…And We sent down Iron, in which is great might, as well as many benefits for mankind… (Hadid 57:25)

The above verse in the holy Qur’an uses the Arabic expression “anzalna”which means “sent down” for iron. But why? Early commentators understood this as having a metaphorical meaning to explain that iron has been sent to benefit people. But after understanding the nature of one of the most powerful explosions in the universe, you realize that the direct meaning “being physically sent down from the sky” miraculously points out to a very important scientific fact that was discovered only very recently. To understand and appreciate this miracle of the Qur’an, we will first talk about the life and death of stars and then come back to this verse to describe its relevance in detail.

Just like human beings, stars are also born, live, and die. One big difference is that they can live billions of years compared to the less than 100 years of human life. Also, for us, there is no way of knowing how long we will live or how we will die. But for a star, given its mass, you can predict its lifetime and the way it will die. Stars about the size of our sun live for a long time (a couple of billion years) and die gradually. Whereas massive stars with a mass of about 8 times the mass of our sun or more have short lifetimes (tens of million years) and die in a quick and incredibly violent explosion known as a supernova.

Supernova explosions are one of the most spectacular astronomical events observable by human beings. Normally, in a typical galaxy there are about 10 billion stars. A supernova happens to be one of these ordinary stars until it explodes. During the explosion, the amount of energy released by the supernova can exceed the energy of all the other stars combined in its galaxy! The power of this explosion is far too big even to imagine. The energy released is even greater than the total energy our sun will put out during its 10 billion year life!

The brightest supernova of modern times was an extragalactic supernova recorded in 1987. Since it was the first supernova in 1987, it was labeled as “1987A.” This is by far the best studied supernova of all times. In Fig. 1, the left panel shows the region of the sky two weeks after the supernova exploded. The supernova is still very bright. The right panel shows the same region before the explosion, with the arrow indicating the star undergoing the supernova explosion. This particular supernova was 160,000 light years away from us. This means that the actual explosion happened 160,000 years ago, but because it was so far from us, it took 160,000 years for the light rays from the explosion to reach us.

Fig 1. After and before images of the 1987A supernova. The left panel shows the region of the sky two weeks after the 1987A supernova exploded. The supernova is still very bright. The right panel shows the same region before the explosion and the arrow indicates the star undergoing the supernova explosion.

Since the supernova becomes extremely bright, it is even sometimes possible to see it with the naked eye in daytime. In fact, there are historical reports from ancient times concerning supernova explosions. On July 4th, 1054 A.D., Chinese astronomers noticed a “guest star,” which was visible in daylight to the naked eye for 23 days. Its remnant was discovered by the British amateur astronomer John Bevis in 1731. We now know that this bright “guest star” was a supernova. Its remnants, known as the Crab Nebula, are shown in the left panel of Fig. 2. This supernova is one of the very few that have been observed in our Milky Way galaxy. The last supernova to explode in our galaxy was in 1607 (see Fig. 2 right panel).

Supernova explosions are one of the most violent events that happen in the universe. They release an unbelievable amount of energy. But why would a star explode anyway? If it has so much energy still, why does it not remain shining peacefully as it does for most of its lifetime? To answer these questions, we need to remember how stars work.

Figure 2 Supernovae remnants. The left panel shows remnant of the supernova that exploded in 1054. It is about 6,500 light years from earth. It consists of diffuse interstellar gas and dust (nebula) spread in a circular region of a diameter of 6 light years.(Image Credit: FORS Team, 8.2-meter VLT, ESO ). The right panel shows remnants of the last supernova, which exploded in our galaxy in 1604. This combined image — from NASA’s Spitzer Space Telescope, Hubble Space Telescope, and e Chandra X-ray Observatory — unveils a bubble-shaped shroud of gas and dust that is 14 light-years wide and is expanding at 4 million miles per hour (2,000 kilometers per second). It is about 20,000 light years away from us.(Image and caption credit: NASA )/

Let us start by answering a more basic question: What is the energy source of stars? Stars produce their energy through a process called nuclear fusion. The idea is very simple; you fuse together light nuclei, like hydrogen, to produce heavier nuclei, like helium. In this process, the combined mass of low-mass nuclei is more than the resulting fused massive nucleus. This difference in the masses is converted to energy through the Einstein’s famous E=mc2 equation, where E is the energy released, m is the mass difference that is released in the reaction, and c is the speed of light.

But since the nuclei are positively charged, they repel each other, so there must be extremely high densities and temperatures to overcome this barrier. The most common form of fusion that takes place in stars is the fusion of four hydrogen nuclei to produce one helium nucleus. The temperature needs to be about 8 million C0 for this reaction to occur. It requires higher temperatures to fuse nuclei that are heavier than hydrogen. For example, fusing helium requires temperatures higher than 100 million C0.

During most of their lifetime, stars produce energy by fusing hydrogen into helium. After they run out of hydrogen, if the temperatures in their cores are high enough, they start to fuse helium nuclei into carbon and oxygen. And when they run out of helium, they then start to fuse carbon and oxygen. As mentioned above, fusing heavier elements requires extremely high temperatures and high pressures, so it can only happen for massive stars in the late stages of their lives where such conditions are met. For lighter stars like our sun, temperatures are not enough for this.

Even for the massive stars, fusion reactions cannot continue forever. The game of building heavier and heavier elements stops when iron is produced in the core. Iron is a very special element. It has the highest binding energy per nucleon. This makes it the most stable element. You actually lose energy when you fuse iron nuclei together rather than gain energy, so elements heavier than iron cannot be made during these cycles. At this stage of its life, the star looks like an onion, in the sense that it has a layered structure. At the core there is iron, surrounding this core there are layers of lighter elements in the order of their atomic weights, with hydrogen being at the outermost layer (see Fig. 3).

At this point in time, a very delicate balance that holds the star steady becomes unstable. Normally, the gravitational attraction tries to compress everything together. Therefore, the star has a tendency to collapse onto itself due to gravity. This is balanced by the outward radiation and thermal pressure that are generated by intense fusion reactions that are occurring in the core. But when the core turns into iron, fusion can no longer take place. That means there is no longer a supporting outward force that prevents the star from collapsing.

Figure 3 The onion skin model of a supernova. As it gets close to its death, a pre-supernova star has a layered structure that resembles an onion. Heavy elements produced by nuclear fusion inside the star are concentrated toward the center of the star. Iron, being the most stable element, sits at the core.

After the iron core gets to a certain size, this iron core suddenly collapses onto itself. This collapse happens so fast that it takes only a fraction of a second for the initially earth-sized core to shrink to a radius of 60 km. As the core collapses, the outer layers of the star start to collapse and rush in to fill the gap created by the collapsing core. At this point, another drastic event occurs. The iron core cannot compress forever. When the density in the core reaches the nuclear density, it rebounds. This time the core starts to move outward. But wait, the outer layers are still collapsing! When the collapsing envelope of the star meets with the rebounding core, one of the most powerful explosions in the universe occurs. This is known as a supernova explosion, which can be seen millions of light years away!

This gigantic collision ejects the outer layers of the star into the interstellar medium. As a result of the extreme conditions generated by this, the fusion of heavier elements (heavier even than iron) occurs. As the material from the exploding star collides with the interstellar gas and dust, a whole range of light emissions (from visible to X-ray) occurs. Colorful nebulae (as seen in Fig 2.) that will glow for thousands of years are thus generated.

One of the most important outcomes of supernova explosions is that heavy elements, including iron, are ejected into the interstellar medium. In fact, the only source of heavy elements is such events. All the heavy elements that are found in our solar system are made in one of these violent explosions. They cannot be made in our solar system, as they require extremely high temperatures. That means, the carbon that makes our cells, the hemoglobin that carries oxygen in our blood, and basically almost everything in our body are all made of elements produced in these explosions. We are, in the most literate sense, stardust. It is estimated that on average each carbon atom in our body went through four of these cycles in the past.

It is very clear that these explosions are important for the existence of life on earth. But, understanding the mechanism of these events was only possible in recent years.

It is extremely surprising to hear that iron and almost every other element in our body were made during one of these explosions. Even more astonishing is when we look at what the Holy Qur’an says about iron.

In the Holy Qur’an, there is a special chapter about iron, known as “Hadid” or “Iron”. The first thing that surprises you about this chapter is its chapter number: 57. The interesting thing about this is that it matches the atomic weight of one of the isotopes of iron. Iron can have stable isotopes with atomic weights of 54, 56, 57, and 58. The most common form of iron is the one with atomic weight 56 (56Fe).

The reason why this chapter is called “Iron” is the fact that in one verse of this chapter, the Holy Qur’an talks about iron. The second thing that is surprising is the verse number of this particular verse: 25 (or if you count the basmala, it becomes 26). This number (26) is the number of protons in an iron nucleus. And the third numerical code is the total number of verses in this chapter and that is equal to 30. This is equal to the number of neutrons in the most common form of iron nuclei (56Fe). Additional numerical codes can be found through a more detailed inspection of this Qur’anic chapter. No one knew anything about the iron nuclei in the 7th century when the Qur’an was revealed in its present form. And the chance of these numbers being purely coincidental is less than one in a thousand.

After studying these numerical codes, the content of the verse is even more interesting and closely related to our topic. In this verse, the Almighty says: …And We sent down Iron, in which is great might, as well as many benefits for mankind … (57:25). The expression “sent down” used for iron in this verse is the English translation of the Arabic word “anzalna”. This can either be understood as having a metaphorical meaning to explain that iron was given for the benefit of people. But, if the literal meaning, “being physically sent down from the sky,” is considered, we realize that this verse miraculously indicates the scientific fact that all the iron in our solar system came from the sky from supernova explosions.

Another interesting aspect is the fact that the verse says “…in which is great might …” The Arabic word “shaded” used to describe this can also be translated as “in which is great power” or as “in which is great violence”. If you assume this phrase is referring to iron, you can understand it to mean that iron has a great strength. Or a deeper meaning would be to consider the fact that iron nuclei is the most stable nuclei, i.e. the fact that it has the highest binding energy per nucleon. If you consider this phrase as referring to the act of sending down, in that case it reminds you of the great violence in supernova explosions.

In summary, supernova explosions are the violent deaths of massive stars. The course of events that leads to these gigantic explosions, as well as their far reaching consequences, is very interesting. They are the only source of iron and other heavy metals found in our solar system. They show the mercy of God, as life on earth without them would not be possible. At the same time, they can be thought of as an incredible show of divine power. As the Holy Qur’an says at the end of the verse that mentions iron:

Surely God is the All-Strong, the All-Glorious with irresistible might. (Hadid 57:25)

The Anglo-Australian Observatory (http://www.aao.gov.au/)

http://antwrp.gsfc.nasa.gov/apod/ap030914.html

http://www.nasa.gov/multimedia/imagegallery/image_feature_219.html

For more detailed discussion, see for example: Adam Burrows, Nature 403 (6771), 727 (2000).

http://chandra.harvard.edu/resources/illustrations/superPre.html

For example, according to numerological (abjad) calculations, the abjad of the word “Al-Hadeed” in Arabic, when the numerological values of its letters are added up is also 57 and numerological value of the word “Hadid” alone is 26. ( http://www.miraclesofthequran.com/scientific_30.html )

Can we control time?

Some people say yes, we do, some say possibly, but the reality is we do not and we cannot! Time flows without interruption or interception. We grow, we change, we suffer; time laughs at us. And then comes our end, but time never ends… Controlling time could be possible if we were the creator of time. We make watches, clocks, and bell towers to keep track of time, but none of us is capable of stopping it for a second. Time is beyond our dimensions.

Time management methods

Currently there exist several methods to manage time. Everybody, including Dale Carnegie, suggests several different ways of planning for the best agenda.1-3 One of them¹ is to start with a “personal time survey,” and this helps you with a “study-hour formula,” asking you to prepare a daily schedule on a poster board, or some other surface, while suggesting practicing critical behavior:

“Don’t be a perfectionist”

“Learn to say no”

“Learn to prioritize”

“Combine several activities”

And here we give a “personal time survey” which has been presented as a means to oversee your current usage on an hourly basis:

1. The number of hours of sleep each night

________ X 7 = _______

2. The number of grooming hours per day

________ X 7 = _______

3. The number of hours for meals/snacks per day – including preparation time

________ X 7 = _______

4a. The total travel time, weekdays

________ X 5 = _______

4b. The total travel time, weekends

________

5. The number of hours per week for regularly scheduled functions (clubs, worship, get-togethers, etc.) ________

6. The number of hours per day for chores, errands, extra grooming, etc.

________ X 7 = _______

7. The number of hours of work per week

________

8. The number of hours in class per week

________

9. The number of average hours per week socializing.

Be honest! ________

Now add up the totals: ________

Subtract the above number from

168 – ________ =________ 1

What’s wrong with these systems?

Dale Carnegie passed away tragically. Something was missing in his life, leading him to commit suicide, despite being one of the time management experts for a better life. So, what was really important and what was it that he failed to notice?

The most valid explanation is that the spiritual nature of human beings was not taken into account. Such experts seem to think that if we put things in order externally, our lives will be organized and consequently we will be happy. But evidently, we cannot progress without spiritual satisfaction.

Below are the key concepts in perfect time management:

• Priorities

• Careful organization

• Spiritual needs

Priorities

Since time is immutable, we have to adjust ourselves to the speed of time. We have to list what is important for us and categorize them to see if there are possible combinations for extra time savings. It is truly important in such a concept to know our short term and long term goals, without excluding our needs and any dependants. The first priorities list may not work properly, but sooner or later, we will arrive at the optimum schedule.

Careful organization: A successful agenda

Regardless of our professional lives, every one of us needs sufficient time to relax. Thus, a cleverly organized day is what we should work towards first. Most studies show that a morning-afternoon-evening type division is insufficient to prevent the tediousness of long working hours. Counting every minute is the other extreme, if one desires to be fully organized. There should be some other way to divide up the day in the best way to ensure full-capacity performance.

So glorify God when you reach evening and when you rise in the morning; for all praise is His in the heavens and on earth, and towards the end of the day and when you have reached noon. (Rum 30:17-18).

This succinct daily plan mentioned in the Qur’anic verse above would be a good program if it can be applied (it is important to note here that this verse is not concerned with time management per se).

Bediuzzaman Said Nursi, in his 9th Word,⁴ talks about the meaning of this verse, including how to glorify God. And also he mentions the parts of the day and their corresponding meaning with spiritual insight. He basically divides the day into five parts. A day starts with “early morning,” continues with “just past midday,” “afternoon” follows, and “sunset” leads you onto “nightfall.” By dividing one’s day into spiritual sections, it is possible to review the day and the progress between these parts.

Spiritual needs

Human beings are not animals. They feel, they choose, they live as they want. And they are free to go in any direction. They have a soul that guides their way of living. There are plenty of stories that have unhappy endings solely due to an ignorance of a spiritual life. Time management, of course, is directly related to the spiritual life of the individual; the choices people make are formed in their souls. They desire, they plan, and they implement. Thus, people also need time for their desires, and due to the large number of wishes people have to manage their time. An individual sets their priorities to achieve their goals. But due to the external effects (mostly other people) the schedule of this person changes to the best-suited model. Some people like such changes, but the majority do not. This is actually not very surprising, as human beings have different personalities and characters arising from their spiritual background. Therefore, anything that has an impact on spiritual life has to be important in managing our time.

To have the ability to control our life and to manage our time, we have to look within ourselves and discover what is in our hearts. For example one of my close friends told me that he had been able to experience a highly-ordered daily life when he left home after having read some verses from the Qur’an. He added that in a busy day, with tons of work, he still manages to handle all of it if he reads from the Qur’an at the beginning of the day. But if he doesn’t do this he loses control and everything becomes confused, and his mind jams. What is happening here is that perhaps he is able to clarify his mind by taking a spiritual shower that gives him strong support throughout the whole day.

Once we get into a spiritual flow we will be able to realize that everything has a harmonic rhythm that will help to build our schedule on the path we have anticipated. The key concept is, then, keeping our spiritual life balanced in a way that does not let anything interfere. My friend found the perfect key; this should also be possible for every one of us.

Action plan

Knowing that priorities, careful organization, and spiritual needs are key concepts in time management, one should find the best way for them to succeed. Below is a possible to-do list:

1. Identification of priorities: What is really important for me?

2. Planning the time: How do I like to do things?

3. Feeding your spiritual self: What can help my mind to be perfectly clear?

4. Reviewing the status: Where I am?

To start or give feedback if you have been carrying out a feasible plan you must be able to observe your present course. Prof. Rustu Kalyoncu suggests a plan with 15 MINUTES slices at this point: “Write down what you’ve done for every 15 MINUTES (for a couple days) and criticize how efficient you have been. I promise you’ll find lots of free time waiting for you…”

Notes

1. www.gmu.edu/gmu/personal/time.html
2. www.see.ed.ac.uk/~gerard/Management/art2.html
3. www.tsuccess.dircon.co.uk/timemanagementtips.htm
4. Bediuzzaman Said Nursi, The Words, (translated by Sukran Vahide), Sozler Publications, 1998.

As it has been remarked, there are many questions confronting us daily:

• How did the endless universe we live in come into being?

• How did the equilibrium, harmony, and order of this universe develop?

• How is it that this Earth is such a fit and sheltering place for us to live in?

Questions such as these have attracted attention since the dawn of the human race. The conclusion reached by scientists and philosophers searching for answers with their intellects and common sense is that the design and order of this universe are evidence of the existence of a supreme Creator ruling over the whole universe.

At this point, it is beneficial to reflect on these questions from an Islamic perspective. As it has been observed, In His holy book, the Qur’an, God states that He has created the universe when it was not, for a particular purpose, and with all its systems and balances specifically designed for human life.

In the Qur’an God invites people to consider this truth in the following verse:

Are you stronger in structure or is heaven? He built it. He raised its vault high and made it level. He darkened its night and brought forth its morning light. After that He smoothed out the earth… (Naziat 79:27-30)

Elsewhere it is declared in the Qur’an that a person should see and consider all the systems and balances in the universe that have been created for him by God and derive a lesson from his observations:

He has made night and day subservient to you, and the sun and moon and stars, all subject to His command. There is certainly Signs in that for people who pay heed. (Nahl 16:12)

In yet another verse of the Qur’an, it is pointed out:

He makes night merge into day and day merge into night, and He has made the sun and moon subservient, each one running until a specified time. That is God, your Lord. The Kingdom is His. Those you call on besides Him have no power over even the smallest speck. (Fatir 35: 13)

The Fallacy of Materialism

Nursi has made extensive reference in his writings to the defects of materialism. He notes that the materialists, whose use of reason is limited to what is immediately apparent to them, have, in their nonsensical philosophies, based on futile foundations, taken the transformation of particles, a thing they regard to be the result of coincidence, to be the fundamental basis of all their principles and have shown that divine works and creatures result from those transformations. Anyone with a grain of intelligence would know how unreasonable it is to attribute the creation adorned with infinite examples of wisdom to something based on a purposeless, meaningless coincidence, which is quite without order.

Furthermore, as has been remarked, even if we leave out the human values, lofty truths, ideals, and spiritual happiness, which have all been sacrificed for the sake of material development, modern civilization based on scientific materialism has caused mankind much harm.

The products of science are usually exploited in favor of the great world powers to consolidate their dominion over the world. In addition, developments in genetics, biology, physics, and chemistry threaten the very life of humanity on the earth. Modern civilization, as pointed by Said Nursi is founded upon five negative principles:

*It is founded and rests upon power; power tends to oppression.

*It aims at the realization of individual self-interests; pursuit of their self-interests causes people to rush madly upon things in order to possess them and gives rise to pitiless rivalry and competition.

* Its understanding or philosophy of the nature of life is struggle; struggle causes internal and external conflicts.

* It seeks to unify its people on the basis of racial separatism, fed by swallowing up the resources and territories of “others”; and racism leads to terrible collisions between peoples.

* The service it offers to people is satisfaction of the novel caprices or desires it arouses in them (whether the satisfaction is real or not); this service brutalizes people.

Modern materialistic civilization stimulates consumption and therefore gives rise to new, artificial needs and increases them daily. Through the power of propaganda and advertisements to exploit some disprovable human tendencies, such as “keeping up with the Jones’,” materialism imposes its demands upon people. As a result of this way of life it necessarily leads to producing to consume and consuming to produce, upsetting people’s balance and causing extraordinary increases in mental and spiritual illnesses. In such a way of life there is left room for neither spiritual profundity nor true intellectual activity. For intellect is put under the command of pragmatism and always earning more.

Another disaster that materialistic science has brought upon mankind is the destruction of nature and environmental pollution. “What a pity it is that nature, this magnificent book, this charming exhibition, which God, the infinitely Merciful One, has created and presented to us to observe and study and to be exhilarated by, is no longer given any more care than is given to a heap of junk or rubbish. Worse than that, it is more and more becoming a wasteland and like a dunghill. Today, air, that magnificent conductor of Divine commands, is a suffocating smoke and a perilous ‘whirlpool.’ Water, that source of life and other Divine bounties, is either a hazardous flood or is altogether absent to form desolate expanses of desert. And the earth, that treasure of Divine Grace and Munificence, is a wilderness that is no longer safely productive and whose ecological balance has been ruined.”

The five essentials of Islamic civilization

* It should rest upon right, not upon power; right requires justice and balance.

* It should aim to encourage people to virtue, which is a spur to mutual affection and love.

* Its understanding or philosophy of the nature of life is not struggle but mutual help, which leads to unity and solidarity.

* It should unify people on the basis of a common belief, shared values and norms, which can lead to internal peace and brotherhood.

* It should guide people to the truth. Therefore, in addition to encouraging them towards scientific progress, it should elevate them, through moral perfection, to higher ranks of humanity.

This civilization is that which the Qur’an proposes to mankind and urges them to establish.

The following passage by Nursi, written at the beginning of the 1930s, is most illuminating:

Reality and the wisdom [purposiveness] in the existence of the universe require that the heavens should have conscious inhabitants of their own as does the earth. These inhabitants of many different kinds are called angels and spirit beings in the language of religion.

It is true that reality requires the existence of angels and other spirit beings because the earth, although insignificant in size compared with the heavens, is continually being filled with and emptied of conscious beings. This clearly indicates that the heavens. . . are filled with living beings who are the perfect class of living creatures. These beings are conscious and have perception, and they are the light of existence; they are the angels, who, like the jinn and mankind, are the observers of the universal palace of creation and students of this book of the universe and heralds for their Lord’s kingdom.

The perfection of existence is through life. Moreover, life is the real basis and the light of existence, and consciousness, in turn, is the light of life. Since life and consciousness are so important, and a perfect harmony evidently prevails over the whole of creation, and again since the universe displays a firm cohesion, and as this small ever-rotating sphere of ours is full of countless living and intelligent beings, so it is equally certain that those heavenly [realms] should have conscious, living beings particular to themselves. Just as the fish live in water, so those spirit beings may exist in the heat of the sun. Fire does not consume light, rather, light becomes brighter because of fire. We observe that the Eternal Power creates countless living beings from inert, solid substances and transforms the densest matter into subtle living compounds by life. Thus it radiates the light of life everywhere in great abundance and furnishes most things with the light of consciousness. From this we can conclude that the All-Powerful, All-Wise One would certainly not leave without life and consciousness more refined, subtle forms of matter like light and ether, which are close to and fitting for the spirit; indeed He creates animate and conscious beings in great number from light, darkness, ether, air and even from meanings and words. As He creates numerous species of animals, He also creates from such subtle and higher forms of matter numerous different spirit creatures. One kind. . . are the angels, others are the varieties of spirit beings and jinn.

Nursi on Decadent Civilization and Virtuous Civilization

As it has been observed, for the last three centuries Islamic scholars have debated what the attitude of the Muslim world should be towards Western/Christian civilization. Nursi found himself in the middle of this debate at the critical moment in the 20th century, when the westernization/modernization currents were rapidly gaining strengths. Today, once again, given the global situations, it seems, the Muslim world is asking pertinent questions with regard to its cultural/economic relationship with the west. Given the significance of these questions and their serious potential consequences on world affairs, globalization and inter-cultural/religious understanding and dialogue, I will attempt to shed some light on what can be offered on this, and at times troubled, relationship: Islam and the west; Islam and modernity/westernization. In contrast to those rejecting western civilization all together, Nursi distinguished between two Europe, representing two civilizations. The first Europe ‘follows the sciences which serve justice and right and the industries beneficial for the life of society through the inspiration it has received from true Christianity’. He called this ‘virtuous civilization.’ The second Europe, whose source is philosophy rather than religion, which claims that mankind can find happiness only in vice, Nursi called the ‘decadent civilization’. It is because this second Europe is characterized by its encouragement of vice that Nursi rejects capitalist culture and decadent civilization. Nursi observes that ‘absolute vice’ is being called civilization. He is very critical of this ‘decadent civilization’.

In a letter Nursi calls it ‘low’ civilization and elsewhere he says that it cast humanity down to the level of animals: …its alluring service is to excite lust and the appetites of the soul and facilitate the gratification of whims, and their result is vice. The mark of lust and passion is always this: they transform man into a beast, changing his character; they deform him, perverting his humanity. If most of these civilized people were turned inside out, you would see their characters in form of apes and foxes, snakes, bears, and swine. Nursi moreover states that the goal of decadent civilization is ‘mean self-interest instead of virtue’, while virtue is the basis of Qur’anic virtuous civilization. Virtuous civilization takes all man’s subtle faculties into account, causes him to progress spiritually, and to rise higher than angels. In Nursi’s words: Its aim is virtue instead of self-interest… Its service takes the form of guidance and direction instead of lust and passion. And the mark of guidance is progress and prosperity in way benefiting humanity; the spirit is illuminated and perfected in the way it requires. In my view, Nursi’s thoughts on decadent and virtuous civilizations are extremely significant and timely. They establish the bankruptcy of those who promote the clash amongst civilizations, in particular between Christianity and Islam. The clash is not between civilizations, but between decadent and virtuous civilizations. True Christianity and Islam form the front in virtuous civilization, while secularism, laicism, and capitalism are the three allies on the front of decadent civilization. Therefore, Nursi’s writings and reflections on these matters could serve to promote Muslim-Christian dialogue at these troubled global times. In all, Nursi sees the following contrast between the ‘second’ European and Qur’anic civilization. In Seeds of Reality Nursi clearly summarizes some elements of difference between the two visions. Nursi observes that, the Qur’an, which is a mercy for mankind, only accepts a civilization that comprises the happiness of all, or at least of the majority.

He then remarks that, modern civilization has been founded on five negative principles:

1. Its point of support is force, the mark of which is aggression.

2. Its aim and goal is benefit, the mark of which is jostling and tussling.

3. Its principle in life is conflict, the mark of which is strife.

4. The bond between the masses is racialism and negative nationalism, which is nourished through devouring others; its mark is collision.

5. Its enticing service is inciting lust and passion and gratifying the desires.

But lust transforms man into a beast. However, the civilization Islam comprises and commands is this: its point of support is truth instead of force, the mark of which is justice and harmony. Its goal is virtue in place of benefit, the mark of which is love and attraction. Its means of unity are the ties of religion, country, and class, in place of racialism and nationalism, and the mark of these is sincere brotherhood, peace, and only defense against external aggression. In life is the principle of mutual assistance instead of the principle of conflict, the mark of which is accord and solidarity. And it offers guidance instead of lust, the mark of which is human progress and spiritual advancement.

According to Thomas Michel S.J. the contrast is clear; the Qur’an proposes very different principles. In the civilization envisioned by the Qur’an (and the teachings of the earlier prophets):

1. It is truth, not might, which makes right.

2. Virtue, non self-interest, is the proper motivation for human acts.

3. Unity rather than conflict should be the basis for social relations, and

4. Mutual assistance instead of cutthroat competition.

5. It upholds divine guidance rather than human whims as the norm for ethical behavior.

A society built on such principles Michel S.J. remarks, will be characterized by values like justice, harmony, love, peace, brotherhood and solidarity. It will attract others by virtue of its own good qualities, rather than by imposing its views or by dominating and looking down on others. When a civilization accepts the principle of ‘might makes right,’ the result is injustice. This, as well as the ‘cherished’ principles of conflict, competition, and enmity, valued in ‘second’ Europe, will inevitably result in war and destruction. Even a casual look at the state of our world today, will clearly show how correct Nursi has been in his observations.

This article has been extracted from Dr Kamran Mofid’s paper ‘To Heal Our Broken World: Bringing Economics, Religions and Spirituality together for the Common Good’ presented at the International Conference on Spiritual Dimensions of Said Nursi’s Risale-i-Nur, in Istanbul, August 2005.

In order to get a sharp image, ideally one point on the image (film) should receive light rays from only one point on the object. In practice, this ideal case can not be achieved in case of a large pinhole. If we have a large pinhole, as seen in Fig. 4, the light rays emerging from one point on the object reaches multiple points on the film. Also, multiple points on the object can arrive at a single point on the film. The result of both cases is a blurry image. For a small pinhole, however, there are light rays emerging from a point on the object in all directions, and only a very small amount of light is received on the film. To produce a decent image on the film, the exposure time needs to be very long, especially when a very small pinhole is used. Of course, we can make the pinhole a little larger to capture more light. But, wait! This would make the image blurry. Therefore, for pinhole photography, the size of the pinhole sets the quality of the image and the minimum exposure time. Also, we can take the picture of a still object, but a moving object cannot be captured easily by a pinhole camera due to the long exposure time. One important question is: Can we make reduce the size of the pinhole size to increase the quality of the image? Well, physics says: “No!” Fig. 5 shows a comparison of the images of a filament taken by a pinhole camera.⁶ As the size of the pinhole gets smaller and smaller, the effects of the diffraction phenomenon are more and more pronounced, and the image becomes blurry again. We also notice that the image is barely formed with a very small pinhole, indicating that very little light is received.

How can we gather more light and still make the image sharp? Can we achieve this with just the pinhole? Apparently not. That is why we mention lenses when talking about any imaging system. This is what a lens basically does. A lens gathers more light, and still preserves the one-to-one correspondence between the points on the object and those on the image. So, a lens is very useful for imaging. Most cameras have one or multiple lenses. Our eyes have lenses. We should remember, though, a pinhole camera takes a picture, but the compromise is the exposure time. Now, we see that a lens solves the exposure time problem, but is there a price to pay? To answer this question, let’s take a look at once again Fig. 2, where we see two pictures, one taken by a pinhole camera, and the other one by a lens camera. Look at the pictures carefully, and try to understand the difference before proceeding. As you probably observed, in the pinhole camera image everything in the picture is in sharp focus, from the close-by plants to the far distant beacon, and the clouds in the sky. However, in the lens camera image, only the closest daisy is in focus, and the other daisies, only a few meters away, are blurry. Indeed, we lose the depth of field in our images when using a lens camera. Depth of field can be defined as “The distance between the nearest and farthest points that appear in acceptably sharp focus in an image.” This is actually something we live with everyday. Try to focus your eyes on a mountain far away; the objects that are very close will not be in focus anymore. So, our eyes, consisting of lenses, also have limited depth of field. A nautilus eye, on the other hand, has an infinite depth of field, as it has a pinhole eye. Therefore, the price paid for gathering more light with a lens is that not everything will be in focus.

We can understand why lens cameras have a limited depth of field while a pinhole camera has nearly infinite depth of field if we consider the focusing mechanism of a lens. Given a pre-determined film position, a lens can only form sharp images of an object at a certain distance from the lens. Other points that are farther from or closer than same section of the object will be out of focus. However, if the size of the object is not large, we usually do not notice this effect. When we want to take pictures of close-by objects, then this effect is clearly seen, as Fig. 2 (b) shows.

Actually, we can correct this problem. The image of the farther points of the object forms at a farther point on the film. So, multiple light rays coming from one point will end up on the film. If we place an aperture next to the lens, then we can block some of these light rays. If we make the size of the aperture sufficiently small, we can get a sharp image of the farther point. Our original question about the lenses can be posed once again at this point: By using the aperture we make the image sharper, but what do we lose? Of course, since we block some of the light rays, we lose the light-gathering ability of the lens. Now, if we make the aperture size smaller and smaller, we finally reach the pinhole, and an almost infinite depth of field!

Our eyes also use similar mechanism of placing an aperture. The amount of light allowed to enter each eye is controlled by the iris, a circular diaphragm that opens wide at low light levels and closes to protect the pupil (the aperture) and retina (light detector of the eye) at very high levels of illumination. As illumination changes, the diameter of the pupil (positioned in front of the crystalline lens) reflexively varies between a size of about 2 to 8 millimeters. When illumination is very bright, the pupil narrows and light rays from the side are excluded from the optical pathway.⁷ The result is a sharper image on the retina. A very narrow pupil (approximately 2 millimeters) produces diffraction artifacts that spread the image of a point source on the retina, similar to the image of the filament captured by a very tiny pinhole (Fig. 5)

In conclusion, a pinhole camera is a very instructive tool for learning about imaging concepts. A pinhole camera has an infinite depth of field and the ability to produce sharp images regardless of the distance of the objects. This comes with a price, though: the small size of the pinhole limits the amount of light received by the film, so long exposure times are needed. A lens helps to gather more light, but compromises the depth of field. These concepts are used in imaging technologies, and can be found in the eyes of living organisms.

Notes

1. E. Hecht, Optics, 2nd edition, pp. 199. Addison-Wesley Publishing Co.
2. http://images.encarta.msn.com/xrefmedia/aencmed/targets/illus/ilt/T045986A.gif.
3. http://www.kosara.net/gallery/.
4. http://www.eyedesignbook.com/.
5. http://www.spylife.com/pinholecam.html.
6. http://www.umiacs.umd.edu/~ramani/cmsc426/Lecture3.pdf
7. http://www.olympusmicro.com/primer/lightandcolor/humanvisionintro.html.

“We were thrilled to see a dome we came across in the cave after turning a few curves as we drifted along the current of the sea. What we saw in this pitch dark corner of the cave was a glorious sky adorned with thousands of stars and we felt as if on a remote planet yet unidentified. These mysterious stars would suddenly fade out as if they were frightened by each noise we made, the splash of the oars, or waves hitting the boat. They would glow back marvelously after a short while when their fear was over. It was an amazing luminousness coming out of thousands of lights.”

A scientist with infinite determination, Professor Illies says they now know who the players were who were involved in and the realities behind this enchanting show: Arachnocampa luminosa. This self-glowing fly, which is endowed with a peculiar light-radiating system, is known by different names in other parts of the world.

Mysterious light-radiating mechanisms

A microscopic organ found in the stomach of the glowworm is the source of light which creates the glow. Two chemicals are produced in two very close locations in this organ which is essential for the glowworm to continue its existence: Luciferin and Luciferase. These glowworms have no idea that they glow when these chemicals are mixed together with oxygen as the third component, which is taken in via respiration. They are neither blessed with the intellectual capacity to determine how much of these chemicals should be utilized or which stages this chemical reaction will go through; they are unaware of the nature of this glow, but they can radiate it for three consecutive hours thanks to this complex mechanism installed within.

A normal electric bulb can transform a maximum of 3-4% of the electrical energy supplied into light, whereas this output is 10% in the fluorescent bulb; the rest of the energy is released as heat, a waste in production. The ideal 100% efficiency would be to transform all energy into light with no release as heat. Today’s technology has not yet reached that level of illumination; even the most productive devices release heat to some degree. For thousands of years, however, the tiny bodies of glowworms are like power stations, yielding 100% light, a capacity which engineers have not yet achieved.

Can Darwinism explain a luminosa’s glowing mechanism?

The glowworms of the Waitomo caves are equipped with bioluminescence, a system of illumination that is the result of chemical reactions. Researchers are seeking answers to why Arachnocampa luminosa lives in the cave and radiates light. The first answer that comes to mind is that it uses this light to catch its prey. In a dark cave, the strong light attracts the prey which is caught by the sticky droplets secreted along silk threads that hang from a web. The glowworm digests its prey together with this thread. The explanations of evolutionists, based on natural causes regarding this complex bioengineering mechanism possessed by a worm, are far from satisfactory.

These explanations were confirmed (!) by behaviorist Niko Tinbergen, a Nobel-prize winner in medicine, in the introduction to his The Animal in its World (1972): “It is manifest that an animal can do stunning things and it can get accustomed to its habitat. The environment has shaped the evolution’s path, and it still does.” A hundred years after Darwin, Konrad Lorenz would state the following with additional emphasis: “The conviction that all the important details found in the structures and behavior of living things can be explained by the mechanisms discovered by Charles Darwin becomes stronger as I am getting older.” A superficial and distorted perspective on nature…

If we were to explain animal behavior according to the perception of evolutionists we would have to accept that during the evolution process of Arachnocampa the luciferin chemical came into being at a stage that was followed by the formation of lusiferase enzyme coincidentally, and thus the glowing started. Recently, it has been discovered that the larvae of glowworms also produce light. A larvae feeds on microorganisms (fungi spores) which are completely insensitive to light; this proves that the light produced is not a necessity for nutrition. Natural selection, a mechanism proposed by Darwin, cannot explain why the larvae wastes the energy obtained via nutrition under difficult circumstances by glowing. Each adult Arachnocampa goes through the larvae stage, which spoils Darwin’s “chain of development.” Coincidental mutations, natural selection, and re-combinations present nothing but contradictions.

According to an evolutionist scenario the latter stages of development witnessed one of the Arachnocampas started to produce light for no obvious reason (!). It became stronger with this new physiologic aspect; although it drew attention with this new light it did not become a prey to its enemies, but on the contrary it snared other insects more easily. It left this new hunting skill as a legacy for future generations (!). In the meantime, the remaining old-type Arachnocampas, which did not have this skill, became extinct with no trace left on earth. The glowworm thus perfected its physiology and anatomy, and there was no need for change for millions of years to come!

Evolutionists can do nothing but explain with unintelligent mechanisms the glowing that is created by a reflecting tissue at the back of the body and the fact that the light is condensed to be directed towards one course. Otherwise the light would only illuminate the roof of the cave. They further explain, with an analysis that is not based on logic, that the glowworm can detect air waves (like bats hunting by ultrasound waves), and thus can turn on and off the light, control the glow and hide from danger. It is so difficult for an evolutionist to accept creation that they adhere blindly to these theories. If one would argue how baseless these explanations were, they are likely to receive the response “a scientist should not be narrow-minded” and that “we are not at that stage to appreciate the importance of coincidence in the formation of such behaviors.” “This will change in the future when we attain the necessary information.”

Professor Ernst Mayr assures (!) us about the role of coincidence: “The variety in nature produced by mutation and re-combination takes place only by coincidence. The destiny of every being is determined by surrounding factors through selection. There are no long term decisions in nature. The existence of a thing is determined by these mechanisms for that moment.” Mayr would probably find it a silly question to ask whether the windshield wipers of his car came into being by coincidence.

“Surrounding factors determining perfection” brings along several questions. The limestone which forms the essential material of a cave is biologically dead, and it does not sound very logical to depict it as the primary factor in the occurrence of such a complex organism. There are a number of insects that live in these caves but which do not possess the characteristics of Aluminosa. Moreover, from a neo-Darwinist approach, insects living in these dark caves should have lost their vision in accordance with the theory. The natural selection mechanism argues that eyes which are of no use in these dark caves should be an unnecessary organ. These organisms could have channeled the energy they allocated for their eyes for a more functional sense, and this could avail them many advantages. On the contrary, these glowworms have perfect eyesight which they use in communication.

Science develops theories for observable objects. Under the twilight of the lack of information and blurred perspective on nature, these theories are perceived as realities. And science becomes the slave of the genie that science has released from the lamp. Joachim Illies underlines this as follows: “It is better not to disturb the sacred cows for no reason. Darwinism has become one of those sacred cows. These cows stand in the middle of the road and the traffic flows into byways so as not to disturb them.”

In the world of living things, examples of Arachnocampa luminosa are not few and they cause metaphysical headaches for the Darwinists. In the face of such pain they load the burden of keeping silent on the “Darwinist coincidence.” They silence their conscience and distort reality; their explanations do not make any sense. We wish they could turn to God Almighty for once, rather than chasing after coincidence and natural selection up so many blind alleys.

References

• Portmann, Adolf: An den Grenzen des Wissens – Vom Beitrag der Biologie zu einem neuen Weltbild; Buchclub Ex Libris Zurich 1975, S. 145 – 159.
• Darwin, Charles: Über die Entstehung der Arten durch naturliche Zuchtwahl; Parkland Verlag Koln 2002, S. 97 – 153.
• Illies, Joachim: Der Jahrhundert Irrtum; Umschau Verlag 1983 / Frankfurt am Main; 122 – 131, S. 92 – 117.
• Zimmermann, Walter: Evolution-Die Geschichte Ihrer Probleme und Erkenntnisse; Karl Alber Verlag Munchen 1953; 480 – 496.
• Thurkauf, Max: Die moderne Naturwissenschaft und Ihre soziale Heilslehre–der Marxismus; Novalis Verlag Munchen 1980, S. 190 – 217.

It could be said that the first pollution started with the lighting of the first fire. In 1869, the declaration of the Massachusetts Public Health Committee gave the first important scientific warning that highlighted that environmental concerns had reached threatening dimensions. Today, environmental problems arise for the most part from industrialization and unplanned urbanization that is the consequence of industrialization.

Cleanliness and economy are fundamental precautions that need to be taken to protect the environment. In the Holy Qur’an and in the hadiths cleanliness is given great importance:

Truly God loves those who turn unto Him, and loves those who have a care for cleanliness. (Baqara 2:222)

In this verse, we are being told that the people whom God loves are those who regret their wrongdoings and turn to Him and those who are clean. Thus, a moral cleanliness with penitence is stressed alongside physical cleanliness.

Environmental problems are wide ranging: Global warming, the destruction of forests, erosion, desertification, the depletion of the ozone layer, the contamination of lakes and rivers, accumulation of solid waste, air pollution in major cities, electromagnetic pollution, radioactive pollution, noise pollution, etc. All those are of importance and require special attention, one by one. The most important environmental problems which face our world today are:

1. Global warming

2. An increase in the depletion of the ozone layer

The ozone layer that surrounds our world is a subject that has to be approached seriously. The Earth’s crust is the layer that consists of the atmosphere, the oceans, and the solid part of the Earth on which we live that extends 17 kilometers down. The most plentiful element on the surface of the Earth is oxygen; its mass is at a rate of 49.5%. Oxygen is found in metal ores, plants, animals, humans, water, and in the atmosphere. In its free state it usually exists in a diatomic molecule; that is O2. The molecule that consists of three oxygen atoms is called ozone. Ozone is an allotrope of oxygen, and thus has a different structure. If a certain amount of energy is given to diatomic oxygen molecules, then triatomic ozone molecules are formed, as seen in the following formula:

3 02 (g) + 68 Kcal –> 2 03 (g)

While oxygen makes up 20% of the atmosphere in volume, and 21% by mass, the average amount of ozone is 0.02% ppm by volume; that is equal to 1/10 billionth the amount of oxygen. Due to its higher oxidating effect in comparison to oxygen, a high ozone concentration would be very harmful to living beings. Ozone concentration, which in low altitudes is low, increases with altitude, until 30 km; in the stratosphere it reaches a tenfold concentration, 0.2% ppm. In altitudes that are higher than 30 km, the ozone concentration decreases gradually, with no ozone being found in altitudes higher than 80 km.

This high concentration of ozone in the atmosphere at altitudes of 30 km is what is known as the ozone layer. The ozone layer acts like a curtain that protects living beings from harmful effects of high energy sun radiation, and is therefore vital for human life. The sun protects us by filtering the harmful UV rays of the sun and preventing them from reaching the surface of the Earth. If this rate of prevention of UV rays falls below 99% the consequences in nature are critical. The most basic of such results would be an increase in cases of human skin cancer. In the long term, the high energy rays would destroy the C – H and 0 – H bonds that are found in living organisms, and thus would mean the destruction of life.

In chemistry books we can already find chemical equations that show us why ozone exists at 30 km high and why certain industrial chemicals decompose and destroy the ozone layer; we can also discover why this activity is occurring at the North and South Poles. Preventive measures are also listed in such books so that we can take to prevent this from happening.

The most important aspect of this topic for us is that it is totally impossible for these molecules to cause such consequences by their own will and choice; this is due to the great mercy and wisdom that is inherent in the creation of the Earth. While this substance is harmful to living creatures in low altitudes, its existence in higher regions of the atmosphere is vital to all the life on the Earth.

In chemistry books, the abundance of hydrogen in higher regions of the atmosphere is explained by its small molecule weight (2g), but not a single word is mentioned about the miraculous formation of the ozone layer at 30 km! But, logically one would presume that due to its being 24 times heavier (48g) than hydrogen, ozone should be found in its highest concentration nearest to the surface of Earth.

The “ozone curtain” is truly a curtain. It is a test for us: A curtain that hides the truth of a protective hand; a curtain beyond which we should try to see.

Note

1. Bediuzzaman Said Nursi, The Rays, Fourth Ray, Sozler Publications.

A wanted child brings happiness to a family; it is a gift from God. And, of course, every woman who wants to give birth wants to bring up a healthy and beautiful child. Unfortunately, the health index of the modern generation of women at child-bearing age is not very high (there are many chronic diseases, spiritual poverty, with a high vulnerability to different infections due to a variety of reasons). Due to this reason, medical interference in what is a natural process has become more frequent recently. Statistics show that more than 92% of women use different drugs at different stages of pregnancy. The question is to what extent this medication is safe for the future baby. This is a fundamentally important matter to investigate because a pregnant woman taking any chemicals is in essence applying a kind of experiment on her as well as the baby’s health which can have a variety of different consequences.

The problem of medical effects on the development of a fetus has recently become very acute. This is because there are many different medications that are common and easily available nowadays, and they are very often taken without a doctor’s prescription. Unfortunately, the consequences of this fact are not pleasant. Prenatal development is one of the most important and difficult stages in a person’s life. Just in 9 months an ovicell (an egg cell) and a sperm cell form an extremely complex living organism that consists of millions and billions of cells! Moreover, all these cells are combined into tissues, organs and systems that are always interacting. The fetus has a fascinating rate of growth to become a structure with an ever-increasing complexity. In addition, all these processes do not happen chaotically but in a strict order. This order is supplied by two factors: the first is a sound genetic program. It is obtained by the fetus from its parents and the decoding of the genome vividly denotes the existence of Divine Power. The second factor is the state of a maternal organism which supplies everything necessary for the realization of the genetic program and protects the fetus from the negative influence of the environment. In this way the failure of one of the mentioned factors can lead to different deviations and to the disturbance of the development, including the formation of congenital malformations of the fetus and even prenatal death.

The history of medicine shows that medications can be the most harmful etiological factor in relation to the fetus. Today, there are many examples proving this fact. One of the best-known is the thalidomide tragedy which happened in Europe in the 1950-60s. As a result of taking a poorly studied medicine (a light tranquilizer) the children of hundreds (!) of women were born with serious physical defects. Unfortunately, the list of drugs that causes fetal malformation is not short. Nowadays doctors are aware of syndromes caused by hydantoin, warfarin, aminopterin, and many other medications. Each of these has a specific effect on the fetus (mostly leading to serious abnormalities) when taken by a pregnant woman. In the past, people believed that such children were marked by Satan. But nowadays we say that it is the unpredictable effect of the medicine on the realization of the Creator’s program. Medical interference can lead to a disruption in the rate of development and affect the order of differentiation in the tissues and organs of fetus. Moreover, drugs can interrupt the blood circulation in the placenta, change the metabolic process between the fetus and the mother, causing a retardation of intrauterine growth or premature labor, or they can be the reason for a falloff in the health of the child in the first years of life.

The influence of drugs on the fetus depends on different factors, such as the term of gestation at which the drug is administered, the dosage, and the length of time that the medicine is taken, as well as the ways that the drug is excreted, the health of the mother and her inherited sensitivity to medicine, and, of course, the properties of the medicine itself. There are many drugs whose influence on the fetus have not yet been examined, as such research is very difficult, expensive, or in many cases simply impossible. If we understand this, we can see that the outlook for scientific interference in God’s creation of human beings is not good.

You may wonder why the wide-spread usage of medication by pregnant women throughout the whole world has not lead to a continuous increase in congenital malformations if it is really this dangerous. Thanks to a happy concourse of circumstances, this process has not become too wide-spread, as there are many factors that allow the fetus to “escape” medical danger. For example, there may be an inherited insensitivity on the part of the fetus to the influence of different medications, the placenta has its own inherent protective function, the medication may be taken in a small dosage, the developmental stage of the fetus may be at a “non-critical” period, plus many other factors. Doubtless, although this has not been proven, is the fact that the mother has a sincere faith in God and believes in God’s protection of her and her child, which has a positive influence on the development of the fetus.

The initial clustering of embryonic cells and the formation of all the fetus’ organs and systems occur in the first trimester of pregnancy. It is particularly in this period that the fetus is very sensitive to the influence of different factors, including different drugs.

It is quite common that the results of the use of some teratogens¹ by pregnant women, which can have fatal effects, can simply go unnoticed in some cases, resulting in the death of the fetus during the first two weeks of development. In this case, the woman does not even know that she is pregnant. Such cases are not rare (according to some researchers, up to 70% of all pregnancies finish in the early death of the fetus).

What should a pregnant woman do if she is ill or feeling unwell? How can she effectively help herself and minimize the risk of any medications on her baby at the same time? It is never a good idea to self-medicate if you are pregnant, particularly in the case of little-known or untested medications. In any case, it is better to consult an experienced doctor or pharmacist. If for some reason this is impossible, please read the prospectus which is to be found with the medicine carefully. Which dangers the medicine can cause are probably mentioned on the prospectus, and it may be written that the drug should not be used if pregnant. If a drug has been used while being unaware of pregnancy (for example, during the first 2 weeks) then immediately consult a specialist about any possible negative effects there might be for the fetus as soon as you found out that your are pregnant. Going to see your doctor early will allow you the necessary time to avoid any dangers and allow you to arrive at a decision about this pregnancy. If the medicine has been prescribed by a doctor then be sure to ask about possible unwanted side effects for the fetus. Don’t hesitate to ask such questions. If it seems to you that your doctor’s attitude to this question is not serious enough (unfortunately, this happens quite often) then consult a competent specialist (a geneticist or a clinical pharmacist).

If you are just planning your pregnancy, then try to predict all the negative factors beforehand. If you have some chronic diseases which may become acute during the pregnancy, or if you have an allergic predisposition or high sensitivity to acute respiratory diseases, then you should consult a doctor. Preventive methods which have been worked out especially for you minimize the risk of the illness and the risk of using drugs that are potentially harmful to the fetus.

During early stages of ontogenesis the fetus has almost no adaptation mechanisms or specific reactions in its response to the influence of pathogenic agents. Only with time will the fetus’ main organs and systems become mature and the functions of the placenta fully form the morphological and functional backgrounds of the response characteristics peculiar to a new-born baby. We usually say that everything happens according to God’s Will but He has created us for a full, vivid, and creative life. And He wants us to understand and be attentive to the miracle that happens during pregnancy.

Note

1. Agents such as drugs, chemicals and infections that can cause birth defects when a mother is exposed to them during pregnancy.

What is multicultural education?

A good place to start is with a workable definition of what is meant by the terms “multiculturalism” and “multicultural education.” Multicultural education is a progressive approach for transforming education which holistically critiques and addresses current shortcomings, failings, and discriminatory practices in education² It is based on social justice, educational equity, and respect for thought. More specifically, the components required in ensuring a multicultural education are: content integration, the knowledge construction process, prejudice reduction, equity pedagogy, and an empowering school culture and social culture³ It seems apparent that each element, somehow, is related to the others, and each requires considerable attention, particularly when thinking about the efforts of conflict resolution in the world. In this paradigm, to be tolerant in social interactions, to give value to every opinion, and to not criticize and object to others seems to be the distinguishing features of a multicultural society. When people are overly harsh the result is destruction, while people who are trying to be constructive bring richness and reflection⁴ The idea of “if you do not like something, make a better one” fits very well with the idea of multicultural education, in which the main task is to reduce the form, stereotypes, prejudices, and discrimination between in-groups and out-groups.

Why do we need multicultural education?

We live in a world in which interracial conflicts and tensions seem to have become an inevitable phenomenon of daily life. On the positive side however, the last millennium has made us more knowledgeable about the nature of global acceptance, the equal-status situation, and mutual expectations. In today’s society, as we enter the 21st century, the deepening ethnic background of nations, diversity within societies, and an increasing percentage of people who speak a second language have made multicultural education crucial. Multicultural education is seen as an opportunity to improve race relations and to help all students gain the knowledge, attitudes, and skills needed to take part in cross-cultural interactions. Children learn the difference when playing with one another⁵ The same is true in education, as teaching has become a multicultural experience. Instead of fearing or ignoring the diversity in the classroom (and society), teachers can use diversity to enrich instruction. Multicultural education helps teachers to use diversity as a resource that can bring more meaning, tolerance, and opportunity to multicultural classroom. Both teachers and students belong to diverse groups distinguished by variables such as age, social class, gender, race, and ethnicity.

Multicultural education for a changing world

In American public schools and colleges, about 46% of the student population comes from students from different ethnicity with 14 % of school age youth living in homes in which English is not the native language⁶ Today, most classroom teachers are likely to have students from diverse ethnic and cultural backgrounds. This brings its own problem in that many students are assimilated in social interaction, and are faced with cultural assimilation. To overcome these difficulties, educators keep looking for more creative, thoughtful, and meaningful educational reform movements. In this sense, multicultural education is able to help students develop a sympathy and understanding towards each group’s perception and point of view. Dewey repeatedly stresses the importance of interaction in education. This interaction is an ongoing process between the individual and the subjects and other people. Dewey talks about a person who tries to build a castle in the air; even when he tries to do that, he interacts with the objects which he constructs in his imagination. As a human being, however, we are more complex creatures than animals. Each human being is a special creature, composed of different feelings and characteristics. Dewey’s ongoing interaction between the individual and other persons becomes essentially important when thinking about the existence of cultures with their uniqueness and distinctiveness. In this sense, school is a place of social interaction between teachers and students. Teaching and learning in a school environment mostly occurs through social interactions in groups. Helping students to develop a sense of reflective and positive identification with their cultural groups does not mean that it is not possible to establish an intercultural exchange between different groups. It means that through developing and clarifying the boundaries of cultural identifications, optimistically students will acquire more positive attitudes towards their neighborhoods and communities.

The rise of multicultural education

Democratic changes in nations contribute and stimulate the growth of multicultural education. Providing people with the freedom to function beyond their ethnic and cultural boundaries keeps societies more democratic and free. Using dimensions of multicultural education (e.g., prejudice reduction) can help students to develop more democratic values and attitudes. Improving dialogue efforts and tolerance in this kind of education might help students to understand, investigate and determine how equal opportunities could be gained by giving everyone a voice. Educators today face unusual challenges and want rapid solutions to educational problems. In particular, problems associated with racism, ethnicity, and prejudice make the situation intolerable, because of the high public expectations. In this sense, multicultural education can be a promising factor in implementing intercultural exchange and in helping students to gain democratic values and attitudes. One of the most effective ways to teach respect for diversity is to eliminate unawareness. If we want to understand other cultures, whether they be superficial or insightful, we had better gain a sense of perception that allows us to distinguish things more clearly and with less bias⁷ For that reason, establishing cultural exchange programs has proven to be successful in improving understanding, insight, and eventually tolerance into the classroom. Teaching lessons that either directly or indirectly address the issues of multicultural communities in the classroom, neighborhood, and nation is another important tactic that teachers can adopt when trying to help children and young adults understand the importance of respect for diversity. Teachers who bring their healthy values and virtues to the classroom can strongly influence the attitudes of their students.

Conclusion

Multicultural education is a new trend and it will become incorporated into most school curriculums in future years. Several prestigious universities in the world today require students to take classes in social studies. Thus, by using multicultural education, teachers, in particular, can help children value the significance of treating all people with self-esteem and not judging groups of people for the actions of a few. More importantly, teachers must model tolerance and compassion in their words and behavior. They should also encourage children to explore their feelings about prejudice and hatred. In doing this, the society will secure a better chance to stop any further destruction and will be able to present potentially powerful opportunities for the next generation to learn and integrate respect and dignity for all people.

Many people today, even those who already live in a multi-cultural society, have problems dealing with “others,” and blame each other for certain issues or follow a different way⁸ Blaming each other because of our origins or culture is not the solution. Rather, trying to understand and analyze people for their personal values and cultural diversity will help to mobilize and construct a caring society. As a matter of fact, religion teaches us to tolerate others and accept that people live in different groups and societies. The beauty and uniqueness of diversity is expressed in the Holy Qur’an and in the New Testament:

O mankind! Surely We have created you from a single (pair of) male and female, and made you into tribes and families so that you may know one another (and so build mutuality and co-operative relationships, not so that you may take pride in your differences of race or social rank, and breed enmities). Surely the noblest, most honorable of you in God’s sight is the one best in piety, righteousness, and reverence for God. Surely God is All-Knowing, All-Aware. (Hujurat 49:13)

You have heard that it was said, you shall love your neighbor and hate your enemy. But I say to you, love your enemies, bless those who curse you, do good to those who hate you, and pray for those who spitefully use you and persecute you. (Matthew, 5:43-44)

Notes

1. Dewey, J., Democracy and Education, Southern Illinois University Press Carbondale and Edwardsville, 1916.
2. Gorski, P, Multicultural education and the internet: Intersections and integrations, McGraw-Hill, Boston, MA:2000.
3. Banks, J., Educating Citizens in a Multicultural Society, Teachers College Press: New York and London:1997.
4. Gulen, F., Pearls of Wisdom, The Fountain, 2001.
5. Dewey, J., Experience and Education, the Kappa Delta Pi Lecture Series Simon Schuster, 1938.
6. http://www.census.gov/apsd/www/statbrief/ (U.S. Bureau of the Census)
7. http://www.ncela.gwu.edu/practice/tolerance/3_stereotypes.htm
8. http://www.rumiforum.org/

Termites, one of the most common insects in the ecosystem, have very interesting specifications and social behaviors. These insects are of interest due to their ability to digest cellulose and to recycle organic foods found in rotten leaves, dead wood or wood chips. Although they are considered by some to be harmful to the economy-in the USA alone 600 million dollars every year-because they eat wood, in truth they bring about more benefit than harm. As a result of the activities of these insects, our forests are able to respire and regenerate. Termites break down old, decayed, and fallen trees, digesting them and thus helping nature to renew with a continuous circulation of vital substances. Despite the depth of information that is known about the ecological and economical importance of termites, only a little is known about their biological structure and behavior. Two characteristic features of these insects are that they live in social colonies and that they are very susceptible to infections, as they build their nests in soil or rotten wood. Since their environment is covered with damp and warm earth, they are also surrounded by an abundance of bacteria.

How termites arrange their social lives and how they protect themselves against illness are two main subjects being investigated by biological scientists. When termites encounter fatal fungal infections, the termites that first become aware of the disease start to send warning signals to the other members of the colony. Even at the cost of their lives, these members will continue to send warning signals. That is, for the health and prosperity of the whole society, some individuals of the group will sacrifice their own lives. One of these signals consists of the contractions and vibrations sent by the termite that caught the disease. One type of termite that makes its nest in wood starts to eat and destroy its nest when it catches an infection. The vibrations and sound of this activity are received by the other members of the colony, and they quickly realize that they are faced with an emergency situation. They then spring into action to move their nest to a more secure place. These communication experts exhibit different movements and behavior in order to inform others of different kinds of dangers. They use different methods to warn others about the existence of an intruder, or a hole in the nest, or a disease they have caught. Consequently, the vibrations and oscillations caused by the movements of the termites constitute a kind of Morse code for termites. In other words, termites talk to each other through these oscillations and vibrations, which to us appear as no more than a strange puzzle for us.

J. Traniello from Boston University investigated the communication systems termites use to inform each other about disease-making microorganisms as his research subject (Mechanisms of Disease Response in Termites) . He made a rectangular shaped Perspex (clear acrylic) nest which he has divided into two sections. The material used for the divisions allowed the termites to pass from side to side. Moreover, some tubes were also placed around the nest so that the termites could leave the nest. He placed termites in both of the sections. After an adaptation period, one part of the nest was infected by spores of a fatal fungus called Metahizium anisopliae, with the change in the behavior of the insects being observed and recorded. Termites that sensed the infected parts of the section started to move their bodies up and down and back and forth, as if they were breathing deeply and continued to depict seismic waves like oscillations and vibrations. Termites in the clean part of the nest felt these vibrations and within an hour had completely abandoned the nest. An interesting observation in the experiment was that the termites in the infected part stayed in the nest and continued to vibrate. In order to determine that the termites left the nest only after receiving the vibrations sent by the termites that had detected the infection, sound absorbent foams were placed between the sections, and the same experiment was carried out three times more. In the experiments conducted with the absorbent foam, despite the existence of the disease, the termites in the uninfected sections did not leave the nest. This proves that termites were receiving the vibrations from the infected termites and were replying to them by immediately deserting the nest.

It was thought that the termites in the infected area would also leave the nest after sending messages to the termites in the other section. This hypothesis, however, proved to be false. They stayed where they were and continued sending warning signals until they died. This was another example of the sacrifice observed in social insects that give up their own lives for the continuation of their society. The termite perceives the existence of a fatal bacteria attack and immediately starts to send warning signals; and by not abandoning their nest, they successfully put into effect a quarantine system. These social insects, without any intelligence, apply the quarantine system in such a precise manner that the disease is completely prevented from spreading. What is more, by sacrificing themselves for their society, they show that the principle of “if a person’s endeavor is for his nation, that person becomes a miniature nation on his own” is not only valid for human beings.

Ants, using a different method than termites, synthesize bacteria eliminating chemicals in their saliva glands that protect them from infectious diseases. These chemical combinations are very effective against bacteria and fungi. Ants protect themselves by covering their bodies with these substances at certain intervals. Termites, although in appearance not very different from ants, do not produce antiseptic substances in their bodies. Termites use a different strategy by establishing a symbiotic relationship with the bacteria that live in their intestines. Some termites that feed on decayed wood need enzymes to digest the cellulose. The cellulose needed by termites is synthesized by the bacteria in their intestines and turned into sugar. Thus, termites receive the glucose they need for survival and bacteria are provided with a comfortable berth in the bodies of the termites. Because of this symbiotic relationship, the production of fatal antibiotics that would kill the bacteria would be harmful to the termites themselves.

Instead of producing chemical compounds or antibiotics like ants, the seismic movements and self-sacrificing behavior depicted by the termites has given scientists the idea that it may be possible to benefit from termites as an early warning system for earthquakes. This idea is reflected in the Holy Qur’an, chapter Naml (The Ant), verse 18:

Until, when they reached a valley of ants, one of the ants said: “O you ants! Get into your dwellings lest Solomon and his army crush you unawares.”

This verse shows us the sensitivity of ants to vibrations. They have organs in their feet that are sensitive to movement. For one of those ants to have been able to warn the other ants, it must either have seen or sensed the coming of Prophet Solomon’s army. As obviously an ant cannot see an army coming from a long distance, they must have felt the vibrations made by the feet of the soldiers. We know that sound waves move very fast and are strong in solid objects. Because of this, by placing an ear onto railway track one can hear the vibrations of a train from far away. Termites most likely have an organ that receives vibrations that is similar to that of ants, because if a species can produce a signal (e.g. light, sound, or vibrations) for communication, they must also have an organ that is capable of receiving this signal. Since termites communicate with vibrations, they must also have an organ that is sensitive to weak vibrations. From this respect, if the code that is based upon some of the behaviors and vibrations used by the termites can be decoded, then are techniques of predicting earthquakes can be considerably improved.

The Prophet Muhammad is like the core of all the good deeds, prosperity and divine blessing. He is the unfailing, unerring guide, the exemplar to be taken as a model by all, and the one who leads to the Right Path, who establishes the best methods to serve God and mankind and thus ushers a new era to enable human beings to live humanely.

He is the means, appointed by God, to take people out of darkness to the light. Accordingly, he will be given the equal of the reward earned by the good deeds of his community. In accordance with the principle “one who causes is like the doer,”¹ the same amount of reward for the good and righteous deeds done by his people will go on being written in his book of reward till the Day of Judgment.

To the Prophet belongs the Maqam al-Mahmud, the praised position or rank assigned to him as intercessor in the Day of Judgment. His book of reward will not be closed from the time of his death. Rather, abundance of good works and pious deeds will be added to it, his rank will increase ever higher, the scope of his intercession will expand further,² and thus, as God wills, he will have a right to intercede for greater numbers, masses, of the people of his community. For this reason, we will look at this question from two different angles:

First, by uttering the formula calling God’s benediction on the Prophet, we renew our oath to the Prophet and the desire to belong among his community. That is, we say: “We remembered and thought of you as our Prophet and prayed God to increase your worth and degree, and we join and relate ourselves to you.” Since our prayer is made with the intention that God will increase the degree of esteem of the owner of the Maqam al-Mahmud, his sphere of intercession will expand and thus many more people will be able to benefit from his intercession on the Day of Judgment.

Secondly, one’s prayer to God that the Prophet’s rank be increased is a means to be taken under the protection of the Prophet and thus one’s hope of intercession is enlarged. That is why it is we, rather than the Prophet, who are in need of invoking God’s blessings and peace upon him. By doing so we acknowledge the Prophet as the Prophet, his greatness and authority, and, at the same time we acknowledge our smallness, our nothingness, our need for belonging to his community. Just as a person can regard the state of which he is a subject or citizen as potent to assist him in case of need or danger, so do we stand in need, on account of our incompetence, poverty, and the anxiety of a terrible Day of Reckoning-even now, in advance, we can feel the oncoming, shock of that Day- of the refuge and safety of the Prophet, and we seek that refuge through our invocations, inform him of our present state and give him a petition to be remembered.

May God honor us with the intercession of His Prophet, the one who has by God’s leave, the widest right of intercession on the Day of Reckoning. Reflect, too, on the good news that God allows to every Prophet something that he may pass on to his people. When the other Prophets were granted the right to ask something for their peoples, they all asked for something in this world. But the Prophet said: “I left what I would give to my people to the Hereafter, and that is my intercession.”³

Notes

1. Muslim, Imara, 133; Tirmidhi, Ilm, 14; Abu Dawud, Adab, 115.
2. Bukhari, Adhan, 8; Abu Dawud, Salat, 38.
3. Bukhari, Tafsir al-Sura, (17) 5, Tayammum, 1; Muslim, Iman, 326-327, Masajid, 3