Educational Philosophy Imam Al-Ghazali’s Perspective

Islam is a divine religion. It is based on divine revelation (Holy Quran) and sunnah of the Holy Prophet ﷺ. As a religion it is a complete code of life. It does not deal with worships only but addresses all fields of life. Like Beliefs and worship, Islam focuses on education also. As a last and chosen religion, it motivates human beings to seek knowledge. The first word of the first revelation (Chapter Al-alaq) starts with Iqra means Read. In first five ayat of chapter Al-alaq, the basic requirement for enhance of education (Read, knowledge and pen) have been mentioned six times. Similarly, the Holy Prophet r took many steps for imparting education. In this connection, the example of first residential university (Suffa’h) is sufficient. Imam Ghazali one of the most famous Muslim thinkers discusses the education in his books in detail. He was born in 448 AH (1057 CE) at Tabaran a town in the district of Tus, which lies within the Khorasan Province of Iran and died on 18 December (1111 CE). In this article knowledge, its classification, stages, curriculum, art of teaching, responsibility of both teachers as well as students have been discussed in the light of Imam Ghazali educational philosophy.

Patterns of Genetic Variability in Natural and Hatchery Populations of Catla Catla

The patterns of genetic variability and genetic differentiation among five wild and ten hatchery populations of Catla catla – an economically important South Asian freshwater fish were assessed using 15 microsatellite markers in a total 750 individuals (n = 50 individuals per population) in this study. The level of genetic diversity in terms of the average allelic richness (Ar), alleles number (Na), number of effective alleles (Nae) and heterozygosity (H) was observed low-to-moderate in the hatchery while moderate in the natural populations of C. catla. The highest mean values of Na, Ne, Ar and H were found in the wild populations in comparison to the hatchery populations in the present study. The mean values of Na, Ar, Ne and Ho ranged from 2.80 to 4.00, 2.80 to 3.988, 2.412 to 2.859 and 0.462 to 0.524, respectively were noted in hatchery populations of C. catla. The same varied from 3.867 to 4.467, 3.867 to 4.465, 2.694 to 3.521 and 0.553 to 0.693, respectively in the natural populations of C. catla.The average of expected heterozygosity (He) values were noted higher as compared to the Ho. On the average, the values of inbreeding coefficient (FIS) in hatchery populations were found positive, but one wild population showed negative mean value too. On average, the FIS values ranged from 0.0872 to 0.2042 and from -0.045 to 0.164 in the examined hatchery and natural populations of C. catla, respectively. After correction of significance levels for 150 simultaneous tests (P < 0.05), only one instance in domesticated stocks while thirteen tests out of 75 tests in natural populations of C. catla were found to depart from Hardy-Weinberg Equilibrium (HWE) in the present study. The pairwise estimates of FST revealed limited genetic differentiation between hatchery but low-to-moderate between wild populations. Among pairs of hatchery and natural populations of C. catla, the unbiased genetic distance indicated considerable variation (P<0.05) in magnitude. The AMOVA revealed that most of the variation was found within individuals in both hatchery and wild populations. The AMOVA specified that 4.869% variation was contributed due to variation between hatchery populations while 6.3054% due to variation between natural populations of C. catla. Analysis of genetic relatedness among all the examined hatchery and natural populations was estimated by constructing UPGMA dendrogram and STRUCTURE admixture model which predicted that the populations in the same clusters had a close genetic relationship. The present study inferences would be helpful in resolving the genetic issues relating to C. catla re-stocking plans and brood stock management practices in future.