Self-Defense Is Not Just A Physical Technique Essay

Self-Defense Is Not Just A Physical Technique - Essay Example Self-defense lessons also offer women an unusual chance to discover the wide range of sentiments that frequently happen when we begin to recognize the altitude of aggression in our culture. It is an outstanding vehicle for discovering annoyance, sorrow, and terror, and for patter into the delight that arrives from finding your tone and determines your personal inner supremacy. As the law of self-defense has evolved, it has become recognition of our right to defend ourselves with lethal force when we reasonably believe we are confronted with an imminent threat, which threat we did not create and from which we cannot retreat with safety. Under those circumstances, the law is ready to justify, as self-defense, conduct that otherwise would be considered criminal (Women Self Defense, Online). Traditionally, self-defense has been defined as "the act of defending one's person when physically attacked, as by countering blows or overcoming an assailant" (Webster's Encyclopedic Dictionary, 1989). This definition, if strictly followed, would narrow the scope of instructional content to contain only the psychomotor learning domain. Holistic physical education instructional units must additionally account for the cognitive and affective learning spheres. Therefore, a conservatively modern understanding of self-defense must be adopted-- a task that can prove challenging due to the diversity of self-defense curricula (Mencken, Pg 113-114). Self-defense is only designed to be used defensively, never as an offensive weapon. Beyond that, if there are other means of protection available, the law directs us to use those rather than choosing to defend with deadly force. There are numerous institutes where teachings of self-defense are given. Some are specially meant for the courses given particularly for women, they may include some as follows: Home Safety Precautions Internet Safety Precautions Dating Safety Precautions Parking Lot Safety Precautions Walking Home from School Safety Precautions Outdoor Exercise Safety Precautions Socializing Precautions Sexuality Concepts Bystander Effect Drugs/Alcohol/Date-Rape Drugs Trusting Your Intuition Awareness of Physical Surroundings Statistics on Violence/Crime Trusting Strangers Dog Attacks (Jacobs and Ogle, Pg 13-14) Elements Of Self-Defense Self-defense is planned to operate as a shield, not a sword. For that reason, rules have developed historically requiring a showing that the person claiming to have employed self-defense was not acting as the aggressor but was, instead, defending next to imminent attack. It is virtually indisputable that as a general rule one should not be allowed exoneration by striking out preemptively, claiming that a future attack would have occurred had it not been thwarted. But battered women cases force us to reexamine the rules that have grown up to support the principle that self-defense is only defensive in that strict temporal sense. (Jacobs and Ogle, Pg 99) State Of Mind In my view, frame of mind and psychological approach is the supreme component of any personal Target Hardening policy. One has to make a decision at the instant that one is the marauder; that someone is the conqueror.

Is it possible for employees to be provided with an effective voice Essay

Is it possible for employees to be provided with an effective voice within an organisation pursuing unitary Human Resource Management policies and practices - Essay Example ice can also refer to the two-way communication between the employers and employees which if managed properly can reduce both exit costs and transaction costs for both the parties involved. Thus, in the modern day scenario, employee voice has emerged as a type of contractual mechanism of governance which causes mutual benefits for the employer and employee groups. This report deals with the analysis of the prospect that whether the use of unitary human resource management practices and policies within an organization can support the propagation of the voice of the employees of the organization. The discussion includes a formal definition of the term employee voice and the analysis of the different ways and mechanisms of propagating the voice of the employees in an organizational setting. The various formal and informal mechanisms of promoting employee voice are studied and analyzed with respect to the unitary method of human resource management. The overview of the unitary methods of human resource management is discussed along with the advantages and shortcomings of the unitary HRM approach as compared to the pluralist HRM approach. Also, the importance of employee voice in contemporary business organizations, the tradeoffs between democracy and control, and the various internal and external factors affecting the voice of employees in a comp any as well as the government approaches related to employee voice in different countries are studied and analyzed. The relation between employee involvement and employee participation and organizational growth and success is also touched upon in the report. For a suitable analysis, comparisons are drawn between the unitary and the pluralist human resource management approaches by analyzing the benefits and drawbacks of both the approaches. The report is suitably concluded by inferring whether the unitary perspective of human resource management is applicable in the contemporary organization with respect to employee relations

Team and Group Paper Essay Example | Topics and Well Written Essays - 500 words

Team and Group Paper - Essay Example The word group refers to a collection or crowd of people who have something in common, for instance they know each other, they have a common interest or because of either gender, sex or other similarities. Furthermore, most groups are headed by a leader to whom everyone in the group is accountable to and the group’s goal is actually one furnished by the leader. On the other hand, a team is a collection of people who have specific roles in the team and who work together in order to achieve certain specific goals. The members of a team are accountable to each other and to the group (Parco, 2007). There are several differences between a team and a group. For instance, groups are easier to form than teams, because teams needed internal structures and the careful selection of members in order for goals to be achieved. Other differences include the fact that in teams everyone contributes in decision-making and problem-solving, while in a group the leader dictates everything, in a te am, there are shared responsibilities and decisions are made through a consensus, while in a group, the leader is in charge of everything and makes every decision, which have to be followed by the group members, in a team, every team member’s view point is considered, while in a group only the team leader’s view point is considered important.

An analysis of factors leading to failure of small businesses in The Dissertation

An analysis of factors leading to failure of small businesses in The Amur Region, Far East Russia - Dissertation Example This publication is important in outlining the background of the Russian policies for small businesses as well as the current business landscape in the country. For instance, there is the discourse devoted on how the business and entrepreneurship climate are currently difficult as demonstrated by the small number of small firms, the low levels of fixed capital investment as well as the capital flight that supposedly exceeded an estimated $15 billion annually. (p. 73) With this OECD (2002) report, several general factors are clearly identified that led to the successes and failures of small enterprises in Russia. In investigating the Amur experience, the corpus of literature of the regional business landscape is essential in depicting the dynamics of setting up and running businesses from policy standpoint as well as from cases of entrepreneurial outcomes. A World Bank research group argued that local government policies are crucial in the growth of small enterprises and that the â₠¬Å"regional data on small enterprises per thousand residents is considered an adequate proxy for local government support for small businesses.† (De Melo, Ofer and World Bank 1999, p10) Several regional cases were identified, compared and assessed. The outcome is an extensive investigation on policy differences, policy reforms, among other economic and political variables that were effectively linked to business performances. Extensive discussion of universal policy areas that cover small-sized businesses are also available in the publication, OECD Studies on SMEs and Entrepreneurship High-Growth Enterprises: What Governments Can Do to Make a Difference. Specific indicators on entrepreneurship that have been derived by OECD from qualitative information on laws and regulations, among other related sources could be adopted by this study at it provided clear roadmap in effectively surveying national and local administrations. These indicators and the methodologies employed to ide ntify them are contained in the OECD’s report called Measuring Innovation (2010). More recent research covering Vladimir Putin’s regime include Ganske’s (2008) book on Russia’s political economy. This work cited the economic reforms that are currently in place as well as several important factors that make small firms fail such as adverse local regulations (licensing, certification, tax inspections, fire inspections and sanitary inspections) and tax policies. (p16) This latter point was further expounded by Sakwa (2004), who argued that although Putin sought to tackle the bureaucratization of the economic landscape and that so far only two large cities have demonstrated some semblance of business dynamism, Moscow and St. Petersburg. (p. 206) Fish (2005) devoted much of his work on documenting the challenges of the effect of bureaucracy on small businesses. The research done by Dana et al. is an excellent resource on current business statistics in Russia s ince it contains critical examination of the data, particularly the numbers, which according to the authors tend to be inflated. One of the reasons given for this argument is that small business owners often â€Å"force onto de facto employees the status of individual entrepreneurs for tax purposes.†

ZAPPOS the largest online shoe retailer Essay Example | Topics and Well Written Essays - 1500 words

ZAPPOS the largest online shoe retailer - Essay Example It achieves a competitive advantage over its rivals through the loyalty business strategy and the liaison marketing that is embraces. The key source that contributes to the growth and development of Zappos.com is the recurring customers and the oral recommendations from consumers that receive quality services. Over its course of operation, this company has over 75% of recurring consumers. The customer service has a better reputation that is augmented by the online trust drivers that the company utilizes in increasing its loyalty, credibility, and trust among others towards the buyers. Internet marketing has tremendous influenced the welfare of this organization. I used to navigate through the website aimlessly and after I was assigned the task of searching its validity, I had to evaluate its website in order to ensure that, it is a reliable website and one could place an order with ease. In my evaluation, I consulted various scholars, researchers, peer-reviewed sources, and so forth in order to determine the forces behind Zappos.com being the largest online shoe retailer. Online trust was the key aspect that enhanced the wellbeing of Zappos.com (Cheskin/Sapient Report, 1999). It is essential to adopt an acceptable definition of trust before commencing on this topic. According to† (Rousseau, Sitkin, Burt and Camerer, 1998, p. 395), â€Å"Trust is an emotional state that comprises the aim to accept the liability established on the positive anticipations of behaviors of another†. Trust entails the enthusiasm to agree to the susceptibility, but with hope that a person can depend on the other party (Lewicki et. al. 1998; Moorman, Zaltman & Deshpande, 1992; Morgan and Hunt, 1994). In internet marketing, trust is perceived in lieu of relationship marketing (Doney and Cannon 1997; Dwyer, Schurr and Oh 1987; Ganesan 1994; Ganesan and Hess 1997; Morgan and Hunt 1994). In addition, in studying the Buyer –seller interactions, trust between the two perso ns takes time and depends on the observations that the buyer makes on the seller’s, consistency, constancy and credibility (Anderson and Narus, 1990; Doney and Cannon, 1997; Gane san, 1994). This view is unswerving with the behavioral reliance proposed by Schlosser, White, and Lloyd, 2003). Online trust, or rather the trust on the internet, greatly differs from offline trust in significant ways. As opposed to the offline trust, the key thing in online trust in the website, application of internet in transactions and the technology used. The website used by a firm can make a good foundation in building the customers trust, and thus enhancing the reputation of the seller (Jarvenpaa et al. 2000). The manner in which a customer would relate to an offline seller is similar to his/her dealing with a website and customers develop views of trust in a website depending on their relationship with the website. To the degree that a customer develops some positive impact about a website a nd accept liability, he/she must develop some trust with the website. The customers view pertaining to the competence of a website to carry out its purpose, and its perception in offering quality services behind the online business is contributive to his/her insight of trust in the website. In this context, online trust comprises customer perceptions of the way the site would deliver based on the expectations of the customer, and the authenticity of the information and self-assurance of the site. There are various perceptions driven by numerous precursors. Effects of Drivers of Online Trust Even though, online trusts have numerous potential antecedents and impacts, as detailed by Shankar et al. (2002), based on

Mental Disorder and Mental Health Problems Essay Example for Free

Mental Disorder and Mental Health Problems Essay This unit aims to provide the learner with knowledge of the main forms of mental health problems according to the psychiatric classification system. Learners also consider the strengths and limitations of this model and look at alternative frameworks for understanding mental distress. The focus of the unit is on understanding the different ways in which mental health problems impact on the individual and others in their social network. It also considers the benefits of early intervention in promoting mental health and well-being. Credit Level 3 3 Assessment criteria The learner can: 1.1 Describe the main types of mental ill health according to the psychiatric (DSM/ICD) classification system: mood disorders, personality disorders, anxiety disorders, psychotic disorders, substance-related disorders, eating disorders, cognitive disorders 1.2 Explain the key strengths and limitations of the psychiatric classification system see more:psychiatric (dsm/icd) classification system 1.3 Explain two alternative frameworks for understanding mental distress 1.4 Explain how mental ill health may be indicated through an individual’s emotions, thinking and behaviour 2. Know the impact of mental ill health on individuals and others in their social network 2.1 Explain how individuals experience discrimination due to misinformation, assumptions and stereotypes about mental ill health 2.2 Explain how mental ill health may have an impact on the individual including: a. psychological and emotional b. practical and financial c. the impact of using services d. social exclusion e. positive impacts Learning outcomes The learner will: 1. Know the main forms of mental ill health 2.3 Explain how mental ill health may have an impact on those in the individual’s familial, social or work network including: a. psychological and emotional b. practical and financial c. the impact of using services d. social exclusion e. positive impacts 2.4 Explain the benefits of early intervention in promoting an individual’s mental health and well-being Notes for Guidance In learning outcome 1, assessment criterion 1, learners are asked to describe ‘the main types of mental ill health according to the psychiatric (DSM/ICD) classification system’. Learners should demonstrate knowledge of how types of mental health are categorised by their main signs and symptoms and how the system attempts to draw a line between mental health and mental disorder. Learners do not need to demonstrate detailed knowledge of each form of disorder within each category.

Aims of Education Essay Example for Free

Aims of Education Essay Education has been conceived so variously in human history, especially in term of its aims. Chopra (2005) defines the term ‘Aims’ as: â€Å"Long-term ambitions which may or may not be achieved, but which provide personal motivation and direction† (p.16). Perhaps more than other aspects of human existence, it is education which lends a direction to human efforts through a certain underlying ‘philosophy’: â€Å"a set of ideas about the nature of reality and about the meaning of life† (McNergney Herbert, 1998, p. 130). However, aims of education depend on the philosophy that prevails at the time of determining the aims of education. Different philosophies hold different views about the aims of education: â€Å"Certain philosophies have created narrow patriots. Others have produced cultured individuals. Some others are responsible for bringing up spiritual men and women† (Shahid, 2001, p. 110). In fact, a philosophy or an ideology serves as a back-bone in determining the objectives or end results of an education system. 2.Western Philosophy and Aims of Education If we sift the history of education in the West right from the time of Greeks to the present contemporary era we would come across the following major schools of thought influencing the aims of Education: 2.1. Idealism: Idealism is considered the oldest philosophy of Western culture, dating back to ancient Greece. Socrates (469-399 B.C.), one of the most honored philosophers and the earliest exponents of the idealistic school of thought looked upon the aim of education as not verbal instructions but to enable the individual, by developing in him the power of thought to acquire knowledge by himself, i.e. by self-realization. For this purpose, he presented the Dialectic Method/Socratic Method which is also called Question/Discussion Method. 2.2 Realism: Aristotle (384-322 B.C.), a student of Plato and great Greek philosopher, was the leading figure of this school of thought. He believed in â€Å"dualism − the tendency to view reality as composed of two constituent elements †¦ form and of matter† (Kneller, 1964, p. 37). Following are the main aims of education in Realism: Equipping students with knowledge and skill needed to understand and master their physical environment. Enabling students to adjust themselves with adult approved behaviour. (Shahid, 2001, p. 141) 2.3 Existentialism: Soren Kierkegaad (1813-1855) is considered the originator of Existentialism. Existentialists believe that the physical world has no inherent meaning apart from human experience. Existentialists believe that the main aim of education is to: â€Å"Develop authentic individuals who exercise freedom of choice and take responsibility of their action† (McNergney Herbert, 1998, p. 139). 2.4 Marxism: The leading proponent of this school of thought was Karl Marx, an immensely influential German philosopher, political economist, and socialist revolutionary. He was famous for his analysis of history in terms of class struggles. The aims of education, according to Marxists, are: â€Å"Shape people and institutions; change material conditions of society, producing classless society† (McNergney Herbert, 1998, p. 139). 2.5 Behaviorism: B. F. Skinner, is called the father of Behaviorism. According to this school of thought, the aim of education is to: â€Å"engineer environments that efficiently maximize learning† (McNergney Herbert, 1998, p. 139). 2.6 Cognitivism: Cognition means the process of thinking and knowing. The aim of education, in cognitivists’ view, is to â€Å"develop thinking skills for lifelong self-directed learning† (McNergney Herbert, 1998, p. 139). 2.7 Naturalism: â€Å"Naturalism is based on the assumption that nature is the whole of reality†(Kneller 68). Jean Jacques Rousseau (1712-1778 ) was the exponent figure of this school of thought. Rousseau stressed that what is natural is good. According to Naturalists, following are the aims of education: (1) Self-expression; (2) Autonomous development individuality; (3) Improvement  of racial gains; (4) Preparation for the struggle for existence. (Shahid 125) 2.8 Pragmatism: According to the Pragmatists, â€Å"truth [is] a tentative assertion derived from human experience (Kneller 82). The leading figure of the pragmatic educational philosophy was John Dewey (1859-1952), an American educationist. He believed that the aim of education is to â€Å"Develop and apply practical knowledge and skills for life in a progressive democratic society† (McNergney Herbert 139). 2.9 Perennialism: Perennialists believe that education, like human nature, is a constant. The leading proponents of this philosophy were Hutchins and Adler. Accorging to McNergney Herbert, â€Å"the perennialists argue people are basically the same, regardless of where they live and who they are, thus all people need the same basic education† and that â€Å"education should consist of a fundamental grounding in history, language, mathematics, science, literature, and humanities†(147). 2.10 Essentinlism: Essentialism asserts that ‘Essence’ is prior to ‘Existence’ and that â€Å"education †¦ involves the learning of the basic skills, arts, and sciences that have been useful in the past and are likely to remain useful in the future† (Kneller 256). The exponent figure of this school was William C. Bagley. The aim of education, as the Essentialists hold, is the â€Å"Acquisition of culture; cultural literacy for personal benefit† (McNergney Herbert 139). 2.11 Social Reconstructionism: A key word to learn when trying to understand postmodern education is constructivism. The leading figures of this educational movement was George Counts. The reconstruction theory seeks to rebuild the society afresh. Its supporters believe that the role of education is to create a new social order that will fulfill the basic values of our culture and at the same time harmonize with the underlying social and economic forces of the modern world. According to them, the aim of education is to â€Å"Solve social problems and create a better world† (McNergney Herbert 139). 3. Islam and Aims of Education Like Western philosophies of education, Islam also holds a view on the aims of education. However, it presents an independent, unique and much broader framework of reality, knowledge, existence and values to which the aims of education have got a logical connection. As a revealed religion, there is an objective quality of the goals of education in Islam. 3.1 Philosophy in Islam: Philosophy gets its roots from the ancient Greece. It emphasizes on the search of truth with the help of human reason. It is known as ‘falsafa’ in Arabic. On the other hand, Islam is founded on the Word of Allah or the revealed knowledge. The way Islam came into contact with philosophy is explained by Fakhry (1997) in the following words: The rapid expansion of Muslim Arab civilization in the 100 years after the death of the Prophet Muhammad [SAW] brought the faith into close contact with Greek, Persian, Egyptian, Syrian and Indian cultures and certain elements of those cultures incorporated (sometimes on adapted form) into Islamic thought. However, ‘Islamic Philosophy’ takes its roots from the Holy Qur’an. 3.2Education in Islam: The term ‘education’, as finds its meaning in Western philosophy, does not correspond very closely to any one exclusive term in Arabic. In fact, there are three words which are normally translated as ‘education’_ one emphasizing knowledge; one growth to maturity and one the development of good manners. However, all these concepts aim at producing good Muslims with an understanding of the Islamic rules of behaviour and a strong knowledge of and commitment to the faith. Ashraf defines Islamic education as: an education which trains the sensibilities of pupils in such a manner that in their†¦approach to all kinds of knowledge they are governed by the deeply felt ethical values of Islam. They are trained and mentally so disciplined that they want to acquire knowledge not merely to satisfy an intellectual curiosity or just for material worldly benefit but to grow up as rational, righteous beings and to bring about the spiritual, moral and physical welfare of their families, their people and mankind. Their attitude derives from a deep faith in God and a wholehearted acceptance of a God-given moral  code. (Hussain Ashraf 1) 3.3 Aims of Education: Complete Submission to His Will: Islam means complete submission to the Supreme Being of Allah (SWT) and His Shariah. The sole purpose of mans creation as described in the Holy Quran is to worship Allah (SWT): ÙˆÙŽÙ…ÙŽØ § Ø ®Ã™Å½Ã™â€žÃ™Å½Ã™â€šÃ™â€™Ã˜ ªÃ™  Ø §Ã™â€žÃ™â€™Ã˜ ¬Ã™ Ã™â€ Ã™â€˜Ã™Å½ ÙˆÙŽØ §Ã™â€žÃ™â€™Ã˜ §Ã™ Ã™â€ Ã™â€™Ã˜ ³Ã™Å½ Ø §Ã™ Ã™â€žÃ™â€˜Ã™Å½Ã˜ § Ù„Ù Ã™Å Ã™Å½Ã˜ ¹Ã™â€™Ã˜ ¨Ã™ Ã˜ ¯Ã™ Ã™Ë†Ã™â€™Ã™â€ Ã™ Ã¢â‚¬  And I have not created the Jinn and the men but that they may worship Me. (al-Zariyaat 51: 56) So, according to Islam, the purpose of the creation of humanity should also be the sole purpose, aim and objective of philosophy of Islamic education i.e. the complete, unconditional submission to the Supreme Will of Allah (SWT), the Almighty. As Rizavi puts it: Thus in Islamic creed, the idea of omnipresence of God permeates life in its totality †¦ God is everywhere and hence prayers can be said anywhere †¦ A Muslim is supposed to be in communion with God throughout his life — sitting on the prayer-rug, labouring in the field, defending his coun ­trys borders, in short, while doing anything and everything. (113) 3.4 ‘Taqwa’ (piety) and ‘Adl’ (justice) as the Cornerstones of Islamic Teachings: ‘Taqwa’ occupies a pivotal position in the aims of Islamic teachings. The Holy Qur’an considers it a requisite for getting Divine Guidance (‘Hidaya’): Ø °Ã™ °Ã™â€žÃ™ Ã™Æ'ÙŽ Ø §Ã™â€žÃ™â€™Ãš ªÃ™ Ã˜ ªÃ™ °Ã˜ ¨Ã™  Ù„ÙŽØ § Ø ±Ã™Å½Ã™Å Ã™â€™Ã˜ ¨Ã™Å½ Û›Ûš Ûâ€" Ù Ã™ Ã™Å Ã™â€™Ã™â€¡Ã™  Û›Ûš Ù‡Ù Ã˜ ¯Ã™â€¹Ã™â€° لّÙ Ã™â€žÃ™â€™Ã™â€¦Ã™ Ã˜ ªÃ™â€˜Ã™Å½Ã™â€šÃ™ Ã™Å Ã™â€™Ã™â€ Ã™Å½Ã›â„¢Ã¢â‚¬  † â€Å"This is a perfect Book; there is no doubt in it; it is a guidance for the righteous† (al-Baqara 2: 2) Regarding â€Å"the sacrifices offered by the Muslims at the time of ‘Hajj’ or ‘Id al-Adha, the Quran clearly says that the flesh of animals sacrificed does not reach Allah; what reaches Him is the piety or ‘taqwa’ operated behind these teachings†(Rizavi 115). The Quran also gives us a clue to the achievement of ‘taqwa’ or excellence of character: Ø §Ã˜ ¹Ã™â€™Ã˜ ¯Ã™ Ã™â€žÃ™ Ã™Ë†Ã™â€™Ã˜ § Ù‡Ù Ã™Ë†Ã™Å½ Ø §Ã™Å½Ã™â€šÃ™â€™Ã˜ ±Ã™Å½Ã˜ ¨Ã™  Ù„Ù Ã™â€žÃ˜ ªÃ™â€˜Ã™Å½Ã™â€šÃ™â€™Ã™Ë†Ã™ °Ã™â€°Ã¢â‚¬Å'Ûâ€" â€Å"Be just: that is Next to piety† (al-Maidah 5: 8). In fact, â€Å"With respect to man †¦ justice means basically a condition and situation whereby he is in his right and proper place† (al-Attas 26). Thus, Islam aims at preparing such persons who are pious and just. 3.5Justice implies knowledge: Islam has made it obligatory on all believers to acquire knowledge. In the very first verses of the Quran, the prophet Hazrat Muhammad (SAW) was instructed to read: Ø §Ã™â€šÃ™â€™Ã˜ ±Ã™Å½Ã˜ §Ã™â€™ Ø ¨Ã™ Ã˜ §Ã˜ ³Ã™â€™Ã™â€¦Ã™  Ø ±Ã™Å½Ã˜ ¨Ã™â€˜Ã™ Ã™Æ'ÙŽ Ø §Ã™â€žÃ™â€˜Ã™Å½Ã˜ °Ã™ Ã™â€°Ã™â€™ Ø ®Ã™Å½Ã™â€žÃ™Å½Ã™â€šÃ™Å½ â€Å"Convey thou in the name of thy Lord Who created Ø ®Ã™Å½Ã™â€žÃ™Å½Ã™â€šÃ™Å½ Ø §Ã™â€žÃ™â€™Ã˜ §Ã™ Ã™â€ Ã™â€™Ã˜ ³Ã™Å½Ã˜ §Ã™â€ Ã™Å½ Ù…Ù Ã™â€ Ã™â€™ Ø ¹Ã™Å½Ã™â€žÃ™Å½Ã™â€š Created man from a clot of blood. (al- ‘Alaq 96: 1-5) The best Islamic education must encompass the two traditional categories of knowledge, and the hierarchical relationship between them; revealed knowledge, attained through the religious sciences; and acquired knowledge, attained through the rational, intellectual and philosophical sciences. In Islam, both types of knowledge, the revealed and the acquired, contribute to the strengthening of faith, the former through the careful study of the revealed word of Allah SWT and the latter through the systematic study of the world of man and the universe. The Qur’an appeals constantly to reason and experiment which is a blessing indispensable to arrive at proper judgement. It invites directs the humans to study the reality. 3.6 Taqwa and Faith: The basic features of the Islamic constitution as embodied in the Quran Sunnah are the creed or doctrine (Aqeedah) or faith (trust and belief founded on authority) _ as belief in Allah SWT, faith in the prophet SAW and the basic attitude that all human activity should follow in the complete submission to Allah SWT. Islamic education has to inculcate these beliefs and attitudes in Muslim youth. The more comprehensive equivalent of ‘faith’ in the Arabic language is Iman derived from the root-word Amn which means freedom from fear, security, peace, satisfaction, trust, affirmation, acceptance of correctness and submission or resignation to truth. According  to the Holy Quran a Believer i.e. a Momin must have faith in (1) Allah, (2) The Hereafter, (3) The Unseen Clestial powers called Malaika (roughly translated as Angels), (4) The Book and (5) The holy prophets. (Haq 242) 3.7 ‘Ijtehad’: Side by side with the inculcation and strengthening of these basic values, Islamic education must create in the minds of Muslim youth an adaptability and a mechanism for adjustment to worldly matters. The Arabs were the first people to demonstrate such an adaptability during the prime of Islamic intellectual pre ­eminence. They acquired Greek learning, subjected it to investigation, experimentation and expansion in such diverse fields as algebra, geometry, astronomy, navigation, chemistry medicine and evolved the scientific principles of empiricism. This attitude extended into Europe in the fifteenth the sixteenth centuries as part of the Renaissance. The Islamic education system must now adopt the same scientific empiricism in worldly matters which the Muslims themselves invented but have forgotten during the past five centuries. The value of adaptability, experimentation and tolerance (as opposed to dogma) must be embodied in the new system. This will, in all probability, requi re the institution of ijtehad or interpretation of the Islamic law. An Islamic educational system is an integrating force and it prepares men for ijtehad where it is due. In the words of Iqbal: The teachings of the Quran that life is a process of progressive creation necessitates that each generation, guided but unhampered by the work of its predecessors, should be permitted to solve its own problems. (1989) 3.8 Action as Complementary to Faith: In Islam good actions are a requisite to faith. The Holy Qur’an says: † ÙˆÙŽØ §Ã™â€žÃ™â€™Ã˜ ¹Ã™Å½Ã˜ µÃ™â€™Ã˜ ±Ã™ Ã›â„¢Ã¢â‚¬  â€Å"By the fleeting Time, Ø §Ã™ Ã™â€ Ã™â€˜Ã™Å½ Ø §Ã™â€žÃ™â€™Ã˜ §Ã™ Ã™â€ Ã™â€™Ã˜ ³Ã™Å½Ã˜ §Ã™â€ Ã™Å½ Ù„ÙŽÙ Ã™ Ã™â€°Ã™â€™ Ø ®Ã™ Ã˜ ³Ã™â€™Ã˜ ±Ã™ Ã›â„¢Ã¢â‚¬  Surely, man is in a state of loss, Ø §Ã™ Ã™â€žÃ™â€˜Ã™Å½Ã˜ § Ø §Ã™â€žÃ™â€˜Ã™Å½Ã˜ °Ã™ Ã™Å Ã™â€™Ã™â€ Ã™Å½ Ø §Ã™ °Ã™â€¦Ã™Å½Ã™â€ Ã™ Ã™Ë†Ã™â€™Ã˜ § ÙˆÙŽ Ø ¹Ã™Å½Ã™â€¦Ã™ Ã™â€žÃ™ Ã™Ë†Ã™â€™Ã˜ § Ø §Ã™â€žÃ˜ µÃ™â€˜Ã™ °Ã™â€žÃ™ Ã˜ ­Ã™ °Ã˜ ªÃ™  † Except those who believe and do good works† (al-‘Asr 103: 1-3) 3.9 Enjoining Right and Forbidding Wrong: According to Haq, â€Å"It [Islam] is not only a ‘religion’ of the Muslims, in the usual sense of the word; it is their whole life. It encompasses all aspects of human life: social, cultural, economic, educational, spiritual, material, political, in fact, all. A cult of universal brotherhood must, of necessity, be highly organized. (244) What Islam aims to produce are sentient and committed individuals who work for the promotion of all that is good and the renunciation of all that is bad for the ultimate success of all human-beings. The Holy Qur’an says: ÙÆ'Ù Ã™â€ Ã™â€™Ã˜ ªÃ™ Ã™â€¦Ã™â€™ Ø ®Ã™Å½Ã™Å Ã™â€™Ã˜ ±Ã™Å½ Ø §Ã™ Ã™â€¦Ã™â€˜Ã™Å½Ã˜ ©Ã™  Ø §Ã™ Ã˜ ®Ã™â€™Ã˜ ±Ã™ Ã˜ ¬Ã™Å½Ã˜ ªÃ™â€™ Ù„Ù Ã™â€žÃ™â€ Ã™â€˜Ã™Å½Ã˜ §Ã˜ ³Ã™  Ø ªÃ™Å½Ã˜ §Ã™â€™Ã™â€¦Ã™ Ã˜ ±Ã™ Ã™Ë†Ã™â€™Ã™â€ Ã™Å½ Ø ¨Ã™ Ã˜ §Ã™â€žÃ™â€™Ã™â€¦Ã™Å½Ã˜ ¹Ã™â€™Ã˜ ±Ã™ Ã™Ë†Ã™â€™Ã™ Ã™  ÙˆÙŽØ ªÃ™Å½Ã™â€ Ã™â€™Ã™â€¡Ã™Å½Ã™Ë†Ã™â€™Ã™â€ Ã™Å½ Ø ¹Ã™Å½Ã™â€ Ã™  Ø §Ã™â€žÃ™â€™Ã™â€¦Ã™ Ã™â€ Ã™â€™Ã™Æ'ÙŽØ ±Ã™  ÙˆÙŽØ ªÃ™ Ã˜ ¤Ã™â€™Ã™â€¦Ã™ Ã™â€ Ã™ Ã™Ë†Ã™â€™Ã™â€ Ã™Å½ Ø ¨Ã™ Ã˜ §Ã™â€žÃ™â€žÃ™â€˜Ã™ °Ã™â€¡Ã™ Ã¢â‚¬Å' â€Å"You are the best people raised for the good of mankind; you enjoin what is good and forbid evil and believe in Allah† (Al-i-‘Imran 3:110) 3.10 Sincerity of Motive (‘niyyah’): According to Rizavi, â€Å"Islam gives due consideration to human weaknesses, and, therefore, accepts from a person whatever he may achieve, with the sincerity of motive† (117); and that â€Å"Motive (niyyah) is a serious factor in the acquisition of education. In fact, Islam judges all conduct according to its motives† (116). 4. Conclusion:  The aims of education stem from the kind of philosophy directing them. Western philosophy, in general, is this world-oriented, and divorced from revelation, its aims of education have been changing and varying from one approach to another; it ignores the true self of man (both physical and spiritual); its chief sources of knowledge are senses, reason and intuition which are deceivable and temporary; it neglects the final purpose of man; therefore, it fails to provide one single approach and thus leaves man into chaos and confusion. On the other hand, Islam, having a divine base, aiming to bring man closer to God and seek His plea sure as his ultimate aim, is characterized by clarity, realism, sublimity and singleness of direction; thus, offering a solution to all of man’s problems and giving him a right direction in this world. References The Holy Quran. al-Attas. ed. Aims and Objectives of Islamic Education. Jeddah: Hodder and Stoughton, 1979. Azam, Ikram. A Futuristic Paradigm of Education. Islamabad: ABC Enterprises, 2003. Chopra, Rakesh, ed. Academic Dictionary of Education. Delhi: Isha Books, 2005. Fakhry. Islamic philosophy, theology and mysticism. Oxford: Oneworld, 1997. Haq, Mazhar A. Educational Philosophy of the Holy Qur’an. Lahore: Institute of Islamic Culture, 1990. Hussain, S.S. Ashraf, S. A. Crisis in Muslim education. London: Hodder Stoughton, 1979. Iqbal, A.M. The Reconstruction of Religious Thought in Islam. Lahore: Iqbal Academy, 1989. Kneller, George F. Introduction to the Philosophy of Education. Los Angeles: University Of California, 1964. McNergney Robert F. Joanne M.. Herbert. Foundations of Education. London: Allyn Bacon, 1998. Rizavi, Sayyid S. Islamic Philosophy of Education. Lahore: Institute of Islamic Culture, 1986. Shahid, S.M. ed. Philosophy of Education. Lahore: Majeed Book Depot, 2001.