iii) Construction Tech. & Interior Design, (iv) Landscape & Regional/Urban Planning

48. Living World 49. Psychiatry 50. Architecture

Empirical Empirical Rational

Science Science Technology

Master of Science Master of Science Master of Techn.


108

107

106


(i) Microbial Organisms, & Virus: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Plant Genotypes: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Animal Genotypes: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Ecosystem, Climate, Natural (Chemical) Cycles, & Environment: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject). (i) Psychology: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Psychiatry: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Medicine, Surgery, Neurology, & Psychiatric Clinic: 1- Medicine I, 2Psychiatric Clinic I, 3- Surgery I, 4- Psychiatric Clinic II, 5- Neurology I, 6- Psychiatric Clinic III, 7Medicine II, 8- Psychiatric Clinic IV, 9- Surgery II, 10- Psychiatric Clinic V, 11- Neurology II, & 12Psychiatric Clinic VI; and (iv) Core Misc.: 1- Anatomy I, 2- Physiology I, 3- Biochemistry I, 4Microbiology, 5- Genetics, 6- Pathology, 7- Anatomy II, 8- Physiology II, 9- Biochemistry II, 10- Diagnostic Technology, 11- Immunology, & 12- Nutritional Science. (i) General Architecture (History of Architecture included): 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Structure (Finite Element Analysis included): 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Construction Technology & Interior Design: 1 to 12Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Landscape & Regional/Urban Planning: 1 to 12Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject).

(Page 725 of 1344)

(i) Plants Agriculture, (ii) Animal Agriculture, (iii) Plants & Animals Disease Control, (iv) Core Misc. (i) Roads & Highways, (ii) Railways, (iii) Vehicles, (iv) Core Misc

51. Agriculture 52. Land Transportation

(i) Plant Agriculture: 1- Fruits & Nuts Plants, 2- Medicinal Plants, 3- Wood Plants, 4- Vegetables & Potato Plants, 5- Cereals, 6- Pulses & Beans, 7- Flower & Decoration Plants, 8- Aromatic, Sugar & Syrup Plants, 9- Grasses & Fiber Plants, 10- Spice Plants, 11- Oilseeds, & 12- Fertilizers ; (ii) Animal Agriculture: 1- Cattle I, 2- Birds I, 3- Fish I, 4- Cattle II, 5- Birds II, 6- Fish II, 7- Cattle III, 8- Birds III, 9- Fish III, 10- Cattle Foods, 11- Bird Foods, & 12- Fish Foods; (iii) Plants & Animals Disease Control: 1- Plant Disease Control I, 2- Animal Disease Control I, 3- Plant Disease Control II, 4- Animal Disease Control II, 5- Plant Disease Control III, 6- Animal Disease Control III, 7- Plant Disease Control IV, 8Animal Disease Control IV, 9- Plant Disease Control V, 10- Animal Disease Control V, 11- Plant Disease Control VI, & 12- Animal Disease Control VI; and (iv) Core Misc.: 1- Botany, 2- Zoology, 3Climate, Agriculture, & Ecosystem, 4- Preservation, 5- Microbiology I, 6- Biochemistry I, 7- AgroTechnology I, 8- Agro-Technology II, 9- Genetics I (Botanical), 10- Genetics II (Zoological), 11Microbiology II, & 12- Biochemistry II. (i) Roads & Highways: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Railways: 1 to 12Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Vehicles: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Misc. (Land Traffic & Transportation Management included): 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject).

(i) Geomechanics, (ii) Construction Structure, (iii) Construction Materials & Process, (iv) Core Misc.

Empirical Empirical 53. Construction


Master of Techn. Technology

Master of Techn.

Empirical

Master of Techn.


111

110

109


(i) Geo-mechanics: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Construction Structure: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Construction Materials & Process, and (iv) Core Misc. (Finite Element Analysis included): 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject).

(Page 726 of 1344)

(i) Electromechanical Systems, (ii) Solid Mechanics, (iii) Fluid Mechanics, (iv) Core Misc

(i) Agricultural Equipment: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Construction Equipment: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Manufacturing Equipment: 1 to 12Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Misc. (Equipment for Lab, Medical, Office, etc. included): 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject). (i) Electromechanical Systems: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Solid Mechanics: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Fluid Mechanics: 1Hydromechanics I, 2- Incompressible Fluid Mechanics I, 3- Compressible Fluid Mechanics I, 4Lubrication, 5- Acoustics I, 6- Mixed Flow I, 7- Hydromechanics II, 8- Incompressible Fluid Mechanics II, 9- Compressible Fluid Mechanics II, 10- Coolant, 11- Acoustics II, & 12- Mixed Flow II, and (iv) Core Misc. (Mechatronics included) : 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject).

(i) Structure & Properties of Materials, (ii) Conductors & Super Conductors, (iii) Polymers, (iv) Core Misc.

56. Material Technology

55. Mechanics

(i) Agricultural Equipment, (ii) Construction Equipment, (iii) Manufacturing Equipment, (iv) Core Misc.

54. Machinery Empirical Empirical

Empirical Technology Technology

Technology Master of Techn. Master of Techn.

Master of Techn.


114

113

112


(i) Treatment, Structure & Properties of Materials: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Conductors & Super Conductors: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Polymers: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Physical Chemistry I, 2- Semiconductors I, 3- Insulators, 4- Ceramic, 5- Smart Materials, 6Composite Materials, 7- Physical Chemistry II, 8- Semiconductors II, 9- Optical Fiber, 10- High Temperature Materials, 11- Energy Mover Materials, & 12- Lubricant & Coolant.

(Page 727 of 1344)

(i) Engine, (ii) Chassis, (iii) Drive System, (iv) Core Misc.

57. Automotive

(i) Biomedical Electronics, (ii) Communication Electronics, (iii) OptoElectronics, (iv) Core Misc.

Empirical

(i) Engine: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Chassis: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Drive System: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Control System I, 2- Body I, 3- Seats & Shock Absorbers, 4- Control System II, 5Body II, 6- Safety, 7- Control System III, 8- Body III, 9- Appliances & Accessories, 10- Control System IV, 11- Body IV, & 12- Finite Element Analysis. (i) Biomedical Electronics: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Communication Electronics: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject), (iii) OptoElectronics (Photonics included) : 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1-Mechatronics I, 2- Robotics I, 3- Solid State Device & Materials I, 4- Digital Systems & Microprocessors, 5- Computers I, 6- Manufacturing of Electronic Devices & Systems I, 7- Mechatronics II, 8- Robotics II, 9- Solid State Device & Materials II, 10- Nano Electronics, 11- Computers II, & 12Manufacturing of Electronic Devices & Systems II.

(i) Microcomputer Design & Manufacturing, (ii) Mini Computer Design & Manufacturing, (iii) Super Computer Design & Manufacturing, (iv) Core Misc.

59. Comp. Technology

58. Electronics

Empirical


Master of Techn. Technology

Master of Techn.

Empirical

Master of Techn.


117

116

115


(i) Microcomputer Design & Manufacturing: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Mini Computer Design & Manufacturing: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Super Computer Design & Manufacturing: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Computer Architecture I, 2- Computer Input Devices I, 3- Computer Output Devices I, 4- Central Processing Unit I, 5Machine Language I, 6- Assembly Language I, 7- Computer Architecture II, 8- Computer Input Devices II, 9- Computer Output Devices II, 10- Central Processing Unit II, 11- Machine Language II, & 12- Assembly Language II.

(Page 728 of 1344)

(i) Land Survey, (ii) Aquatic Survey, (iii) Atmospheric Survey, (iv) Core Misc.

(i) Land Survey: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Aquatic Survey: 1 to 12Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Atmospheric Survey: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Population Survey I, 2- Agricultural Survey I, 3Industrial Survey I, 4- Construction Survey I, 5- Housing Survey I, 6- Computer Aided Drafting, 7- GIS I, 8- Agricultural Survey II, 9- Industrial Survey II, 10- Construction Survey II, 11- GIS II, & 12Computer Graphics.

(i) Ground Weapons Design, (ii) Aquatic Weapons Design, (iii) Air & Outer Space Weapons Design, (iv) Weapons Manufacturing & Placing (i) Homeopathic, (ii) Unani, (iii) Ayur Veda, (iv) Core Misc.

60. Surveying 62. Medicine

Empirical

Experiential

61. Weapons

Empirical Empirical




120

119

118


(i) Ground Based Weapons Design: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Aquatic Based Weapons Design: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Air & Outer Space Based Weapons Design: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Weapons Manufacturing & Placing: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject).

(i) Homeopathic Clinic (Nutrition & Disease Prevention included): 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Unani Clinic (Nutrition & Disease Prevention included): 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Ayur Veda Clinic (Nutrition & Disease Prevention included): 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Pathology, 2- Microbiology, 3- Anatomy I, 4Physiology I, 5- Biochemistry, 6- Surgery, 7- Allopathic Medicine, 8- Neurology, 9- Anatomy II, 1-Physiology II, 11- Embryology, & 12- Psychology.

900 901

(i) Waterways & Marine Transportation Management, (ii) Passenger Vessels, (iii) Cargo Vessels, (iv) Battleships

63. Transportation

Empirical

(i) Ship Architecture, (ii) Ship Structure, (iii) Ship Building Materials, Fabrication, & Assembling, (iv) Core Misc.

64. Ship Building

Technology Empirical

Technology

Master of Techn.

Master of Techn.


122

121

Marine


(i) Waterways & Marine Transportation Management900: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Passenger Vessels: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Cargo Vessels: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Battleships901: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject).

(i) Ship Architecture (including submarines): 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Ship Structure (including submarines): 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Ship Building Materials, Fabrication, & Assembling: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1Hydromechanics I, 2- Ship Control Systems I, 3- Naval (& Maritime) Communication Systems I, 4- Passenger Ships I, 5- Cargo Ships I, 6- Military Ships I, 7- Hydromechanics II, 8- Ship Control Systems II, 9- Naval (& Maritime) Communication Systems II, 10- Passenger Ships II, 11- Cargo Ships II, & 12- Military Ships II (Submarines).

Contents include Marine Engineering, Crewmanship, Navigation, Sailing, etc. Including Sub-marines.

(Page 729 of 1344)

(Page 730 of 1344)

(i) HVAC Components & Controls, (ii) Electromechanical Cooling Units & Heat Pumps, (iii) Fossil & Electric Heating, (iv) Core Misc.

(i) HVAC Components & Controls: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Electromechanical Cooling Units & Heat Pumps: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Fossil & Electric Heating: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Fabrication & Assembling Air to Air Systems I, 2- Fabrication & Assembling Air to Water to Other Fluid Systems I, 3- Fabrication & Assembling Air to Water to Geo-mass Systems I, 4Dehumidification, 5- Air Cleaning & Ventilation, 6- Non-Conventional HVAC Systems I, 7- Fabrication & Assembling Air to Air Systems II, 8- Fabrication & Assembling Air to Water to Other Fluid Systems II, 9- Fabrication & Assembling Air to Water to Geo-mass Systems II, 10- Fabrication & Assembling Dehumidification, 11- Fabrication & Assembling Air Cleaning & Ventilation Units, & 12- NonConventional HVAC Systems II.

(i) Aerodynamics , (ii) Aerostructures, (iii) Aero-elasticity & Aeroacoustics, (iv) Core Misc

65. Air Handling 66. Aerospace

Empirical Empirical


Master of Techn. Master of Techn.


124

123


(i) Aerodynamics: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Aerostructures: 1 to 12Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Aero-elasticity & Aero-acoustics: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Passenger Aero-Vehicles I, 2- Cargo Aero-Vehicles I, 3- Military Aero-Vehicles I, 4- Rockets & Shuttles I, 5- Space Satellites & Stations I, 6Engineering Analysis I, 7- Passenger Aero-Vehicles II, 8- Cargo Aero-Vehicles II, 9- Military AeroVehicles II, 10- Rockets & Shuttles II, 11- Space Satellites & Stations II, & 12- Engineering Analysis II.

(Page 731 of 1344)

(i) Fossil Energy, (ii) Nuclear Energy, (iii) Solar Energy, (iv) Core Misc.

(i) Fossil Energy (& Power Generation): 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Nuclear Energy (& Power Generation): 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Solar Energy (& Power Generation): 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Hydro Energy (& Power Generation) I; 2- Wind Energy (& Power Generation) I; 3- Geothermal Energy (& Power Generation) I; 4- Electrochemistry & Battery I; 5- Other Sources of Energy (& Power Generation) I; 6- Energy Conversion & Environment I; 7- Hydro Energy (& Power Generation) I; 8- Wind Energy (& Power Generation) I; 9- Geo-thermal Energy (& Power Generation) I; 10- Electrochemistry & Battery I; 11- Other Sources of Energy (& Power Generation) I; & 12- Energy Conversion & Environment II.

(i) Physical Therapy (ii) Clinical Laboratory Test Sciences, (iii) Clinical Care (Nursing), (iv) Core Misc.

67. Energy Techno. 68. Paramedical

Empirical Empirical




126

125


(i) Physical Therapy: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Clinical Laboratory Test Sciences: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Clinical Care (Nursing),: 1Emergency Clinical Care I, 2- Medicinal Clinical Care I, 3- Surgical Clinical Care I, 4- Infant Clinical Care I, 5- Burned Patient Clinical Care I, 6- Psychiatric Clinical Care I, 7- Emergency Clinical Care II, 8Medicinal Clinical Care II, 9- Surgical Clinical Care II, 10- Infant Clinical Care II, 11- Burned Patient Clinical Care II, & 12- Psychiatric Clinical Care II; and (iv) Core Misc.: 1- Public Health, 2- Hospital Management, 3- Pharmaceutical Industry Management, 4- Medical Library, 5- Communication Sciences & Disorders, 6- Nutritional Science, 7- Occupational Therapy, 8- Radiologic Technology, 9- Human Anatomy, 10- Human Physiology, 11- Human Biochemistry, & 12- Microbiology.

(Page 732 of 1344)

(i) Power Plants Analysis, (ii) Power Distribution Analysis, (iii) Power Systems Devices, (iv) Core Misc. (i) Aviation Geography, (ii) Air Traffic Control, (iii) Flight Emergencies, (iv) Core Misc.

(i) Power Plants Analysis: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Power Distribution Analysis: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Power Systems Devices: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Mechatronics I, 2- Conductors I, 3- Dielectrics & Insulators I, 4- Semiconductors I, 5- Super Conductors I, 6Electronics I, 7- Mechatronics II, 8- Conductors II, 9- Dielectrics & Insulators II, 10- Semiconductors II, 11- Super Conductors II, & 12- Electronics II. (i) Aviation Geography (& Atmosphere): 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Air Traffic Control: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Flight Emergencies: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Aero-vehicles I, 2- Adv. Flying I, 3- Air-port Design I, 4- Computer in Aviation I, 5- Aero-vehicles II, 6- Adv. Flying II, 7- Air-port Construction I, 8- Air Vehicle Maintenance I, 9- Aero-vehicles III, 10- Adv. Flying III, 11- Air-port Maintenance & Management I, & 12- Flight Attending I.

(i) Structure & Properties of Materials, (ii) Conductors & Super Conductors, (iii) Composite Materials, (iv) Core Misc.

69. Power Systems 70. Aviation 71. Material Technology





129

128

127


(i) Structure & Properties of Materials: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Conductors & Super Conductors: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Composite Materials: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Nuclear Fuels, 2- Un-Conventional Fuels & Special Materials, 3- Polymers, 4- Insulators, 5Ceramic, 6- High Temperature Materials, 7- Isotopes, 8- Fossil & Chemical Fuels, 9- Smart Materials, 10- Refrigerants, 11- Non-corrosive & Construction Materials, & 12- Semiconductors.

(Page 733 of 1344)

(i) Household Chemicals, (ii) Preservatives, (iii) Electrochemistry and Batteries, (iv) Core Misc.

(i) Household Chemicals: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Preservatives: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Electrochemistry and Batteries: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Fuels & Chemical Energy I, 2Chemical Hazards I, 3- Textile Chemicals I, 4- Refinement & Preservation of Chemicals I, 5Pharmaceuticals I, 6- Industrial Chemicals I, 7- Fuels & Chemical Energy II, 8- Chemical Hazards II, 9Textile Chemicals II, 10- Refinement & Preservation of Chemicals II, 11- Pharmaceuticals II, & 12Industrial Chemicals II.

(i) Water Resources, (ii) Environmental Technology, (iii) Air Resources, (iv) Core Misc.

72. Chemical Technology 73. Environment Tech.

Empirical Empirical




131

130


(i) Water Resources (Including Ground Water) : 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Environmental Technology: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Air Resources: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Hazardous Waste, 2- Environmental Physics I, 3- Environmental Chemistry I, 4- Environmental Life Science I, 5Urban Systems, 6- Industrial Hygiene & Environmental Sanitation I, 7- Workplace Hazard Control, 8Environmental Physics II, 9- Environmental Chemistry II, 10- Environmental Life Science II, 11Environmental Impact Assessment, & 12- Industrial Hygiene & Environmental Sanitation II.

(Page 734 of 1344)

(i) CAM, (ii) Fabrication, (iii) Assembly, (iv) Core Misc. (i) Electronics, (ii) Communication Tech., (iii) Mobile Phone, (iv) Core Misc.

(i) CAM (Computer Aided Manufacturing): 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Fabrication: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Assembly: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Quality Assurance I, 2- Inventory Control I, 3Ergonomics I, 4- Automation I, 5- Occupational Safety I, 6- Hazardous Waste Disposal I, 7- Quality Assurance II, 8- Inventory Control II, 9- Ergonomics II, 10- Automation II, 11- Occupational Safety II, & 12- Hazardous Waste Disposal II. (i) Electronics (including Nanotronics): 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Telecommunication Tech. (including Mechatronics): 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Mobile Phone: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Antenna I, 2- Radar I, 3- Satellite I, 4- Special Relativity, 5- Quantum Mechanics I, 6- Solid State Physics I, 7- Antenna II, 8- Radar II, 9- Satellite II, 10- General Relativity, 11- Particle Physics I, & 12- Solid State Physics II.

(i) Food Processing Technology, (ii) Chemical Preservatives, (iii) Nutrition & Food Preparation , (iv) Core Misc.

74. Manufacturing 75. Telecommunication 76. Food Processing





134

133

132


(i) Food Processing Technology: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Chemical Preservatives (Including Essence, Color, & Scents): 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Nutrition & Food Preparation: 1- Plant Food I, 2- Animal Food I, 3- Patient Food, 4- Mixed Food I, 5- Confectionery & Pastries, 6- Fruits I, 7- Plant Food II, 8Animal Food II, 9- Infant Food, 10- Mixed Food II, 11- Synthetic Food, & 12- Fruits II; and (iv) Core Misc.: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject).

(Page 735 of 1344)

(i) Textile Technology, (ii) Threads, (iii) Fabrics, (iv) Core Misc.

(i) Textile Technology (including knitwear, & printing tech.): 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Threads: 1- Cotton I, 2- Jute, 3- Synthetic I, 4- Wool I, 5- Silk I, 6- Other Natural Threads I, 7Cotton I, 8- Jute, 9- Synthetic I, 10- Wool I, 11- Silk I, & 12- Other Natural Threads I; (iii) Fabric: 1- Cotton I, 2- Jute I, 3- Wool & Silk Fabrics I, 4- Other Naturally Pure Fabrics I, 5- Mixed Fabrics I, 6- Special Fabrics I, 7- Cotton II, 8- Jute II, 9- Wool & Silk Fabrics II, 10- Other Naturally Pure Fabrics II, 11- Mixed Fabrics II, & 12- Special Fabrics II; and (iv) Core Misc.: 1- Dying I, 2- Cotton Garments & Apparels I, 3- Jute Garments & Apparels I, 4- Wool & Silk Apparels I, 5- Other Naturally Pure Garments & Apparels I, & 6- Mixed Fabric Apparels I, 7- Dying II, 8- Cotton Garments & Apparels II, 9- Jute Garments & Apparels II, 10- Wool & Silk Apparels II, 11- Other Naturally Pure Garments & Apparels II, & 12- Mixed Fabric Apparels II.

(i) Garments & Foot-Wears Technology, (ii) Ladies Garments & Apparels, (iii) Gents Garments & Apparels, (iv) Core Misc.

77. Textiles & Fabrics 78. Garments & Foot-Wears

Empirical Empirical




136

135


(i) Garments & Foot-Wears Technology (including knitting, embroidering, & special working tech.): 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Ladies Garments & Apparels: 1 to 12Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Gents Garments & Apparels: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Infants Garments & Apparel I, 2- Infants Disposable Garmentries I, 3- Special Garments & Apparels I, 4- Infants Garments & Apparel II, 5Infants Disposable Garmentries II, 6- Special Garments & Apparels II, 7- Infants’ Footwears I, 8Ladies’ Footwears I, 9- Gents’ Footwears I, 10- Infants’ Footwears II, 11- Ladies’ Footwears II, & 12Gents’ Footwears II.

(Page 736 of 1344)

(i) Ergonomics & Human Factors Engineering, (ii) Operations Research, (iii) Production & Manufacturing Systems, (iv) Core Misc.

(i) Diagnostic Instruments, (ii) Treatment Instruments, (iii) Neurology & Anesthesiology, (iv) Core Misc.

(i) Ergonomics & Human Factors Engineering: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Operations Research: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Production & Manufacturing Systems: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Industrial & Engineering Management I, 2- Quality & Reliability Engineering I, 3Industrial Waste I, 4- Occupational Hazards & Safety I, 5- Automation & Robotics I, 6- Computerized Information Systems I, 7- Industrial & Engineering Management II, 8- Quality & Reliability Engineering II, 9- Industrial Waste II, 10- Occupational Hazards & Safety II, 11- Automation & Robotics II, & 12- Computerized Information Systems II. (i) Diagnostic Instruments (Designing, Manufacturing, & Operation): 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Treatment Instruments (Designing Manufacturing & Operation): 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Neurology & Anesthesiology: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Misc. (Including Radiotechnology): 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject).

(i) Electro-Mechanics, (ii) Electronically Commuted Electromagnetics, (iii) Robotics, (iv) Core Misc.

79. Industrial Management 80. Bio-Technology 81. Mechatronics





139

138

137


(i) Electro-Mechanics: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Electronically Commuted Electromagnetics: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Robotics: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1- Mechanics, 2Solid State Physics I, 3- Electronics I, 4- Software Engineering I, 5- Modern Physics I, 6- Solid State Physics II, 7- Nano Electronics I, 8- Software Engineering II, 9- Modern Physics II, 10- Solid State Physics III, 11- Nano Electronics II, & 12- Software Engineering III.

(Page 737 of 1344)

(i) Animal Disease Control, (ii) Plant Disease Control, (iii) Agro Chemicals & Environment, (iv) Core Misc. (i) Sources of Water, (ii) Water Purification, (iii) Water Storage & Distribution, (iv) Core Misc.

82. Agro Medicine 83. Water Supply

Empirical 84. Sewerage Garbage Mgmt.

(i) Garbage Collection & Sorting, (ii) Sewerage Systems, (iii) Garbage Recycling Technology, (iv) Core Misc.

Empirical


Technology

Master of Techn.

Graduate College

142

&

Master of Techn.

Technology

Master of Techn.


141

140


(i) Animal Disease Control: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Plant Disease Control: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Agro Chemicals & Environment: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Misc.: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject).

(i) Sources of Water: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Water Purification: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Water Storage & Distribution: 1 to 12Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Misc. (including courses in water pollution, disruption in natural streams/rivers, water wave/hydro-electric power, sea-level rise, & waterborne diseases): 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject).

(i) Garbage Collection & Sorting: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Sewerage Systems (design, construction, & maintenance): 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Garbage Recycling Technology: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Core Misc. (including courses in hazardous wastes, garbage & environment, & bio-degradable sacs/bags): 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject).

Science (rational)

Science (empirical)

(Page 738 of 1344)

Overall Overall

Science (intuitive)

Overall

Arts (& Religion) (empirical)

Overall

Arts (& Religion) (rational)

Overall

Overall


M. Phil. M. Phil.

M. Phil.

M. Phil.

M. Phil.

M. Phil.

G. C. G. C. G. C. G. C. G. C. G. C.

148

147

146

145

144

143


85A. Independent Liberal Studies

G-C’s A Self Supervised Thesis [Intuitive—Arts (& Religion)] plus a three-day (3x@3=9 hours) All Public Exam on three different faculties embracing all the graduate courses (of the three Courses faculties) of the country at large. In that exam a correct answer will be rewarded equal to the penalty (points) for a wrong answer.


G-C’s A Self Supervised Thesis [Rational—Arts (& Religion)] plus a three-day (3x@3=9 hours) All Public Exam on three different faculties embracing all the graduate courses (of the three Courses faculties) of the country at large. In that exam a correct answer will be rewarded equal to the penalty (points) for a wrong answer.

85C. Independent Liberal Studies

G-C’s A Self Supervised Thesis [Empirical—Arts (& Religion)] plus a three-day (3x@3=9 hours) All Public Exam on three different faculties embracing all the graduate courses (of the three Courses faculties) of the country at large. In that exam a correct answer will be rewarded equal to the penalty (points) for a wrong answer.

85D. Independent Liberal Studies

G-C’s A Self Supervised Thesis (Intuitive—Science) plus a three-day (3x@3=9 hours) Public Exam All on three different faculties embracing all the graduate courses (of the three faculties) of the Courses country at large. In that exam a correct answer will be rewarded equal to the penalty (points) for a wrong answer.

85E. Independent Liberal Studies

G-C’s A Self Supervised Thesis (Rational—Science) plus a three-day (3x@3=9 hours) Public Exam All on three different faculties embracing all the graduate courses (of the three faculties) of the Courses country at large. In that exam a correct answer will be rewarded equal to the penalty (points) for a wrong answer.

85F. Independent Liberal Studies

G-C’s A Self Supervised Thesis (Empirical—Science) plus a three-day (3x@3=9 hours) Public Exam All on three different faculties embracing all the graduate courses (of the three faculties) of the Courses country at large. In that exam a correct answer will be rewarded equal to the penalty (points) for a wrong answer.

Technology (empirical)

Overall Overall

85G. Independent Liberal Studies

G-C’s A Self Supervised Thesis (Intuitive—Technology) plus a three-day (3x@3=9 hours) Public All Exam on three different faculties embracing all the graduate courses (of the three faculties) of Courses the country at large. In that exam a correct answer will be rewarded equal to the penalty (points) for a wrong answer.

85H. Independent Liberal Studies

G-C’s A Self Supervised Thesis (Rational—Technology) plus a three-day (3x@3=9 hours) Public All Exam on three different faculties embracing all the graduate courses (of the three faculties) of Courses the country at large. In that exam a correct answer will be rewarded equal to the penalty (points) for a wrong answer.

85I. Independent G-C’s A Self Supervised Thesis (Empirical—Technology) plus a three-day (3x@3=9 hours) Public Liberal Studies All Exam on three different faculties embracing all the graduate courses (of the three faculties) of Courses the country at large. In that exam a correct answer will be rewarded equal to the penalty (points) for a wrong answer.

(Page 739 of 1344)

86. Education

(i) Qur’an, (ii) Hadith, (iii) Fiqh, (iv) Bangla

Intuitive

(i) Qur’an: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (ii) Hadith: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); (iii) Fiqh: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject); and (iv) Bangla: 1 to 12- Twelve courses in 12 quarters (in addition to any such courses among the 12 courses of allied subject & 12 courses of inter/multidisciplinary subject).

1A. Education

Arts (& Religion)

Islam

Islam

Overall

Technology (rational)

Intuitive

M. Phil. M. Phil. M. Phil.

Technology (intuitive)

Master of Intensive Islamic Education Ph. D.

Graduate College Post-Graduate College

153

152

151

G. C.

150

G. C.

149

G. C.


(i) Indiv. Study Courses (intuitive), (ii) Education Up to 18 Years Age, (iii) Educat. Beyond 18 Years Age

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Education Up to 18 Years Age: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Education Beyond 18 Years Age: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(Page 740 of 1344)

(i) Individual Study Courses (intuitive), (ii) Bangla Language , (iii) Bangla Literature

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Bangla Language: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Bangla Literature: 1 to 12: 12 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (intuitive), (ii) Arabic Language, (iii) Arabic Literature

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Arabic Language: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Arabic Literature: 1 to 12: 12 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (intuitive), (ii) English Language, (iii) English Literature

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) English Language: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) English Literature: 1 to 12: 12 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (intuitive), (ii) Chinese Language, (iii) Chinese Literature

2A. Bangla 3A. Arabic 4A. English 5A. Chinese

Intuitive Intuitive Intuitive Intuitive




157


156


155


154


(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Chinese Language: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Chinese Literature: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(Page 741 of 1344)

(i) Individual Study Courses (intuitive), (ii) Religions, (iii) Anthropology

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Monotheistic Religions: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Non-monotheistic Religions: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Religions: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Anthropology: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (intuitive), (ii) Qur’anic Texts, (iii) Qur'an in Fiqh

7A. Humanities 8A. Qur’an 9A. Hadith


(i) Individual Study Courses (intuitive), (ii) Monotheistic Religions , (iii) Non-monotheistic Religions

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Qur’anic Texts: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Qur’an in Fiqh: 1 to 12: 12 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (intuitive), (ii) Hadith Texts , (iii) Hadith in Fiqh

6A. Religion

Intuitive


Ph. D. Ph. D.

Arts Religion)

(&

Ph. D. Ph. D.


161


160

159


158


(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Hadith Texts: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Hadith in Fiqh: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

902 903

(i) Individual Study Courses (intuitive), (ii) Qur’an & Fiqh, (iii) Hadith & Fiqh

(i) Individual Study Courses (intuitive), (ii) Islam , Philosophy, & Science, (iii) Islam, Law, &

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Qur’an & Fiqh: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Hadith & Fiqh: 1 to 12: 12 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.


(Page 742 of 1344)

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Islam, Philosophy, & Science: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Islam, Law, & Society: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (intuitive), (ii) Acting, & Body Performance , (iii) Vocal, & Instrumental Performance

10A. Fiqh 12A. Fine Arts902

11A. Dawah

Islamic





164


163


162


(i) Individual Study Courses903 (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Acting, & Body Performance: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Vocal, & Instrumental Performance: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(Page 743 of 1344)

(i) Individual Study Courses (intuitive), (ii) Law, Morality, & Religion , (iii) Law, People, & Government

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Psychological Phenomena of Individual & Society : 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Psychological Disorder of Individual & Society: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters. (i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Law, Morality, & Religion: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Law, People, & Government: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individ. Study Courses (intuitive),, (ii) Newspaper, Journals, etc. (iii) Radio, TV, Internet, etc.

Intuitive 16A. Statistics

14A. Law

Intuitive

(i) Ind. Study Cour. (intuitive), (ii) Psychol. Phenomena of Indiv. & Society, (iii) Psycho. Disorder of Indiv. & Society

15A. Journalism

13A. Psychology

Intuitive Arts (& Religion) Arts (& Religion)

Ph. D. Ph. D. Arts (& Religion)

Intuitive

Arts (& Religion)

Ph. D. Ph. D.

Post-Gr. College

168


167


166

Post-Gr. College

165


(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Newspaper, Journals etc.: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Radio, TV, Internet, etc.: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Indiv. Study Courses (intuitive), (ii) Statistics, Queuing, & Theory of Probability in Nat. Sc., (iii) Statist., Queuing & Theo of Prob. in Soc. Sc.

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Statistics, Queuing, & Theory of Probability in Natural Science: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Statistics, Queuing, & Theory of Probability in Social Science : 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

904

19A. Philosophy

Intuitive

(i) Individual Study Courses (intuitive), (ii) Growth & Stability , (iii) Development & Sustainability

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Growth & Stability: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Development & Sustainability: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Indiv. Study Courses (intuitive), (ii) Poli. Ecnmy, Int’l Rel.,& Islsmic Political Theory, (iii) Public Adm., Pub. Policy, Soc. Stabil.& Religions

18A. Civics

Intuitive


(i) Indiv.Study Courses (intuitive), (ii) Epistemology, Metaphysics,& Ethics, (iii) Soc.Phil., Soc. Psy. & Religions

17A. Economics

Intuitive

Arts (& Religion)



171


170


169


(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Political Economy, International Relations, & Islamic Political Theory: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Public Administration, Public Policy, Social Stability, & Religions: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters. (i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Epistemology, Metaphysics, & Ethics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Social Philosophy904, Social Psychology, & Religions: 1 to 12: 12 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

Should include course(s) on Social Engineering such as this (The Republic Re-engineered).

(Page 744 of 1344)

(Page 745 of 1344)

20A. Mathematics

Intuitive 21A. Management 22A. Accounting

Arts (& Religion) Intuitive Intuitive

Ph. D. Arts (& Religion) Arts (& Religion)

Ph. D. Ph. D.


174

Post-Grad. College

173


172


(i) Individual Study Courses (intuitive) (Pure Math), (ii) Pure Math, (iii) Applied Mathematics

(i) Individual Study Courses (intuitive), (ii) Human Resource Mngmnt, & MIS, (iii) Production & Operation Mngt. (i) Ind..Study Cour. (intuitive), (ii) Financial Accntng, Costing, & Ins., (iii) Auditing, Taxation, & Acc. Comp.

(i) Individual Study Courses (intuitive) (Pure Math): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Pure Mathematics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Applied Mathematics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters. (i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Human Resource Management, & MIS: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Production & Operation Management: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Financial Accounting, Costing, & Insurance: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Auditing, Taxation, & Accounting Computerization: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

905

(i) Ind. Study Cour.(intuitive), (ii) Marketing Communication (iii) Marketing Prospects & Problems

25A. System

(i) Individual Study Courses (intuitive), (ii) Information Studies, (iii) Librarianship

23A. Marketing

(i) Individual Study Courses (intuitive), (ii) UnIslamic Finance & Banking, (iii) Islamic Finance & Banking

Library

24A. Finance





177


176


175



(Page 746 of 1344)

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Marketing Communication905: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Marketing Prospects & Problems: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters. (i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Un-Islamic Finance & Banking: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Islamic Finance & Banking: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Information Studies: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Librarianship: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

906


(Page 747 of 1344)

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) World Political History: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) History of Religions, Philosophy, Science906, & Civilization: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters. (i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Political History of Muslims: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) History of Islamic Religion, Philosophy, Science, & Civilization: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (intuitive), (ii) , Micro, Personal, & Mini Computers (iii) Supercomputers

Intuitive

27A. History

(i) Ind. Study Courses (intuitive), (ii) Political History of Muslims , (iii) History of Islamic Religion, Philoso., Science, & Civilization

28A. Computer System

26A. History

(i) Ind Study Cour. (intuitive), (ii) World Political History, (iii) History of Religions, Phil., Science, & Civilization

Muslim

Intuitive Intuitive Arts (& Religion)

Ph. D.

Arts (& Religion) Arts (& Religion) Ph. D.


180

Post-Grad. College Ph. D.

179


178


(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Micro, Personal, & Mini Computers: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Supercomputers: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

907

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Land Geography: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Atmospheric & Oceanographic Geography: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters. (i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Sports & Exercise: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Health907, Climate, & Surroundings: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Indiv. Study Courses (rational), (ii) Education Up to 18 Years Age, (iii) Educat. Beyond 18 Years Age


(Page 748 of 1344)

(i) Individual Study Courses (intuitive), (ii) Land Geography, (iii) Atmospheric & Oceanographic Geography

(i) Indiv. Study Courses (intuitive), (ii) Sports & Exercise, (iii) Health, Climate, & Surroundings

29A. Geography 30A. Physical Education

Intuitive Intuitive 1B. Education

Arts (& Religion)

Ph. D. Ph. D.

Arts (& Religion) Arts (& Religion) Rational

Ph. D.


183


182


181


(i) Individ. Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Education Up to 18 Years Age: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Education Beyond 18 Years Age: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

3B. Arabic

(i) Individual Study Courses (rational), (ii) Arabic Language, (iii) Arabic Literature

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Bangla Language: 1 to 12: 12 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Bangla Literature: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters. (i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Arabic Language: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Arabic Literature: 1 to 12: 12 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

4B. English

(i) Individual Study Courses (rational), (ii) Bangla Lang., (iii) Bangla Literature

(i) Individual Study Courses (rational), (ii) English Language, (iii) English Literature

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) English Language: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) English Literature: 1 to 12: 12 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

5B. Chinese

2B. Bangla Rational Rational Rational


(Page 749 of 1344)

Rational

(& Arts Religion)



187


186


185


184


(i) Individual Study Courses (rational), (ii) Chinese Language, (iii) Chinese Literature

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Chinese Language: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Chinese Literature: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(Page 750 of 1344)

(i) Individual Study Courses (rational), (ii) Religions, (iii) Anthropology

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Monotheistic Religions: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Nonmonotheistic Religions: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Religions: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Anthropology: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (rational), (ii) Qur’anic Texts, (iii) Qur’an in Fiqh

(i) Individual Study Courses (rational), (ii) Monotheistic Religions , (iii) Nonmonotheistic Religions

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Qur’anic Texts: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Qur’an in Fiqh: 1 to 12: 12 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (rational), (ii) Hadith Texts , (iii) Hadith in Fiqh

6B. Religion 7B. Humanities 8B. Qur’an 9B. Hadith

Rational Rational Rational Rational




191


190


189


188


(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Hadith Texts: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Hadith in Fiqh: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

908 909

(i) Individual Study Courses (rational), (ii) Qur’an & Fiqh, (iii) Hadith & Fiqh

(i) Individual Study Courses (rational), (ii) Islam , Philosophy, & Science, (iii) Islam, Law, & Society

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Qur’an & Fiqh: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Hadith & Fiqh: 1 to 12: 12 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters. (i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Islam, Philosophy, & Science: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Islam, Law, & Society: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (rational), (ii) Acting, & Body Performance , (iii) Vocal, & Instrumental Performance

10B. Fiqh 12B. Fine Arts908

11B. Dawah

Islamic





194


193


192


(i) Individual Study Courses909 (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Acting, & Body Performance: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Vocal, & Instrumental Performance: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.


(Page 751 of 1344)

(Page 752 of 1344)

(i) Ind. Stu. Courses (rational), (ii) Psychol. Phenomena of Indiv. & Society, (iii) Psycho. Disorder of Indiv. & Society

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Psychological Phenomena of Individual & Society: 1 to 12: 12 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Psychological Disorder of Individual & Society : 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (rational), (ii) Law, Morality, & Religion , (iii) Law, People, & Government

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Law, Morality, & Religion: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Law, People, & Government: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Indiv. Study Courses (rational),, (ii) Newspaper, Journals, etc. (iii) Radio, TV, Internet, etc.

13B. Psychology 14B. Law 15B. Journalism





197


196


195


(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Newspaper, Journals etc.: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Radio, TV, Internet, etc.: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Indiv. Study Courses (rational), (ii) Statistics, Queuing, & Theory of Probability in Nat. Sc., (iii) Statist., Queuing & Theo of Prob. in Soc. Sc. (i) Individual Study Courses (rational), (ii) Growth & Stability , (iii) Development & Sustainability

18B. Civics

Rational

Arts (& Religion)

(Page 753 of 1344)

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Statistics, Queuing, & Theory of Probability in Natural Science: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Statistics, Queuing, & Theory of Probability in Social Science: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters. (i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Growth & Stability: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Development & Sustainability: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Indiv. Study Courses (rational), (ii) Poli. Ecnmy, Int’l Rel.,& Islsmic Political Theory, (iii) Public Adm., Pub. Policy, Soc. Stabil.& Religions

16B. Statistics 17B. Economics

Rational Rational




200


199


198


(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Political Economy, International Relations, & Islamic Political Theory: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Public Administration, Public Policy, Social Stability, & Religions: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (rational), (ii) Epistemology, Metaphysics,& Ethics, (iii) Soc.Phil., Soc. Psy. & Religions (i) Individual Study Courses (rational) (Pure Math), (ii) Pure Math, (iii) Applied Mathematics

19B. Philosophy 20B. Mathematics

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Epistemology, Metaphysics, & Ethics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Social Philosophy, Social Psychology, & Religions: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (rational) (Pure Math): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Pure Mathematics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Applied Mathematics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (rational), (ii) Human Resource Mngmnt, & MIS, (iii) Production & Operation Mngt.

Rational

Arts (& Religion)

(Page 754 of 1344)

21B. Management

Rational Rational




203


202


201


(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Human Resource Management, & MIS: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Production & Operation Management: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Ind..Study Course(rational), (ii) Financial Accntng, Costing, & Ins., (iii) Auditing, Taxation, & Acc. Comp.

23B. Marketing

(i) Ind. Study Course(rational), (ii) Marketing Communication (iii) Marketing Prospects & Problems

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Marketing Communication910: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Marketing Prospects & Problems: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (rational), (ii) UnIslamic Finance & Banking, (iii) Islamic Finance & Banking

910

22B. Accounting





206


205


204

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Financial Accounting, Costing, & Insurance : 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Auditing, Taxation, & Accounting Computerization: 1 to 12: 12 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

24B. Finance



(Page 755 of 1344)

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Un-Islamic Finance & Banking: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Islamic Finance & Banking: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

911

(Page 756 of 1344)

(i) Individual Study Courses (rational), (ii) Information Studies, (iii) Librarianship

26B. History

(i) Ind. Study Cour. (rational), (ii) World Political History, (iii) History of Religions, Phill., Science, & Civilization

Rational

27B. Muslim History

Rational



(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Information Studies: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Librarianship: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters. (i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) World Political History: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) History of Religions, Philosophy, Science911, & Civilization: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Ind. St. Courses (rational), (ii) Political Hist. of Muslims , (iii) Hist. of Islamic Religion, Philoso., Science, & Civilizat.

Library 25B. System

Rational

Arts (& Religion)



209


208


207


(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Political History of Muslims: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) History of Islamic Religion, Philosophy, Science, & Civilization : 1 to 12: 12 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

912


(Page 757 of 1344)

(i) Individual Study Courses (rational), (ii) , Micro, Personal, & Mini Computers (iii) Supercomputers

29B. Geography

(i) Individual Study Courses (rational), (ii) Land Geography, (iii) Atmospheric & Oceanographic Geography

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Land Geography: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Atmospheric & Oceanographic Geography : 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Indiv. Study Courses (rational), (ii) Sports & Exercise, (iii) Health, Climate, & Surroundings

28B. Computer System

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Micro, Personal, & Mini Computers: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Supercomputers : 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

30B. Physical Education





212


211


210


(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Sports & Exercise: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Health912, Climate, & Surroundings: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(Page 758 of 1344)

(i) Indiv. Study Courses (empirical), (ii) Education Up to 18 Years Age, (iii) Educat. Beyond 18 Years Age (i) Individual Study Courses (empirical), (ii) Bangla Language , (iii) Bangla Literature

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Bangla Language: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Bangla Literature: 1 to 12: 12 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (empirical), (ii) Arabic Language, (iii) Arabic Literature

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Education Up to 18 Years Age: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Education Beyond 18 Years Age: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Arabic Language: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Arabic Literature: 1 to 12: 12 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (empirical), (ii) English Language, (iii) English Literature

1C. Education 2C. Bangla 3C. Arabic 4C. English

Empirical Empirical Empirical Empirical




216


215


214


213


(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) English Language: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) English Literature: 1 to 12: 12 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(Page 759 of 1344)

8C. Qur’an

Empirical

(i) Individual Study Courses (empirical), (ii) Chinese Language, (iii) Chinese Literature

(i) Individual Study Courses (empirical), (ii) Monotheistic Religions , (iii) Non-monotheistic Religions

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Chinese Language: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Chinese Literature : 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters. (i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Monotheistic Religions: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Nonmonotheistic Religions: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (empirical), (ii) Religions, (iii) Anthropology

5C. Chinese 6C. Religion 7C. Humanities



Ph. D. Ph. D. Ph. D. (&

Arts Religion)

Ph. D.


220


219


218


217


(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Religions: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Anthropology: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (empirical), (ii) Qur’anic Texts, (iii) Qur’an in Fiqh

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Qur’anic Texts: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Qur’an in Fiqh: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

9C. Hadith

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Hadith Texts: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Hadith in Fiqh: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

10C. Fiqh

(i) Individual Study Courses (empirical), (ii) Qur’an & Fiqh, (iii) Hadith & Fiqh

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Qur’an & Fiqh: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Hadith & Fiqh : 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

Empirical

Arts Religion)

(&

(i) Individual Study Courses (empirical), (ii) Hadith Texts , (iii) Hadith in Fiqh

(Page 760 of 1344)

11C. Dawah

Islamic

Empirical Empirical

Arts (& Religion)

Ph. D.

Arts Religion)

(&

Ph. D. Ph. D.


223

222

221


(i) Individual Study Courses (empirical), (ii) Islam , Philosophy, & Science, (iii) Islam, Law, & Society

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Islam, Philosophy, & Science: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Islam, Law, & Society: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

913

(i) Individual Study Courses913 (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Acting, & Body Performance: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Vocal, & Instrumental Performance : 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (empirical), (ii) Psychol. Phenomena of Indiv. & Society, (iii) Psycho. Disorder of Indiv. & Society

13C. Psychology 14C. Law

Empirical Empirical


(i) Individual Study Courses (empirical), (ii) Acting, & Body Performance , (iii) Vocal, & Instrumental Performance

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Psychological Phenomena of Individual & Society: 1 to 12: 12 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Psychological Disorder of Individual & Society: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (empirical), (ii) Law, Morality, & Religion , (iii) Law, People, & Government

12C. Fine Arts

Empirical

Arts (& Religion)



226


225


224


(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Law, Morality, & Religion: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Law, People, & Government: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

Can enlist courses in Oil Paint, Calligraphy, & Audio-Visuals also.

(Page 761 of 1344)

16C. Statistics 17C. Economics

Empirical Empirical


(Page 762 of 1344)

(i) Individ. Study Courses (empirical), (ii) Newspaper, Journals, etc. (iii) Radio, TV, Internet, etc.

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Newspaper, Journals etc.: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Radio, TV, Internet, etc. : 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Ind. Study Courses (empirical), (ii) Statistics, Queuing, & Theory of Probability in Nat. Sc., (iii) Statist., Queuing & Theo of Prob. in Soc. Sc.

(i) Individual Study Courses (empirical), (ii) Growth & Stability , (iii) Development & Sustainability

15C. Journalism

Empirical

Arts (& Religion)



229


228


227


(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Statistics, Queuing, & Theory of Probability in Natural Science: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Statistics, Queuing, & Theory of Probability in Social Science: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Growth & Stability: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Development & Sustainability: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(Page 763 of 1344)

(i) Indiv. Stu. Courses (empirical), (ii) Poli. Ecnmy, Int’l Rel.,& Islsmic Political Theory, (iii) Public Adm., Pub. Policy, Soc. Stabil.& Religions

18C. Civics 19C. Philosophy 20C. Mathematics





232


231


230


(i) Individual Study Courses (empirical), (ii) Epistemology, Metaphysics,& Ethics, (iii) Soc.Phil., Soc. Psy. & Religions (i) Individual Study Courses (empirical) (Pure Math), (ii) Pure Math, (iii) Applied Math

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Political Economy, International Relations, & Islamic Political Theory: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Public Administration, Public Policy, Social Stability, & Religions: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (empirical) 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Epistemology, Metaphysics, & Ethics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Social Philosophy, Social Psychology, & Religions: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (empirical) (Pure Math): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Pure Mathematics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Applied Mathematics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.


(Page 764 of 1344)

(i) Ind. St. Courses (empirical), (ii) Financial Accntng, Costing, & Ins., (iii) Auditing, Taxation, & Acc. Comp.

22C. Accounting 23C. Marketing

Arts (& Religion)

Empirical Empirical

Ph. D.

Arts (& Religion)

Ph. D.


235 914

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Human Resource Management, & MIS: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Production & Operation Management: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters. (i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Financial Accounting, Costing, & Insurance: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Auditing, Taxation, & Accounting Computerization: 1 to 12: 12 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Ind. St. Courses (empirical), (ii) Marketing Communication (iii) Marketing Prospects & Problems

21C. Management

Empirical

Arts (& Religion)

Ph. D.

(i) Individual Study Courses (empirical), (ii) Human Resource Mngmnt, & MIS, (iii) Production & Operation Mngt.

234


233


(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Marketing Communication914: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Marketing Prospects & Problems: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

915

(i) Individual Study Courses (empirical), (ii) Information Studies, (iii) Librarianship

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Information Studies: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Librarianship: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

26C. History

(i) Ind. St. Courses (empirical), (ii) World Political History, (iii) History of Religions, Phill., Science, & Civilization

24C. Finance

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Un-Islamic Finance & Banking: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Islamic Finance & Banking: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

Library

Empirical Empirical

Arts (& Religion)


(Page 765 of 1344)

(i) Individual Study Courses (empirical), (ii) UnIslamic Finance & Banking, (iii) Islamic Finance & Banking

25C. System

Arts (& Religion)

Empirical

Arts (& Religion)



238


237


236


(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) World Political History: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) History of Religions, Philosophy915, Science, & Civilization: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(Page 766 of 1344)

(i) Ind. St. Courses (empirical), (ii) Political Hist. of Muslims , (iii) Hist. of Islamic Religion, Philoso., Science, & Civilizat. (i) Individual Study Courses (empirical), (ii) , Micro, Personal, & Mini Computers (iii) Supercomputers

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Political History of Muslims: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) History of Islamic Religion, Philosophy, Science, & Civilization: 1 to 12: 12 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters. (i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Micro, Personal, & Mini Computers: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Supercomputers: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (empirical), (ii) Land Geography, (iii) Atmospheric & Oceanographic Geography

27C. Muslim History 28C. Computer System 29C. Geography



Arts (& Religion)



241


240


239


(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Land Geography: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Atmospheric & Oceanographic Geography: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

916

30C. Physical Education

(i) Individual Study Courses (intuitive) (Applied Math), (ii) Pure Math, (iii) Applied Mathematics

Intuitive

31A. Mathematics

Intuitive

Science Science

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Sports & Exercise: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Health916, Climate, & Surroundings: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters. (i) Individual Study Courses (intuitive) (Applied Math): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Pure Mathematics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Applied Mathematics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Ind. Study Courses (intuitive), (ii) Design Synth.& Manuf. of Syst Software, (iii) Design Synthesis & Manuf. of Application Software

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Design Synthesis & Manufacturing of System Software: 1 to 12: 12 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Design Synthesis & Manufacturing of Application Software: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.


(Page 767 of 1344)

(i) Indivi. Study Courses (empirical), (ii) Sports & Exercise, (iii) Health, Climate, & Surroundings

32A. Computer Programming

Empirical

Arts (& Religion)



244


243


242


(Page 768 of 1344)

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Medicinal Science: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Pharmacy Technology: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (intuitive), (ii) Inorganic Chemistry, (iii) Organic Chemistry

33A. Pharmacy 35A. Physics

Intuitive

Science

(i) Ind. Study Courses (intuitive), (ii) Medicinal Science, (iii) Pharmacy Technology

(i) Ind. St. Courses (intuitive), (ii) Classical Mech., Thermod.., & Electromag., (iii) Optics , Relativity, & Quan. Mechanics

Intuitive

Science

34A. Chemistry

Intuitive

Science



247


246


245


(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Inorganic Chemistry: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Organic Chemistry: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters. (i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Classical Mechanics, Thermodynamics, & Electromagnetism: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Optics, Relativity, & Quantum Mechanics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.


36A. Geology 37A. Meteorology

39A. Civil Engineering,

Intuitive

Intuitive

Intuitive Science

Science Science

Ph. D.

(Page 769 of 1344)

(i) Ind.St. Courses (intuitive), (ii) Weather Science & Weather Health, (iii) Climate Science & Ecology

38A. Astronomy

Intuitive

Science



251

250


249


248

(i) Ind. Study Courses (intuitive), (ii) Geological Science, (iii) Mine Technology

(i) Individual Study Courses (intuitive), (ii) Astronomy, (iii) Astrophysics

(i) Ind. St.Courses (intuitive), (ii) Structure & Geotechnol., (iii) Environmental Sc., & Transportation Engineering

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Geological Science: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Mine Technology: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters. (i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Weather Science, & Weather Health: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Climate Science, & Ecology: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters. (i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Astronomy: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Astrophysics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters. (i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Structure, & Geotechnology: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Environmental Science, & Transportation Engineering: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

40A. Mechanical Engineering

Intuitive 41A. Electrical Engineering

Intuitive Intuitive

Science

(Page 770 of 1344)

42A. Chemical Engineering

Science

Ph. D. Science

Ph. D. Ph. D.


254


253


252


(i) Individual Study Courses (intuitive), (ii) Fluid Mechanics & Thermal Science, (iii) Solid Mechanics & Dynamics

(i) Ind. St. Courses (intuitive), (ii) Electrical Power & Control Systems, (iii) Solid State Phys. & Communicat. Engineering (i) Ind. Study Courses (intuitive), (ii) Chemical Thermodynamics, (iii) Chemical Process Engnrng.

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Fluid Mechanics & Thermal Science: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Solid Mechanics & Dynamics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Electrical Power, & Control Systems: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Solid State Physics, & Communication Engineering: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Chemical Thermodynamics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 qrtrs; and (iii) Chemical Process Engineering: 1 to 12: 12 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 qrtrs.

44A. Surgery

(i) Indiv. Study Courses (intuitive), (ii) Surgery, (iii) Dietary, Allopathic, Homeop., Unani, & Ayur Veda Medicine (i) Ind. Study Courses (intuitive), (ii) Microbial Science, (iii) Genetic Engineering

Intuitive

Science

Ph. D.


Intuitive

Science

Ph. D.


257 917


(Page 771 of 1344)

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Dietary, & Allopathic Medicine : 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 qrtrs; and (iii) Homeopathic, Unani, & Ayurveda Medicine: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 qrtrs.

45A. Microbiology

43A. Medicine

Intuitive

Science

Ph. D.

(i) Individual Study Courses917 (intuitive), (ii) Dietary, & Alopathic Medicine , (iii) Homeop., Unani, & Ayurveda Medicine

256

255



(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Surgery: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Dietary, Allopathic, Homeopathic, Unani, & Ayurveda Medicine: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Microbial Science: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Genetic Engineering: 1 to 12: 12 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

46A. Botany

Intuitive

Science

Ph. D.

(Page 772 of 1344)

Intuitive

Science

47A. Zoology 48A. World

Living

Intuitive

Science

Ph. D. Ph. D.


260


259


258


(i) Individual Study Courses (intuitive), (ii) Plant Life Science, (iii) Plant Genetics

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Plant Life Science: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Plant Genetics: 1 to 12: 12 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (intuitive), (ii) Animal Life Science, (iii) Animal Genetics

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Animal Life Science: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Animal Genetics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (intuitive), (ii) Living Organisms, (iii) Ecosystem

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Living Organisms: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Ecosystem: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

918

Rational

49A. Psychiatry 31B. Mathematics

Rational

Science Science

32B. Computer Programming

Intuitive

Science



263


262


261


(i) Indiv. Study Courses918 (intuitive), (ii) Allop. Med. in Psych. (iii) Dietary, Homeo., Unani, & Ayurveda Medi.in Psych. (i) Individual Study Courses (rational) (Applied Math), (ii) Pure Math, (iii) Applied Mathematics

(i) Individual Study Courses (rational) (Applied Math): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Pure Mathematics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Applied Mathematics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Ind. Study Courses (rational), (ii) Design Synth.& Manuf. of Syst Software, (iii) Design Synthesis & Manuf. of Application Software


(Page 773 of 1344)

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Allopathic Medicine in Psychiatry: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Dietary, Homeopathic, Unani, & Ayurveda Medicine in Psychiatry: 1 to 12: 12 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Design Synthesis & Manufacturing of System Software: 1 to 12: 12 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Design Synthesis & Manufacturing of Application Software: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

33B. Pharmacy

Rational

Science

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Medicinal Science: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Pharmacy Technology: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

34B. Chemistry

Rational

Science

Ph. D. Ph. D.

(i) Individual Study Courses (rational), (ii) Medicinal Science, (iii) Pharmacy Technology (i) Individual Study Courses (rational), (ii) Inorganic Chemistry, (iii) Organic Chemistry

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Inorganic Chemistry: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Organic Chemistry: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(Page 774 of 1344)

35B. Physics

Rational

Science

Ph. D.


266


265


264


(i) Ind. St. Courses (rational), (ii) Classical Mech., Thermod., & Electromagnet, (iii) Optics , Relativity, & Quan. Mechanics

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Classical Mechanics, Thermodynamics, & Electromagnetism: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Optics, Relativity, & Quantum Mechanics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

36B. Geology Civil 39B. Engineering,

Rational

Science

Ph. D.

(Page 775 of 1344)

(i) Ind. Study Courses (rational), (ii) Geological Science, (iii) Mine Technology

(i) Ind.St. Courses (rational), (ii) Weather Science & Weather Health, (iii) Climate Science & Ecology

38B. Astronomy

Rational 37B. Meteorology Rational

Science Rational Science

Science

Ph. D.

Ph. D.


270

269


268

Ph. D.


267


(i) Individual Study Courses (rational), (ii) Astronomy, (iii) Astrophysics

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Geological Science: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Mine Technology: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters. (i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Weather Science, & Weather Health: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Climate Science, & Ecology: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters. (i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Astronomy: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Astrophysics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Ind. St.Courses (rational), (ii) Structure & Geotechnol. (iii) Environmental Sc., & Transportation Engineering

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Structure, & Geotechnology: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Environmental Science, & Transportation Engineering: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

40B. Mechanical Engineering

Rational Rational

Science

(Page 776 of 1344)

(i) Individual Study Courses (rational), (ii) Fluid Mechanics & Thermal Science, (iii) Solid Mechanics & Dynamics

(i) Ind. St. Courses (rational), (ii) Electrical Power & Control Systems, (iii) Solid State Phys. & Communicat. Engineering

42B. Chemical Engineering

Rational

Science

41B. Electrical Engineering

Science



273


272


271


(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Fluid Mechanics & Thermal Science: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Solid Mechanics & Dynamics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Electrical Power, & Control Systems: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Solid State Physics, & Communication Engineering : 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Ind. Study Courses (rational), (ii) Chemical Thermodynamics, (iii) Chemical Process Engineering

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Chemical Thermodynamics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Chemical Process Engineering: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

43B. Medicine

Rational

Science

Ph. D.

(i) Individual Study Courses919 (rational), (ii) Dietary, & Alopathic Medicine , (iii) Homeopathic, Unani, & Ayurveda Medicine

919

44B. Surgery 45B. Microbiology

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Surgery: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Dietary, Allopathic, Homeopathic, Unani, & Ayurveda Medicine: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Ind. Study Courses (rational), (ii) Microbial Science, (iii) Genetic Engr.

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Microbial Science: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Genetic Engineering: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (rational), (ii) Plant Life Science, (iii) Plant Genetics

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Plant Life Science: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Plant Genetics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.


(Page 777 of 1344)

(i) Indiv. Study Courses (rational), (ii) Surgery, (iii) Dietary, Allopathic, Homeop., Unani, & Ayur Veda Medicine

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Dietary, & Alopathic Medicine: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Homeopathic, Unani, & Ayurveda Medicine: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

46B. Botany





277

276


275


274


920

Living

(i) Individual Study Courses (rational), (ii) Animal Life Science, (iii) Animal Genetics

48B. World

Rational 49B. Psychiatry

Science Rational

Science

Ph. D.

47B. Zoology

Rational

Science

Ph. D. Ph. D.


280

279


278


(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Animal Life Science: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Animal Genetics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (rational), (ii) Living Organisms, (iii) Ecosystem

(i) Indiv. Study Courses920 (rational), (ii) Allop. Med. in Psych. (iii) Dietary, Homeo., Unani, & Ayurveda Medi.in Psych.

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Living Organisms: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Ecosystem: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters. (i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Allopathic Medicine in Psychiatry: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Dietary, Homeopathic, Unani, & Ayurveda Medicine in Psychiatry: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.


(Page 778 of 1344)

31C. Mathematics Empirical

33C. Pharmacy

Empirical 34C. Chemistry

Science Empirical

Science

(Page 779 of 1344)

(i) Individual Study Courses (empirical) (Applied Math), (ii) Pure Math, (iii) Applied Math

32C. Computer Programming

Empirical

Science Science

Ph. D. Ph. D.

Ph. D.


284


283


282

Ph. D.


281


(i) Individual Study Courses (empirical) (Applied Math): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Pure Mathematics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Applied Mathematics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Ind. Study Courses (empirical), (ii) Design Synth.& Manuf. of Syst Software, (iii) Design Synthesis & Manuf. of Application Software (i) Individual Study Courses (empirical), (ii) Medicinal Science, (iii) Pharmacy Technology

(i) Individual Study Courses (empirical), (ii) Inorganic Chemistry, (iii) Organic Chemistry

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Design Synthesis & Manufacturing of System Software: 1 to 12: 12 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Design Synthesis & Manufacturing of Application Software: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Medicinal Science: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Pharmacy Technology: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Inorganic Chemistry: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Organic Chemistry: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

Empirical

Science

Ph. D.


Empirical

Science

Ph. D.


38C. Astronomy

Empirical Empirical

Science Science

Ph. D. Ph. D.


286 287 288

(Page 780 of 1344)

37C. Meteorology

35C. Physics

(i) Ind. Study Courses (empirical), (ii) Geological Science, (iii) Mine Technology

285

(i) Ind. St. Courses (empirical), (ii) Classical Mech., Thermod., & Electromagnet, (iii) Optics , Relativity, & Quan. Mechanics

36C. Geology


(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Classical Mechanics, Thermodynamics, & Electromagnetism: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Optics, Relativity, & Quantum Mechanics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters. (i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Geological Science: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Mine Technology: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Ind.St. Courses (empirical), (ii) Weather Science & Weather Health, (iii) Climate Science & Ecology

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Weather Science, & Weather Health: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Climate Science, & Ecology: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.


(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Structure, & Geotechnology: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Environmental Science, & Transportation Engineering: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

Empirical

Science

Ph. D.

40C. Mechanical Engineering

Empirical

Science

Ph. D.

(Page 781 of 1344)


41C. Electrical Engineering

39C. Civil Engineering,

Empirical

Science

Ph. D.


291


290


289


(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Structure, & Geotechnology: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Environmental Science, & Transportation Engineering: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (empirical), (ii) Fluid Mechanics & Thermal Science, (iii) Solid Mechanics & Dynamics

(i) Ind. St. Courses (empirical), (ii) Electrical Power & Control Systems, (iii) Solid State Phys. & Communicat. Engineering

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Fluid Mechanics & Thermal Science: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Solid Mechanics & Dynamics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters. (i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Electrical Power, & Control Systems: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Solid State Physics, & Communication Engineering : 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

42C. Chemical Engineering

Empirical

Science

Ph. D.

43C. Medicine

Empirical

Science

Ph. D.

(i) Ind. Study Courses (empirical), (ii) Chemical Thermodynamics, (iii) Chemical Process Engineering

(i) Indiv. Study Courses921 (empirical), (ii) Dietary & Alopathic Med., (iii) Homeop, Unani, & Ayurveda Medicine

921


(Page 782 of 1344)

44C. Surgery

Empirical

Science

Ph. D.


294


293


292


(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Chemical Thermodynamics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Chemical Process Engineering: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Dietary & Allopathic Medicine: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Homeopathic, Unani, & Ayurveda Medicine: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Indiv. Study Courses (empirical), (ii) Surgery, (iii) Dietary, Allopathic, Homeop., Unani, & Ayur Veda Medicine

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Surgery: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Dietary, Allopathic, Homeopathic, Unani, & Ayurveda Medicine: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

45C. Microbiology

Empirical

Science

Ph. D.

46C. Botany

Empirical

Science

Ph. D.

(Page 783 of 1344)

47C. Zoology Living 48C. World

Empirical Empirical

Science Science

Ph. D. Ph. D.


298


297


296


295


(i) Ind. Study Courses (empirical), (ii) Microbial Science, (iii) Genetic Engineering

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Microbial Science: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Genetic Engineering: 1 to 12: 12 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (empirical), (ii) Plant Life Science, (iii) Plant Genetics

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Plant Life Science: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Plant Genetics: 1 to 12: 12 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (empirical), (ii) Animal Life Science, (iii) Animal Genetics

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Animal Life Science: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Animal Genetics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (empirical), (ii) Living Organisms, (iii) Ecosystem

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Living Organisms: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Ecosystem: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

922

Intuitive

49C. Psychiatry 50A. Architecture

Intuitive


51A. Agriculture

Empirical

Science



301


300


299


(i) Indiv. Study Courses922 (empirical), (ii) Allop. Med. in Psych. (iii) Dietary, Homeo., Unani, & Ayurveda Medi.in Psych. (i) Individual Study Courses (intuitive), (ii) General Architecture, (iii) Structure

(Page 784 of 1344)

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) General Architecture: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Structure: 1 to 12: 12 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Ind. Study Courses (intuitive), (ii) Plant & Animal Disease Control, (iii) Plant & Animal Genetics


(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Allopathic Medicine in Psychiatry: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Dietary, Homeopathic, Unani, & Ayurveda Medicine in Psychiatry: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Plant & Animal Disease Control: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Plant & Animal Genetics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

Intuitive

Technology

Intuitive

Technology

52A. Land Transportation 53A. Construction

(i) Indiv. Study Courses (intuitive), (ii) Construction Structures, (iii) Construction Process

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Land Transportation Systems: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Land Transportation Management: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters. (i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Construction Structures: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Construction Process: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

54A. Machinery

Intuitive

Technology

(Page 785 of 1344)

(i) Indiv. Study Courses (intuitive), (ii) Land Transp. System, (iii) Land. Transp. Management

(i) Individual Study Courses (intuitive), (ii) Agricultural Equipments, (iii) Manufacturing Equipments

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Agricultural Equipments: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Manufacturing Equipments: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

55A. Mechanics

Intuitive

Technology



305


304


303


302


(i) Individual Study Courses (intuitive), (ii) Mechanics, (iii) Electromechanical Systems & Test Consoles

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Mechanics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Electromechanical Systems & Test Consoles: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

923

Intuitive

Technology

Intuitive 57A. Automotive 58A. Electronics

Technology Intuitive

Technology

Ph. D. Ph. D.


308


307

Ph. D.


306



(i) Ind. St. Courses (intuitive), (ii) Design Synthesis of Automotives, (iii) Manuf. of Automotives

(i) Ind. St. Courses (intuitive), (ii) Test, Service, Appliance, & Indus, Electronics, (iii) Computer, & Com . Electron.


(Page 786 of 1344)

(i) Ind. St. Courses (intuitive), (ii) Super Conductors & High Temperature Materials, (iii) Composites & Smart Materials

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Super Conductors & High Temperature Materials: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Composites & Smart Materials: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Design Synthesis of Automotives923: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Manufacturing of Automotives: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Test, Service, Appliance, & Industrial Electronics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Computer, and Communication Electronics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

Intuitive

Technology

59A. Computer Technology 60A. Surveying

Intuitive

Technology

Ph. D. Ph. D.

(Page 787 of 1344)

61A. Weapons

Intuitive

Technology

Ph. D.


311


310


309


(i) Ind. St. Courses (intuitive), (ii) Design Synth. of Comp. Hardw. & Software, (iii) Fabricat., Assembly, Quality Assu. of Comp. Hardware (i) Ind. St. Courses (intuitive), (ii) Land & Atmospheric Survey, (iii) Aquatic Survey (i) Ind. Study Courses (intuitive), (ii) Ground & Aquatic Weapons, (iii) Air & Space Weapons

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Design Synthesis of Computer Hardware & Software: 1 to 12: 12 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Fabrication, Assembly, Quality Assurance of Computer Hardware: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Land & Atmospheric Survey: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Aquatic Survey: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters. (i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Ground & Aquatic Weapons: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Air & Space Weapons: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

62A. Experiential Medicine

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Homeopathic, Unani, & Ayurveda Medicine: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Dietary, & Allopathic Medicine: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Ind. St.Courses (intuitive), (ii) Vessel Management, (iii) Marine Transp. Management

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Vessel Management925: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Marine Transportation Management926: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

924

64A. Building

Intuitive

Technology

Ph. D.


314

Ship

Intuitive

Technology

(i) Indiv.. Study Courses (intuitive)924, (ii) Homeop., Unani & Ayurveda Med. , (iii) Dietary & Allopa. Med.

63A. Marine Transportation

Intuitive

Technology

Ph. D. Ph. D.


313


312


(i) Individual Study Courses (intuitive), (ii) Ship Architecture & Structure, (iii) Ship Construction

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Ship Architecture & Structure: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Ship Construction: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.


(Page 788 of 1344)

927 928

Intuitive

65A. Air Handling 66A. Aerospace

Intuitive


67A. Energy Technology

Intuitive

Technology



317


316


315


(i) Ind. St. Courses (intuitive), (ii) Electromech. Cooling & HeatPumps, (iii) Heating, Refn., Dehumid., & Vent. Air (i) Ind. St. Courses (intuitive), (ii) Atmospheric Air Ships, (iii) Nonatmosphere Space Ships (i) Individual Study Courses (intuitive), (ii) Fuel Energy, (iii) Natural Energy

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Electromechanical Cooling & Heat-Pumps: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Heating, Refining, De-humidifying, & Ventilating Air: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters. (i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Atmospheric Air Ships: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Nonatmosphere Space Ships: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters. (i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Fuel Energy927: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Natural Energy928: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.


(Page 789 of 1344)

929

69A. Systems

Intuitive

Technology

Power

68A. Paramedical

Intuitive

Technology

Ph. D. Ph. D.


(Page 790 of 1344)

70A. Aviation

Intuitive

Technology

Ph. D.


320


319


318


(i) Ind. St. Courses (intuitive), (ii) Rehab., Clinical Care (Nurs.) & Hos. Mng. , (iii) Phy. Therapy, Anesthesiology, & Cl.in. Lab Tech.

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Rehabilitation, Clinical Care (Nursing) & Hospital Management: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Physical Therapy, Anesthesiology, & Clinical Lab Technology: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Ind. St. Cou. (intuitive), (ii) Power Plants Analysis, (iii) Power Distribution Analysis

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Power Plants929 Analysis: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Power Distribution Analysis: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Ind. St. Cour. (intuitive), (ii) Flights, (iii) Air Crafts, Air Traffic Control, & Air-Port Management

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Flights: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Air Crafts, Air Traffic Control, & Air-Port Management: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.


Intuitive

Technology

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Superconductors & High Temperature Materials: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Composites & Smart Materials: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

72A. Chemical Technology

Intuitive

Technology

Ph. D. Ph. D.

(i) Ind. St. Courses (intuitive), (ii) ) Superconductors & High Temperature Materials, (iii) Composites & Smart Materials (i) Indiv. Study Courses (intuitive), (ii) Chemicals, (iii) Electrochemistry & Batteries

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Chemicals: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Electrochemistry & Batteries: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

73A. Environment Technology

Intuitive

Technology

Ph. D.

(i) Ind. St. Course (intuitive), (ii) Environment & Air Resources, (iii) Environment & Water Resources

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Environment & Air Resources: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Environment & Water Resources: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Ind. Study Courses (intuitive), (ii) Computer Aided Manufacturing, (iii) Fabrication & Assembly

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Computer Aided Manufacturing (CAM): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Fabrication & Assembly: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(Page 791 of 1344)

74A. Manufacturing

Intuitive

Technology

Ph. D.


324


323


322


321


(Page 792 of 1344)

Intuitive

Telecommunication

75A.

77A. Textiles & Fabrics

Intuitive


76A. Processing

Food

Intuitive

Technology



327


326


325


(i) Ind. St. Cour. (intuitive), (ii) Mechatronics, Electronics, & Nanotronics, (iii) Mobile Phone (i) Ind. St. Courses (intuitive), (ii) Food Processing Technol., & Preservatives, (iii) Food Nutrition, & Preservation (i) Individual Study Courses (intuitive), (ii) Textile Technology, (iii) Threads & Fabrics

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Mechatronics, Electronics, & Nanotronics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Mobile Phone: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters. (i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Food Processing Technology, & Preservatives: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Food Nutrition, & Preservation: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Textile Technology: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Threads & Fabrics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(Page 793 of 1344)

78A. Garments & Foot-Wears 79A. Industrial Management

Intuitive

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Garments & Knitting Technology: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Foot-wear Technology: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Ind. St. Courses (intuitive), (ii) Operation Research, (iii) Human Factor, Production, & Manufacturing Systems

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Operation Research: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Human Factor, Production, & Manufacturing Systems: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

Bio-

Intuitive


(i) Individual Study Courses (intuitive), (ii) Garments & Knitting Technology, (iii) Foot-wear Technology

(i) Individual Study Courses (intuitive), (ii) Diagnostic Instruments, (iii) Treatment Instruments

80A. Technology

Intuitive

Technology



330


329


328


(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Diagnostic Instruments (Design Synthesis, Manufacturing, & Operation): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Treatment Instruments (Design Synthesis, Manufacturing, Implanting, & Operation): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

81A. Mechatronics

(i) Individual Study Courses (intuitive), (ii) Water Sources & Purification, (iii) Water Storage & Distribution

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Water Sources & Purification: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Water Storage & Distribution: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Ind. St. Course (intuitive), (ii) Sewerage Management Technology, (iii) Garbage Management Tech.

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Sewerage Management Technology: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Garbage Management Technology: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

82A. Medicine 83A. Supply

Intuitive

84A. Sewerage & Garbage Management

(i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Electromechanics, Electromagnetics, & Electronic Commutation: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Robotics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters. (i) Individual Study Courses (intuitive): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly intuitive knowledge); (ii) Animal Disease Control: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Plant Disease Control: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

Water

Intuitive

Technology Technology Intuitive

Technology

(Page 794 of 1344)

(i) Ind. St.Courses (intuitive), (ii) Electromechanics, Electromagnetics, & Electronic Commutation, (iii) Robotics (i) Individual Study Courses (intuitive), (ii) Animal Disease Control , (iii) Plant Disease Control

Agro

Intuitive

Technology



334


333


332


331


Rational

Technology

Rational

Technology

51B. Agriculture 52B. Land Transportation

Rational

Technology


(Page 795 of 1344)

(i) Individual Study Courses (rational), (ii) General Architecture, (iii) Structure

53B. Construction

50B. Architecture

Rational

Technology

Ph. D.


338


337


336


335


(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) General Architecture: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Structure: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Ind. Study Courses (rational), (ii) Plant & Animal Disease Control, (iii) Plant & Animal Genetics

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Plant & Animal Disease Control: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Plant & Animal Genetics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Indiv. Study Courses (rational), (ii) Land Transp. System, (iii) Land. Transp. Management

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Land Transportation Systems: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Land Transportation Management: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Indiv. Study Courses (rational), (ii) Construction Structures, (iii) Construction Process

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Construction Structures: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Construction Process: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (rational), (ii) Mechanics, (iii) Electromechanical Systems & Test Consoles

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Mechanics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Electromechanical Systems & Test Consoles: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

55B. Mechanics

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Agricultural Equipments: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Manufacturing Equipments: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

Rational

(i) Individual Study Courses (rational), (ii) Agricultural Equipments, (iii) Manufacturing Equipments


Technology Rational

Technology

(Page 796 of 1344)

54B. Machinery

Rational

Technology



341


340


339


(i) Ind. St. Courses (rational), (ii) Super Conductors & High Temperature Materials, (iii) Composites & Smart Materials

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Super Conductors & High Temperature Materials: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Composites & Smart Materials: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

Rational

Technology

Ph. D.

57B. Automotive 59B. Computer Technology

58B. Electronics

Rational

Rational

Technology

Ph. D. Technology

Ph. D.

Post-Graduate College 930


(Page 797 of 1344)

(i) Ind. St. Courses (rational), (ii) Design Synthesis of Automotives, (iii) Manuf. of Automotives

(i) Ind. St. Courses (rational), (ii) Test, Service, Appliance, & Indus, Electronics, (iii) Computer, & Com . Electron.

344


343


342


(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Design Synthesis of Automotives930: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Manufacturing of Automotives: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Test, Service, Appliance, & Industrial Electronics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Computer, and Communication Electronics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Ind. St. Courses (rational), (ii) Design Synth. of Comp. Hardw. & Software, (iii) Fabricat., Assembly, Quality Assu. of Comp. Hardware

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Design Synthesis of Computer Hardware & Software: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Fabrication, Assembly, & Quality Assurance of Computer Hardware: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

60B. Surveying

Rational

Technology

Ph. D.

(i) Ind. St. Courses (rational), (ii) Land & Atmospheric Survey, (iii) Aquatic Survey

931

61B. Weapons Rational

Technology

62B. Experiential Medicine

Rational

Technology

Ph. D. Ph. D.


347


346


345


(i) Ind. Study Courses (rational), (ii) Ground & Aquatic Weapons, (iii) Air & Space Weapons

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Ground & Aquatic Weapons: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Air & Space Weapons: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Indiv.. Study Courses (rational)931, (ii) Homeop., Unani & Ayurveda Med. , (iii) Dietary & Allopa. Med.

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Homeopathic, Unani, & Ayurveda Medicine: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Dietary & Allopathic Medicine: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.


(Page 798 of 1344)

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Land & Atmospheric Survey: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Aquatic Survey: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

932 933

63B. Marine Transportation Ship

Rational 65B. Air Handling

Technology Rational

Technology

(i) Ind. St.Courses (rational), (ii) Vessel Management, (iii) Marine Transp. Management (i) Individual Study Courses (rational), (ii) Ship Architecture & Structure, (iii) Ship Construction

64B. Building

Rational

Technology



350


349


348


(i) Ind. St. Courses (rational), (ii) Electromech. Cooling & Heat-Pumps, (iii) Heating, Refn., Dehumid., & Vent. Air

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Vessel Management932: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Marine Transportation Management933: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters. (i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Ship Architecture & Structure: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Ship Construction: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Electromechanical Cooling & Heat-Pumps: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Heating, Refining, De-humidifying, & Ventilating Air: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.


(Page 799 of 1344)

934 935

Rational

Technology

66B. Aerospace 67B. Energy Technology

Rational

Technology

Ph. D. Ph. D.

68B. Paramedical

Rational

Technology

Ph. D.


353


352


351


(i) Ind. St. Courses (rational), (ii) Atmospheric Air Ships, (iii) Nonatmosphere Space Ships (i) Individual Study Courses (rational), (ii) Fuel Energy, (iii) Natural Energy

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Atmospheric Air Ships: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Non-atmosphere Space Ships: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Fuel Energy934: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Natural Energy935: 1 to 12: 12 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Ind. St. Courses (rational), (ii) Rehab., Clinical Care (Nurs.) & Hos. Mng. , (iii) Phy. Therapy, Anesthesiology, & Cl.in. Lab Tech.

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Rehabilitation, Clinical Care (Nursing) & Hospital Management: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Physical Therapy, Anesthesiology, & Clinical Lab Technology: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.


(Page 800 of 1344)

936

69B. Systems

Rational

Technology

Ph. D.

(Page 801 of 1344)

Rational

Technology


70B. Aviation 71B. Material Technology

Rational

Technology

Ph. D. Ph. D.


356


355


354

Power


(i) Ind. St. Cou. (rational), (ii) Power Plants Analysis, (iii) Power Distribution Analysis

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Power Plants936 Analysis: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Power Distribution Analysis: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Ind. St. Cour. (rational), (ii) Flights, (iii) Air Crafts, Air Traffic Control, & Air-Port Management

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Flights: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Air Crafts, Air Traffic Control, & Air-Port Management: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Ind. St. Courses (rational), (ii) ) Superconductors & High Temperature Materials, (iii) Composites & Smart Materials

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Superconductors & High Temperature Materials: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Composites & Smart Materials: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

72B. Chemical Technology

Rational

Technology

Ph. D.

73B. Environment Technology

Rational

Technology

Ph. D.

75B.

Rational

Technology

(Page 802 of 1344)

Telecommunication

74B. Manufacturing

Rational

Technology

Ph. D. Ph. D.


360


359


358


357


(i) Indiv. Study Courses (rational), (ii) Chemicals, (iii) Electrochemistry & Batteries

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Chemicals: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Electrochemistry & Batteries: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Ind. St. Course (rational), (ii) Environment & Air Resources, (iii) Environment & Water Resources (i) Ind. Study Courses (rational), (ii) Computer Aided Manufacturing, (iii) Fabrication & Assembly (i) Ind. St. Cour. (rational), (ii) Mechatronics, Electronics, & Nanotronics, (iii) Mobile Phone

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Environment & Air Resources: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Environment & Water Resources: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters. (i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Computer Aided Manufacturing (CAM): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Fabrication & Assembly: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Mechatronics, Electronics, & Nanotronics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Mobile Phone: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (rational), (ii) Garments & Knitting Technology, (iii) Foot-wear Technology

Food 76B. Processing 77B. Textiles & Fabrics

Rational

Technology

Ph. D.


(i) Individual Study Courses (rational), (ii) Textile Technology, (iii) Threads & Fabrics

Rational

Technology

Ph. D.

(Page 803 of 1344)

78B. Garments Foot-Wears

Rational

Technology

Ph. D.


361 362 363 Post-Graduate College

(i) Ind. St. Courses (rational), (ii) Food Processing Technol., & Preservatives, (iii) Food Nutrition, & Preservation

&


(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Food Processing Technology, & Preservatives: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Food Nutrition, & Preservation: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Textile Technology: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Threads & Fabrics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters. (i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Garments & Knitting Technology: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Foot-wear Technology: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

79B. Industrial Management

Rational 82B. Agro Medicine

80B. Bio-Technology

Rational

Technology Technology Rational

(Page 804 of 1344)

(i) Ind. St. Courses (rational), (ii) Operation Research, (iii) Human Factor, Production, & Manufacturing Systems (i) Individual Study Courses (rational), (ii) Diagnostic Instruments, (iii) Treatment Instruments

81B. Mechatronics

Rational

Technology

Ph. D. Ph. D. Ph. D. Technology

Ph. D.


367


366


365


364


(i) Ind. St.Courses (rational), (ii) Electromechanics, Electromagnetics, & Electronic Commutation, (iii) Robotics

(i) Individual Study Courses (rational), (ii) Animal Disease Control , (iii) Plant Disease Control

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Operation Research: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Human Factor, Production, & Manufacturing Systems: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Diagnostic Instruments (Design Synthesis, Manufacturing, & Operation): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Treatment Instruments (Design Synthesis, Manufacturing, Implanting, & Operation): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters. (i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Electromechanics, Electromagnetics, & Electronic Commutation: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Robotics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Animal Disease Control: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Plant Disease Control: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (rational), (ii) Water Sources & Purification, (iii) Water Storage & Distribution

(i) Ind. St. Course (rational), (ii) Sewerage Management Technology, (iii) Garbage Management Technology

(i) Individual Study Courses (empirical), (ii) General Architecture, (iii) Structure 51C. Agriculture

Empirical

Technology

Ph. D.

(Page 805 of 1344)

83B. Supply

Rational 84B. Sewerage & Garbage Management 50C. Architecture

Technology Rational Empirical


Ph. D. Ph. D.


371


370


369

Ph. D.


368

Water


(i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Water Sources & Purification: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Water Storage & Distribution: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters. (i) Individual Study Courses (rational): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly rational knowledge); (ii) Sewerage Management Technology: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Garbage Management Technology: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) General Architecture: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Structure: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Ind. Study Courses (empirical), (ii) Plant & Animal Disease Control, (iii) Plant & Animal Genetics

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Plant & Animal Disease Control: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Plant & Animal Genetics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(Page 806 of 1344)

Empirical

52C. Land Transportation 54C. Machinery

Empirical


(i) Indiv. Study Courses (empirical), (ii) Land Transp. System, (iii) Land. Transp. Management

(i) Indiv. Study Courses (empirical), (ii) Construction Structures, (iii) Construction Process

55C. Mechanics

Empirical 53C. Construction


Ph. D. Technology Ph. D. Ph. D.


375


374


373


372


(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Land Transportation Systems: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Land Transportation Management: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Construction Structures: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Construction Process: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (empirical), (ii) Agricultural Equipments, (iii) Manufacturing Equipments

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Agricultural Equipments: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Manufacturing Equipments: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (empirical), (ii) Mechanics, (iii) Electromechanical Systems & Test Consoles

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Mechanics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Electromechanical Systems & Test Consoles: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

937

Empirical

Empirical 58C. Electronics

Technology

Ph. D. Technology

(i) Ind. St. Course (empirical), (ii) Super Conductors & High Temperature Materials, (iii) Composites & Smart Materials

57C. Automotive

56C. Material Technology

Empirical

Technology

Ph. D. Ph. D.


378


377


376


(Page 807 of 1344)

(i) Ind. St. Courses (empirical), (ii) Design Synthesis of Automotives, (iii) Manuf. of Automotives

(i) Ind. St. Course (empirical), (ii) Test, Service, Appliance, & Indus, Electronics, (iii) Computer, & Com . Electron.


(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Super Conductors & High Temperature Materials: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Composites & Smart Materials: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters. (i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Design Synthesis of Automotives937: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Manufacturing of Automotives: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Test, Service, Appliance, & Industrial Electronics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Computer, and Communication Electronics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

Empirical

Technology

59C. Computer Technology 60C. Surveying

Empirical

Technology

Ph. D. Ph. D.

(Page 808 of 1344)

61C. Weapons

Empirical

Technology

Ph. D.


381


380


379


(i) Ind. St. Courses (empirical), (ii) Design Synth. of Comp. Hardw. & Software, (iii) Fabricat., Assembly, Quality Assu. of Comp. Hardware

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Design Synthesis of Computer Hardware & Software: 1 to 12: 12 (, nonredundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Fabrication, Assembly, & Quality Assurance of Computer Hardware: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Ind. St. Courses (empirical), (ii) Land & Atmospheric Survey, (iii) Aquatic Survey

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Land & Atmospheric Survey: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Aquatic Survey: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Ind. Study Courses (empirical), (ii) Ground & Aquatic Weapons, (iii) Air & Space Weapons

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Ground & Aquatic Weapons: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Air & Space Weapons: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

938

62C. Experiential Medicine 63C. Marine Transportation

Empirical

(i) Ind. St.Courses (empirical), (ii) Vessel Management, (iii) Marine Transp. Management

Ship

Empirical


(i) Indiv.. Study Courses (empirical)938, (ii) Homeop., Unani & Ayurveda Med. , (iii) Dietary & Allopa. Med.

(i) Individual Study Courses (empirical), (ii) Ship Architecture & Structure, (iii) Ship Construction

64C. Building

Empirical

Technology



384


383


382


(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Homeopathic, Unani, & Ayurveda Medicine: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Dietary & Allopathic Medicine: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters. (i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Vessel Management939: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Marine Transportation Management940: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters. (i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Ship Architecture & Structure: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Ship Construction: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.


(Page 809 of 1344)

941 942

Empirical 67C. Energy Technology


Technology

Ph. D.

(i) Ind. St. Course (empirical), (ii) Electromech. Cooling & HeatPumps, (iii) Heating, Refn., De-humid., & Vent. Air

66C. Aerospace

65C. Air Handling

Empirical

Technology

Ph. D. Ph. D.


387


386


385


(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Electromechanical Cooling & Heat-Pumps: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Heating, Refining, De-humidifying, & Ventilating Air: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Ind. St. Courses (empirical), (ii) Atmospheric Air Ships, (iii) Nonatmosphere Space Ships

(i) Individual Study Courses (empirical), (ii) Fuel Energy, (iii) Natural Energy

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Atmospheric Air Ships: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Non-atmosphere Space Ships: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Fuel Energy941: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Natural Energy942: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.


(Page 810 of 1344)

Empirical

Technology

Ph. D.

69C. Systems

Power

68C. Paramedical

Empirical

Technology

Ph. D.

(i) Ind. St. Courses (empirical), (ii) Rehab., Clinical Care (Nurs.) & Hos. Mng. , (iii) Phy. Therapy, Anesthesiology, & Cl.in. Lab Tech.

943


(Page 811 of 1344)

70C. Aviation

Empirical

Technology

Ph. D.


390


389


388


(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Rehabilitation, Clinical Care (Nursing) & Hospital Management: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Physical Therapy, Anesthesiology, & Clinical Lab Technology: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Ind. St. Cou. (empirical), (ii) Power Plants Analysis, (iii) Power Distribution Analysis

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Power Plants943 Analysis: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Power Distribution Analysis: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Ind. St. Cour. (empirical), (ii) Flights, (iii) Air Crafts, Air Traffic Control, & Air-Port Management

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Flights: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Air Crafts, Air Traffic Control, & Air-Port Management: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

71C. Material Technology 72C. Chemical Technology

(i) Indiv. Study Courses (empirical), (ii) Chemicals, (iii) Electrochem. & Batteries

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Chemicals: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Electrochemistry & Batteries: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Ind. St. Cour. (empirical), (ii) Envirnmnt & Air Resources, (iii) Environment & Water Resources

(i) Indivi. Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Environment & Air Resources: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Environment & Water Resources: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

73C. Environment Technology



Ph. D. Ph. D.

(i) Ind. St. Courses (empirical), (ii) ) Superconductors & High Temperature Materials, (iii) Composites & Smart Materials

(Page 812 of 1344)

74C. Manufacturing

Empirical

Technology

Ph. D.


394


393


392


391


(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Superconductors & High Temperature Materials: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Composites & Smart Materials: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Ind. Study Courses (empirical), (ii) Computer Aided Manufacturing, (iii) Fabrication & Assembly

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Computer Aided Manufacturing (CAM): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Fabrication & Assembly: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

Empirical 78C. Garments & Foot-Wears

Telecommunication

75C.

77C. Textiles & Fabrics

Empirical

Technology Technology Empirical

(Page 813 of 1344)

76C. Processing

Food

Empirical

Technology

Ph. D. Ph. D. Ph. D. Technology

Ph. D.


398


397


396


395


(i) Ind. St. Cour. (empirical), (ii) Mechatronics, Electronics, & Nanotronics, (iii) Mobile Phone

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Mechatronics, Electronics, & Nanotronics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Mobile Phone: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Ind. St. Courses (empirical), (ii) Food Processing Technol., & Preservatives, (iii) Food Nutrition, & Preservation

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Food Processing Technology, & Preservatives: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Food Nutrition, & Preservation: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (empirical), (ii) Textile Technology, (iii) Threads & Fabrics

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Textile Technology: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Threads & Fabrics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (empirical), (ii) Garments & Knitting Technology, (iii) Foot-wear Technology

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Garments & Knitting Technology: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Foot-wear Technology: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

Empirical 82C. Agro Medicine


Ph. D. Technology

(Page 814 of 1344)

79C. Industrial Management

(i) Ind. St. Course (empirical), (ii) Operation Research, (iii) Human Factor, Production, & Manufacturing Systems

(i) Individual Study Courses (empirical), (ii) Diagnostic Instrmnts., (iii) Treatment Instruments 81C. Mechatronics

80C. Technology

Empirical

Technology

Ph. D. Ph. D.


402


401


400

Bio-

Empirical

Technology

Ph. D.


399


(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Operation Research: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Human Factor, Production, & Manufacturing Systems: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Diagnostic Instruments (Design Synthesis, Manufacturing, & Operation): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Treatment Instruments (Design Synthesis, Manufacturing, Implanting, & Operation): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Ind. St.Courses (empirical), (ii) Electromechanics, Electromagnetics, & Electronic Commutation, (iii) Robotics

(i) Indiv. Study Courses (empirical), (ii) Animal Disease Control , (iii) Plant Disease Control

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Electromechanics, Electromagnetics, & Electronic Commutation: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Robotics: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Animal Disease Control: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Plant Disease Control: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.


(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Sewerage Management Technology: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Garbage Management Technology: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

Empirical 84C. Sewerage & Garbage Management

Technology

(Page 815 of 1344)

83C. Supply

Water

(i) Ind. St. Cour. (empirical), (ii) Sewerage Management Technology, (iii) Garbage Management Technology

A Self Supervised Dissertation [Intuitive—Arts (& Religion)] in lieu of 12 research papers in 12 quarters; A comprehensive objective type 3-day exam (of 3x@2=6 hours) [, in lieu of teaching of 12 courses (/projects), and completing 12 courses in each of the three core subjects in 12 quarters] on all the courses of (the three faculties of the) Post-Grad. College in which the examinee will be allowed to answer any question of his/her choice in order to raise him/herself in the higher stratum of comparative scores for passing the exam. In that exam a correct answer will be rewarded half of the penalty (points) for a wrong answer. A Self Supervised Dissertation [Rational—Arts (& Religion)] in lieu of 12 research papers in 12 quarters; A comprehensive objective type 3-day exam (of 3x@2=6 hours) [, in lieu of teaching of 12 courses (/projects), and completing 12 courses in each of the three core subjects in 12 quarters] on all the courses of (the three faculties of the) Post-Grad. College in which the examinee will be allowed to answer any question of his/her choice in order to raise him/herself in the higher stratum of comparative scores for passing the exam. In that exam a correct answer will be rewarded half of the penalty (points) for a wrong answer.


85A. Independent Liberal Studies [Intuitive—Arts (& Religion)] All Courses of Postgraduate College

Empirical

Arts Religion) Intuitive Arts Religion) Rational

Ph. D.

(&

Ph. D.

(&

Technology

Ph. D.

Post-Graduate College P. G. C. P. G. C.

(i) Individual Study Courses (empirical): 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) courses (at the cutting edge) in 12 quarters related to each of the corresponding 12 research/creative paper/project (of mainly empirical knowledge); (ii) Water Sources & Purification: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters; and (iii) Water Storage & Distribution: 1 to 12: 12 (, non-redundant in the entire academic credentials used for conferring any other degree,) advance courses in 12 quarters.

85B. Independent Liberal Studies [Rational—Arts (& Religion)]

Ph. D.


403 404 405 406

(i) Individual Study Courses (empirical), (ii) Water Sources & Purification, (iii) Water Storage & Distribution

(Page 816 of 1344)

All Courses of Postgraduate College All Courses of Postgraduate College

A Self Supervised Dissertation (Intuitive—Science) in lieu of 12 research papers in 12 quarters; A comprehensive objective type 3-day exam (of 3x@2=6 hours) [, in lieu of teaching of 12 courses (/projects), and completing 12 courses in each of the three core subjects in 12 quarters] on all the courses of (the three faculties of the) Post-Graduate College in which the examinee will be allowed to answer any question of his/her choice in order to raise him/herself in the higher stratum of comparative scores for passing the exam. In that exam a correct answer will be rewarded half of the penalty (points) for a wrong answer.


A Self Supervised Dissertation (Rational--Science) in lieu of 12 research papers in 12 quarters; A comprehensive objective type 3-day exam (of 3x@2=6 hours) [, in lieu of teaching of 12 courses (/projects), and completing 12 courses in each of the three core subjects in 12 quarters] on all the courses of (the three faculties of the) Post-Graduate College in which the examinee will be allowed to answer any question of his/her choice in order to raise him/herself in the higher stratum of comparative scores for passing the exam. In that exam a correct answer will be rewarded half of the penalty (points) for a wrong answer.

of

85C. Independent Liberal Studies [Empirical—Arts (& Religion)] 85D. Independent Liberal Studies

A Self Supervised Dissertation [Empirical—Arts (& Religion)] in lieu of 12 research papers in 12 quarters; A comprehensive objective type 3-day exam (of 3x@2=6 hours) [, in lieu of teaching of 12 courses (/projects), and completing 12 courses in each of the three core subjects in 12 quarters] on all the courses of (the three faculties of the) Post-Graduate College in which the examinee will be allowed to answer any question of his/her choice in order to raise him/herself in the higher stratum of comparative scores for passing the exam. In that exam a correct answer will be rewarded half of the penalty (points) for a wrong answer.

A Self Supervised Dissertation (Empirical--Science) in lieu of 12 research papers in 12 quarters; A comprehensive objective type 3-day exam (of 3x@2=6 hours) [, in lieu of teaching of 12 courses (/projects), and completing 12 courses in each of the three core subjects in 12 quarters] on all the courses of (the three faculties of the) Post-Graduate College in which the examinee will be allowed to answer any question of his/her choice in order to raise him/herself in the higher stratum of comparative scores for passing the exam. In that exam a correct answer will be rewarded half of the penalty (points) for a wrong answer.

All Courses Postgraduate College

Rational Empirical

85E. Independent Liberal Studies (rational—

Intuitive


85F. Independent Liberal Studies (empirical— Science)

Empirical

Arts (& Religion)


P. G. C.

410

P. G. C.

409

P. G. C.

408

P. G. C.

407


944

of All Courses Postgraduate College of All Courses Postgraduate College of All Courses Postgraduate College

85G. Independent Liberal Studies (intuitive— Technology) 85H. Independent Liberal Studies (rational— Technology)

Rational Empirical

85I. Independent Liberal Studies (empirical— Technology)

Intuitive

Technology Technology Technology Intuitive

Ph. D. Islam 944

Ph. D.

P. G. C.

414

P. G. C.

413

Ph. D.

P. G. C.

412

Ph. D.

P. G. C.

411


86A. I. I. E. (i) Qur’an, (Intuitive) (ii) Hadith, (iii) Fiqh.

A Self Supervised Dissertation (Intuitive—Technology) in lieu of 12 research papers in 12 quarters; A comprehensive objective type 3-day exam (of 3x@2=6 hours) [, in lieu of teaching of 12 courses (/projects), and completing 12 courses in each of the three core subjects in 12 quarters] on all the courses of (the three faculties of the) Post-Graduate College in which the examinee will be allowed to answer any question of his/her choice in order to raise him/herself in the higher stratum of comparative scores for passing the exam. In that exam a correct answer will be rewarded half of the penalty (points) for a wrong answer. A Self Supervised Dissertation (Rational--Technology) in lieu of 12 research papers in 12 quarters; A comprehensive objective type 3-day exam (of 3x@2=6 hours) [, in lieu of teaching of 12 courses (/projects), and completing 12 courses in each of the three core subjects in 12 quarters] on all the courses of (the three faculties of the) Post-Graduate College in which the examinee will be allowed to answer any question of his/her choice in order to raise him/herself in the higher stratum of comparative scores for passing the exam. In that exam a correct answer will be rewarded half of the penalty (points) for a wrong answer. A Self Supervised Dissertation (Empirical--Technology) in lieu of 12 research papers in 12 quarters; A comprehensive objective type 3-day exam (of 3x@2=6 hours) [, in lieu of teaching of 12 courses (/projects), and completing 12 courses in each of the three core subjects in 12 quarters] on all the courses of (the three faculties of the) Post-Graduate College in which the examinee will be allowed to answer any question of his/her choice in order to raise him/herself in the higher stratum of comparative scores for passing the exam. In that exam a correct answer will be rewarded half of the penalty (points) for a wrong answer. A Self Supervised Dissertation (Intuitive) in lieu of 12 research papers in 12 quarters; Passing of placement exams in (i) Qur’an, (ii) Hadith, (iii) Fiqh, & (iv) Muslim History; Passing of an objective type Comprehensive Exam on (i) Qur’an, (ii) Hadith, (iii) Fiqh, (iv) Muslim History, & (v) Islamic Dawah.

Faculty of Islam Religion can be considered as a “joint faculty” of the Faculty of Arts.

(Page 817 of 1344)

Rational

Islam 945

86B. I. I. E. (i) Qur’an, (Rational) (ii) Hadith, (iii) Fiqh.

Islam

A Self Supervised Dissertation (Rational) in lieu of 12 research papers in 12 quarters; Passing of placement exams in (i) Qur’an, (ii) Hadith, (iii) Fiqh, & (iv) Muslim History; Passing of an objective type Comprehensive Exam on (i) Qur’an, (ii) Hadith, (iii) Fiqh, (iv) Muslim History, & (v) Islamic Dawah.

86C. I. I. (i) Qur’an, E. (ii) Hadith, (Empirical) (iii) Fiqh.

945


Intuitive (Qur’an)

Arts (& Religion)

946

Mujtahid947 of Islam (MA+MA+MA+Ph. D.)

Ph. D.

G. P.G. + College

Ext.

417

P. G. C.

416

Empirical

87A. Religion of Islam (Qur’an— Intuitive)

Ph. D.

P. G. C.

415


A Self Supervised Dissertation (Empirical) in lieu of 12 research papers in 12 quarters; Passing of placement exams in (i) Qur’an, (ii) Hadith, (iii) Fiqh, & (iv) Muslim History; Passing of an objective type Comprehensive Exam on (i) Qur’an, (ii) Hadith, (iii) Fiqh, (iv) Muslim History, & (v) Islamic Dawah. A regular/irregular M. A. in Qur’an; A regular/irregular M. A. in Hadith; A regular/irregular M. A. in Fiqh; Teaching 12 undergraduate courses of relevant respective Ph. D. discipline in 12 quarters during Ph. D. program; 12 courses (in 12 quarters) in each of the three core subjects of the respective Ph. D. program948; & 12 Intuitive (Qur’an) Research/Creative Papers (related to the con-current individual study course) in 12 Quarters of Respective Ph. D Program.

Faculty of Islam Religion can be considered as a “joint faculty” of the Faculty of Arts. Faculty of Islam Religion can be considered as a “joint faculty” of the Faculty of Arts. 947 After all academic requirements are completed, a Mujtahid must spend at least four months in Tableeg Khoorooj before actual issuance of certificate—this requirement can be substituted by similar works by the academic authority in the cases of candidates with limiting constraints. 948 In any of the nine following Ph. D. programs: (i) Qur’an (intuitive), (ii) Qur’an (rational), (iii) Qur’an (empirical), (iv) Hadith (intuitive), (v) Hadith (rational), (vi) Hadith (empirical), (vii) Fiqh (intuitive), (viii) Fiqh (rational), & (ix) Fiqh (empirical). 946

(Page 818 of 1344)

949


A regular/irregular M. A. in Qur’an; A regular/irregular M. A. in Hadith; A regular/irregular M. A. in Fiqh; 0. Teaching 12 undergraduate courses of relevant respective Ph. D. discipline in 12 quarters during Ph. D. program; . 12 courses (in 12 quarters) in each of the three core subjects of the respective Ph. D. program950; & . 12 Intuitive (Hadith) Research/Creative Papers (related to the con-current individual study course) in 12 Quarters of Respective Ph. D Program. A regular/irregular M. A. in Qur’an; A regular/irregular M. A. in Hadith; A regular/irregular M. A. in Fiqh; 0. Teaching 12 undergraduate courses of relevant respective Ph. D. discipline in 12 quarters during Ph. D. program; . 12 courses (in 12 quarters) in each of the three core subjects of the respective Ph. D. program952; & . 12 Intuitive (Fiqh) Research/Creative Papers (related to the con-current individual study course) in 12 Quarters of Respective Ph. D Program.


87B. Religion of Islam (Hadith— Intuitive) 87C. Religion of Islam (Fiqh— Intuitive)

Intuitive (Hadith) Intuitive (Fiqh)


(MA+MA+MA+Ph.D.)

Mujtahid949 of Islam

Mujtahid951 of Islam (MA+MA+MA+Ph. D.)

G. G. P.G. + College

Ext.

419

P.G. + College

Ext.

418



(Page 819 of 1344)

953


A regular/irregular M. A. in Qur’an; A regular/irregular M. A. in Hadith; A regular/irregular M. A. in Fiqh; 0. Teaching 12 undergraduate courses of relevant respective Ph. D. discipline in 12 quarters during Ph. D. program; . 12 courses (in 12 quarters) in each of the three core subjects of the respective Ph. D. program954; & . 12 Rational (Qur’an) Research/Creative Papers (related to the con-current individual study course) in 12 Quarters of Respective Ph. D Program.

A regular/irregular M. A. in Qur’an; A regular/irregular M. A. in Hadith; A regular/irregular M. A. in Fiqh; 0. Teaching 12 undergraduate courses of relevant respective Ph. D. discipline in 12 quarters during Ph. D. program; . 12 courses (in 12 quarters) in each of the three core subjects of the respective Ph. D. program956; & . 12 Rational (Hadith) Research/Creative Papers (related to the con-current individual study course) in 12 Quarters of Respective Ph. D Program.


87D. Religion of Islam (Qur’an— Rational) 87E. Religion of Islam (Hadith— Rational)

Rational (Qur’an) Rational (Hadith)

Mujtahid953 of Islam (MA+MA+MA+Ph.D ) Arts (& Religion) Mujtahid955 of Islam (MA+MA+MA+Ph.D ) Arts (& Religion)


Ext.

421

P.G. + College

Ext.

420



(Page 820 of 1344)

957


A regular/irregular M. A. in Qur’an; A regular/irregular M. A. in Hadith; A regular/irregular M. A. in Fiqh; 0. Teaching 12 undergraduate courses of relevant respective Ph. D. discipline in 12 quarters during Ph. D. program; . 12 courses (in 12 quarters) in each of the three core subjects of the respective Ph. D. program958; & . 12 Rational (Fiqh) Research/Creative Papers (related to the con-current individual study course) in 12 Quarters of Respective Ph. D Program. A regular/irregular M. A. in Qur’an; A regular/irregular M. A. in Hadith; A regular/irregular M. A. in Fiqh; 0. Teaching 12 undergraduate courses of relevant respective Ph. D. discipline in 12 quarters during Ph. D. program; . 12 courses (in 12 quarters) in each of the three core subjects of the respective Ph. D. program960; & . 12 Empirical (Qur’an) Research/Creative Papers (related to the con-current individual study course) in 12 Quarters of Respective Ph. D Program.


87F. Religion of Islam (Fiqh— Rational) 87G. Religion of Islam (Qur’an— Empirical)

Rational (Fiqh) Empirical (Qur’an)


(MA+MA+MA+Ph.D.) (MA+MA+MA+Ph.D.)

Mujtahid957 of Islam Mujtahid959 of Islam


Ext.

423

P.G. + College

Ext.

422



(Page 821 of 1344)

(xv)


A regular/irregular M. A. in Qur’an; A regular/irregular M. A. in Hadith; A regular/irregular M. A. in Fiqh; 0. Teaching 12 undergraduate courses of relevant respective Ph. D. discipline in 12 quarters during Ph. D. program; . 12 courses (in 12 quarters) in each of the three core subjects of the respective Ph. D. program962; & . 12 Empirical (Hadith) Research/Creative Papers (related to the con-current individual study course) in 12 Quarters of Respective Ph. D Program. A regular/irregular M. A. in Qur’an; A regular/irregular M. A. in Hadith; A regular/irregular M. A. in Fiqh; 0. Teaching 12 undergraduate courses of relevant respective Ph. D. discipline in 12 quarters during Ph. D. program; . 12 courses (in 12 quarters) in each of the three core subjects of the respective Ph. D. program965; & . 12 Empirical (Fiqh) Research/Creative Papers (related to the con-current individual study course) in 12 Quarters of Respective Ph. D Program.


87H. Religion of Islam (Hadith— Empirical) 87I. Religion of Islam (Fiqh— Empirical)

Empirical (Hadith) Empirical (Fiqh)


(MA+MA+MA+Ph.D.) (MA+MA+MA+Ph.D.)

Mujtahid961 of Islam Mujtahid964 of Islam

G. G. Ext. P.G. + College

963

425

P.G. + College

Ext.

424


Following table is an outline for Trade, Vocational, Technical, & Specialization Diploma, and as well as Skill & Professional Development Programs:

961

After all academic requirements are completed, a Mujtahid must spend at least four months in Tableeg Khoorooj before actual issuance of certificate—this requirement can be substituted by similar works by the academic authority in the cases of candidates with limiting constraints. 962 In any of the nine following Ph. D. programs: (i) Qur’an (intuitive), (ii) Qur’an (rational), (iii) Qur’an (empirical), (iv) Hadith (intuitive), (v) Hadith (rational), (vi) Hadith (empirical), (vii) Fiqh (intuitive), (viii) Fiqh (rational), & (ix) Fiqh (empirical). 963 There are a total of 223 main programs (4 schools + 3 madrasas + 43 UGC Bachelor degrees + 86 GC Master degrees + 86 PGC Ph. D. degrees + 1 Mujtahid of Islam). Among these 223, four of them, (Bachelor, Master, & Ph. D. degrees in Independent Liberal Studies, and Mujtahid of Islam programs are actually combined program from within (223 - 4 = ) 219 programs. Initially, conduction of Ph. D. programs in all three modes (i.e. intuitive, rational, & empirical,) may not be possible for each major. 964 After all academic requirements are completed, a Mujtahid must spend at least four months in Tableeg Khoorooj before actual issuance of certificate—this requirement can be substituted by similar works by the academic authority in the cases of candidates with limiting constraints. 965 In any of the nine following Ph. D. programs: (i) Qur’an (intuitive), (ii) Qur’an (rational), (iii) Qur’an (empirical), (iv) Hadith (intuitive), (v) Hadith (rational), (vi) Hadith (empirical), (vii) Fiqh (intuitive), (viii) Fiqh (rational), & (ix) Fiqh (empirical).

(Page 822 of 1344)


# Program 1 2 3 4 5 6 7

# of Trade Course, Vocational, Technical, & Specialization Diploma Quarters Education Post-Preliminary School 1-8 All trades of national socio-economic interests and suitable for (& Equivalent) apprentices who have received no formal education at all, or completed at most (0-) 3-year Preliminary School level. Post-Primary School (& 1-7 All trades of national socio-economic interests and suitable for Equivalent) apprentices who completed formal education of at least Preliminary School level and at most 6-year Primary School level. Post-Secondary School 1-6 All trades of national socio-economic interests and suitable for (& Equivalent) apprentices who completed formal education of at least Primary School level and at most 9-year Secondary School level. Post-High School (& 1-5 All trades of national socio-economic interests and suitable for Equivalent) apprentices who completed formal education of at least Secondary School level and at most 12-year High School level. Post-Undergraduate 1-4 All trades of national socio-economic interests and suitable for College (& Equivalent) apprentices who completed formal education of at least a 15-year Bachelor degree program. Post-Graduate College 1-3 All trades of national socio-economic interests and suitable for (& Equivalent) apprentices who completed formal education of at least an 18-year Master degree program. Post-Postgraduate 1-2 All trades of national socio-economic interests and suitable for College (& Equivalent) apprentices who completed formal education of at least a 21-year doctoral degree program.

Class Conduction Schedules (xvi) The class conduction schedules should be as follows:

(Page 823 of 1344)

Certificates

Skill Development & Professional Training One for every On-job Training Programs st nd quarter: 1 , 2 , …, & 8th . Training One for every Vocational st nd quarter: 1 , 2 , …, Programs & 7th . One for every Trade Course Diploma quarter: 1st, 2nd, …, Programs & 6th . One for every Technical Apprenticeship st nd quarter: 1 , 2 , …, Programs & 5th . One for every Professional st nd quarter: 1 , 2 , …, Specialisthood’ Internship & 4th . Programs One for every Professional Membership quarter: 1st, 2nd, & Internship Programs 3rd. One for every Professional Fellowship st Internship Programs quarter: 1 , & 2nd.


(a) High School & High Madrasa Week-Start Shift (Regular) (Male) Time Fri 08:00-08:30 A. M. Other Shift

966

Sat Class

Sun Class

Mon Class

. Week-End Shift (Regular) (Female) Tue967 Wed Class Class

Thu Class

Fri Lab/ Workshop

# 1

Break

Break

Break

Break

Break

Break

Break

Break

Break

Bk

08:35-09:05 A. M.

Other Shift

Class

Class

Class

Class

Class

Class

Class

2

Break

Break

Break

Break

Break

Break

Break

Break

Break

Bk

09:10-09:40 A. M.

Other Shift

Class

Class

Class

Class

Class

Class

Class

3

Break

Break

Break

Break

Break

Break

Break

Break

Break

Bk

09:45-10:15 A. M.

Other Shift

Class

Class

Class

Class

Class

Class

Class

4

Break

Break

Break

Break

Break

Break

Break

Break

Break

Bk

10:20-10:50 A. M.

Other Shift

Class

Class

Class

Class

Class

Class

Class

5

Break

Break

Break

Break

Break

Break

Break

Break

Break

Bk

10:55-11:25 A. M.

Other Shift

Class

Class

Class

Class

Class

Class

Class

6

Break

Break

Break

Break

Break

Break

Break

Break

Break

Bk

11:30-12:00 Noon

Jumu’a Break

Class

Class

Class

Class

Class

Class

Jumu’a Bk 7

Break

Jumu’a Break

Break

Break

Break

Break

Break

Break

Jumu’a Bk

12:05-12:35 P. M.

Jumu’a Break

Class

Class

Class

Class

Class

Class

Jumu’a Bk 8

Break

Jumu’a Break

Break

Break

Break

Break

Break

Break

Jumu’a Bk

12:40-01:10 P. M.

Jumu’a Break

Class

Class

Class

Class

Class

Class

Jumu’a Bk 9

Break

Jumu’a Break

Break

Break

Break

Break

Break

Break

Jumu’a Bk

Bk

01:15-01:45 P. M.

Jumu’a Break

Lab/ Workshop

Lab/ Workshop

Lab/ Workshop

Lab/Workshop

Lab/Workshop

Lab/Workshop

Jumu’a Break

10

Break

Jumu’a Break

Break

Break

Break

Break

Break

Break

Jumu’a Bk

Bk

01:50-02:20 P. M.

Jumu’a Break

Irregular (Female)

Irregular (Female)

Irregular (Female)

Irregular (Male)

Irregular (Male)

Irregular (Male)

Jumu’a Bk 11

Break

Break

Break

Break

Break

Break

Break

Break

Break

Bk

02:25-02:55 P. M.

Lab/Workshop (Regular) (Male)

Irregular (Female)

Irregular (Female)

Irregular (Female)

Irregular (Male)

Irregular (Male)

Irregular (Male)

Other Shift

12

Break

Break

Break

Break

Break

Break

Break

Break

Break

Bk

03:00-03:30 P. M.

Class

Irregular

Irregular

Irregular (Male)

Irregular (Male)

Irregular (Male)

Other

13

966 967

(Regular) Irregular

These three days can be Sunday, Tuesday, & Thursday instead of Saturday, Sunday, & Monday. These three days can be Saturday, Monday, & Wednesday instead of Tuesday, Wednesday, & Thursday.

(Page 824 of 1344)

Bk Bk


(Male)

(Female)

(Female)

(Female)

Break

Break

Break

Break

Break

Break

Break

Break

Break

Bk

03:35-04:05 P. M.

Class (Male)

Irregular (Female)

Irregular (Female)

Irregular (Male)

Irregular (Male)

Irregular (Male)

Other Shift

14

Break

Break

Break

Break

Break

Break

Break

Break

Bk

04:10-04:40 P. M.

Class (Male)

Irregular (Female)

Irregular (Female)

Irregular (Male)

Irregular (Male)

Irregular (Male)

Other Shift

15

Break

Break

Break

Break

Break

Break

Break

Break

Bk

04:45-05:15 P. M.

Class (Male)

Irregular (Female)

Irregular (Female)

Irregular (Male)

Irregular (Male)

Irregular (Male)

Other Shift

16

Break

Break

Break

Break

Break

Break

Break

Break

Bk

05:20-05:50 P. M.

Class (Male)

Irregular (Female)

Irregular (Female)

Irregular (Male)

Irregular (Male)

Irregular (Male)

Other Shift

17

Break

Break

Break

Break

Break

Break

Bk

Break

Break

(Regular) Irregular (Female) Break




Shift

05:55-06:25 P. M.

968

Irregular Lab/ Irregular Workshop (Female) (Female)

Irregular (Female)

Irregular (Female)

Irregular (Male)

Irregular (Male)

Irregular (Male)

Other Shift

18

Break

Break

Break

Break

Break

Break

Break

Break

Bk

06:30-07:00 P. M.


Irregular (Female)

Irregular (Female)

Irregular (Male)

Irregular (Male)

Irregular (Male)

Other Shift

19

Break

Break

Break

Break

Break

Break

Break

Break

Bk

07:05-07:35 P. M.


Irregular (Female)

Irregular (Female)

Irregular (Male)

Irregular (Male)

Irregular (Male)

Other Shift

20

Break

Break

Break

End

Break

Break

Break

Break

Bk

07:40-08:10 P. M.


Irregular (Female)

X

Irregular (Male)

Irregular (Male)

Irregular Lab/ Other Workshop (Male) Shift

21

Break

End

End

End

X

Break

Break

Break

Bk

08:15-08:45 P. M.

XX

X

X

X

Irregular Lab/ Irregular Lab/ Irregular Lab/ XX Workshop (Male) Workshop (Male) Workshop (Male)

Break

Break

Break

End

22

(b) Secondary School, Secondary Madrasa, & Undergraduate College 968

Irregular mode can also operate to complete a 2 Quarter-Credit-Hours course in consecutive 15 one-hour periods instead. For trimester and semester systems the number of such periods should be 20 and 30 respectively.

(Page 825 of 1344)


Week-Start Shift (Regular) (Male) Time Fri 08:00-08:30 A. M. XX

Sat X

Sun X

Mon X

Break

Break

Break

Break

Break

08:35-09:05 A. M.

Other Shift

Class

Class

Break

Break

Break

Break

09:10-09:40 A. M.

Other Shift

Class

Class

Break

Break

Break

Break

09:45-10:15 A. M.

Other Shift

Class

Break

Break

10:20-10:50 A. M. Break

. Week-End Shift (Regular) (Female) Tue Wed X X

Thu X

Fri XX

# 1 Bk

Break

Break

Break

Break

Class

Class

Class

Class

Lab/Workshop 2

Break

Break

Break

Break

Break

Bk

Class

Class

Class

Class

Class

3

Break

Break

Break

Break

Break

Bk

Class

Class

Class

Class

Class

Class

4

Break

Break

Break

Break

Break

Break

Break

Bk

Other Shift

Class

Class

Class

Class

Class

Class

Class

5

Break

Break

Break

Break

Break

Break

Break

Break

Bk

10:55-11:25 A. M.

Jumu’a Break

Class

Class

Class

Class

Class

Class

Jumu’a Bk

6

Break

Break

Break

Break

Break

Break

Break

Break

Break

Bk

11:30-12:00 Noon

Jumu’a Break

Class

Class

Class

Class

Class

Class

Jumu’a Bk

7

Break

Jumu’a Break

Break

Break

Break

Break

Break

Break

Jumu’a Bk

Bk

12:05-12:35 P. M.

Jumu’a Break

Class

Class

Class

Class

Class

Class

Jumu’a Bk

8

Break

Jumu’a Break

Break

Break

Break

Break

Break

Break

Jumu’a Bk

Bk

12:40-01:10 P. M.

Jumu’a Break

Class

Class

Class

Class

Class

Class

Jumu’a Bk

9

Break

Jumu’a Break

Break

Break

Break

Break

Break

Break

Jumu’a Bk

Bk

01:15-01:45 P. M.

Jumu’a Break

Lab/ Lab/ Lab/ Workshop Workshop Workshop

Lab/Workshop

Lab/Workshop

Lab/Workshop

Jumu’a Break

10

Break

Jumu’a Break

Break

Break

Break

Break

Break

Break

Jumu’a Bk

Bk

01:50-02:20 P. M.

Jumu’a Break

Irregular (Female)

Irregular (Female)

Irregular (Female)

Irregular (Male)

Irregular (Male)

Irregular (Male)

Jumu’a Bk

11

Break

Break

Break

Break

Break

Break

Break

Break

Break

Bk

02:25-02:55 P. M.

XX

Irregular (Female)

Irregular (Female)

Irregular (Female)

Irregular (Male)

Irregular (Male)

Irregular (Male)

XX

12

Break

Break

Break

Break

Break

Break

Break

Break

Break

Bk

03:00-03:30 P. M.


Irregular (Female)

Irregular (Female)

Irregular (Female)

Irregular (Male)

Irregular (Male)

Irregular (Male)

Other Shift

13

Break

Break

Break

Break

Break

Break

Break

Break

Break

Bk

03:35-04:05 P. M.

Class (Male)

Irregular (Female)

Irregular (Female)

Irregular (Male)

Irregular (Male)

Irregular (Male)

Other Shift

14

Break

Break

Break

Break

Break

Break

Break

Break

Bk

(Page 826 of 1344)



04:10-04:40 P. M.

Class (Male)

Break

Break

04:45-05:15 P. M.

Class (Male)

Break

Break

05:20-05:50 P. M.

(Regular) Irregular (Female)

Irregular (Female)

Irregular (Female)

Irregular (Male)

Irregular (Male)

Irregular (Male)

Other Shift

15

Break

Break

Break

Break

Break

Break

Bk

Irregular (Female)

Irregular (Female)

Irregular (Male)

Irregular (Male)

Irregular (Male)

Other Shift

16

Break

Break

Break

Break

Break

Break

Break

Bk

Irregular (Female)

Irregular (Female)

Irregular (Female)

Irregular (Female)

Irregular (Male)

Irregular (Male)

Irregular (Male)

Other Shift

17

Break

Break

Break

Break

Break

Break

Break

Break

Break

Bk

05:55-06:25 P. M.

Irregular Workshop (Female)

Irregular (Female)

Irregular (Female)

Irregular (Male)

Irregular (Male)

Irregular (Male)

Other Shift

18

Break

Break

Break

Break

Break

Break

Break

Break

Break

Bk

06:30-07:00 P. M.


Irregular Lab/ Workshop (Female)

Irregular (Female)

Irregular (Female)

Irregular (Male)

Irregular (Male)

Irregular (Male)

Other Shift

19

Break

Break

End

End

End

Break

Break

Break

Break

Bk

07:05-07:35 P. M.


X

X

Irregular (Male)

Irregular (Male)

Irregular Lab/ Other Shift Workshop (Male) Break

Break

(Regular) Irregular (Female)

969

Lab/ Irregular (Female) Lab/

Lab/ X

Break

End

X

X

X

End

Break

07:40-08:10 P. M.

XX

X

X

X

X

Irregular Lab/ Irregular Lab/ XX Workshop (Male) Workshop (Male)

End

20 Bk

21

Break

X

X

X

X

X

End

End

X

Bk

08:15-08:45 P. M.

XX

X

X

X

X

X

X

XX

22

(c) Primary School, Primary Madrasa, & Graduate College Week-Start Shift (Regular) (Male) Time Fri Sat Sun 969

Mon

. Week-End Shift (Regular) (Female) Tue Wed

Thu

Fri

#


(Page 827 of 1344)


08:00-08:30 A. M.

XX

X

X

X

X

X

X

XX

1

Break

Break

Break

Break

Break

Break

Break

Break

Break

Bk

08:35-09:05 A. M.

XX

Class

Class

Class

Lab/Workshop

Class

Class

XX

2

Break

Break

Break

Break

Break

Break

Break

Break

Break

Bk

09:10-09:40 A. M.

XX


Class

Class

Class

Class

Class

XX

3

Break

Break

Break

Break

Break

Break

Break

Break

Break

Bk

09:45-10:15 A. M.

XX

Class

Class

Class

Class

Class

Class

XX

4

Break

Break

Break

Break

Break

Break

Break

Break

Break

Bk

10:20-10:50 A. M.

XX

Class

Class

Class

Class

Class

Class

XX

5

Break

Break

Break

Break

Break

Break

Break

Break

Break

Bk

10:55-11:25 A. M.

Jumu’a Break

Class

Class

Class

Class

Class

Class

Jumu’a Bk

6

Break

Jumu’a Break

Break

Break

Break

Break

Break

Break

Jumu’a Bk

Bk

11:30-12:00 Noon

Jumu’a Break

Class

Class

Class

Class

Class

Class

Jumu’a Bk

7

Break

Jumu’a Break

Break

Break

Break

Break

Break

Break

Jumu’a Bk

Bk

12:05-12:35 P. M.

Jumu’a Break

Class

Class

Class

Class

Class

Class

Jumu’a Bk

8

Break

Jumu’a Break

Break

Break

Break

Break

Break

Break

Jumu’a Bk

Bk

12:40-01:10 P. M.

Jumu’a Break

Class

Class

Class

Class

Class

Class

Jumu’a Bk

9

Break

Jumu’a Break

Break

Break

Break

Break

Break

Break

Jumu’a Bk

Bk

01:15-01:45 P. M.

Jumu’a Break

Lab/ Workshop

Lab/ Workshop

Lab/ Workshop

Lab/Workshop

Lab/Workshop

Lab/Workshop

Jumu’a Break

10

Break

Jumu’a Break

Break

Break

Break

Break

Break

Break

Jumu’a Bk

Bk

01:50-02:20 P. M.

Jumu’a Break

Irregular (Female)

Irregular (Female)

Irregular (Female)

Irregular (Male)

Irregular (Male)

Irregular (Male)

Jumu’a Bk

11

Break

Break

Break

Break

Break

Break

Break

Break

Break

Bk

02:25-02:55 P. M.

XX

Irregular (Female)

Irregular (Female)

Irregular (Female)

Irregular (Male)

Irregular (Male)

Irregular (Male)

XX

12

Break

Break

Break

Break

Break

Break

Break

Break

Break

Bk

03:00-03:30 P. M.

XX

Irregular (Female)

Irregular (Female)

Irregular (Female)

Irregular (Male)

Irregular (Male)

Irregular (Male)

XX

13

Break

Break

Break

Break

Break

Break

Break

Break

Break

Bk

(Page 828 of 1344)


03:35-04:05 P. M.

XX

Irregular (Female)

Irregular (Female)

Irregular (Female)

Irregular (Male)

Irregular (Male)

Irregular (Male)

XX

14

Break

Break

Break

Break

Break

Break

Break

Break

Break

Bk

04:10-04:40 P. M.

XX

Irregular (Female)

Irregular (Female)

Irregular (Female)

Irregular (Male)

Irregular (Male)

Irregular (Male)

XX

15

Break

Break

Break

Break

Break

Break

Break

Break

Break

Bk

04:45-05:15 P. M.

XX

Irregular (Female)

Irregular (Female)

Irregular (Female)

Irregular (Male)

Irregular (Male)

Irregular (Male)

XX

16

Break

Break

Break

Break

Break

Break

Break

Break

Break

Bk

05:20-05:50 P. M.

Irregular (Female)

Irregular (Female)

Irregular (Female)

Irregular (Female)

Irregular (Male)

Irregular (Male)

Irregular (Male)

Other Shift

17

Break

Break

Break

Break

Break

Break

Break

Break

Bk


Irregular (Female)

Irregular (Male)

Irregular (Male)

Irregular (Male)

Other Shift

18

Break

05:55-06:25 P. M.

970

Irregular Lab/Workshop (Female)


Break

Break

End

End

End

Break

Break

Break

Break

Bk

06:30-07:00 P. M.

Irregular Lab/ X Workshop (Female)

X

X

Irregular (Male)

Irregular (Male)

Irregular (Male)

Other Shift

19

Break

End

X

X

X

End

End

Break

End

Bk

07:05-07:35 P. M.

XX

X

X

X

X

X

Irregular Lab/ XX Workshop (Male)

20

Break

XX

X

X

X

X

X

End

XX

Bk

07:40-08:10 P. M.

XX

X

X

X

X

X

X

XX

21

Break

XX

X

X

X

X

X

X

End

Bk

08:15-08:45 P. M.

XX

X

X

X

X

X

X

XX

22

Thu X

Fri XX

# 1

(d) Elementary School, & Post-Graduate College Week-Start Shift (Regular) (Male) Time Fri Sat 08:00-08:30 A. M. XX X 970

Sun X

Mon X

. Week-End Shift (Regular) (Female) Tue Wed X X


(Page 829 of 1344)

Universal Education System—Postmodern Muslim World Perspective /The Republic Re-engineered/By N. U. M. Akramul Kabir Khan Break

Break

Break

Break

Break

Break

Break

Break

Break

Bk

08:35-09:05 A. M.

XX

X

X

X

X

X

X

XX

2

Break

Break

Break

Break

Break

Break

Break

Break

Break

Bk

09:10-09:40 A. M.

XX


Class

X

Lab/Workshop (Regular) (Female)

Class

X

XX

3

Break

Break

Break

Break

Break

Break

Break

Break

Break

Bk

09:45-10:15 A. M.

XX

Class

Class

Class

Class

Class

Class

XX

4

Break

Break

Break

Break

Break

Break

Break

Break

Break

Bk

10:20-10:50 A. M.

XX

Class

Class

Class

Class

Class

Class

XX

5

Break

Break

Break

Break

Break

Break

Break

Break

Break

Bk

10:55-11:25 A. M.

Jumu’a Break

Class

Class

Class

Class

Class

Class

Jumu’a Bk

6

Break

Jumu’a Break

Break

Break

Break

Break

Break

Break

Jumu’a Bk

Bk

11:30-12:00 Noon

Jumu’a Break

Class

Class

Class

Class

Class

Class

Jumu’a Bk

7

Break

Jumu’a Break

Break

Break

Break

Break

Break

Break

Jumu’a Bk

Bk

12:05-12:35 P. M.

Jumu’a Break

Class

Class

Class

Class

Class

Class

Jumu’a Bk

8

Break

Jumu’a Break

Break

Break

Break

Break

Break

Break

Jumu’a Bk

Bk

12:40-01:10 P. M.

Jumu’a Break

Class

Class

Class

Class

Class

Class

Jumu’a Bk

9

Break

Jumu’a Break

Break

Break

Break

Break

Break

Break

Jumu’a Bk

Bk

01:15-01:45 P. M.

Jumu’a Break

Lab/ Workshop

Lab/ Workshop

Lab/ Workshop

Lab/Workshop

Lab/Workshop

Lab/Workshop

Jumu’a Break

10

Break

Jumu’a Break

Break

Break

Break

Break

Break

Break

Jumu’a Bk

Bk

01:50-02:20 P. M.

Jumu’a Break

Irregular (Female)

Irregular (Female)

Irregular (Female)

Irregular (Male)

Irregular (Male)

Irregular (Male)

Jumu’a Bk

11

Break

Break

Break

Break

Break

Break

Break

Break

Break

Bk

02:25-02:55 P. M.

XX

Irregular (Female)

Irregular (Female)

Irregular (Female)

Irregular (Male)

Irregular (Male)

Irregular (Male)

XX

12

Break

Break

Break

Break

Break

Break

Break

Break

Break

Bk

03:00-03:30 P. M.

XX

Irregular (Female)

Irregular (Female)

Irregular (Female)

Irregular (Male)

Irregular (Male)

Irregular (Male)

XX

13

Break

Break

Break

Break

Break

Break

Break

Break

Break

Bk

03:35-04:05 P. M.

XX

Irregular

Irregular

Irregular

Irregular (Male)

Irregular (Male)

Irregular (Male)

XX

14

(Page 830 of 1344)


(Female)

(Female)

(Female)

Break

Break

Break

Break

Break

Break

Break

Break

Break

Bk

04:10-04:40 P. M.

XX

Irregular (Female)

Irregular (Female)

Irregular (Female)

Irregular (Male)

Irregular (Male)

Irregular (Male)

XX

15

Break

Break

Break

Break

Break

Break

Break

Break

Break

Bk

04:45-05:15 P. M.

XX

Irregular (Female)

Irregular (Female)

Irregular (Female)

Irregular (Male)

Irregular (Male)

Irregular (Male)

XX

16

Break

Break

Break

Break

Break

Break

Break

Break

Bk


Irregular (Female)

Irregular (Male)

Irregular (Male)

Irregular (Male)

Other Shift

17

Break

05:20-05:50 P. M.

971



Break

Break

End

End

End

Break

Break

Break

Break

Bk

05:55-06:25 P. M.


X

X

X

Irregular (Male)

Irregular (Male)

Irregular (Male)

Other Shift

18

End

Break

End

X

X

End

End

Break

06:30-07:00 P. M.

XX

X

X

X

X

X

Irregular Lab/ XX Workshop (Male)

19

Bk

Break

X

X

X

X

X

X

End

X

Bk

07:05-07:35 P. M.

XX

X

X

X

X

X

X

XX

20

Break

XX

X

X

X

X

X

X

XX

Bk

07:40-08:10 P. M.

XX

X

X

X

X

X

X

XX

21

Break

XX

X

X

X

X

X

X

XX

Bk

08:15-08:45 P. M.

XX

X

X

X

X

X

X

XX

22

Organization Structure (xvii) Organization Structure: The organizational chart of the total formal education system could be as follows: Levels 971

Qty./Unit

#

Of Items


(Page 831 of 1344)

Universal Education System—Postmodern Muslim World Perspective /The Republic Re-engineered/By N. U. M. Akramul Kabir Khan 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 972 UN [/United Human Forum (UHF )] 1 Caliph (Supreme Leader of the Confederation, CIMIC973) 1 2 Supreme Guardian (of respective Islamic Republic) 1 2 3 President (Chief of State on Behalf of the Supreme Guardian) 1 2 3 4 Prime Minister (Head of Government) 1 2 3 4 5 Education Minister 1 2 3 4 5 6 Board of Regents (7 retired teachers from seven phases, one retired from Madrasa & IIIE elected by the retired teachers of the respective programs, plus 5 members nominated by the Chief of State and endorsed by the legislature of the State) 1 2 3 4 5 6 7 Chancellor (Head of P-G. C.) 1 2 3 4 5 6 7 8 Dean – Faculty of Arts (& Religion) 1 2 3 4 5 6 7 8 Associate Dean974 – Faculty of Arts (& Religion) (Regular Programs) 1 2 3 4 5 6 7 8 Associate Dean975 – Faculty of Arts (& Religion) (Irregular & Independent Studies Programs) 1 2 3 4 5 6 7 8 Departmental Chairpersons 1 2 3 4 5 6 7 8 Professors 1 2 3 4 5 6 7 8 Associate Professors 1 2 3 4 5 6 7 8 9 10 11 12 13 Assistant Professors 1 2 3 4 5 6 7 8 Dean – Faculty of Science 1 2 3 4 5 6 7 8 Associate Dean976 – Faculty of Science (Regular Programs) 1 2 3 4 5 6 7 8 Associate Dean977 – Faculty of Science (Irregular & Independent Studies Programs) 1 2 3 4 5 6 7 8 Departmental Chairpersons 1 2 3 4 5 6 7 8 Professors 1 2 3 4 5 6 7 8 Associate Professors 1 2 3 4 5 6 7 8 9 10 11 12 13 Assistant Professors 1 2 3 4 5 6 7 8 Dean – Faculty of Technology 972

See ‘Moral Democracy—Unison of Ideals, Rationales, and Empirical’, authored by myself. See ‘Moral Democracy—Unison of Ideals, Rationales, and Empirical’, authored by myself. 974 There can be three such Associate Deans for the three respective sub-faculties: (i) Intuitive, Rational, & Empirical. 975 There can be three such Associate Deans for the three respective sub-faculties: (i) Intuitive, Rational, & Empirical. 976 There can be three such Associate Deans for the three respective sub-faculties: (i) Intuitive, Rational, & Empirical. 977 There can be three such Associate Deans for the three respective sub-faculties: (i) Intuitive, Rational, & Empirical. 973

(Page 832 of 1344)

1 1 1 1 1 13

Units -

1 2 3 4 5 6 7

1 1 1 1 30+2 Needs Needs Needs 1 1 1 19 Needs Needs Needs 1

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23

Universal Education System—Postmodern Muslim World Perspective /The Republic Re-engineered/By N. U. M. Akramul Kabir Khan 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5

6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6

7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7

978

8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8

Associate Dean978 – Faculty of Technology (Regular Programs) Associate Dean979 – Faculty of Technology (Irregular & Independent Studies Programs) Departmental Chairpersons Professors Associate Professors 9 10 11 12 13 Assistant Professors 980 Program Coordinator – Administration, Liaison, & Academic Police Program Coordinator – Academic Sessions, & Disciplinary Actions Program Coordinator – Bursars & Stationeries Program Coordinator – Admissions & Records Program Coordinator – Examinations, Placement, Equivalence, & Evaluations Program Coordinator – Curricula, Syllabuses, & Post-Doctoral Sub-specialization Diploma Program Coordinator – Scholarships, Assistantships, & Financial Aids Program Coordinator – Academic Laws, Regulations, & Courts o Justice Program Coordinator – Text Books Exchange Program Coordinator – Student Activities Program Coordinator – Teachers’ Activities Program Coordinator – Sports, Games, & Recreations Program Coordinator – Research & Publications Program Coordinator – Recruitments, Remunerations, & Appraisals Program Coordinator – Press & Newspapers Program Coordinator – Printings Program Coordinator – External Affairs Program Coordinator – Academic Instruments Program Coordinator – Physical Plants, Landscapes, & Maintenance Program Coordinator – Conveyances, Traffic & Parking Program Coordinator – Machinery, & Appliances Program Coordinator – Furniture

There can be three such Associate Deans for the three respective sub-faculties: (i) Intuitive, Rational, & Empirical. There can be three such Associate Deans for the three respective sub-faculties: (i) Intuitive, Rational, & Empirical. 980 Each of such Program Coordinators will build consolidated structure downwards embracing all campuses.. 979

(Page 833 of 1344)

1 1 35 Needs Needs Needs 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51

Universal Education System—Postmodern Muslim World Perspective /The Republic Re-engineered/By N. U. M. Akramul Kabir Khan 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5

6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6

7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7

(Page 834 of 1344)

8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8

Program Coordinator – Utilities Program Coordinator – Budget & Financial Affairs V. C. (Head of G. C.) Dean – Faculty of Arts (& Religion) Associate Dean – Faculty of Arts (& Religion) (Regular Programs) Associate Dean – Faculty of Arts (& Religion) (Irregular & Independ. St. Programs) Chairpersons Senior Scholars Scholars 9 10 11 12 13 14 15 Junior Scholars Dean – Faculty of Science Associate Dean – Faculty of Science (Regular Programs) Associate Dean – Faculty of Science (Irregular & Independent Studies Programs) Chairpersons Senior Scholars Scholars 9 10 11 12 13 14 15 Junior Scholars Dean – Faculty of Technology Associate Dean – Faculty of Technology (Regular Programs) Associate Dean – Faculty of Technology (Irregular & Indepen. Studies Programs) Chairpersons Senior Scholars Scholars 9 10 11 12 13 14 15 Junior Scholars Program Coordinator – Adm., Liaison, Acad. Police, Acad. Sessions, & Discipl. Actions Program Coordinator – Bursars, Furniture, & Stationeries Program Coordinator – Admissions, Records, Exam., Placement, Equiv., & Evaluations. Program Coordinator – Scholarships, Assistantships, Financial Aids, & Textbook Exch. Program Coordinator – Acad. Laws, Regulations, Courts of Justice, & External Affairs Program Coordinator – Students Activities & Teachers Activities Program Coordinator – Sports, Games, Recreations, Research, & Publications Program Coordinator – Recruit., Remuneration, Appraisals, Budget, & Financial Affairs

1 1 1 1 1 1 30+2/Less Needs Needs Needs 1 1 1 19/Less Needs Needs Needs 1 1 1 35/Less Needs Needs Needs 1 1 1 1 1 1 1 1

1 1 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

52 53 54 55 56 57 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84

Universal Education System—Postmodern Muslim World Perspective /The Republic Re-engineered/By N. U. M. Akramul Kabir Khan 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5

6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6

7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7

8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8

1 2 3 4 5 6 7

8

1 2 3 4 5 6 7

8

(Page 835 of 1344)

9

10

9

10

9

10

Program Coordinator – Press, Newspapers, & Printings Program Coordinator – Machineries, Appliances, & Academic Instruments Program Coordinator – Phys Plant, Landscape, Mainten., Conveyance, Traffic, & Prkng. Program Coord. – Curricula, Syllabuses, Utilities, & Post-grad. Specialization Diploma Pro V. C. (Head of U-G. C.) Dean – Faculty of Arts (& Religion) Associate Dean – Faculty of Arts (& Religion) (Regular Programs) Associate Dean – Faculty of Arts (& Religion) (Irreg. & Indep. St. Prog.) Chairpersons Senior Lecturers Lecturers 11 12 13 14 15 16 17 Junior Lecturers Dean – Faculty of Science Associate Dean – Faculty of Science (Regular Programs) Associate Dean –Faculty of Science (Irregular & Indep. St. Programs) Chairpersons Senior Lecturers Lecturers 11 12 13 14 15 16 17 Junior Lecturers Dean – Faculty of Technology Associate Dean – Faculty of Technology (Regular Programs) Associate Dean –Faculty of Technology (Irregular & Indep. St. Prog.) Chairpersons Senior Lecturers Lecturers 11 12 13 14 15 16 17 Junior Lecturers Program Coordinator – Admn.., Liaison, Acad. Police, Aca. Sessions, Discipl. Actions, & Bursars Program Coordinator -- Admissions, Records, Exam., Placement, Equiv., Evaluations, Furniture, & Stationeries Program Coordinator -- Scholarships, Assistantships, Financial Aids, Textbook Exch., & External Affairs

1 1 1 1 1 1 1 1 13+2/Less Needs Needs Needs 1 1 1 6/Less Needs Needs Needs 1 1 1 22/Less Needs Needs Needs 1

13 13 13 13 143 143 143 143 143 143 143 143 143 143 143 143 143 143 143 143 143 143 143 143 143 143 143

85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111

1

143

112

1

143

113

Universal Education System—Postmodern Muslim World Perspective /The Republic Re-engineered/By N. U. M. Akramul Kabir Khan 1 2 3 4 5 6 7

8

1 2 3 4 5 6 7

8

1 2 3 4 5 6 7 1 2 3 4 5 6 7

8 8

1 2 3 4 5 6 7

8

1 1 1 1 1 1 1

2 2 2 2 2 2 2

3 3 3 3 3 3 3

4 4 4 4 4 4 4

5 5 5 5 5 5 5

6 6 6 6 6 6 6

7 7 7 7 7 7 7

8 8 8 8 8 8 8

1 1 1 1 1

2 2 2 2 2

3 3 3 3 3

4 4 4 4 4

5 5 5 5 5

6 6 6 6 6

7 7 7 7 7

8 8 8 8 8

1 1 1 1 1

2 2 2 2 2

3 3 3 3 3

4 4 4 4 4

5 5 5 5 5

6 6 6 6 6

7 7 7 7 7

8 8 8 8 8

1 2 3 4 5 6 7 1 2 3 4 5 6 7 1 2 3 4 5 6 7

8 8 8

(Page 836 of 1344)

9

9

9

10

10

10

11

11

11

12

12

12

Program Coordinator -- Acad. Laws, Regulations, Courts of Justice, Students’ Activities, & Teachers’ Activities Program Coordinator -- Sports, Games, Recreations, Research, Publications, Recruitments, Remunerations, & Appraisals Program Coordinator – Budget, Financial Affairs, Press, Newspapers, & Printings Program Coordinator – Machineries, Appliances, Academic Instruments, & Curricula, Syllabuses, & Graduate Professional Diploma Program Coordinator -- Phys Plant, Landscape, Mainten., Conveyance, Traffic, Prkng., & Utilities Principals (Head of H.S.) Program Coord. (includ. Post H.S. Vocational Diploma) Senior Instructors Instructors 13 14 15 16 17 18 19 Junior Instructors Vice. P. (Head of S. S.) Program Coordinator (including Post S.S. Trade Diploma) Teachers Associate Teachers 13 14 15 16 17 18 19 20 21 Assistant Teachers Pro V. P. (Head of P. S.) Program Coordinator (including post P.S. Skill Diploma) Senior Guru Guru 13 14 15 16 17 18 19 20 21 22 23 Junior Guru Head Master (Head of E.S.) Pro Coord. (Basic Labor Training Diploma) Senior Guide Guide Junior

1

143

114

1

143

115

1 1

143 143

116 117

1

143

118

1 1 Needs Needs Needs 1 1

1,287 1,287 1,287 1,287 1,287 9,009 9,009

119 120 121 122 123 124 125

Needs Needs Needs 1 1

9,009 9,009 9,009 45,045 45,045

126 127 128 129 130

Needs Needs Needs 1 1

45,045 45,045 45,045 135,135 135,135

131 132 133 134 135

Needs Needs Needs

135,135 135,135 135,135

136 137 138


1 2 3 4 5 6 7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

Guide 26

-

-

-

Working Personnel Distribution for Finalization and Implementation

Sub-Total per Program

Faculty Coordinators

Overall Coordinator

2 2 2 2

1 1 1 1

39 41 41 41

1 1 1 1

39 41 41 41

-

-

981

-

984

3x6

3985x5

39 59 41 56

Including Grand Total the four Vice Chairpers

# of Programs982

1 2 2 3

Total/Category

Sub-total/Program

5 6 6 7

Special Courses’ & Programs’ Experts

Coordinator Per Program

7 6 6 5

per # Co-Coordinators Program

E. S.983 P. S. P. M. S. S.

# of Experts for Vocational or981 Professional Training Diploma per Program

1 2 3 4

# of Categories of Courses

Program

#

# of Experts/Scholars Per Category of Courses

(xviii) The distribution of human resources for finalization and Implementation of the plan could be as follows:

For Doctoral Programs these experts will also be responsible to finalize the courses for the research papers (/dissertation), to enlist the allowed areas of research, and to enlist the relevant undergraduate courses for teaching (or equivalent projects in lieu of teaching) 982 Excluding Liberal Studies programs (in UGC, GC, & PGC) and the Mujtahid Program. 983 First four courses of Bangla, first three courses of Mathematics, first two courses of Arabic, and the first course of English can also (redundantly) be recommended for the optional pre-school year of education. 984 For Hinduism, Buddhism, & Christianity. 985 For Hinduism, Buddhism, & Christianity.

(Page 837 of 1344)


5 6 7 8 9 10

S. M. H. S. H. M. U-G. C. G. C. P-G. C. Total

5 4 4 3 2 1

7 8 8 7 6 2989

3 4 4 5 6 7

2 2 2 0 0 0

1 1 1 1 1 1

41 39 39 27 19 10

1 1 1 42 85 85

41 39 39 1,134 1,615 850 3,880

3 3 3 9

1 1 1 3

3986x4 1x3987 1x3988 (1x3990)+(1x3991) 57

41 51 39 1,141 1,622 860 3,949

3,954

Conclusion: This work along with all my (other) related works can be used to erect a morality based comprehensive education system for current Bangladesh (and Muslim World) in particular and post-modern world in general. Even though my works do not necessarily exhibit thoroughly Islamized models, these are aimed and designed to gradually become more and more Islamized. Once the models are implemented, inculcation of Islamic knowledge will facilitate more Islamization and vice versa—that is, the process of Islamization will proceed like a coupled phenomenon along with the satisfaction and interest of every (concerned) community. The entire education system proposed in my works can be implemented within existing (relevant) physical facilities, with moderate adjustments. As a work of a single man there are many shortcomings in this mammoth work. However, if the thorough implementation procedure (such as given in these works) is followed, the weaknesses of these works can be minimized, and after implementation the system will gradually be improving toward becoming, within two generations, an education system to be the most suitable for the generations to come, insh’Allah.

Closing Remark: The infrastructure proposed for interlacing the education system is aimed to gradually embrace all socio-economic activities (for sustainable development and peaceful continuity of proper progress) within and decentralized around education campuses. The main underlying idea of my works is pattern which serves as the aesthetic fabric to interlace functions and expediency in the most effective manner along with the objectives to remain within the boundaries of moral equity and justice. Government should immediately plan to build the (5 km x 5 km) largest (“mother”) campus first. Other such physical constructions can be completed gradually. For these purposes interest-free funding (such as time-trading macro-credit mechanism developed in my other works) can be considered. On-

986

For Hinduism, Buddhism, & Christianity. Three from three faculties for Liberal Studies. 988 Three from three faculties for Liberal Studies. 989 These two general areas of 24 courses (, like other programs,) may include more than two subjects in some majors. 990 Three from three faculties for Liberal Studies. 991 Three from three Master Programs for Mujtahid Programs. 987

(Page 838 of 1344)


campus housing and other real estates which are not used as educational facilities can be transferred to private ownership through interest-free financing (such as time-trading micro-credit, and other mechanisms developed in my other works).

Future Work: Develop detail syllabuses (according to the implementation plan given above) of each curricular course-work (, along with enlisting of reference texts), so that government can implement the entire curriculum within short time.

References: No specific work(s) of any other author(s) has been used as a reference in producing this work, except a moderate understanding of the General Catelog (1992-95) of the University of Oklahoma (along with author’s over eight years of full-time higher education in the USA and over fourteen years of previous full-time education in Bangladesh), U.S.A.

Test Scores and GPA—Mathematics of Letter Grades By: N.U.M. Akramul Kabir Khan, Assistant Professor, Department of Computer Science & Engineering, Premier University, Chittagong, Bangladesh [This article is a revised form of author’s relevant previous works and the author may re-include this (or revised form of it) in his future work(s).] A. Abstract: Examination plays crucial role in education system for motivating and evaluating students. What to and how to ask depend on the objectives of a particular program. How to categorize a student’s performance, on the other hand, should depend on a “global” rationale—all such systems should carry patterns for meaningful comparisons among each other. When evaluating statistical groups we can use a uniform method. But for a non-statistical group, an examiner needs to use his/her judgment for categorizing performance in congruence to that of a statistical group. In this work the concept of “normal (/Gaussian) distribution992” has been adapted for ranking the examinees in a statistical group. On the other hand, conventional system (by using “passing”, lowest, highest, middle scores, etc.) has been suggested (as an option for delivering better judgment) for ranking the examinees of a non-statistical group. Author’s conviction that ‘nobody should be expected to perform beyond his/her abilities and everyone should be given the opportunities to excel to the utmost level’ has also remained as an underlying idea in the proposed schemes. In this regard, the phenomena of competition for nourished stratification by “peer pressure” have also been integrated (in suitable contexts) in order to eradicate the harmful means of cheating and copying (by the students). This work has also discussed the matter of equivalence determination of two different systems—in this regard systems of two different universities from two different parts of the world have been used as concrete examples.

992

See ‘Experimental Methods for Engineers’, 4th Edition, by J. P. Holman (McGraw-Hill Book Company, I984; ISBN 0-07-029613), pages 64-71; and ‘Psychology’, 2nd Edition, by John G. Seaman and Douglas T Kenrick (Prentice Hall, Englewood Cliffs, NJ 07632, 1994; ISBN 0-13-706690-2), page 651.

(Page 839 of 1344)

Test Scores and GPA—Mathematics of Letter Grades/The Republic Re-engineered/By N. U. M. Akramul Kabir Khan

B. Introduction: In a conventional method (in the sub-continent) percentage of the total score (in academic examination) would determine divisions/classes: (i) 33 to less than 45% as the third, (ii) 45 to less than 60% as the second, (iii) and 60% or above as the first. For the last several decades (in the USA), the letter grades (with grade-points) system are being used of which most popular form is: (i) less than 60% as an F (0.00), (ii) 60 to less than 70% as a D (1.00), (iii) 70 to less than 80% as a C (2.00), (iv) 80 to less than 90% as a B (3.00), and (v) 90% and above as an A (4.00). In a letter-grade system, the total grade-points (of a course) is proportional to the weight of the course-credits. Thus, a 3-credit course with a B grade would constitute (3x3=) 9 points, and so on. Thus, Grade-Point Average (GPA) is computed by dividing the sum of the grade-points with the total “credits” passed and failed. In both of these methods, a percentage score is a function of what is learned and what is asked. On the other hand, if we fix that certain range of the lowest scores of a statistical group will be assigned an F (failure) grade, then we can build up higher grades on above it according to the ranks in that group. Depending on the nature of tests we can categorize the following three main types: (i) “Class-room” Test, (ii) Comprehensive Test, & (iii) Placement Test. Classroom test usually refers to those which are conducted by a course instructor to guide and evaluate ongoing progress of the students (while in session). Comprehensive Test refers to those which are conducted at the end of the course session (or academic program)—usually covers the entire contents of a course/program. The placement test usually refers to that which is conducted to measure scholastic and/or aptitude knowledge/maturity of a student in a particular subject/course in order to give him/her credit without re-/enrolling in a course. C. Pedagogic Ranking: Every educational system can adopt (/adapt) the method of its choice for ranking the examinees. However, when two different methods are compared relevant mathematical principles should be followed so that gross injustice is not delivered promoting misgivings. There should be rational guidelines for adapting the best ranking method (by any system) by keeping all the purposes of the examinations embraced. In this regard the following procedures can be proposed: (i) Score-Class-Standing Percentage Method: In this method a letter-grade (with corresponding grade-point) can be assigned by considering either (a) the percentage of the score, or (b) the position of the score among the participants. The former should usually be adapted for a non-statistical group and the later should be adapted for a statistical group. In this regard, the following table is added as an outline: Gruops--> Letter Grades A AB B-

Grade-Points 5.0 4.5 4.0 3.5

(Page 840 of 1344)

Non-Statistical Group (a) Test Score (%) Comprehensive/Class Test ≥ 90 80 to Points->

0 0 0 0 0 0 0 N/A 600 N/A 800 N/A 1000

40 36 43 33 46 24 55 N/A 600 N/A 800 N/A 1000

Max total (at 60) = 65.33 + (points for 18 years education) Max total (at 60) = 67 + (points for 21 years education) Max total (at 60) = 101 + (points for 21 years education) Fixed Fixed Fixed

Job experience is categorized on the basis of required formal education, at the entry level of any job—including the jobs of fellowship, teaching etc. All other jobs would be regarded as of scale-1 (rank-12)—whether the employee is educated or not—however, special definition applies for scales 10-12 (ranks 3-1). (a) Child: Everyone (without listed job) under the age of 18 is considered in this category. A thorough discussion of child employments is beyond the scope of this work. The minimum remuneration of a child should be determined by multiplying the minimum hourly wage for the comparable adults with the factor of α/18, where α = age of child, and the absolute minimum remuneration point for a child is 13. However, this curve [f4(x), below] has been constructed by combining two curves—one [g4(x), Appendix-A1] for age 0 -

BSCSE 48

9

81

Total Credit->

120

Total 40 Courses>

111

Moral Democracy/The Republic Re-engineered/By N. U. M. Akramul Kabir Khan

The above table has included 40 courses of 120 semester-credit-hours. The same syllabus can be shown as to be of 1601105 “semester-credit-hours” to match the present trend of Bangladesh as follows:

1

1

1 1

Lab

Total

2

5

MATH 1103

Introduction to Engineering & Computer 3 Programming CSE Math 3

0

3

1

MATH 1193

Basic College Math

3

0

3

1

ENGL 1103

English Composition

3

0

3

Same as in the above table of 120 semester-credithours 4-Year BSCSE program Same as in the above table of 120 semester-credithours 4-Year BSCSE program Same as in the above table of 120 semester-credithours 4-Year BSCSE program Same as in the above table of 120 semester-credithours 4-Year BSCSE program

1105

Dept.

ENGR 1103

Lab

1

Class-Hours 1106 Non-lab

Semester

1

Lecture

Year

4-Year B. S. in CSE: Courses’ Distribution Chart (by showing “160 semester-credit-hours”) Courses CreditTopics Hours Code Title Syllabus Contents (Top Level Attributes)

3

4

CSE

3

0

Math

3

0

Math

3

0

English

Bangladesh somehow has developed a wrong trend by adopting “160 semester-credit-hours” for 4-year Bachelor degree programs in technical fields (such as Engineering) (, probably by confusing the quarter-credit-hours with that of the semester or by being carried away by whimsical guestimation). In actuality these are equivalent to be around 120 semester-credit-hours (in US standard)—in fact, a load of 160 semester-credit-hours is too high (& unacceptable amount of load) to be nominal for a 4-year Bachelor degree program. All 4-year Bachelor degree programs should be of around 120 semester-credit-hours (or equivalent) in order to guide prevail a sense of “equals” among all such graduates. Besides, in engineering programs some teachers who taught two (such) courses (of actual 6 credit-hours), (in practice) claim to have taught 4 courses (of 9-12 credithours) instead—and they get opportunities to enjoy unfair advantages. PU could have adapted/promoted my ideas since 2002 to remove such anomalies and could have been at the leading edge in this matter.

1106

Alternatively, class-hours can be the same as the hours listed in the (left three columns under the) “Credit-Hours”.

(Page 1243 of 1344)


1

1

PHYS 1103

Engineering Physics I

3

0

3

1

2

CSE 1203

Object Oriented Programming

3

2

5

1

2

MAT 1203

Calculus I

3

0

3

1

2

PHYS 1203

Engineering Physics II

3

0

3

1

2

CHEM 1203

General Chemistry

3

0

3

1

2

EEE 1103

Electrical Circuit I

3

2

5

2

3

MAT 2103

Calculus II

3

0

3

2

3

PHYS 2103

Modern Physics

3

0

3

2

3

ENGR 2103

Material Science

3

0

3

2

3

ENGR 2103

Rigid Body Mechanics

3

0

3

2

3

EEE 1203

Electronic Circuit I

3

2

5

2

4

EEE 2103

Switching Theory & Digital System

3

2

5

2

4

MAT 2203

Engineering Math I

3

0

3

2

4

MAT 2213

Matrices & Linear Algebra

3

0

3

2

4

ENGR 2203

Thermodynamics

3

0

3

(Page 1244 of 1344)

Same as in the above table of 120 semester-credithours 4-Year BSCSE program Same as in the above table of 120 semester-credithours 4-Year BSCSE program Same as in the above table of 120 semester-credithours 4-Year BSCSE program Same as in the above table of 120 semester-credithours 4-Year BSCSE program Same as in the above table of 120 semester-credithours 4-Year BSCSE program Same as in the above table of 120 semester-credithours 4-Year BSCSE program Same as in the above table of 120 semester-credithours 4-Year BSCSE program Same as in the above table of 120 semester-credithours 4-Year BSCSE program Same as in the above table of 120 semester-credithours 4-Year BSCSE program Same as in the above table of 120 semester-credithours 4-Year BSCSE program Same as in the above table of 120 semester-credithours 4-Year BSCSE program Same as in the above table of 120 semester-credithours 4-Year BSCSE program Same as in the above table of 120 semester-credithours 4-Year BSCSE program Same as in the above table of 120 semester-credithours 4-Year BSCSE program Same as in the above table of 120 semester-credithours 4-Year BSCSE program

3

0

Physics

3

4

CSE

3

0

Math

3

0

Physics

3

0

Chemistry

3

4

EEE

3

0

Math

3

0

Physics

3

0

Metallurgy

3

0

ME

3

4

EEE

3

4

EEE

3

0

Math

3

0

Math

3

0

ME


2

4

PHIL 1103

Introduction to Philosophy

3

0

3

3

5

CSE 3103

Data Structure

3

2

5

3

5

CSE 3113

I. C. Electronics

3

2

5

3

5

Engineering Drawing & CAD

0

3

3

3

5

ENGR 1103 MAT 3103

Engineering Math II

3

0

3

3

5

MAT 3113

Engineering Math III

3

0

3

3

6

CSE 3203

Algorithm Analysis

3

2

5

3

6

CSE 3213

3

2

5

3

6

CSE 3223

Comp Org. (, Architecture &) Web Page Design Electronic Communication

3

2

5

3

6

MAT 3203

Computational Math

3

0

3

3

6

ENGL 3203

Professional Writing

3

0

3

4

7

CSE 4103

Operating Systems

3

2

5

4

7

CSE 4113

Database Management Systems

3

2

5

4

7

CSE 4123

Microprocessor & Assembly Language

3

2

5

4

7

CSE 4133

Artificial Intelligence

3

2

5

(Page 1245 of 1344)

Same as in the above table of 120 semester-credithours 4-Year BSCSE program Same as in the above table of 120 semester-credithours 4-Year BSCSE program Same as in the above table of 120 semester-credithours 4-Year BSCSE program Same as in the above table of 120 semester-credithours 4-Year BSCSE program Same as in the above table of 120 semester-credithours 4-Year BSCSE program Same as in the above table of 120 semester-credithours 4-Year BSCSE program Same as in the above table of 120 semester-credithours 4-Year BSCSE program Same as in the above table of 120 semester-credithours 4-Year BSCSE program Same as in the above table of 120 semester-credithours 4-Year BSCSE program Same as in the above table of 120 semester-credithours 4-Year BSCSE program Same as in the above table of 120 semester-credithours 4-Year BSCSE program Same as in the above table of 120 semester-credithours 4-Year BSCSE program Same as in the above table of 120 semester-credithours 4-Year BSCSE program Same as in the above table of 120 semester-credithours 4-Year BSCSE program Same as in the above table of 120 semester-credithours 4-Year BSCSE program

3

0

Philosophy

3

4

CSE

3

4

CSE

0

6

CE

3

0

Math

3

0

Math

3

4

CSE

3

4

CSE

3

4

CSE

2

1

Math

3

0

English

3

4

CSE

3

4

CSE

3

4

CSE

3

4

CSE


CSE 4143

CSE Senior Project

2

3

5

Same as in the above table of 120 semester-credithours 4-Year BSCSE program

2

6

CSE

3

2

5

Same as in the above table of 120 semester-credithours 4-Year BSCSE program Same as in the above table of 120 semester-credithours 4-Year BSCSE program Same as in the above table of 120 semester-credithours 4-Year BSCSE program Same as in the above table of 120 semester-credithours 4-Year BSCSE program Same as in the above table of 120 semester-credithours 4-Year BSCSE program

3

4

CSE

3

4

CSE

3

4

CSE

3

4

CSE

2

6

CSE

Same as in the above table of 120 semester-credithours 4-Year BSCSE program Same as in the above table of 120 semester-credithours 4-Year BSCSE program Same as in the above table of 120 semester-credithours 4-Year BSCSE program Same as in the above table of 120 semester-credithours 4-Year BSCSE program Same as in the above table of 120 semester-credithours 4-Year BSCSE program Total Classroom Hours->

3

4

CSE

3

4

CSE

3

4

CSE

3

4

CSE

2

6

CSE

3

2

5

4

Option-A: Computer Programming (Software) 8 CSE 4203 System Analysis & Software Engineering 8 CSE 4213 Computer Networking & Neural Network 8 CSE 4223 Multimedia & I-Net Programming

3

2

5

4

8

CSE 4233 CSE 4243

4 4

8

2

3

5

4

Option-B: Computer Engineering (Hardware) 8 CSE 4803 Telecommunication & Switching

3

2

5

4

8

CSE 4813

Digital Signal Processing

3

2

5

4

8

CSE 4823

VLSI Design

3

2

5

4

8

CSE 4833

3

2

5

4

8

CSE 4843

Optical Fiber & Mobile Cellular Communication CSE Hardware Senior Project

2

3

5

40

Total “Credit”->

Total Courses ->

160

5

45

2

115

3

4

Fuzzy Logic, Compiler Const. & Cmptng Theo. CSE Software Senior Project

The academic curriculum (/syllabus) for the EEE can also been arranged as follows (please see my letter of 08/08/02 for details): 4 –Year B. S. in EEE: Courses’ Distribution Chart (of 120 actual semester-credit-hours)

(Page 1246 of 1344)

BSCSE 91

7

114

4

1

1

1

1

1

1

EEE 1103 MATH 1193 ENGL 1103

1

1

1

2

1

2

1

2

Syllabus Contents

Lab

ENGR 1103

Class-Hours

1

2

CSE

3

0

EEE

Title

Total

1

Topics

Lab

1

CreditHours Lecture

Semester

Code

Year

Courses

Non-lab


Introduction to Engineering & Computer Programming Electrical Circuit I

3

0

3

3

0

3

Engineering (simple) problem solving (including functional aspects of Architecture), specifications, ethics, contracts, engineering library; Computer, & Structured Programming (using) C++. Adapt/adjust existing syllabus

Basic College Math

3

0

3

Algebra, Trigonometry, Analytic Geometry, & Statistics

3

0

Math

English Composition

3

0

3

3

0

English

PHYS 1103 EEE 1203 MAT 1203


3

0

3

Systematic Analysis of components of effective writing; study of expository prose models, literary types and themes; individual writings of Paragraphs, Essays, & Research Papers Kinematics, Mechanics, Sound, & Heat

3

0

Physics

Electronic Circuit I

3

0

3

Adapt/adjust the existing syllabus

2

1

EEE

Calculus I

3

0

3

3

0

Math

PHYS 1203


3

0

3

Inequalities, Functions, Limits, Continuity, Differentiation, Mean-Value Theorem, Maxima & Minima, Integration, Logarithm & Exponential Functions; Trigonometric, Inverse Trigonometric, & Hyperbolic Functions; Polar Coordinates, Parametric Equations Electricity, Magnetism, Light

3

0

Physics

(Page 1247 of 1344)

Dept.


1

2

CHEM 1203

General Chemistry

3

0

3

1

2

0

3

3

2

3

Introduction to Philosophy Switching Theory & Digital System Calculus II

3

2

PHIL 1103 EEE 2103 MAT 2103

2

3

PHYS 2103

Modern Physics

(Page 1248 of 1344)

3

0

Chemistry

3

(i) Introduction: Matter & its properties, elements, compounds, mixtures, Law of Conservation of Mass & Definite Proportions, Atomic Theory of Dalton, Atomic Weights, Symbols, Formulae, Equations, Energy; (ii) Stoichiometry; (iii) Atomic Structure & Periodic Table; (iv) Chemical Bonding; (v) Chemical Reactions in Aqueous Solution; (vi) Gases; (vii) Solids; (viii) Liquids & Change of State; (ix) Acids, Bases, and Salts; (x) Electrochemistry; & (xi) Organic Chemistry: Hydrocarbons, Isomers, Nomenclature, Hydrocarbon Derivatives; & (xi) Organic Chemistry: Hydrocarbons, Isomers, Nomenclature, Hydrocarbon Derivatives; & (xi) Organic Chemistry: Hydrocarbons, Isomers, Nomenclature, Hydrocarbon Derivatives, & Polymers, Logic, Metaphysics, Epistemology, Ethics, Social Philosophy

3

0

Philosophy

0

3


1

2

EEE

3

0

3

0

Math

3

0

3

(more) Techniques of Integration, Sequences, Infinite Series, Partial 3 Derivatives, Double & Triple Integrals, Vector Calculus, Complex Numbers. Review of Classical Physics: Mechanics, Conservation of Energy, 3 Conservation of Linear Momentum, Electricity & Magnetism, Kinetic Theory of Matter; Special Theory of Relativity, Particlelike Properties of EM Radiation, Wavelike Properties of Particles, Schrodinger Equation, Nuclear Structure & Radioactivity, Nuclear Reactions, Elementary Particles, Astrophysics & General Relativity, Cosmology: The Origin and Evolution of the Universe.

0

Physics


2

3

ENGR 2103

Material Science

3

0

3

2

3

ENGR 2103

Rigid Body Mechanics

3

0

3

2

4

EEE 2203

Electrical Circuit II

3

0

3

2

4

EEE 2213

Electromagnetic Field I

3

0

3

2

4

Engineering Math I

3

0

3

2

4

MAT 2203 MAT 2213

Matrices & Linear Algebra

3

0

3

2

4

ENGR 2203

Thermodynamics

3

0

3

(Page 1249 of 1344)

Structure & Properties of Materials: Introduction to Structure, Mechanical Behavior, Thermal Characteristics, Response to Electric Fields, Atoms & Ions, Primary Bonds, Molecules, Secondary Bonding Forces, Inter-atomic Distances, Coordination Number, & Types of Materials; Atomic Order in Solids; Atomic Disorder in Solids; Electron Transport in Solids; Single Phase Metals; Molecular Phases; Ceramics; Multiphase MaterialsEquillibria; Multiphase, Microstructure, Properties, Thermal Processing; Corrosion of Metals; Cast Iron; Concrete; Wood; Composites; Smart Materials, Modern Materials Introduction: Scalar and Vectors, Forces, Moments, Couples; Resultant of Force Systems, Centroids & Center of Gravity, Equilibrium, Friction, Second Moment (or moment of inertia), Method of Virtual Work, Kinematics, Mechanical Vibrations, Kinetics: Force, Mass, Acceleration, Work, Energy, Impulse, & Momentum. Description of Signal waveforms; circuit differential equations & their solutions; convolution & impulse response; phasors & impedance; resonance; network topology; formulation of loop, node, & state equations; Electrostatic & magnetostatic fields & sources; boundary conditions; introduction to Laplace’s & Poisson’s equations; quasi-stationary & timevarying fields; Maxwell equations & circuit concepts; First Order Ordinary Differential Equations, Second Order Linear ODE, Laplace Transforms Matrices; Eigenvalues & Eigenvectors; Canonical Forms; Field, Linear Space, & Linear Transformation; Functionals & Dual Space; Bilinear, Quadratic, & Hermitian Forms; Zeroth Law of Thermodynamics, Conservation of Mass & Energy, First Law of Thermodynamics, Properties of Pure Substances, Ideal Gas & Specific Heat, Processes Using Tables & Gas Equations of State, Second Law of Thermodynamics & the Carnot Cycle, Entropy, Third Law of Thermodynamics, Available Energy & Availability

3

0

Metallurgy

3

0

ME

3

0

EEE

3

0

EEE

3

0

Math

3

0

Math

3

0

ME


3

5

EEE 3103 CSE 3113 ENGR 1103

Electromagnetic Field II

3

0

3

3

5

I. C. Electronics

3

0

3

3

5

Engineering Drawing & CAD

0

3

3

3

5

MAT 3103

Engineering Math II

3

0

3

3

5

MAT 3113

Engineering Math III

3

0

3

3

6

0

3

6

Analog Communication Theory EEE Lab

3

3

3

0

3

3

6

3

0

3

3

6

EEE 3203 EEE 3213 CSE 3223 MAT 3203

3

0

3

Electronic Communication Computational Math

(Page 1250 of 1344)

Guided waves, radiation & energy relations in e-m fields; distributed parameter systems; resonance, elementary electrodynamics; Adapt/adjust the existing syllabus Drafting, blueprint reading, orthographic projection, sketching & graphical representation of engineering data (,with the aid of computer,) related to Civil, Mechanical, & Electrical Engineering Components/Structures/Systems/ Processes Series Solutions of Differential Equations, Bessel Functions & Legendre Polynomials, Sturm-Liouville Theory, Eigenfunction Expansion, Fourier Analysis, Partial Differential Equations A. Complex Analysis: Complex Numbers & Complex Functions; Integration in the Complex Pane; Complex Sequences & Series, and the Taylor & Laurent Expansions. B. Fuzzy Logic: Adapt/adjust the existing syllabus Adapt/adjust the existing syllabus Principles of Instrumentation, data analysis, and development of methods of experimental analysis for testing theories and hypotheses. Adapt/adjust the existing syllabus Spreadsheet, MATLAB, & Numerical Method: Approximate Solutions of Equations, Approximate Solutions of Equations, Numerical Integration, Polynomial Interpolation, Numerical Differentiation, Cubic Splines, Numerical Solutions of Initial Value Problems, Numerical Solutions of Second Order Initial Value Problems, Numerical Solutions of Second Order Boundary Value Problems, Laplace’s Second Order PDE and The Finite Difference Method of 2-D Dirichlet Problems, Approximation of Eigenvalues & Eigenvectors, The Method of Least Squares.

3

0

EEE

1

2

CSE

0

6

CE

3

0

Math

3

0

Math

3

0

EEE

0

3

EEE

1

2

CSE

2

1

Math


3

6

ENGL 3203

Professional & Technical Writing

3

0

3

4

7

EEE 4103

Electronic Devices

3

0

3

4

7

Linear System Analysis

3

0

3

4

7

0

7

3

4

7

Digital & Satellite Communication Microprocessor & Assembly Language Energy Conversion

3

4

EEE 4113 EEE 4123 CSE 4123 EEE 4143

3

Option-A: Electrical Engineering

(Page 1251 of 1344)

3

Writing Methodology of: Lab Study & Experiment Report, Seminar Report, Field Study Report, Research/Project Proposal, Project Report, Research Paper, Contracts, Thesis Principles & applications of electronic properties of solids for devices with particular emphasis on semiconductor junction, bulk & field effect devices; modern development on solid-state devices, tunnel diode, avalanche diodes, Gunn effect, super-conductive & magnetic devices; phenomenological & quantum mechanical theory of solids; introduction to lasers & masers with particular emphasis on the physical mechanisms underlying interactions between e-m radiation & atomic systems; theory & application of masers, lasers, & other quantum electronic devices; solid state & gaseous simulated emission devices, non-linear optics; other selected topics in quantum electronics; Methods of linear signal & system analyses, including Fourier transform, Laplace transform, & state-space methods; Adapt/adjust the existing syllabus

0

3

0

3

3

0

English

3

0

EEE

3

0

EEE

3

0

EEE


2

1

CSE

Survey of methods of energy conversion, field-energy force relationships, equations of motion, incremental motion transducers, transformer theory, introduction to rotating machines;

3

0

EEE


4

8

EEE 4203

Electrical Power Systems

3

0

3

Transmission & Distribution of Electrical Energy; system load flow & control; faults & system transients; development & use of mathematical models for calculation & estimation of various measures of reliability in electric power systems; economic dispatch of thermal units; transmission losses; unit commitment; generation with energy constraints; production cost models; computation of phase & sequence impedances for transmission lines, machines & transformers; sequence capacitance of transmission lines; machines & transformers; sequence capacitance of transmission lines, analysis of simultaneous faults by two port network theory & matrix transformation; analytical simplification for shunt faults, series faults; solution of the generalized fault diagrams; computer solution methods using admittance and impedance matrices;

3

0

EEE

4

8

EEE 4213

Design of Electrical Transmission & Distribution Systems

3

0

3

3

0

EEE

4

8

0

3

3

Design of transmission & distribution system using computer analysis programs—load flow programs are emphasized; applications of operations research techniques to technical-economic power systems planning & operation problems; load forecasting & generation expansion studies; power systems network configuration studies Adapt/adjust the existing syllabus

0

6

EEE

3

0

3


3

0

EEE

0

3

3

Selected (relevant, electrical) topic(s) (by mutual agreement of the student & 0 instructor/faculty) to be completed by each student individually;

6

EEE

3

0

3


1

2

CSE

3

0

3


1

2

CSE

4 4 4 4

EEE Electrical Instrumentation 4223 & Measurement Lab 8 EEE Switchgear & Protection 4233 8 EEE EEE Analog Senior 4243 Project Option-B: Electronic Engineering 8 CSE Telecommunication & 4803 Switching 8 CSE Digital Signal Processing 4813

(Page 1252 of 1344)


8

Total Courses ->

0

3


1

2

EEE

Optical Fiber & Mobile Cellular Communication EEE Solid-State Senior Project Total Credit->

3

0

3


1

2

CSE

0

3

3

Selected (relevant, electronic) topic(s) (by mutual agreement of the student & instructor/faculty) to be completed by each student individually; Total Classroom Hours->

0

6

EEE BSEEE

32 or 34

4

3

97 or 92

8

VLSI Design

120

4

EEE 4823 CSE 4833 EEE 4843 40

9 or 6

8

111 or 114

4

The above table has included 40 courses of (actual) 120 semester-credit-hours. The same syllabus can be shown as to be of 160 “semester-credit-hours” to match the present trend of Bangladesh as follows:

EEE 1103

1

1

1

1

MATH 1193 ENGL 1103

Dept.

1

Lab

1

Non-lab

ENGR 1103

Total

1

Lab

Semester

1

Class-Hours

Lecture

Year

4 –Year B. S. in EEE: Courses’ Distribution Chart (by showing “160 semester-credit-hours”) Credit-Hours Topics Courses Code Title Syllabus Contents

3

2

5

Same as in the above table of 120 semester-credit-hours 4-Year BSEEE program

3

4

CSE

3

2

5

3

4

EEE

Basic College Math 3

0

3

3

0

Math

English Composition

0

3

Same as in the above table of 120 semester-credit-hours 4-Year BSEEE program Same as in the above table of 120 semester-credit-hours 4-Year BSEEE program Same as in the above table of 120 semester-credit-hours 4-Year BSEEE program

3

0

English


(Page 1253 of 1344)

3


1

1

PHYS 1103

3

0

3

EEE 1203

Engineering Physics I Electronic Circuit I

1

2

3

2

5

1

2

MAT 1203

Calculus I

3

0

3

1

2

PHYS 1203

1

3

0

3

2

Engineering Physics II CHEM 1203 General Chemistry

3

0

3

1

2

PHIL 1103

3

0

3

2

3

EEE 2103

2

3

2

3

2

5

MAT 2103

Introduction to Philosophy Switching Theory & Digital System Calculus II

3

0

3

3

PHYS 2103

Modern Physics

3

0

3

2

3

ENGR 2103

Material Science

3

0

3

2

3

ENGR 2103

3

0

3

2

4

EEE 2203

Rigid Body Mechanics Electrical Circuit II

3

2

5

2

4

EEE 2213

3

2

5

2

4

MAT 2203

3

0

3

2

4

MAT 2213

3

0

3

Electromagnetic Field I Engineering Math I Matrices & Linear Algebra

(Page 1254 of 1344)

Same as in the above table of 120 semester-credit-hours 4-Year BSEEE program Same as in the above table of 120 semester-credit-hours 4-Year BSEEE program Same as in the above table of 120 semester-credit-hours 4-Year BSEEE program Same as in the above table of 120 semester-credit-hours 4-Year BSEEE program Same as in the above table of 120 semester-credit-hours 4-Year BSEEE program Same as in the above table of 120 semester-credit-hours 4-Year BSEEE program Same as in the above table of 120 semester-credit-hours 4-Year BSEEE program Same as in the above table of 120 semester-credit-hours 4-Year BSEEE program Same as in the above table of 120 semester-credit-hours 4-Year BSEEE program Same as in the above table of 120 semester-credit-hours 4-Year BSEEE program Same as in the above table of 120 semester-credit-hours 4-Year BSEEE program Same as in the above table of 120 semester-credit-hours 4-Year BSEEE program Same as in the above table of 120 semester-credit-hours 4-Year BSEEE program Same as in the above table of 120 semester-credit-hours 4-Year BSEEE program Same as in the above table of 120 semester-credit-hours 4-Year BSEEE program

3

0

Physics

3

4

EEE

3

0

Math

3

0

Physics

3

0

Chemistry

3

0

Philosophy

3

4

EEE

3

0

Math

3

0

Physics

3

0

Metallurgy

3

0

ME

3

4

EEE

3

4

EEE

3

0

Math

3

0

Math


2

4

ENGR 2203

Thermodynamics

3

0

3

3

5

EEE 3103

3

2

5

3

5

CSE 3113

Electromagnetic Field II I. C. Electronics

3

2

5

3

5

ENGR 1103

0

3

3

3

5

MAT 3103

3

0

3

3

5

MAT 3113

3

0

3

3

6

EEE 3203

3

2

5

3

6

EEE 3213

0

4

4

3

6

CSE 3223

3

2

5

3

6

MAT 3203

3

0

3

3

6

ENGL 3203

3

0

3

4

7

EEE 4103

3

2

5

4

7

EEE 4113

3

2

5

4

7

EEE 4123

3

2

5

Engineering Drawing & CAD Engineering Math II Engineering Math III Analog Communication Theory EEE Lab Electronic Communication Computational Math Professional & Technical Writing Electronic Devices Linear System Analysis Digital & Satellite Communication

(Page 1255 of 1344)

Same as in the above table of 120 semester-credit-hours 4-Year BSEEE program Same as in the above table of 120 semester-credit-hours 4-Year BSEEE program Same as in the above table of 120 semester-credit-hours 4-Year BSEEE program Same as in the above table of 120 semester-credit-hours 4-Year BSEEE program Same as in the above table of 120 semester-credit-hours 4-Year BSEEE program Same as in the above table of 120 semester-credit-hours 4-Year BSEEE program Same as in the above table of 120 semester-credit-hours 4-Year BSEEE program Same as in the above table of 120 semester-credit-hours 4-Year BSEEE program Same as in the above table of 120 semester-credit-hours 4-Year BSEEE program Same as in the above table of 120 semester-credit-hours 4-Year BSEEE program Same as in the above table of 120 semester-credit-hours 4-Year BSEEE program Same as in the above table of 120 semester-credit-hours 4-Year BSEEE program Same as in the above table of 120 semester-credit-hours 4-Year BSEEE program Same as in the above table of 120 semester-credit-hours 4-Year BSEEE program

3

0

ME

3

4

EEE

3

4

CSE

0

6

CE

3

0

Math

3

0

Math

3

4

EEE

0

8

EEE

3

4

CSE

2

1

Math

3

0

English

3

4

EEE

3

4

EEE

3

4

EEE


4

7

CSE 4123

4

7

EEE 4143

Microprocessor & Assembly Language Energy Conversion

3

2

5


3

4

CSE

3

2

5


3

4

EEE

3

2

5

3

4

EEE

3

2

5

Same as in the above table of 120 semester-credit-hours 4-Year BSEEE program Same as in the above table of 120 semester-credit-hours 4-Year BSEEE program

3

4

EEE

0

4

4


0

8

EEE

3

2

5

3

4

EEE

3

2

5

Same as in the above table of 120 semester-credit-hours 4-Year BSEEE program Same as in the above table of 120 semester-credit-hours 4-Year BSEEE program

3

4

EEE

3

2

5

Same as in the above table of 120 semester-credit-hours 4-Year BSEEE program Same as in the above table of 120 semester-credit-hours 4-Year BSEEE program Same as in the above table of 120 semester-credit-hours 4-Year BSEEE program Same as in the above table of 120 semester-credit-hours 4-Year BSEEE program

3

4

CSE

3

4

CSE

3

4

EEE

3

4

CSE

3

2

5

4

Option-A: Electrical Engineering 8 EEE 4203 Electrical Power Systems 8 EEE 4213 Design of Electrical Transmission & Distribution Systems 8 EEE 4223 Electrical Instrumentation & Measurement Lab 8 EEE 4233 Switchgear & Protection 8 EEE 4243 EEE Analog Senior Project Option-B: Electronic Engineering 8 CSE 4803 Telecommunication & Switching 8 CSE 4813 Digital Signal Processing 8 EEE 4823 VLSI Design

3

2

5

4

8

3

2

5

4 4

4 4 4 4 4

CSE 4833

Optical Fiber & Mobile Cellular Communication

(Page 1256 of 1344)


3

4

Same as in the above table of 120 semester-credit-hours 4-Year BSEEE program Total Classroom Hours->

1

6

EEE BSEEE

99 or 97

1

113 or 114

Total 40 Courses ->

EEE Solid-State Senior Project Total “Credit”->

160

EEE 4843

49 or 48

8

111 or 112

4

The academic curriculum (/syllabus) for the Architecture can also been arranged as follows:

1

1

Lab

1

1

2

CSE

3

Engineering (simple) problem solving (including functional aspects of Architecture), specifications, ethics, contracts, engineering library; Computer, & Structured Programming (using) C++. Adapt/adjust existing syllabus

3

0

EEE

0

3

Algebra, Trigonometry, Analytic Geometry, & Statistics

3

0

Math

3

0

3

3

0

English

3

0

3

Systematic Analysis of components of effective writing; study of expository prose models, literary types and themes; individual writings of Paragraphs, Essays, & Research Papers Kinematics, Mechanics, Sound, & Heat

3

0

Physics

3

0

3

EEE 1103


3

0

1

MATH 1193

Basic College Math

3

1

1

ENGL 1103

English Composition

1

1

PHYS 1103


1107

Class-Hours Dept. Non-lab

ENGR 1103

Total

1

Lab

Semester

1

Lecture

Year

4 –Year B. S. in Architecture1107: Courses’ Distribution Chart (of 120 actual semester-credit-hours) Credit-Hours Topics Courses Code Title Syllabus Contents

Architecture is a combination of functions & aesthetics—together make itself a unique discipline. However, both aspects of it, today, can be learned only through the knowledge of science and technology. That is why a Bachelor of Science Degree (in Architecture) is proposed—and accordingly, required minimum number of courses in natural science & mathematics are included in the curriculum. But I have proposed it differently in my comprehensive work(s) for total replacement of the formal education system.

(Page 1257 of 1344)


1

2

ARCH 1103

Introduction to Built Environment

3

0

3

1

2

MAT 1203

Calculus I

3

0

3

1

2

PHYS 1203


3

0

3

1

2

CHEM 1203

General Chemistry

3

0

3

1

2

PHIL 1103


3

0

3

2

3

ARCH 2103

Graphics

3

0

3

2

3

ARCH 2113

Basic Design I

3

0

3

(Page 1258 of 1344)

Quality in Built Environment, Current Trends, Various Design Disciplines & Professional Responsibilities of Each, & History of Built Environment (from the beginning to now); Inequalities, Functions, Limits, Continuity, Differentiation, MeanValue Theorem, Maxima & Minima, Integration, Logarithm & Exponential Functions; Trigonometric, Inverse Trigonometric, & Hyperbolic Functions; Polar Coordinates, Parametric Equations Electricity, Magnetism, Light

3

0

Arch

3

0

Math

3

0

Physics

3

0

Chemistry

3

0

Philosophy

Graphic Communication, Free Hand Drawing, Relationship Between 1 Graphic Communication & Design, Visual Communication Techniques; Relation of Design to Drawing, Line, Projections & their Relevance to the Design & Theory, Methods of Perspective, Perspective Construction & Descriptive Geometry Abstract Design, Basic Principles, Fundamental Concepts, 2-D 1 Project

2

Arch

2

Arch

(i) Introduction: Matter & its properties, elements, compounds, mixtures, Law of Conservation of Mass & Definite Proportions, Atomic Theory of Dalton, Atomic Weights, Symbols, Formulae, Equations, Energy; (ii) Stoichiometry; (iii) Atomic Structure & Periodic Table; (iv) Chemical Bonding; (v) Chemical Reactions in Aqueous Solution; (vi) Gases; (vii) Solids; (viii) Liquids & Change of State; (ix) Acids, Bases, and Salts; (x) Electrochemistry; & (xi) Organic Chemistry: Hydrocarbons, Isomers, Nomenclature, Hydrocarbon Derivatives; & (xi) Organic Chemistry: Hydrocarbons, Isomers, Nomenclature, Hydrocarbon Derivatives; & (xi) Organic Chemistry: Hydrocarbons, Isomers, Nomenclature, Hydrocarbon Derivatives, & Polymers, Logic, Metaphysics, Epistemology, Ethics, Social Philosophy


2

3

ARCH 2123

Architectural Materials

3

0

3

2

3

ARCH 2133

Mechanics for Architects I

3

0

3

2

3

MAT 2103

Calculus II

3

0

3

2

4

ARCH 2203

Basic Design II

3

0

3

2

4

ARCH 2213

Architectural Design/Human Factors

3

0

3

2

4

ARCH 2223

Interior Design & Construction

3

0

3

2

4

ENGR 2203

Thermodynamics

3

0

3

(Page 1259 of 1344)

Relationship Between the Technology of Building Materials & Architectural Design; Effect of Material Form & Strength; Durability & Workability on Structure, Connections, Surfaces, & Edges; Assembly of Building Materials & Components with Regards to Safety, Weather Resistance, Weathering, Wear, Maintenance, Material Compatibility, Differential Movement, Construction Failures, Quality Assurance, & other topics Concerning Resistance to Deterioration; Principles of Architectural Structures in Tension & Compression; Resultants & Equilibrium Force Systems; Section Properties; Stress & Strain; Tension & Compression Members; Trusses & Pin Connections; (more) Techniques of Integration, Sequences, Infinite Series, Partial Derivatives, Double & Triple Integrals, Vector Calculus, Complex Numbers. Abstract Design, Basic Principles, Fundamental Concepts, 3-D Project, Human Aspects of Design—Cultural, Social, & Behavioral Factors Study of Human Needs & Activities as Design Determinants; Design Implications of Spatial Relationships; Scale & Function; Relationship Between Architecture & Interior Design; Building & Finish Materials Used in the Design of Non-loadbearing Interior Construction; Selection & Detailing of Materials & Assemblies in Construction Drawings; Planning Processes & Design Principles in Commercial Design Projects; Space Planning Process & Design Philosophy & Specifications; Zeroth Law of Thermodynamics, Conservation of Mass & Energy, First Law of Thermodynamics, Properties of Pure Substances, Ideal Gas & Specific Heat, Processes Using Tables & Gas Equations of State, Second Law of Thermodynamics & the Carnot Cycle, Entropy, Third Law of Thermodynamics, Available Energy & Availability

3

0

Arch

3

0

Arch

3

0

Math

1

2

Arch

2

1

Arch

2

1

Arch

3

0

ME


2

4

MAT 2203

Engineering Math I

3

0

3

3

5

ARCH 3103

Architectural Theory, Design Process, & Programming

3

0

3

3

5

ARCH 3113

Construction Drawing, Materials, & Methods

3

0

3

3

5

ARCH 3123

Environmental Systems in Architecture

3

0

3

3

5

ARCH 3133

Mechanics for Architects II

3

0

3

3

5

ARCH 3143

Architectural Design I

3

0

3

3

6

ARCH 3213

Introduction Site Design

3

0

3

3

6

ARCH 3223

Architectural Design/ Technological Factors

3

0

3

(Page 1260 of 1344)

First Order Ordinary Differential Equations, Second Order Linear ODE, Laplace Transforms Introduction to Architectural Theory & Design Process; Survey of Architectural Theory: Influence of Philosophical, Ideological, & Aesthetic Concepts on Contemporary Theory & Practice; Exploration of Decision Making for Design as a Creative & Problem-solving Process; Elements of Architectural Programming; Information Gathering, Analysis & Concept Development Leading to Architectural Problem Definition; Relationships Between Programming & Design Process; Introduction to Construction Industry; Overview & Studio Practice Graphical Technique; Reading & Interpretation of Working Drawings; Materials & Methods of Building Construction; Joining & Connecting Building Components; Types of Welds for Steel; Joints for Masonry; Connectors for Wood; Reinforcement of Concrete & Non-structural Joints; Environmental Control & Ventilation; Vertical Transportation, Water Supply, Waste Water Drainage, & Lighting/Electrical Power Systems/Appliances for Building; Principles of Architectural Structures in Bending; Shear & Moment Diagrams; Bending Members; Columns & Walls; Selection of Simple Members in Wood & Steel; Basic Design Concepts to Architectural Solutions; Scheme Development; Functional Use of Space; Building Form & Structure; Site Analysis & Design; Design Process & Transitional from Abstract Design Principles to Applied Landscape Design; Study of Construction Materials & Technology as Design Determinants; Design Implications of Building Technology;

3

0

Math

2

1

Arch

2

1

Arch

2

1

Arch

3

0

Arch

1

2

Arch

1

2

Arch

2

1

Arch


3

6

ARCH 3203

Architectural Design/ Environmental Factors

3

0

3

3

6

ARCH 3233

History of Built Environment in Bangladesh

3

0

3

3

6

ARCH 3243

0

3

3

4

7

ARCH 4103

Architectural Design Project I Environmental Control for Buildings

3

0

3

4

7

ARCH 4113

Architecture Structure I

3

0

3

4

7

ARCH 4123

Architectural Design II

3

0

3

4

7

ARCH 4133

3

0

3

0

3

3

4

Architectural Professional Practice 7 ARCH 4143 Architectural Design Project II Option-A: Architecture

(Page 1261 of 1344)

Forces within the Natural & Built Environment as Design Determinants; Design Implications of Environmental Forces & Built Environment; History of Built Environment (in Bangladesh) During Different Era from the Past Through the Middle of 20th Century; The Integral Nature of the Built Environment; Study of Buildings, Urban Patterns & Ideas; Studio-based Investigation of Special Topics in Architecture & Related Disciplines for Development of Professional Specialization; Psychometrics; Heat Transmission in Building Materials; Building Heat Losses, Cooling Loads, & Passive Solar Heating; Survey of Air Conditioning Systems; Design of Systems for Control of the Thermal Environment in Buildings; Influences of Fenestration, Shading, & Orientation; Relationship of Lighting Quality to Human Performance; Principles of Illumination & Electrical Power Distribution Systems; Electrical Code Requirements & Automatic Control; Piping Design; Alarm Systems; Lift Control; Architectural Acoustics & Noise Control; Structural Design of Simple Building Frameworks; Loads; Simple Structural Systems for Gravity, Lateral & Seismic Loads in Steel, Wood, & Masonry; Connections; Structural Detailing; Architectural Design Projects of Intermediate Scales; Analysis of Functional Relationships, Programming, & Site Design; Application of Site Technology; Studio-based Investigation of Special Topics in Architecture & Related Disciplines for Development of Professional Specialization;

2

1

Arch

3

0

Arch

0

6

Arch

2

1

Arch

2

1

Arch

1

2

Arch

3

0

Arch

0

6

Arch


4

8

ARCH 4203

Architecture Structure II

3

0

3

4

8

ARCH 4213

3

0

3

4

8

ARCH 4223

Architectural Design/ Building Systems Integration Architectural Project Management

3

0

3

4

8

ARCH 4233

Building Type Analysis

3

0

3

4

8

ARCH 4243

0

3

3

3

0

3

4

Architectural Design Project III Option-B: Construction Science 8 ARCH 4403 Construction Quality, Equipment & Method

(Page 1262 of 1344)

Structural Design of Continuous Building Frameworks; Loads; Concrete Structural Systems; Foundations; Connections; Structural Detailing; Structural Evaluation of Long Span, High Rise, & Freeform Structural Systems; Structural Programming & System Development in Architectural Design; Computer Applications in Structures; Integrations of Structures, Environmental Systems, Constructions Materials, and Architectural Detailing; Use of Production & Presentation Drawing to Communicate Technical Information; Building Construction Industry, Architectural Project Manual, Owner/Contractor Relations, Management of the Various Phases within a Project Sequence, Schematic Design; Design Development, Construction Documents, Bid/Negotiation, Construction Administration, Owner/Architect Relationships; Design of Lettering, Signs, Symbols, & Ornaments; Artwork of Interior and Exterior Applications; Selections of Appropriate Materials, Colors, & Techniques; Analysis of Functional, Technical, & Aesthetic Requirements of Selected Building Types; Studio-based Investigation of Special Topics in Architecture & Related Disciplines for Development of Professional Specialization;

2

1

Arch

1

2

Arch

3

0

Arch

3

0

Arch

0

6

Arch

Performance, Relative Cost, Depreciation, & Use of Equipment in Construction; Field Study & Class Reports on Construction Equipment; Standard Test Used in Construction to Assure Quality Required by Project Specifications; Load Tests; Pullout Tests; X-ray tests; & Other Non-destructive Tests to Prove Structural Integrity & Resistance to Deterioration;

1

2

Arch


4

8

ARCH 4413

Construction Cost Estimating

3

0

3

4

8

ARCH 4423

Soils & Foundation

3

0

3

4

8

ARCH 4433

Construction Contract & Project Management

3

0

3

4

8

ARCH 4443

Construction Method Project

0

3

3

4

Option-C: Interior Design 8 ARCH 4303 Contemporary Interiors, & Furniture Design

3

0

3

(Page 1263 of 1344)

Fundamental Knowledge of Estimating Cost of Construction Project; Determine Quantities Materials, Equipment, & Labor on the Basis of Working Drawings, & Specifications of Specific Construction Projects; Approximate Estimate & Detailed Estimate; Overheads & Profit Factors; Construction Bidding Procedure; Pricing of Work, Sub-contracting, & Bidding Strategies; Cost Estimating Software; Soil Identification & Classification; Engineering Properties of Soils; Spread Footings & Foundation Design; Piles & Caissons, Retaining Wall Design; Settlement of Foundations; Observation of Field & Lab Test; Practical Application; A Rigorous Examination of Current Construction Law as It Pertains to the Day-to-Day Management of the Construction Contracts; Identification of Liabilities; Construction Bids; Contracts; Changes; Delays & Dispute Resolution; Dispute Reduction Knowledge; Organize, Manage, and Control/Assure to Produce Quality Buildings; Presentation of Research on Management Topics; Career Planning, Resume Writing, & Field Trips to Construction Sites; Role of Management in Enforcing Quality Standards; Avoiding Legal Conflicts & Using Ethical Conduct; Studio/Lab-based Investigation of Special Topics in Architectural Construction & Related Disciplines for Development of Professional Specialization;

2

1

Arch

1

2

Arch

3

0

Arch

0

6

Arch

Study of the Work & Philosophy of Major 20th Century (Interior) Designers; Planning & Renderings of Spaces & Furniture which Accurately Represents the Work of Each Designer; The Design & Construction of Furniture; Design & Construction Processes, Working Drawings, Materials & Methods for Custom & Manufactured Furniture & Casework;

2

1

Arch


4

8

ARCH 4313

Advance Interior Design

3

0

3

4

8

ARCH 4323

Interior Material Specification

3

0

3

4

8

ARCH 4333

Interior Architectural Theory, & Interior Design Office Practice

3

0

3

4

8

ARCH 4343

Interior Design Project

0

3

3

4

Option-D: Landscape Architecture 8 ARCH 4503 Plant Material, Technology 3

0

3

4

8

0

3

ARCH 4513

(Page 1264 of 1344)

Landscape Architecture Design

3

Focuses on Conceptual Design, Lighting Design, & Regulatory Constraints in Commercial Interiors, Design Principles in Lighting, Acoustics, & Space Planning; Design of Interiors Where Lighting is of Major Importance; Design Projects Develop Conceptual & Critical Thinking in Design of Institutional & Corporate Interiors; Lighting, Interior Systems, Construction Detailing & Scheduling integrated in to Design Projects; Comprehensive Overview; Basic Characteristics & Installation of Finishes Used in the Design of Interiors; Building Codes, Fire Safety, & Regulations for Accessibility; Writing Specifications for FF&E for Non-Loadbearing Construction; Reading & Research to Identify Ideas, Concepts, & Theories Essential to Those Who Create Interiors, Those Who Criticize Design, & Those Who Write Design History; Study of the Professional Practice of Interior Design; Office Practice, Business Procedure & Professional Ethics; Contract Practice, Design Project Management, & Project Completion; Studio-based Investigation of Special Topics in Interior Design & Related Disciplines for Development of Professional Specialization;

1

2

Arch

1

2

Arch

3

0

Arch

0

6

Arch

Identification, Uses, Planting, & Culture Requirements of Plants Suitable for Landscape Use in Bangladesh & Surrounding Region; Plant Technology Intermediate Design/Lecture Studio Extending & Providing Alternative Design Approaches; Utilizes Intermediate Scale Project Applications Including, But Not Limited to, Urban & Recreational Design; A Studio Requiring a Pre-planned Strategy & Increased Student Self-direction on Larger Design Project while Integrating Earned Knowledge; Lecture/Studio Requiring Large Scale Project Policy-Making Followed by a Design Response; Integration & Application of Obtained Knowledge/Experience;

2

1

Arch

1

2

Arch


4

8

ARCH 4523

4

8

ARCH 4533

4

8

ARCH 4543

4

1108

Landscape Architectural Analysis & Simulation, & Planting Design Landscape Architecture Technology

3

0

3

3

0

3

Landscape Design Project

0

3

3

3

0

3

Option-E: Regional & City Planning 8 ARCH 4603 Community, Urban/ Regional Organization, Analysis, & Professional Practice

Contemporary Technical Equipment & Techniques for Use by Landscape Architects in Support of the Design Process; Intensive Lecture/Studio Emphasizing the Use of Plants in Landscape Design; Intensive Lecture/Studio Introducing Advance Technical Principles & Skills Usually Required of a Landscape Architect; A Studio which Synthesizes & Extends Independent Principles (with Greater Student Self Direction) by Using the Knowledge/Experience Already Obtained1108; Studio-based Investigation of Special Topics in Landscape Design & Related Disciplines for Development of Professional Specialization; Scientific Techniques Used to Analyze Urban/Regional Social, Economic, Political, & Environmental Problems with Reflections of Required Studies Leading to Setting of Goals, Policies, & Plans for Urban & Regional Scale Development; Introduction to Community Theory & Methods of Community Analysis; Social/Organizational Components of the Community & their Relevance to the Planning Profession; Overview of Professional Planning Skills & Ethics for Urban Planners; Legal Issues of Practice; Program Management Administration; Professional Ethics & Organizational Skills;

To maintain chronological order of learning, some of the 8th semester courses can/should be enrolled in 7th semester (& vice versa).

(Page 1265 of 1344)

2

1

Arch

2

1

Arch

0

6

Arch

3

0

Arch


4

8

ARCH 4613

Urban Facilities Planning & Computer G.I.S.

3

0

3

4

8

ARCH 4623

Urban Planning & Environment

3

0

3

(Page 1266 of 1344)

Computer-based Mapping & Geographic Information Systems; Long 1 & Short Term Considerations in Urban Facilities Planning; Tactical Facility Planning & Management in Organizational Environment; Site, Layout; Economic Criteria; Human Factors; Facility PlanningProgramming Standards; Study of the Historical Development of Property Systems; Zoning Law; Ordinance Preparation; Administrative Procedures; Division Regulations/Codes Used in Regulation/Control of Land Use; Examination of Physical, Social, Economic, & Public Interest Determinants of Land Use; Analysis of Economic, Population, & Land Usage for Providing Basis for Planning; Space/Location Requirements & Design Characteristics for Residential, Commercial, Industrial, & Public Uses of Land; Study of Urban Traffic as a Function of Land Use in Terms of Structure & Systems of Movement; History, Philosophy, & Theories of Urban Planning; Discussion of 2 Geographic & Social Influence on Urbanization; Development of Urban Physical Patterns & Aesthetics; Modern Urban Development; Current Philosophies, Problems, & Techniques of Urban Planning; Discussion on the Role of Allied Disciplines Required to Execute Comprehensive Plan & Its Details; Coordination among Different Physical Elements of Urban System Treated Separately in Civil Engineering, Environmental Science, Geography, Sociology such as Water, Sewage, Watersheds, etc. into an Organized System; Description of the Model & Parameters of the Elements and Subsequent Integration as a Whole: Its Goals, Alternatives, Components, Arrangement, Model of Effectiveness, & Methods of Forecasting; Introduction to the Use of Environment Factors in the Urban Planning Process; Current Methodologies for Minimizing Detrimental Environmental Impacts and their Application to Case Study Example; Comparison and Contrasts with the Alternative Approaches;

2

Arch

1

Arch


0

3

4

8

ARCH 4643

Regional & City Planning Project

0

3

3

40

Total Credit->

Total Courses ->

Application of Systems Analysis Techniques to the Generation, 1 Evaluation, & Selection of Alternative Transportation Plans; Quantitative Analysis of Multimodal Network for Selection of Satisfying Operating Policies & Investment Programs; Financial & Economic Aspects of Transportation Planning; Highway & Public Mass Transportation Systems; Central, Regional, & Local Financial, Administrative, & Practical Analysis Techniques; Government Policy & Transit Productivity; Characteristic of Urban & Regional Passenger & Freight Demand; Travel Demand Forecasting Methodologies; Long & Short-range Planning Strategies; Role of Governments; Characteristics of Major Modes of Transport; Decision-making Strategies, Case Studies; Study of Interactions Between Land Development Activities & the Transportation Networks; Application of Planning & Design Techniques to Manage the Impact of Development Upon the Transportation Systems; Studio-based Investigation of Special Topics in Regional & City 0 Planning & Related Disciplines for Development of Professional Specialization; A Terminal Professional Design/Research Project Demonstrating Comprehensive Understanding & Integrative Capabilities in Urban Planning with Selective Interest of Concentration; Total Classroom Hours->

2

Arch

6

Arch

BS Arch 46 or 48

3

83 or 81

Transportation & Solid Wastes Disposal System Planning

120

ARCH 4633

9

8

111

4

4 –Year B. S. in Architecture: Courses’ Distribution Chart (by showing “160 semester-credit-hours”) Courses Credit-Hours Topics Se m

Y ea

The above table has included 40 courses of (actual) 120 semester-credit-hours. The same syllabus can be shown as to be of 160 “semester-credit-hours” to match the present trend of Bangladesh as follows:

(Page 1267 of 1344)

Class-Hours

Total

0

3

3

0

3

1

ENGR 1103

1

1

EEE 1103


1

1

MATH 1193

Basic College Math

3

0

3

1

1

ENGL 1103

English Composition

3

0

3

1

1

PHYS 1103


3

0

3

1

2

ARCH 1103

3

0

3

1

2

MAT 1203

Introduction to Built Environment Calculus I

3

0

3

1

2

PHYS 1203


3

0

3

1

2

CHEM 1203

General Chemistry

3

0

3

1

2

PHIL 1103


3

0

3

2

3

ARCH 2103

Graphics

3

1

4

2

3

ARCH 2113

Basic Design I

3

1

4

2

3

ARCH 2123

Architectural Materials

3

0

3

(Page 1268 of 1344)

Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program. Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program. Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program. Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program. Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program. Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program. Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program. Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program. Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program. Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program. Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program. Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program. Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program.

Dept.

Lab

3

1

Syllabus Contents Lab

Title

Nonlab

Code

Lecture


1

2

CSE

3

0

EEE

3

0

Math

3

0

English

3

0

Physics

3

0

Arch

3

0

Math

3

0

Physics

3

0

Chemistry

3

0

Philosophy

2

4

Arch

2

4

Arch

3

0

Arch


2

3

ARCH 2133

Mechanics for Architects I

3

0

3

2

3

MAT 2103

Calculus II

3

0

3

2

4

ARCH 2203

Basic Design II

3

2

5

2

4

ARCH 2213

3

2

5

2

4

ARCH 2223

Architectural Design/Human Factors Interior Design

3

2

5

2

4

ENGR 2203

Thermodynamics

3

0

3

2

4

MAT 2203

Engineering Math I

3

0

3

3

5

ARCH 3103

3

2

5

3

5

ARCH 3113

3

2

5

3

5

ARCH 3123

3

2

5

3

5

ARCH 3133

Architectural Theory, Design Process, & Programming Construction Drawing, Materials, & Methods Environmental Systems in Architecture Mechanics for Architects II

3

0

3

3

5

ARCH 3143

Architectural Design I

3

2

5

3

6

ARCH 3213

Introduction Site Design

3

2

5

3

6

ARCH 3223

3

2

5

3

6

ARCH 3203

Architectural Design/ Technological Factors Architectural Design/ Environmental Factors

3

2

5

(Page 1269 of 1344)

Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program. Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program. Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program. Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program. Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program. Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program. Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program. Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program. Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program. Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program. Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program. Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program. Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program. Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program. Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program.

3

0

Arch

3

0

Math

3

4

Arch

3

4

Arch

3

4

Arch

3

0

ME

3

0

Math

3

4

Arch

3

4

Arch

3

4

Arch

3

0

Arch

3

4

Arch

3

4

Arch

3

4

Arch

3

4

Arch


3

6

ARCH 3233

3

6

ARCH 3243

4

7

ARCH 4103

4

7

4

History of Built Environment in Bangladesh Architectural Design Project I

3

0

3

1

4

5

3

2

5

ARCH 4113

Environmental Control for Buildings Architecture Structure I

3

2

5

7

ARCH 4123

Architectural Design II

3

2

5

4

7

ARCH 4133

3

0

3

4

7

ARCH 4143

Architectural Professional Practice Architectural Design Project II

1

4

5

4

Option-A: Architecture 8 ARCH 4203 Architecture Structure II

3

3

6

4

8

ARCH 4213

3

3

6

4

8

ARCH 4223

4

8

4

8

4 4

3

0

3

ARCH 4233

Architectural Design/ Building Systems Integration Architectural Project Management Building Type Analysis

3

0

3

ARCH 4243

Architectural Design Project III

1

4

5

3

2

5

3

2

5

Option-B: Construction Science 8 ARCH 4403 Construction Quality, Equipment & Method 8 ARCH 4413 Construction Cost Estimating

(Page 1270 of 1344)

Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program. Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program. Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program. Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program. Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program. Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program. Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program.

3

0

Arch

1

8

Arch

3

4

Arch

3

4

Arch

3

4

Arch

3

0

Arch

1

8

Arch

Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program. Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program. Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program. Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program. Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program.

3

6

Arch

3

6

Arch

3

0

Arch

3

0

Arch

1

8

Arch

Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program. Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program.

3

4

Arch

3

4

Arch


4

8

ARCH 4423

Soils & Foundation

3

2

5

4

8

ARCH 4433

0

3

4

8

ARCH 4443

Construction Contract & Project 3 Management Construction Design Project 1

4

5

3

2

5

4

Option-C: Interior Design 8 ARCH 4303 Contemporary Interiors, & Furniture Design 8 ARCH 4313 Advance Interior Design

3

2

5

4

8

ARCH 4323

Interior Material Specification

3

2

5

4

8

ARCH 4333

0

3

4

8

ARCH 4343

Interior Architectural Theory, & 3 Interior Design Office Practice Interior Design Project 1

4

5

4

Option-D: Landscape Architecture 8 ARCH 4503 Plant Material & Technology

3

1

4

4

8

ARCH 4513

Landscape Architecture Design

3

2

5

4

8

ARCH 4523

3

2

5

4

8

ARCH 4533

3

1

4

4

8

ARCH 4543

Landscape Architectural Analysis & Simulation Landscape Architecture Technology Landscape Design Project

1

4

5

4

Option-E: Regional & City Planning

(Page 1271 of 1344)

Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program. Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program. Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program.

3

4

Arch

3

0

Arch

1

8

Arch


3

4

Arch

3

4

Arch

3

4

Arch

3

0

Arch

1

8

Arch


3

2

Arch

3

4

Arch

3

4

Arch

3

2

Arch

1

8

Arch


4

8

ARCH 4603

4

8

ARCH 4613

4

8

ARCH 4623

4

8

ARCH 4633

4

8

ARCH 4643

Total Courses ->

40

Community, Urban/ Regional Organization, Analysis, & Professional Practice Urban Facilities Planning & Computer G.I.S. Urban Planning & Environment Transportation & Solid Wastes Disposal System Planning Regional & City Planning Project Total Credit->

3

0

3

Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program.

3

0

Arch

3

2

5

3

4

Arch

3

2

5

3

4

Arch

3

2

5

3

4

Arch

1

4

5

1

8

Arch

114

46

160

Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program. Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program. Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program. Same as in the above table of 120 semestercredit-hours 4-Year BS Arch. Program. Total Classroom Hours->

110

98

BS Arch

(xii) We must adapt a uniform system for the entire PU, please see my letter of August 081109, 2002 (its last update: 30-April-2006, 34 pages) for the curricula/syllabus of the other departments. I (humbly) like to re-assert that (my) those 34 pages contain the most sound (& comprehensive) set of ideas among all the ideas/policies ever given/implemented by anyone during the entire (last) decade (of PU/IIBT’s age). Yet I have not received (in reply) even a letter (or verbal word) of appreciation/recognition from the PU authority. (xiii) Please encourage the PU authority to arrange for discussion session on my (Bangla) research poem: ‘Biswa Sangeet’ and its English version ‘World Anthem’ (translated by myself) by including expert(s) on: (a) Bangla Literature (and language), (b) English Literature (and language), (c) Hinduism, (d) Buddhism, (e) Christianity, (f) Islam, (g) Occidental Philosophy, (h) Oriental Philosophy, (i) Indian Philosophy, & (j) Islamic Philosophy. Also, please arrange to compose it (as a concert song) by mixing the Islamically acceptable musical instruments only and adapt it as the Premier University Chorus1110.

1109

The ideas about examination/grading procedure and remuneration system given in (my) that letter (& other previous works) have been tremendously improved and elaborated with thorough interlacing of mathematics in my works (ii)(2) & (ii)(3) listed at the beginning of this letter. 1110 I believe any question (of bureaucratic impediments) such as, “Has any university (ever) adopted/adapted any theme song of their own?”, should not stop us from making any such decision if we really want to do it (, even by becoming the first such one).

(Page 1272 of 1344)


(xiv) Please encourage the PU authority to arrange (7-10) discussion sessions (/seminars) in open forums on my other works (mentioned above) and to make all out publicities including media coverage, press releases, etc. to aid quick dissemination of ideas given in those great creative works. (xv) Please consider to adapt my ideas given in (the submitted article) (ii)(3) above to replace the existing remuneration/promotion, working hours, and categorization policies [for staffs, officers, managers, administrators, consultants, executives, directors, and (part/full-time) teachers] of the PU. (xvi) In the following table I am including a rough estimation of money that has not been paid out (by the PU) to me (in one way or other): # Period 1 Feb 2002 to Sept 2002 2 Oct 2002 to Sept 2005 3 Oct 2005 to April 2009 4 Nov 2005 to June 2007 5

Rate Units (Taka) Type 4,000 month

Total

Type

Description

# 8

32,000

Sr. Lecturer

7,000

month

36

252,000 Asstt. Prof.

10,000 month

43

430,000 Assoc. Prof.

10,000 month

19

190,000 Dept. Chair

This money would have been paid out if I was appointed as a Senior Lecturer This money would have been paid out if I was promoted to Assistant Professor on due time. This money would have been paid out if I was promoted to Associate Professor on due time. This money is owed to me for my services as the Chairman (in charge) of the CSE dept. while carrying a full load of teaching courses. This money is owed to me for my services (as the chief invigilation) during semester final exams as the Chairman (i-c) of the CSE dept. as because such money had been paid out to others.

Nov 2005 to June 2007

3,000

semester 5

Feb 2002 to Dec 2007

50

page

360 18,000

Feb 2002 to Sept 2009 Grand Total-->

?

month

6

6 7

1111

15,000

Chief Invigilator

This money is owed to me for my superb services as question maker as because Question copy such money had been paid to others—a sample question1111 is attached. I have been informed that my vacation benefits are being accumulated on my ? Vacation retirement package. Actual computation should be done on current rates1112. 937,000+(?)

Some of my question-answer papers had/has been as long as 20 (twenty) pages. If qualifications, performance, and corresponding compensation/remuneration paid out to other PU teachers are justly compared, it will reveal that these claims are essential to be fulfilled. If these remunerations were made (to me) at proper times, I could have purchased a computer long time ago to make (much) faster progress in my creative/research

1112

(Page 1273 of 1344)


(xvii) In the following table I am (now) including a brief description of my teaching profile at PU:

MAT 101 MAT 101

4 5 6 7

Fall-07 Spring-07 Fall-06 Spring-06

MAT 101 MAT 101 MAT 101 MAT 101

8 9 10 11

Fall-05 Spring-05 Fall-04 Spring-04

MAT 101 MAT 101 MAT 101 MAT 101

12

Fall-03

MAT 101

41 41

MAT 201

EEE(2nd), CSE(13th) EEE(1st) CSE(10th & 11th) ? CSE (9th) CSE (7th, 8th) CSE (7th, 8th, 9th) CSE (8th) CSE (6th) CSE (5th) CSE (2nd, 3rd & 4th) CSE (1st)

20 26

MAT 201 MAT 201

41 41 41 41

61 54, 67 56 57 50 54

15 16 9 13

? MAT 201 MAT 201 PHY 102

CSE (8th) CSE (7th) CSE (6th) CSE (5th)

41 41 41 41

51 53 61 58

10 12 20 17

PHY 101 MAT 102 MAT 102 PHY 102

CSE (4th)

41

56

15

PHY 102

Batches

MAT 202

EEE(1st)

41

12 9

MAT 202 MAT 202

CSE(11th) CSE(10th )

41 41

56 47

15 6

CSE(9th) CSE (8th) CSE (7th) CSE(6th)

41 41 41 41

48 46 46 47

7 5 5 6

41 41 41

53 50

Class Periods Help Sessions

Fall-08 Spring-08

41

Course-3

Given

2 3

EEE(3rd), CSE(15th) EEE(2nd) EEE(1st), CSE(13th) CSE (12th) CSE (11th) CSE (10th) CSE (9th)

Class Periods

Required

MAT 101

Batches

Help Sessions

Spring-09

Course-2

Given

1

Class Periods

Required

Batches

Help Sessions1113

Course-1

Given

Term

Required

#

41 41 41

50 52 61

9 11 20

MAT 202 MAT 202 MAT 202 MAT 202

41 41 41 41

51 45 ? 60

10 4 ? 19

MAT 201 PHY 102 MAT 201 MAT 201

CSE (6th) CSE (6th) CSE (4th) CSE (3rd)

41 41 41 41

47 58 46 47

6 17 5 6

41

50

9

MAT 202

CSE (1st & 2nd)

41

47

6

works of tremendous (national) importance [and could have kept these great genuine works (of mine) much more secure]. Now, I have plans to purchase a laptop (computer) along with a good printer as soon as I regain financial strength, insh’Allah. 1113 Difference between given and required class lecture hours.

(Page 1274 of 1344)

Moral Democracy/The Republic Re-engineered/By N. U. M. Akramul Kabir Khan 13

Spring-03

MAT 101

CSE (3rd)

41

49

8

MAT 102

14 15

Fall-02 Spring-02

MAT 101

CSE (2nd) CSE (1st)

41 41

53 ?

12 ?

PHY 101

MAT 1121

PHY 1121

CSE (1st & 2nd) CSE (2nd) CSE (1st)

41

49

8

MAT 201

41 41

50 ?

9 ?

BAS 110 ?

CSE (1st & 2nd) BBA (5th) ?

41

45

4

41

45

4

I believe that no single teacher (of PU) will be able to match this performance table—I am eternally grateful to Allah SWT, may He helps me to do even better in future (, ameen!). In engineering programs some teachers who taught two courses (of actual 6 credit-hours), (in practice) claim to have taught 4 courses (of 12 credit-hours) instead— and they get opportunities to enjoy unfair advantages to get paid extra remuneration for if they spend more than 12 hours (per week) in the class-room [--because such courses are listed as to be of more than 3 credits (each) even though actually these are not]. But the teachers who teach “lecture” courses do not get paid off any extra money for the third and fourth course. Actually a normal load for a university teacher (of Math or similar courses with home-works etc.) should be three courses of 9 semester-credit-hours with a teaching assistant for every 25 students in the courses. (xviii) I strongly believe (by the Grace of Allah, SWT) that my students will outperform (, in the subjects I have taught them,) any other comparable student. (xix) It is also my humble suggestion that PU authority kindly considers to include (paid) sabbatical leave for teachers. With all the above, I respectfully request you to kindly take necessary/suitable actions (at your earliest convenience) so that: (i) government takes steps to recognize/implement my research/creative works, (ii) my works are well publicized/published, (iii) my promotion is/are given, and (iv) my arrears are paid off (to me). Before closing for now, I pray to Allah SWT to shower His Mercy on those who sacrificed their lives and belongings in the struggles for removing tyranny from this country (for establishing Bangladeshi socio-moral orders). I also pray to Allah SWT to extend His Grace on those who used (/are using) their resources (in the struggles) for making progress toward a just society by which efforts such as (mine) these could be made without fear. Finally, with my prayer (to Allah SWT) for your good health, high Islamic spirit, and long prosperous life, I intend to close for now. May Allah SWT give us tawfiq—wama tawfiqui illa Billah. Jazakumullahu khairan. Thank you very much. Yours truly,

(Page 1275 of 1344)


[N.U.M. Akramul Kabir Khan, Assistant Professor, Department of Computer Science & Engineering—Premier University, 1/A O. R. Nizam Road, Chittagong4203, Ph. 656917-ext 107/122; Cell: 0173-000-4386, or 0155-434-7583 (wife) e-mail: [email protected]]

(Page 1276 of 1344)

Overall Concluding Remarks Today mankind encounters two main distinct world views—spiritual and secular. Spiritual world view is belonged to theism—both inwardly and outwardly. On the other hand, secular world view even though is inwardly belonged to atheism/anti-theism, outwardly it creates confusion (in socio-psychological consciousness) in the name of freedom of religions (even though secularism means disregards for theistic religions). This is because secularism must start from socio-moral standards established by theistic socio-ideological consciousness as because secularism/atheism has no such a set of standards of its own. No matter whatever their approach is, their objectives include obliteration of theism and establishment of secularism/atheism as the de-facto religion. Thus, spiritual world view is in tune with essential/balanced human nature and deep-seated socio-ideological consciousness, and secular world view is a coupling supplement/complement to artificial/iniquitous/amoral/immoral human perception/desire—both elements of this coupling phenomenon are manifestations of superficial/sick/crooked/wicked socio-psychological confusions (/“consciousness”/conscience). Those who are corrupt (per the standard of theistic morality) are also akin to excuse/support secularism—because secularism has no standard of its own to consistently define good and evil. Besides, even though secularists (hypocritically) profess for separation of State from religion(s), they (, in effect,) impose secularism as the State religion (in disguise). Thus, even in the countries where the majority of the people are theists there also they (undemocratically/“unsecularly”) insist to impose secularism, a/the faith of a/the minority. If secular democratic/socialist groups were sincere and honest enough, then they would have (respected the theistic convictions of the majority and would have) advanced spiritual views in those countries at every level—from education to every relevant state institutions. In fact, secularism is not dictated by the notions such as honesty, sincerity etc., as because they do not believe in the (higher reward/retribution in the) hereafter—this fact alone disqualifies it to be a sound philosophy for social integrity/solidarity. In addition, (unlike spiritualism,) secularism has no specific standard of its own for properly (/reciprocally) accommodating theistic religion(s)—and if they did then they would have given in to the theistic religious views of the majority. Besides, (due to essential human nature,) secularism will never succeed to completely obliterate theism to establish universal/pervasive atheism. That is, the proliferation of in-fights and inter-group conflicts (within/between theists and atheists etc.) will be even worse [as because secularism is driven by whims/“freedom” (/non-evidential/static/un-warranted premises) and is destined for making arbitrary1114/paradoxical decision/conclusion]. That is, theism can do perfectly well without

They are arbitrary both in letter and spirit—because they always run after their own advantage (instead of fairness) in the ‘might is right’ game. Even though they provide lip services for human rights, they support repressive dictators/autocracies as well as creation of terrible conflicts for their wrongful benefits--~70% of global exports of military products are shared by the five permanent members of the UN Security Council (and they unfairly exploit other nations in many more ways). This is why issues such as Rohingya 1114

(Page 1277 of 1344)

Overall Concluding Remarks/The Republic Re-engineered/By N. U. M. Akramul Kabir Khan

the cooperation of atheism/secularism but not vice versa (as because atheism/secularism has no well established set of standard of their own to start with). Besides, theism can properly accommodate atheism/secularism (and not vice versa, for the same reason)—it can not use force to obliterate atheism/secularism as because the Creator creates and accommodates everyone with free will (along with its related responsibilities). Every (normal) human being has been instilled with (tripartite) essential human nature: spiritual, rational, and empirical. And, every (well-practiced) religion has/had either started with/from a sound set of socio-moral principles or has/had been derived (directly/indirectly) from such a religion—because the Creator has sent Messenger to every people. That is, all great religions practiced by mankind have been thoroughly/successfully humanized and the religious principles have thoroughly/successfully nurtured human being to bring up the mankind to this level of maturity—problems occur only if there appears natural uncertainty, and/or deficiency/deviation in/from humanized/religious guidance. That is, true set of (theistic) religious principles/faith and essential human nature are mutually compatible and together have traced out the human history as a dynamic/progressive coupling phenomenon. Therefore, sound socio-moral principles of all religions are mutually compatible and through the analysis of evidential consistency and congruency (, under the guidance of religion,) we can continuously find out (/update) the set of criteria for sorting out weak/erroneous/pseudo/irrelevant socio-religious notions and/or for properly solving problems in every context. This is the only sound (relevant) social philosophy (for the truly progressive march of the human history). Secularists, in one hand, want/need to start with the set(s) of socio-moral principles such as ‘Universal Declaration of Human Rights’ without realizing/appreciating that such notions have emanated from the (imperfect) human wisdom acquired through the dynamic coupling phenomenon of interactions between sound (theistic) religious principles/faith and essential human nature—even if such a set of rules have been formulated to shun out fanaticism/injustice in the name(s) of religion(s). On the other hand, they want (, paradoxically,) to keep religion and state separated from each other. They do not realize that no such set of principles can be perfect/universal/complete—even if the derivation process has/had followed religious guidance. This is because it is no more than a humanized version of workable scheme (at some specific point of human history)—only the divine message is perfect/universal/complete. With the advent of new/unusual situations, scope of such a set can be extended/upgraded for most correctly solving problems at/for every time/place/body by pondering on the (intact) divine messages. For this reason religious understanding/interpretation of human history at every point is essential and therefore, religion(s) must be instituted/exercised at every relevant level/point. In formal education system in particular, learning process should be comprehensive enough to flourish all three essential realms of human disposition (: intuition, rationality, and sensuality) as an innate well balanced integrated whole/unison (of true religious ideals, evidential rationales, and religiously bona fide empiricals). In the absence of strong enough religious guidance, secularism introduces erroneous reactionary/revolutionary creeds/rules, (due to inadequate understanding in religion) it gradually crumbles sound norms of the socio-moral principles, and it impedes the society against its religious updating/upgrading of socio-moral principles to safely/properly keep up with the pace of civilization. Human’s creativity/curiosity/actualization/empiricism must be continuously guided by sound crisis (Myanmar), Palestine problems, Kashmir problems, problems of Muslims in Russia, China, Philippines, East Europe etc. are not solved properly (even though none of such problems is too difficult to resolve)—instead they abuse/create/complicate such issues as political/diplomatic cards for their own unfair ultra materialistic gains.

(Page 1278 of 1344)


religious ideals through the (religiously sound) process of evidential reasoning. In Islam, the relevant sources (in unison) are Qur’an, Sunnah (of the Prophet Muhammad s.a.w.), and Ijtihaad (/fiqh) through qyias and ijmah—sound sunnah and ijtihaad are those which do not contradict any part of the Qur’an. In fact, such a process of (religious) maintenance/upgrading of socio-moral order is the only possible progressive method as no areligious/anti-religious/atheist/secular philosophy has such a sound set of socio-moral codes (of their own) to start with—question of enough progress can arise only if we can start from a (suitable/well-experienced) set of concrete standards. No matter what a set of such standards we choose, every sound element of it will be found to be an outcome of humanization process of religious teachings at/during some point(s)/periods of human history/experience. Indeed, no ideology can advance any sound code which will contradict sound religious ideology or is outside the embrace of sound set of religious principles. Besides, secularism is much more frequent in introducing erroneous principles by causing either excruciating sufferings or (anti-religious systematically) irreversible damages/disparities. In fact, freedom of religion(s) within secularism is a camouflage used by the Shaitan to wickedly misguide the mankind along with their ultra materialistic motivation influenced by Shaitan. Indeed, such an unplanned uniform/consorted degraded human phenomenon proves the existence of Shaitan [to serve certain purpose in the scheme of Allah’s (God’s) universe]. Religion promotes progress through harmonious (and mutually beneficial/expedient) inter-dependence and cooperation along with proper distribution of basic/deserved/meritorious incentives. It maintains tolerable/dynamic/essential disparities, equity and justice checked/guided by mandatory/spontaneous/benevolent redistribution/retribution of wealth/power/opportunities. In contrast, atheistic/whimsical/arbitrary egalitarianism (, if deviates from religious values,) gradually becomes deficient of such articulated/congruent wisdom and (repeatedly) stagnates/fails (eventually). We must remember that equality does not essentially mean same/identical as because both sides of an equation can be of different terms and conditions and, besides, we can maintain (overall) equal human dignity by allowing tolerable economic/categorical/un-concessional/complementary disparities (in rights/responsibilities)—in fact, such disparities are essential for cooperation and solidarity without which question of equal human dignity will neither arise nor can the equality in human dignity (and the maximum possible level of human dignity) can be secured/achieved. In juxtaposition, secular democratic capitalism/individualism/liberalism gradually deceives/manipulates the overwhelming majority to create agonizing disparities by unfair/subtle exploitation/confiscation—in it, the wealthiest are the worst debtors and/or the strongest are the worst terrorists. Because they get carried away by their (greedy) un-transparent/ambiguous/subtle/wicked strategies/tactics which are artificial/ intimidating/foolish/erroneous. They brutally/systematically confiscate other’s wealth/rights more than they need/deserve and thus create mischievous domination of waste and superfluous indulgence (by destroying peace/harmony not only of/with others but also in/among themselves). That is, secular/anti-theist philosophy of democratic capitalism is destined to demolish peace in personal, family, community, environmental, social, national, and global life/sphere. Because it has no sound/comprehensive composition/integrity for safely controlling human’s greed and passion. In this ‘’might is right’’ phenomenon, the most atrocious/wicked one only is to survive (, at least theoretically,) at the end (of the mindless/malevolent race) for only to die in the agony of loneliness/sickness. Such a theory/ideology of (conceivable) dreadful/foolish extinction of mankind must be shunned out. In reality (/alternatively,) sooner or later, in this ultra consumption phenomenon, the secular capitalist pole may give up in the tug of war and their victims may eventually become the winners with the possible consequences of either an all out chaos or of an (eventual) establishment of expedient socio-moral order which is in conformance to religious principles (like a re-invention of wheel through an unnecessary/unproductive/ineffective/arduous process of trials and errors). Both of these consequences would have caused unjustifiable sufferings (and one of them could plausibly cause extinction of mankind) and therefore, the related initiatives must also be avoided (by accepting the spiritual world view and related respective set of sound/experienced socio-moral principles).

(Page 1279 of 1344)


Indeed, the issue of equality of human dignity in its most comprehensive sense is inseparably intertwined with the total matter of equity and justice—and the total theme of equity and justice is an essentially inherent, pervasive and unifying phenomenon (inseparably) present (only) within the totality of true profile of theistic religious principles. That is, there can be no sound/universal theory of justice (and equity) in isolation/extension from truly complete profile of theistic religious principles/features. Such a matter can perfectly be integrated together by the Creator only. That is why, the Preamble of ‘The Universal Declaration of Human Rights’ even though proclaims for dignity of each human being it, unlike its proclamation for the equality in inalienable rights, does not claim for equal dignity. This failure is due to deficiency (/ignorance in religion) of the documentation process—universal version of the matter of justice is an inherent profile of the intact/complete/perfect religion only. Justice must guarantee equality of human dignity first (, instead of rights,) by (religiously) allowing differences/disparities in rights/responsibilities/roles—for instance, it can not force a husband to become pregnant like his wife. Thus, this defect of the document has caused failure to properly/clearly protect/place (inherent) human dignity and as well as (inalienable) human rights by not referring to the religious principles—it has caused to misinterpret human freedom in many ways indeed. However, it has proclaimed for the freedom of belief by which we can clarify the required criteria of justice conforming to the relevant principles of religion(s). For instance, by following the religious teachings some nation(s) (, for maintaining the equal dignity of all human,) may choose to define the roles/responsibilities of men and women differently than other(s), prohibit homosexual marriage etc. Because, such matters are but to protect human dignity. (Delivery of the negative duty of) Prohibition of infringement against (the equality in) inalienable rights without (the delivery of the positive duty of) protection of (the equality/originality in) human dignity is like telling a person to drive a car even without having suitable health, skills, and other relevant capacities/awareness. Question of the security of the inalienable rights arises only if the existence/continuity of the species is secured—since homosexual coupling threatens the continuity of species it is inconsistent (/in conflict) with the dignity of the species and therefore, is a pseudo right. Dignity is an ontological essence and right is its inseparable epistemological attribute—delivery of the positive duties to support dignity and of the negative duties to secure rights must go hand in hand for ensuring full freedom for the total development of constructive potentials (of individuals). Of course, the terms such as ‘full freedom’, ‘total development’ etc. too carry relative connotations depending on multitude of factors including natural background/events. Family-member, family, community, religion, culture, humanity, and total freedom (which is only possible through the total submission to omniscient, transcendent, and omnipotent supernatural Being only) are belonged to each other. On the other hand, selfish-individual, colleagues, society, secularism, civilization, brutality, and total slavery (which is only possible through the total renunciation of omniscient, transcendent, and omnipotent supernatural Being only) are belonged to each other. State must work as a bridge between these two poles. The first set of the inter-related aspects are natural originals and the second set of the inter-related aspects are (inevitable) artificial/fuzzy images/doubts. Essential dimensions of the first set (/domain) are not identical to that of the second set (/co-domain). State’s topmost priority is to continuously ensure proper nurturing/transformation process so that every true/natural/original aspect (from the domain) is truly imaged/reflected (to maintain a proper co-domain)—this can not be done without thorough/continuous flourishing/nurturing/understanding of each of the elements of the set of the natural originals. Toward this end, only the minimum (/essentially required) amount of inalienable rights/privileges should be delegated away (to the state) for properly establishing and safely/effectively maintaining the bridge between the two poles so that spontaneity/creativity can properly flourish for the true progressive march of the human history—such a delegation from inalienable freedom must not be deemed as partial/full slavery to the state but is a reinforcement of protection against all types of slavery other than the slavery to the Creator. Since the measure of such an entrustment (and/or check and balance) is also inseparable from the question of

(Page 1280 of 1344)


equity and justice, we must analyze the related (theistic) religious principles to find out (/revise/adapt) the framework in every respective context so that the potential for failures may be minimized. Thus, state must relentlessly work to maintain the most concise and precise unison of temporal and eternal aspirations of the people within its jurisdiction. And, as a measure to reinforce its security it must also disseminate/(symbiotically) exchange its/others’ successes to/from the external domains for only better mutual understandings/inculcation/tolerance/acceptance/benefits. Moral (/theist/spiritual/religious) democracy follows procedures for finding (, instead of making,) laws through consultations/consensus under the guidance of sound principles of relevant religion(s)—it follows theist morality. But secular (/atheist) democracy makes law through (/driven by) whimsical consensus/consultations—it follows atheist/arbitrary morality. If the whims become degraded/corrupted/perverted (due to lack of proper/thorough understanding/aspirations of religious teachings,) then secular democracy may make immoral/anti-theist/arbitrary/detrimental laws against true human culture and/or progressive creativity and/or progress/continuity/humanity. Everything that is antithesis of humanity (such as brutality, terrorism, indecency, repression, fanaticism etc.) are belonged to secular democracy as because unlike moral/theist democracy it (/secularism) does not have any well defined way (/set of standards) to control those (and such detrimental/inappropriate trends prevail/appear only due to deficiencies in religious understanding/maturity/wisdom)—it can not even define humanity in isolation from moral/theist primitives/postulates. Secular democracy can endure only as long as theist/moral values persist within it. In contrast, since moral/theist democracy must nurture the (well defined) religious/theist values (at every relevant level) continuously for adopting/attaining more and more properly balanced laws/exhortations/creeds/wisdom, the aesthetics and functionalities of the state also improve continuously. Everything that is true/proper is beautiful/decent—secular democracy has much larger potential (than spiritual/theistic/moral democracy) to become (/be humanized as) ugly (and it is a demonstrated fact indeed). Because, it can not be disproved that as the Creator has created everyone/everything, moral/theist democracy must properly accommodate every of His (relevant) creation including atheists/anti-theists—in fact, there exist definite (and characteristical) such imperatives in religion(s) (such as Islam). Thus, indecency/ugliness persists within moral/theist democracy as long as (and as much as) secular/atheist/anti-theist/immoral values/confusions persist within it [—even if in the name/guise of religion(s)/religious fanaticism]. Thus, unlike pseudo-culture (/secular-culture), (religious) culture can not include ugly/indecent aesthetics. All human beings are equal and same in dignity/purpose/mission—they are born free (above all other creations) with due measures/attributes (imbued by the Creator) for the continuation of life for the purpose of the continuation of the (human) species, by properly exploiting the other resources for attaining temporal peace, and for succeeding to get eternal salvation; and, therefore, everyone’s dignity must be safeguarded/advanced by all others for the common security of all. They are not supposed to exploit each other—mutual interdependence and cooperation must not be deemed as master-slave relationship, rather it must deemed (/designed) as an arrangement essential for the mutual (and common) benefits inseparable from the dignity/purpose/mission of human life. On the other hand, every two human beings have equal rights even though terms and conditions on both sides of the equality may not be essentially same; differences are essential for complementary/reciprocal cohesion—for example, rights, responsibilities, and roles of a man is not essentially identical to that of a woman. Even though the dignity of two human beings may not be essentially same to the Creator (due to his/her conducts (out of free will), and due to the fact that He can observe past, present, and future at once), the genesis of (equal and the same) dignity of every human being must be deemed (by everyone else) to be pervasive. Thus, depending on the faith/culture, rights of individuals (of a community) will be distributed in accordance to the features of the equity and justice of the relevant religion—only the very minimum amount of adjustments (,

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if essential for expediency by reconciling conflicts/non-congruencies,) shall be made if such a community is a minority group within another religion (of the majority). If every republic follows this principle with maximum reciprocity, only then we will have a truly sustainable pervasive/moral democracy for securing everyone (, instead of ‘mob rule’ in a ‘might is right’ phenomenon of unfair/wicked exploitation and confiscation,) and an enduring world peace. Because, through the process of learning curves, erroneous/weak/irrelevant/psedo-religious features will be continuously purged/debated out (within an unified/synchronized phenomenon of comparison, upgrading, and updating) by the replacements with the ever more precise/suitable/relevant/universally-oriented features. This way the (chaotic) differences will continuously decrease among the communities and truly progressive dynamism will be ever persistent within every community. Advent of such a scenario even though is possible is not highly probable within near future. Qur’an has been kept intact by [the messenger of Allah (God),] Muhammad (s.a.w.) himself, and Qur’an claims (, which has not been disproved since the antiquity,) to be the final, perfect and complete embodiment of the (human) Religion (, Islam, and every messenger of the Creator preached Islam which means submission to peace). Therefore, the Qur’an, the traditions of the Prophet Muhammad (s.a.w.), and the subsequent relevant Islamic traditions can also be accepted by every nation (even without Islam) for quickly developing even a better such scenario. This is too is possible but is even more unlikely to happen. Therefore, an easy effective option is the adoption of such a formulation by all the Muslim countries together by forming a confederation, the Islamic Khilafath. If such a development (too) does not occur quickly enough, then Bangladesh should adopt it (quickly) to raise the torch for the other nations to follow. Muslims must not retreat from this mission for the sake of their success and as well as for the benefits of the mankind (—there exists no other equal/better option). Such a mission can effectively be started (, in any of the above four scopes,) with the use of this book: The Republic Reengineered. While the implementation of the The Republic Re-engineered is considered/examined/pending, we must thrive toward that direction by adopting the detailed ideas in the micro and macroscopic societal levels/institutions. In every level/context of a moral democracy, the existing ideas about human dignity and rights (such as included in The Universal Declaration of Human Rights (UDHR) and other related UN/international documents) must be thoroughly interpreted/clarified/revised1115 conforming to the respective (religious/moral) order of equity and justice for affirming maximum possible freedom/support to individuals for his/her full flourishing of bona fide potentials. Toward that end every essential/necessary/commendable social institution/feature must/should be established in the most possible effective/comprehensive way without conspicuous/superfluous waste.

UDHR has not been processed through a true universal phenomenon. Besides, it has not been undisputedly proven that the relevant matters in every religious community are neither equivalent nor superior to (and/or more complete than) UDHR. Therefore, UDHR can/must not be adopted as the ‘universal religion’. Rather, we must seek a way to start a universal/consorted phenomenon of thoughts and interactions by which the mankind will continuously make progress toward a true universal declaration (of human dignity and rights) in the form of universal (/mutually accommodated) practices. 1115

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First of all, the education system must inculcate the awareness for practicing the thought experimental process (involving intuition) in the light of (relevant) Islamic messages for a truly thorough verification/investigation of every issue. This methodology must be (continuously) followed for every human interpretation. For instance, theories on human history given on the basis of Dialectic Idealism and/or Dialectic Materialism must be scrutinized on the (Islamic) basis of (three-wheeler) human nature: spirituality, rationality, and empiricism (such as done in this book). Similarly, theories on justice (both distributive and retributive) given on the basis of egalitarianism, utilitarianism, liberalism, individualism, freedom etc. must be revised on the (Islamic) basis of (true) human nature, dignity, and rights (such as exhibited/alluded in this book). Every such undertaking demands a thorough understanding of Qur’anic wisdom supplemented by the Sunnah (authentic Hadiths) of the Prophet Muhammad (s.a.w.). Hence proficiency in (Islamized) Arabic language and enlightenment in relevant Arabic literature (in particular) and other (relevant) literature (in general) are essential. For developing comparative understandings in human dynamics, history and literature (in general) are also essential. Since Islamic justice and equity is based on the (subjective) Islamic prohibitions and as well as the (objective) wholesomeness and harmfulness of things, inclusion of every academic topic/subject (required for such understanding) is also essential. These topics/subjects/programs (, depending on their respective nature,) must also be characterized for emphasis in intuitive, or rational, or empirical analysis (respectively)—however, all these three modes of learning-exercises must be engaged in every topic/subject/program in due/different set of proportions. In addition, there must be a good amount of overlaps among all the subjects/faculties so that a very smooth continuity develops along the entire spectrum of the total educational process. Besides, the curricular structures (of all levels) should be designed and integrated together in the ways for optimizing (and properly measuring) teaching-learning output (by properly engaging all modes of learning and teaching) with the aims for the adoption by the other domains with the minimum amount of (reciprocal) changes/replacements in their relevant contexts—this way we can start the process of bringing together the entire mankind in a (universal) unison in (, perhaps,) the most effective way (for continuously making progress toward true world peace). Therefore, a thorough unified education system must be established (, such as designed in this book,) for carrying out our continual process of Islamization for true sustainable (and continuously better and better) prosperity, progress, and permanence. Secondly, the Islamic cultural values (, by properly accommodating other relevant religions,) must be imbued in the tangible/intangible socio-economic relations— because, that is the best way to be properly proactive/productive for maintenance needs (through cooperation, honesty and sincerity) which is also the precondition for eternal success (through spiritual purification). For developing a pervasive unison in socio-ideological and socio-psychological consciousness (, which is essential for attaining our socio-economic goals,) we should promulgate the creed, ‘from everyone according to his/her ability and moral will/responsibility, and to everyone according to equal dignity and his/her (moral) needs and (moral) work-efforts/cooperation’. Toward this direction, all the Muslim countries together should urgently form a common market (, such as designed in this book,) by (suitably) accommodating others countries also if they are willing to adopt our (Islamic/universal) values (, even without Islam,) in relevant matters. The principal objectives of the common market must include the elimination of (Islamically) unfair exploitation/confiscation/accumulation/parasiticism/extravagance/waste/domination (of every kind) at every level. For this, the three main evils: usury, secularism, and (the prevailing usage/exchange mechanism of) paper currency must be shunned out. The process of capital formation and eradication of poverty through (zakat, welfare, affirmative motivation/training etc.) must go hand in hand to properly maintain a coupled phenomenon of socio-economic dynamism. For these purposes

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available most viable/vital Islamic models and ideas must be installed (such as given in this book). In particular, the non-usurious1116 time-trading micro and macro financing models, GDP based remuneration model, integrated/unified (national) infrastructure1117 development model etc. given in this book should be implemented as soon as possible. Along with all the above, the compatible re-structuring of the socio-political/administrative/logistic units/institutions/scheduling (such as given in this book) should also be done. In all such engagements, aesthetics should be let to flourish through the patterns of functional efficiency/effectiveness (such as adopted in the models/ideas given in this book)—diabolic/non-sense/idle/doll/idolatrous creativity (such as idle poetry/rhymes, architecture/sculpture etc.) must be shunned out. Even though priority must be given for the success of the Muslim Ummah, it must be with the vision for the universal fraternity in the long run. Such an arduous journey must be safeguarded by erecting a strong, skilled and effective military defense system in particular and by inculcating the motivation for true jihad1118 by all the relevant people—such an aim can not be reached without purification of intention/love through Islamic observances/exercises. Therefore, every individual/group/institution must be spontaneous to exhort for enjoining good and forbidding evil in his/her/their respective contexts. We are not responsible/qualified for correcting the world, except through the correction of our own-selves. Secularists have succeeded to confuse/derail a great mass of mankind The nations are submerged under the external debts of around one hundred trillion US $ in which the share of the Muslim countries (together) is mere few-several per cent and that of the USA is the highest (~nineteen trillion US $). It is impossible that such enormous debts will be paid off—even if the entire world tries, the debt of the USA alone can not be paid off. Such a scenario has been caused by the diabolic mechanism of usurious financing. 1117 Among other essential post-modern features this model includes features/attributes for minimizing pollution/waste/stress through minimum usage of automobiles/fossil fuels; optimizing agricultural/green revolution, industries, commerce, services, usages of renewable energy and rain water, and functional/economic activities/walking for good health; maximizing security/education/productivities; suitable integration of commendable joyous/recreational/sports/spiritual features/beautifications by accommodating/encouraging cultural/spiritual/religious/intellectual activities etc. It is possible that Bangladesh will be able to earn very good amount of money by exporting drinking water (/soft drinks) if the infrastructure model (given in this book) is implemented. 1118 Armed struggle (for excellence = Jihad) can not always be avoided. Shaitan always tries to manipulate the situations for resolving to the worse type of conflict. But in contrast to love, no war can win the hearts of the people. In 1971 war was imposed on us by following diabolic plans/desires. But if the true rules of Jihad were followed by any/some/all the relevant stakeholders, then there could have been lesser bloodsheds/atrocities/opportunity-killings (in the name of solidarity/autonomy/sovereignty/independence/) by which Bangladesh was turned into a hell for our peace-loving people (during the horrible ordeals of that 9 months period). Bangabandhu (most probably) would have followed the true rules of Jihad—he never exhibited any evil desire and displayed intentions for many concessions/compromises in exchange for peace). But he knew that the parties involved are not qualified/aspired for following the rules of pious/Islamic Jihad and he could not have properly controlled the situation—his end bears the proof of this proposition. That is probably why he had chosen for to be in the cage of the oppressors (with readiness for even the ultimate sacrifice as a loner mujahid, a fact which must never be looked down) (— and it can not be denied that he had many true followers also, even though he uttered that instead finding mines of substantial natural resources he found the mine of too many thieves). But, Allah SWT can protect anyone from even the dwelling of hyaenas. If the leaderships/autocrats of Pakistan (such as Z. A. Bhuttu, Y. Khan etc.) resolved for a solution/separation on the basis of six-points (of 1966) (which became clearly deemed to be essential by the results of the general election of 1970-71), then there could have been much lesser spread of hatred/mistrust in the political relationships/profile of our region (without the engagement of such an enormous conflict). 1116

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(for astraying) by separating them from the true/religious morality. To reverse/prevent such disaster (truly honest/sincere) believers of all religions must cooperate each other—Muslims must not wait for others for undertaking such initiatives. We must remember that Islam means submission (to peace) and had/has always been the Religion for mankind (prescribed by the Creator) from the Day One. It is our human constrains that made us failures to preserve/interpret correctly the Islamic teachings at different points of human history, thus, by creating different religions. But, due to essentiality of human nature, a sincere and honest religious person (of any well-practiced religious identity) is better than an infidel (of any religious/secular identity). All of the features outlined above must be augmented by a sound/independent /credible/unbiased/functional/effective justice system. In Islam, court/qadi must deliver verdict on the basis of law and as well as morality of good (halal-wholesome/dire-necessity) and bad (haram/unwholesome). The promulgated by-laws are for day to day expediency. But a judge must use his/her moral conscience to deliver sentence on the basis of law and thorough evaluation/scrutiny of the relevant circumstances of every specific case (for the best verification of intention etc. to accommodate fairness/equity)—this is the letter and spirit of the Islamic Sha’ria. Finally, actions of individuals (including every qazi) can not be (intrinsically) good without the fear/hope in the hereafter. Thus, it is essential that Allah (/God) exists to reward/punish not in the temporal life only but also in the eternal life. Therefore, Allah (SWT)/“God” does exist. Similarly, we should be able to show that the existence of the other five elements of Islamic (/Religious) faith (, angels, divinely revealed books, Allah’s messengers, Divine Providence, and the Day of Judgment for eternal life) is also essential and, therefore, they too exist. Besides, by using evidential logical procedure we are not able to disprove that the observance/following of the six pillars (proclamation, canonized prayers, fasting, obligatory charity, pilgrimage, and Jihad1119) of Islam and commandments of the Qur’an is also essential for properly leading our lives and therefore, we should sincerely and honestly try to observe/follow those (too) along with our continuous supplication (as exhorted in the Qur’an and Sunnah) (to Allah SWT) for our repentance and His forgiveness. It should be pointed out that acceptance of genuine Sunnah and sound juridical ijtehad/verdict/fiqh has also been made essential by the Qur’an. Finally, Allah (SWT) declared us (, the Muslims,) (in the Qur’an) as the middle/balanced nation—to witness for the entire mankind, and for enjoining good and forbidding evil (as because there will not be any more messenger/prophet of Allah). This imperative has been supplemented by the Sunnah of the Prophet Muhammad (s.a.w.), the final Messenger and Prophet of Allah (SWT). Therefore, this (prophetic) duty of tableeg is compulsory—since a middle nation has many neighbors, some societal oriented tableeg activities can (suitably/properly) be participated (, with mutual consents,) by the non-Muslims also (in combination/parallel to Muslims). This proposition can be supported by the Qur’an and Sunnah (since we must support/cooperate in good deeds and welcome everyone’s positive response for mutual understanding/tolerance and social cohesion/solidarity). All such endeavors essentially require that we become knowledgeable, sincere and Jihad (in the form of holy war) (, whenever necessary,) has been made obligatory in the Qur’an—Hadith made it to remain obligatory until the Doom’s Day. But, most part of the Jihad (in general) is a continuous struggle for excellence against one’s own (diabolic) desires, for preparing an individual for undertaking the true ultimate commitment (, if essential,) for triumph/martyrdom. Such a persistent struggle can not be performed outside the fold of the other five pillars of Islamic practices (/external order) and the six elements of Islamic faith (/internal order). Therefore, (true/complete success in) Jihad is the pinnacle-manifestation of Islamic phenomenon. 1119

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honest in practicing religion. Islam is not a system invented/owned by a person/group—it is the religion fixed (for the mankind) by the Creator (from the Day One). Those who do politics in the name1120 of Islam (, instead of advancing Islam/Islamic politics) and other similar types of the Islam-traders (“dhormo baebosayee”) must be shunned out. Everyone (who reads this master piece) should try to understand why my this tremendously important (and well circulated) work has not been promoted1121 properly (not even by the influential individuals/offices/groups who claim themselves to be Islamic—are we more selfish/corrupt than being moral? We must remember that if we (, the claimants as Muslims,) do not do our duty for the love1122 of Allah (S. W. T.) alone then Allah may raise others for that purpose. We must use our free will/abilities with good intentions—there exists no other better/equal resolve. May Allah (S. W. T.) guide us along with His Mercy (, amin!).

Their counterparts/consorts include those who do politics in the name of people/country/independence/mother-tongue (, instead of doing politics for people/country/independence/mother-tongue). 1121 So far I have received no significant help from any one, neither in the form of a penny nor in any other form—but Allah SWT has helped me all along, alhamduLillah! 1122 All our other loves must be belonged to this eternal love—there exists no other way for extending true love for each other. 1120

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Bio-data/Resume/Curriculum Vitae/Life Profile/Genealogy/Brief Biography of the Author 1. Identification: Formal Name Father’s Name Place of Birth Religion

N. U. M. Akramul Kabir Khan Late Mvi. Serajul Haque Khan Sufi Bari, Katgar, Sandwip, Chittagong. Islam

Height = 1.63 m (5/ - 4//)

-

Informal Name Mother’s Name Date of Birth Citizenship

BloodGroup=O+

Nazim Late Mobina Begum October 12, 1961. Bangladeshi (by birth), U. S. (naturalized) Weight = ~72 kg (~160 lb)

2. Addresses: Current 1685 O. R. Nizam Road (Mr. Yusuf’s Building), Second Floor East (Ditiyo Tola), Subarna Residential Area, Permanent Mahabbat Khan Bari (west), Mahabbat Khan Para, Bauria, /Mailing Mehedibag, Chittagong-4203; Cell Ph: 0155-109-6166/7/8, 0155-434-7583, 0155-827-4838, 0153-5734696; website: puc.ac.bd, and numakramulkabirkhan.zxq.net, email: [email protected]; Sandwip, Chittagong. 3. Languages: Native Understand Speak

Bangla Bangla, English, & some: Hindi, Urdu, Arabic Bangla, English, & some: Hindi, Urdu, Arabic

Bilingual Read Write

4. Education # Institution Program (i) A. K. Academy, Gasua, Sandwip, S. S. C (Science)(Comilla Board) (1976) (exam on last 2 years’ syllabus) Bangladesh

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Bangla & English Bangla, English, Arabic (Qur’an) Bangla, English, Arabic (Qur,an)

Length 10 Years

Division/Class First

Brief Biography of the Author /The Republic Re-engineered/By N. U. M. Akramul Kabir Khan

(ii) (iii) (iv) (v) (vi) (vii) (vii)

Chittagong College, Bangladesh Chittagong Commerce College University of Oklahoma, U.S.A. University of Oklahoma, U.S.A. University of Oklahoma, U.S.A. University of Oklahoma, U.S.A. University of Oklahoma, U.S.A.

H. S. C (Sc.)(Comilla Board) (78) 2 Years Second st B. Com. (80) (passed 1 -year exam) 2 Years partial 2nd year B. S. M. E. (May-86) 4.5 Yrs. Item-13 next B. S. (Math.) (Dec.-86) 4 Years See Item-13 B. S. (Physics) (May-87) 4 Years See Item-13 Completed one year advance pure Math courses (as a special student aiming Ph. D.) (94-95) 6 Years Undone One semester seminar course concentrating on the latest Aerospace/Mechanical Engineering --research results/issues (Spring-98) #(iv)+#(v)+#(vi) (above) took (1980-87) cumulatively seven (non-repetitive) full academic years (with cross-credits) (beyond item-iii above) to complete in Spring87. Two of those years (1980-82) were spent at the Southeastern Oklahoma State University (Durant, Oklahoma, USA)—this is equivalent to an “Associate Degree” (in USA) which is equivalent to a 2-year Bachelor Degree (pass) in Bangladesh. # (iv) above was then (1982-90) of 135 credit-hours (semester system), which has been revised later on (by deducting some upper level courses) to make it of 120 credit-hours (nominal for a 4-year Bachelor degree program). 5. Computer Knowledge: Word Perfect, MS Word Word Processor

-

Programs:

Lotus-123, Quatro Pro, MS Excel, 3-d CADkey (Brief), Fortran (partial),

6. Academic Project: Have designed and fabricated the drive-train for an off-road prototype (scaled) mini vehicle as a course project in the academic year of 1985-86, and participated in 1986 Society of Automotive Engineers’ “Mini-Baja” West Engineering Competition (among around fifty universities from the U.S., and several from Canada & Mexico) in San Louis Obispo (California Institute of Technology), California, and was placed First on design safety ranking (as one of the team of three). 7. Publication(Research/Creative): (i) ‘Ramifications of Laplace’s Equation and Electrostatic Fields’- has been published (pages 40-60) in the vol. I (2009) of Premier Critical Perspectives (ISSN 2075-650X)—a journal of the Premier University (PU), Chittagonog, Bangladesh. (ii) ‘Test Scores and GPA—Mathematics of Letter Grades’ (of 12 pages, complete): pending for publishing in the Premier Critical Perspectives. (iii) ‘Universal Remuneration System—A Mathematical Model for GDP Based Adjustments’ (of 31 pages, complete): pending for publishing in the Premier Critical Perspectives. (iv) ‘Interest-Free Micro & Macro Credits—Mathematics of Time-Trading Cash Flow’ (of 22 pages, complete): pending for publishing in the Premier Critical Perspectives.

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(v)

Research Poem: ‘Biswa Sangeet’ (/World Anthem) (156 lines, in Bangla) (with English translation by the author himself): pending for publishing in the Premier Critical Perspectives. (vi) ‘Utilitarianism, Egalitarianism, Dialecticism, and Justice—With Pan-Islamic Perspectives’ (of 20 pages, complete): pending for publishing in the Premier Critical Perspectives. 8. Major Research/Creative Works: (i) ‘Universal Education System—Postmodern Muslim World Perspective’ (238 pages, complete) [pending for publishing in the Premier Critical Perspectives]: It is a quarter based abridged model created as a supplement to my own work: ‘Universal Morality and Modeling Progressive Education System’ (289 pages). Both these large works (with the cursory/detail attributes of syllabuses) can be utilized to construct a thorough formal education system on the basis of semester, trimester, or quarter—thousands of experts/scholars can be systematically engaged to refine and fully develop the syllabus. This book has the following contents: Abstract 4-5 Introduction 5-6 Background of Post-Modernization and Philosophy of Religion Based Education System for the Muslim Countries 6-28 Weight Distribution for In-Session Course Conduction and Evaluation 28 Commendable Pre-School Year Curriculum 28 Curricular Outline Table for Semester System 29 Curricular Outline Table for Trimester System 29 Curricular Outline Table for Quarter System 30 General Table for Curricular Path and Programs 30-31 Student Age Table for Regular Program 31-32 Table of Syllabus Nature & Program Completion Certificates 32-35 Table of Distribution of Disciplines & Categories of Courses 35-39 Table of Curriculum for Each Upgraded Program 39-58 Table: List of Core Subjects and Corresponding Courses in E. S., P. S., S. S., & H. S.; and Each Major (of the Corresponding Degree Program) 58-216 in the Undergraduate, Graduate, and Post-Graduate Colleges Table: Outline for Trade, Vocational, Technical, & Specialization Diploma, and as well as Skill & Professional Development Programs 217-218 Class Conduction Schedules for High School & High Madrasa 218-221 Class Conduction Schedules for Secondary School, Secondary Madrasa, & Undergraduate College 221-225 Class Conduction Schedules for Primary School, Primary Madrasa, & Graduate College 225-228

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(ii)

(iii)

(iv)

(v)

Class Conduction Schedules for Elementary School & Post-Graduate College 228-232 Chart: Organization Structure (Education System) 232-236 Chart: Implementation Work Force Distribution 236-237 Conclusion 237 Closing Remark 237 Future Work 238 References 238 ‘Moral Democracy—Unison of Ideals, Rationales, and Empiricals’(200 pages, complete) [pending for publishing in the Premier Critical Perspectives]: This book has the following contents: 3 Abstract 4-5 Introduction For Proposed Islamic Republic of Bangladesh (291 Articles) 5-57 National Constitution For Proposed Confederation of the International Muslims and Islamic Countries (to reform or replace OIC) (299 57- 104 Confederal Constitution Articles) For Proposed Charter for the United Human Forum (to reform or replace UN) (133 Articles) 104 Universal Charter 125 Comprehensive 50-year Development Plan for Bangladesh (with detail parameters, configurations and outline 125 Socio-economic drawings) 199 Infrastructure 200 Closing Remarks 200 References ‘Socio-economic Justice and Modeling Growth-Distribution Effective Common Market’ (192 pages) [pending for publishing in the Premier Critical Perspectives]: It presents thorough discussions (with detail socio-economic data for all the Muslim countries) on the philosophical & expediency problems, challenges, prospects, and solutions related to the twenty-first century socio-economic trends of all the Muslim countries—pending to be published. Since 1997 (many versions) of its hundreds of copies have been distributed in over sixty countries. ‘Universal Morality and Modeling Progressive Education System’ (289 pages) [pending for publishing in the Premier Critical Perspectives]: It presents a thorough model for complete formal education (based on the philosophy of moral equity and justice) from the beginning to the post-graduate level and consolidated for the Muslim Ummah in particular and for the mankind in general—pending to be published soon. Since 1995 (different versions) of its hundreds of copies have been distributed in over sixty countries. Pursuits of M. Phil./Ph. D.: I applied (through the Department of Philosophy) for acceptance (simultaneously) in to the M. Phil. and Ph. D. degree programs of the Chittagong University—with submittal of the # (i) as the proposed Ph. D. dissertation and # (ii) as the proposed M. Phil. thesis. Professor Dr. Jamal

(Page 1290 of 1344)


(vi)

Nazrul Islam (now Professor Emeritus, Mathematical Physics Research Center, CU) and Professor Dr. Lutfur Rahman (Philosophy, CU) had jointly signed in my M. Phil. admission application with consents to supervise in revising (if any required) my proposed M. Phil. thesis. On the other hand, Professor Dr. M. Mahbubullah (Sociology) (Dean, Faculty of Social Science, CU) and Professor Dr. Wahidur Rahman (Philosophy, CU) had jointly signed in my Ph. D. admission application with consents to supervise in revising (if any required) my proposed Ph. D. dissertation. The academic committee of the Department of Philosophy had approved my admission in to their M. Phil. program and accordingly I received a letter (of admission acceptance) from the pertinent office (CU Ref: G-355/3013/Sa, 15-May-2002). But, Office of Vice Chancellor/Registrar soon put a stop (for equivalence evaluation of my degrees) and later on (unjustly) cancelled my admission acceptance (CU Ref: Aca-59 (7)/10549/Sa, 23-Dec.-2002; G-355/2738/Sa, 29-April-2003; & G-355/8744/Sa, 19-Oct.2003). ‘The Republic Re-engineered’ (~1700 pages, ~500,000 words): It has presented a comprehensive model (not a utopia) to integrate all the socio-economic sectors based on the moral profile of the land (by replacing pure materialistic utilitarian basis). In this model, the mega-city concept has been replaced with the educational campuses among which the largest campus would accommodate around three hundred thousand people. The model can be used by any domain (to accommodate the entire population) with suitable adjustments in their contexts. The outline for each campus (“commune”) has been developed to integrate educational, agricultural, industrial, and other productive/service activities. This humongous model has been specifically developed for Bangladesh with a potential to continuously address (as it would be un-folding) almost all the problems/prospects/solutions (for the twenty-first century) related to (the basic needs of the) population, infights, inter-group conflicts, environmental pollution, corruption, etc. The model can gradually be implemented over a period of fifty to hundred years with continuous study on its impacts to replace the existing (crumbling/frailing/failing) civilization with a better (“balanced”, sustainable, dynamic ~ lean and strong) one. If flourished, this model will put out a new sub-branch (as Social Engineering) within Social Philosophy. The contents are as follows (and is a coherent integration of my relevant works as listed above): # Contents ~Page ~Total Numbers Pages 1 Preface 6-59 54 2 Paramount Abstract 3 The Theme Poem 60-65 6 4 Utilitarianism, Egalitarianism, Dialecticism, and Justice—With Pan-Islamic Perspectives 66-97 32 5 Importance of Sunnah (of Prophet Muhammad, pbuh) 97-109 13 6 Socioeconomic Justice and Modeling Growth-Distribution Effective Common Market 110-435 326 7 Universal Morality and Modeling Progressive Education System 436-785 349 8 Universal Education System—Postmodern Muslim World Perspective 786-1109 324 9 Test Scores and GPA—Mathematics of Letter Grades 1110-1116 17 10 Interest-Free Micro & Macro Credits—Mathematics of Time-Trading Cash Flow 1117-1146 30

(Page 1291 of 1344)


11 Universal Remuneration System—A Mathematical Model for GDP Based Adjustments 1105-1148 44 12 Moral Democracy—Unison of Ideals, Rationales, and Empiricals 1149-1415 267 13 Epilogue 1510-1639 38 14 Bio-data/Resume/Curriculum Vitae/Brief Biography of the Author 1640-1672 33 (vii) Meeting with the President: On May 17, 2004, I met with his excellency Prof. Dr. Iazudding Ahmad, the President of the People’s Republic of Bangladesh (in a session of about one hour long along with Prof. Dr. Mahbubullah & Prof. Monirul Hoq, members of the University Grants Commission) at Bangabhaban to discuss about these works—President’s Office invited us (Ref: Jono Bibhag- RaKa/SM/2/04-209, 08-May-2004; & UGC-Prof. Dr. Mahbubullah/2187, 09May-2004) for this event. (viii) Key-note Speaker: Presentation (on the above contents) as the key-note speaker at the seminars held at Chittagong University, Chittagong College, Islamic University Chittagong, Dar-ul-Ihsan University (Dhaka), BIIT (Bangladesh Institute of Islamic Thought, Dhaka), Islamic Academy (Dar-ul-Ihsan U), Govt. A B College (Sandwip), Southern University, etc. 9. Job Experience: # Period Type (i) February, Teaching 2002-now

Position Associate Professor (University) Teaching (5 Instructor semesters) (University)

Brief Description Teaching Engineering Mathematics & Physics, acting Chairman (of the department) from 11/2005 to 05/2007; joined as a Lecturer. Teaching of Mathematics, Physics, & Philosophy.

(iii) May, 1995-96 end

Engineering (1.5 years)

Engineering Design and Development of Heating/Cooling Building Appliances.

(iv) June, 1987-92 end

Engineering (5.5 years)

(ii)

June, 20002001end

(Page 1292 of 1344)

Address Department of Computer Science & Engineering, Premier University, 1/A O. R. Nizam Road, Chittagong-4203; Ph: 031-656917, x-107 IMIT/Preston University (of USA) (Ctg. Campus), H-7, Road-5, Nasirabad H/S, Ctg.4203; [renamed/relocated as Southern Univ., Shahid Mirza Lane East, Mehedibag, Chittag.4203] P: 031-626744. Senior Climatemaster, Inc.; 7300 S. W. 44th Street, Environmental Division, LSB Industries, OKC, Engineer Oklahoma 73179, U.S.A. [Ph: (405) 745-6000, (800) 299-9747, (405) 235-4546] Senior Project Central Environmental System, York Engineer International Corporation, 5005 York Drive, Norman, Oklahoma-73069, U.S.A. [Ph: (405) 364-4040, (877) 874-7378].

Research/Design/Development of Heating/Cooling Building Appliances; joined as a Development Engineer & promoted directly to the (highest professional) position of Senior Project Engineer.


(v)

1980 end- Part-time (6.5 various June, 87 years)

Main Libray, University of Oklahoma, Norman, Government Documents’ reference desk, catalogue, OK; & several addresses in OK & Texas, USA. shelves; and various other production/sales/service jobs.

10. Training: (i) American Heart Association (AHA): Basic Rescuer for Cardiopulmonary Resuscitation/Emergency Cardiac Care—certified by AHA (1982-83). (ii) American Red Cross (ARC): Standard First Aid /Personal Safety rescuer—certified by ARC, Cleaveland County Chapter, Norman, Oklahoma (82). (iii) Refrigeration Service Engineers’ Society (RSES), USA: Licensed for Proper Refrigerant Practices (Type-I & Type-II)—Certified by RSES, USA, (1996). 11. Activities: (i) Financed almost all US educational expenses by the earnings from low-wage part-time jobs. (ii) General Secretary, Islamic Society of Norman, 1988. (iii) Member, American Society of Mechanical Engineers (since 1983). (iv) Member, American Nuclear Society (1983-87). (v) Fellow (currently in process), Engineering Institute Bangladesh. (vi) Member, Founding Board of Directors, ‘Help Bangladesh’, Oklahomacity, Oklahoma, U.S.A. (1988). (vii) Elected Vice President, B.S.A., University of Oklahoma (1984-85). (viii) Elected Representative, Student Government (UOSA), University of Oklahoma (85) (obtained 2nd highest votes among ~70 candidates). (ix) Member, Founding Board of Directors, ‘Bangladesh Association of Oklahoma’, Edmond, OK (82-84). (x) Elected Founding President, B.S.A., Southeastern Oklahoma State Universitry, 1982. (xi) Bangladesh National Cadet Core (BNCC, Govt. College of Commerce, Chittagong, 1979-80). (xii) Elected Founding General Secretary, Bauria Khan Krishi Kalayen Samabai Samitee (76), Bauria, Sandwip, etc. (xiii) Participated after the dark parades (as the Captain of class-vi) at Katgar G. N. B-L High School Field (Mukti Bahini Camp) during the last months of 1971 conducted by the freedom fighters as a preparation to become a potential combat soldier to sustain the then envisaged (prolonged) ongoing battle for freedom. (xiv) Traveled U.K. (1980, 3-days transit), U.S.A. (1980-98 for study/job), Pakistan (1990, 1-night transit visit of Karachi University), Saudi Arabia (92, hajj), and India (13-19/01/06 as a delegate with the Mayor of the Chittagong City Corp.). 12. Hobbies: Soccer (past), Swimming (long range free style, 2.5 kilometer) (past), Lawn Tennis, Ping-Pong, Reading, Writing (research/creative, including some poetry), etc.

(Page 1293 of 1344)

(Page 1294 of 1344)

Points/Credit

Points/Course

Earned Credits

GPA Credits

Grade Points

Overall GPA

Subject Level Courses (if used this way) for B. S. (Mathematics) Degree as the Base 4-Year Degree:1 Elective/General LANG 1003 3 2 Elective/General HPER 1112 2 3 Elective/General ENGL 1113 3 4 Elective/General HIST 1113 3 5 Elective/General POSC 1113 3 6 Elective/General ENGL 1224 4 7 Elective/General LANG 1334 4 8 Physics/Physical Science CHEM 1415 5 9 Mathematics MATH 1812 2 10 Mathematics MATH 2423 3 11 Elective/General HUM 2453 3 12 Mathematics MATH 3513 3 13 Technonoly TCDR 1034 4 14 Engineering/Applied Physics ENGR 1113 3 15 Elective/General ENGL 1124 4 16 Elective/General HIST 1213 3 17 Physics/Physical Science CHEM 1315 5 18 Mathematics MATH 1513 3 19 Mathematics MATH 1823 3 20 Engineering/Applied Physics ENGR 2113 3

Grade

Course Code

Course Category

13. Education (supplementary descriptions): GPA Computation (1979-87, 94-95, 98) (see transcripts): #

Credit-Hours


A A A A A A A A A A A A B B B B B B B B

4 4 4 4 4 4 4 4 4 4 4 4 3 3 3 3 3 3 3 3

12 8 12 12 12 16 16 20 8 12 12 12 12 9 12 9 15 9 9 9

3 5 8 11 14 18 22 27 29 32 35 38 42 45 49 52 57 60 63 66

3 5 8 11 14 18 22 27 29 32 35 38 42 45 49 52 57 60 63 66

12 20 32 44 56 72 88 108 116 128 140 152 164 173 185 194 209 218 227 236

4.0 4.0 4.0 4.0 4.0 4.0 4.0 4.0 4.0 4.0 4.0 4.0 3.9 3.8 3.8 3.7 3.7 3.6 3.6 3.6


21 Mathematics MATH 2434 4 22 Elective/General HSCI 3013 3 23 Mathematics MATH 3123 3 24 Mathematics MATH 3343 3 25 Mathematics MATH 4073 3 26 Mathematics MATH 4323 3 27 Mathematics MATH 4373 3 28 Mathematics MATH 4433 3 29 Elective/General PSY 1113 3 30 Mathematics MATH 1523 3 31 Engineering/Applied Physics ENGR 2613 3 32 Mathematics MATH 3114 4 33 Engineering/Applied Physics AME 3153 3 34 Engineering/Applied Physics ENGR 3313 3 35 Mathematics MATH 3333 3 36 Mathematics MATH 4333 3 37 Mathematics MATH 4853 3 38 Engineering/Applied Physics AME 4971 1 Endline (a):This OverallÆ Earned Semester Credit-Hours = 120; GPA = 3.1/4.0 Courses (if added this way) for BSME degree as the Second 4-Year Bachelor Degree:39 Engineering/Applied Physics AMNE 4353 3 40 Engineering/Applied Physics ENGR 3213 3 41 Engineering/Applied Physics AME 3223 3 42 Engineering/Applied Physics AMNE 5990 3 43 Engineering/Applied Physics AMNE 5990 3 44 Engineering/Applied Physics AME 3113 3 45 Engineering/Applied Physics AME 3143 3 46 Engineering/Applied Physics AME 3533 3 47 Engineering/Applied Physics AME 4383 3

(Page 1295 of 1344)

B B B B B B B B C C C C C C C C C S

3 3 3 3 3 3 3 3 2 2 2 2 2 2 2 2 2 --

12 9 9 9 9 9 9 9 6 6 6 8 6 6 6 6 6 --

70 73 76 79 82 85 88 91 94 97 100 104 107 110 113 116 119 120

70 73 76 79 82 85 88 91 94 97 100 104 107 110 113 116 119 119

248 257 266 275 284 293 302 311 317 323 327 337 343 349 355 361 367 367

3.5 3.5 3.5 3.5 3.5 3.4 3.4 3.4 3.4 3.3 3.3 3.2 3.2 3.2 3.1 3.1 3.1 3.1

A B B B B C C C C

4 3 3 3 3 2 2 2 2

12 9 9 9 9 6 6 6 6

123 126 129 132 135 138 141 144 147

122 125 128 131 134 137 140 143 146

379 388 397 406 415 421 427 433 439

3.1 3.1 3.1 3.1 3.1 3.1 3.1 3.0 3.0


48 Engineering/Applied Physics AMNE 5833 3 Endline (b):This OverallÆ Earned Semester Credit-Hours = 150; GPA = 3.0/4.0 Courses (if added this way) for B. S. (Physics) degree as the Third 4-Year Bachelor Degree:49 Physics/Physical Science PHYS 2312 2 50 Physics/Physical Science PHYS 3302 2 51 Physics/Physical Science PHYS 3312 2 52 Physics/Physical Science PHYS 3990 2 53 Engineering/Applied Physics AME 4822 2 54 Physics/Physical Science PHYS 2015 5 55 Physics/Physical Science PHYS 2115 5 56 Physics/Physical Science PHYS 3053 3 57 Physics/Physical Science PHYS 3183 3 58 Physics/Physical Science PHYS 3713 3 59 Engineering/Applied Physics NUCE 2970 1 Endline (c): This OverallÆ Earned Semester Credit-Hours = 180; GPA = 2.9/4.0 Successfully Passed Extra Courses:60 Elective/General HPER 2212 2 61 Life Science ZOO 3333 3 62 Engineering/Applied Physics AME 3413 3 63 Engineering/Applied Physics NUCE 3543 3 64 Applied Mathematics ENGR 3723 3 65 Engineering/Applied Physics AME 3803 3 66 Engineering/Applied Physics AME 4143 3 67 Engineering/Applied Physics AME 4153 3 68 Mathematics MATH 4323 3 Endline (d):This OverallÆ Earned Semester Credit-Hours = 206; GPA = 2.7/4.0 Unsuccessfully Attempted (U.S.) Courses:69 Engineering/Applied Physics NUCE 4573 3 70 Mathematics MATH 3513 3

(Page 1296 of 1344)

C

2

6

150

149

445

3.0

B B B B B C C C C C S

3 3 3 3 3 2 2 2 2 2 --

6 6 6 6 6 10 10 6 6 6 --

152 154 156 158 160 165 170 173 176 179 180

151 153 155 157 159 164 169 172 175 178 178

451 457 463 469 475 485 495 501 507 513 513

3.0 3.0 3.0 3.0 3.0 3.0 2.9 2.9 2.9 2.9 2.9

B D D D D D D D D

3 1 1 1 1 1 1 1 1

6 3 3 3 3 3 3 3 3

182 185 188 191 194 197 200 203 206

180 183 186 189 192 195 198 201 204

519 522 525 528 531 534 537 540 543

2.9 2.9 2.8 2.8 2.8 2.7 2.7 2.7 2.7

F I

0 --

0 --

206 206

207 207

543 543

2.6 2.6


Endline (e):This OverallÆ Attempted (U.S.) Credit-Hours = 212; GPA = 2.6/4.0 Successfully Passed & Transferred Courses (from Chittagong Government Commerce College, Chittagong University, Bangladesh):71 Commerce Accounting 9 ---207 543 215 2.6 72 Commerece/Social Science Management 9 ---207 543 224 2.6 73 Commerece/Social Science Economics 9 ---207 543 233 2.6 74 Commerece/Communication Communication 3 ---207 543 236 2.6 Endline (f):OverallÆEarned (Higher Educ.) Semester (Equivalent) Credit-Hours=236; GPA = 2.6/4.0 Bangladeshi Equivalence:If separations/grouping of courses/GPA for three above mentioned degrees is considered then the following equivalence can be determined: U. S. Degrees (Separate Bangladeshi Degree Equivalence Certificates) University Degree Class With 1123 BSME BUET (86) 4-Year B. S. M. E. 1st B. S. (Mathematics) Dhaka (87) 4-Year M. Sc. (Mathematics) 1st 3-year B. Sc. (Hons.) (Math) (1st Class) B. S. (Physics) Dhaka (87) 4-Year M. Sc. (Physics) 2nd If the overall credit/GPA earned for three above mentioned degrees is considered then the following equivalence can easily be determined: U. S. Degree Bangladeshi Degree Equivalence University Degree Class With nd B.S.M.E. + Extra Courses BUET M. S. (Mech. Engineering) 2 4-Year BSME (2nd Class) nd B. S. (Mathematics) Dhaka 4-Year M. Sc. (Math.) 2 nd B. S. (Physics) Dhaka 4-Year M. Sc. (Physics) 2 Notes (pertinent):i S. S. C. and H. S. C. results are about within topmost 1% (one%) of the national pertinent results; ii (As an international student) had to pay three times of the amount of tuition fees paid by the local (Oklahoma) students; this also worked as an obstacle to drop a course (for the neutral grade “W”) to safeguard the GPA (which would require to pay tuitions again). iii No available financial aids/loans (which are available to the local students); iv Focused more on broader knowledge than GPA; 1123

In 1986-87 Dhaka University had no such 4-year Bachelor degree programs (in Mathematics, Physics, etc.). The 5-year M.B.B.S. program is a program of two Bachelor degrees (in one certificate). Now, Chittagong University admits MBBS degree holders in to their doctoral (M.D.) program without requiring of having any Master degree.

(Page 1297 of 1344)


v vi vii

viii

ix

x

Had to earn from low-wage disadvantaged jobs to end meet all the expenses; Had to support (throughout studies) the family (back home in Bangladesh) as father expired long ago (in 75) and home/lands (Katgar, Sandwip) had been engulfed by the Bay of Bengal in 1971; Had no experience on the strategies of study/enrollment (for better GPA) in open-credit system; Some courses have been cross-credited to award multiple degrees. At OU, a Bachelor Degree graduate is required to successfully complete a minimum of additional 30 semester-hours (relevant) upper division courses for obtaining a second bachelor, and so on (a non-OU US graduate would be required to pass 45 hours instead). That means the minimum credit-hours requirements would had been 195 (=135+30+30) for the three (separate) degrees. But to fulfill faculty (/“college”) residency-credits, etc. it has ended up passing much more. The credentials now include around 240 semester-credit-hours of expanded formal higher education. A four-year US Bachelor degree is normally of 120 credit-hours (of semester system) (and more for quarter-system)—in some cases it could be few credithours less. Each academic year has two regular semesters. A full time student (in Bachelor degree program) is required to enroll (then, at least) 12 credit-hours (now 9 credit-hours) of course-works each semester—short summer session (optional) is usually used by the students to make up the program within fouryears. Many full-time students take longer than four years to complete a Bachelor degree program. A four-year US Bachelor degree is in effect (contents/quantity/quality) superior to a four-year Bangladeshi Master degree—even though these two degrees can be deemed to be equivalent (to each other) in height, but a four-year (accredited) U.S. Bachelor degree is much superior to a four-year DU Master degree (in 1980’s) in strength. A four year Bangladeshi degree of 180 credits (viz. Engineering) in actuality is not more than 120 US semester-credit-hours—in Bangladesh (most of the) lab-hours are counted as separate credits which are actually self-study/tutorial hours in US. This phenomenon (in Bangladesh) is anti-social as because a BSCSE holder deemed to be superior (in rank/level) to that of BBA (, for example)—besides, teachers in Engineering programs counts that they are teaching 9 credits (, for example) even though they are actually teaching 6 credits. In US, lab courses cover separate syllabuses. A four-year OU Bachelor degree program constitutes around 2000 (two thousand) hours of class-room education plus around four thousand (4000) hours of self-education (home-works etc.). The transcripts exhibit completion of course-works of around 4000 (four thousand) hours of class-room (higher) education, which constitutes around eight thousand (8000) hours of (additional) self-education—these have included around one-year of advance courses (several years after obtaining three Bachelor degrees) as a special student aiming for Ph. D. (Mathematics). These have inculcated around nine academic years of rigorous full-time expanded formal higher education. In most cases, GPA can not be correctly/fairly converted into class-ranks similar to that of the Bangladeshi universities—some (semester system) universities allow “R” grades to replace D/F grades thus more leniently securing the existing GPA from the (serious) negative affect from the averaging of these low/”zero” grades; and, there are some universities which allow replacement of the low/zero grades with that of a better grade (in the same course) earned later on—thus completely removing the detrimental affect of the (earlier) lower grades. Therefore, in this regard, every case should be judged separately according to its own merit. In fact, from a prestigious university (like the University of Oklahoma) any graduate should be accepted for M. Phil./Ph. D. program of the CU/DU. In the U. S. an Associate degree (of 2 academic years length) is the first degree (in higher education)—four-years’ undergraduate

(Page 1298 of 1344)


college offers two degrees: Associate and Bachelor; and five-years’ graduate college also offers two degrees—Master and Doctoral. A student can choose for a Bachelor degree directly and (likewise) then for a doctoral degree directly. In some extra ordinary cases a doctoral degree can be earned without having any associate/Bachelor/Master degree. xi Formal education in the two U. S. universities include over four academic years of 3rd/4th/5th –year level university education (i.e. 15th, 16th, & 17th year level of education beginning from Class-I). In the U.S. few 3rd/4th year courses (which had never been used for obtaining another degree) can be registered (in the same class with the undergraduate students) for Master degree program—even more such courses can be registered for Ph. D. program as it is longer than Master degree program (these are excluding some 5000 level courses which are cross-listed as 4000 level courses also with less tuitions/home-works). At OU and SOSU, every grade is cumulated to compute GPA—no grade replaces the previous inferior/F grades in any way. Also, due to excessive cost, it was not feasible to repeat/drop a course (to secure better GPA)—as because an International Student usually had to pay tuitions (/fees) over three times higher than that of an Oklahoma resident. Even though a US doctoral degree is of 9 years, usually there exists no category of courses beyond 6th year (university) (for example, 6000) level. That is, the categories (at OU) are of 1000 (“1st year”), 2000, 3000, 4000, 5000, and 6000 levels without including 7000, 8000, and 9000 levels. Along with 5000 and 6000 levels, 3000 (3rd year) and 4000 (4th year) level courses are also included in Master/Doctoral degree programs. xii At OU/SOSU, usually a score of less than 60% = F (0.00), 60% -