Academic literature on the topic 'Khudi'

Artikel ini membahas riwayat pembaharuan dan konsep khudi perspektif Muhammad Iqbal. Iqbal membawa langkah-langkah pembaharuannya melalui konsep Khudi dengan segala atribut positifnya seperti (self-reliance, self-respect, self confidence, self preservation, self assertion). Adapun pengertian khudi yang dimaksud Iqbal membawa makna; dari aspek pembangunan kedirian manusia secara mental dan intelektual adalah usaha penyempurnaan kedirian dengan cara melengkapinya dengan nilai-nilai luhur dan kepatuhan kepada peraturan Tuhan. Dari aspek sosial, penyempurnaan khudi dilakukan dengan mengimplementasikan nilai-nilai kebaikan dan kebenaran di tengah-tengah kehidupan sosial masyarakat. Dengan demikian, khudi yang sempurna �perfect Man� adalah representasi ideal khalifah Tuhan yang membawa kebenaran dan kebaikan tertinggi bagi mewujudkan kerajaan Ilahi di muka bumi.

Tujuan kajian ini adalah untuk mengontekstualisasikan konsep Khudi dari seorang Muhammad Iqbal dalam pengembangan kreatifitas pembelajaran di Madrasah. peneliti akan mencoba mengawali menelaah biografi dan sejarah pendidikan yang didapat Muhammad Iqbal, konsep Khudi serta pengembangan konsep Khudi tersebut dalam pembelajaran di Madrasah. Metode penelitian yang digunakan adalah metode studi pustaka (library research). Studi kepustakaan adalah tekhnik pengumpulan dataddengan mengadakan studi penelaahan terhadap buku-buku, literatur-literatur, catatan-catatan dan laporan-laporan yang ada hubungannya dengan masalah yang dipecahkan. Jenis penelitian ini adalah termasuk penelitian deskriptif kualitatif. Hasil penelitian menunjukkan bahwa proses pembelajaran di madrasah hendaknya mengutamakan kepribadian dengan mewujudkan keseimbanagn berupa kebahagiaan lahiriah dan batiniah. Muhammad Iqbal (1877-1938) menjadi tokoh sentral dengan berbagai gagasannya sebagai seorang tokoh pemikir dan pembaharu dapat menjadi motor penggerak bagi para pendidik dalam melaksanakan proses pendidikan di madrasah. Dengan gagasan Khudi-nya, Iqbal memberikan gambaran kepada pendidik di madrasah agar saling melengkapi dan mampu berdialog tidak hanya antara pelaku pendidikan saja melainkan dapat berdialog dengan Tuhan. Hal ini dapat tercapai apabila seorang pendidik dapat mencapai derajat Khudi yang tinggi. Hal ini dapat menjadi pemecah kebuntuan pendidik tatkala menghadapi berbagai macam permasalahan yang timbul dalam menghadapi proses pembelajaran. Title: Iqbal Concept Of Iqbal In Developing Learning Creativity In Madrasah Abstract: The purpose of this study is to contextualize the Khudi concept of a Muhammad Iqbal in developing learning creativity in Madrasas. The researcher will try to start studying the biography and educational history obtained by Muhammad Iqbal, the Khudi concept and the development of the Khudi concept in learning in Madrasas. The research method used is the library study method. Literature study is a data collection technique by conducting a study of books, literature, notes and reports that are related to the problem being solved. This type of research is a qualitative descriptive study. The results showed that the learning process in madrasas should prioritize personality by manifesting balance in the form of physical and inner happiness. Muhammad Iqbal (1877-1938) had became a central figure with his various ideas as a thinker and reformer figure can be a driving force for educators in implementing the education process in madrasas. With his Khudi ideas, Iqbal had given an overview to educators in madrasas so that they are mutually complementary and able to be dialogue not only among education practitioners but also in dialogue with God. This can be achieved if an educator can achieve a high degree of gambling. This can be a deadlock for educators when facing various kinds of problems that arise in dealing with the learning process

This paper tries to construct the philosophy of Iqbal's civilization thought by using the theory of four causes of Aristotle. It is concluded that the steps to achieve the philosophy of superior civilization are first, the actor of civilization must recognize themselves (Khudi). Achievement of Khudi means he has met with God, after that the actor of civilization must return to nature to fuse (absence) with the community, manage nature with the principles of divinity (bi-Khudi). Then civilization actors dialectic with history to determine the prototype of civilization. From the dialectical results, then it is chosen the era of the prophet who has the characteristics of civilization across regions and races, and not based on blood.

This study probes the relationship between Iqbal’s concept of khudi and experiential learning during early childhood. This qualitative and exploratory study employs Colaizzi’s method for content analysis to extract hermeneutical interpretations and exegetically decipher the allegorical connotations from Iqbal’s Persian anthology of poems, Asrar-i-Khudi. The thematic deduction draws Iqbal’s ideas of the development of khudi in an environment of experiential learning. Iqbal’s ideas have also been extracted from his other works. Historical and contemporary literature related to child learning psychology and education is also reviewed. The study concludes that the creative and curious mind of every child continuously develops hypotheses and tests them through experiences. The main aim of education is the realization of a strong ‘Khudi’ through experiential learning to create self-awareness, and self-realization to unleash an individual’s potentials. It is recommended that early childhood education in Pakistan ensures individuality development through experiential learning by applying Iqbal’s educational thoughts. It is also recommended that further research is undertaken to explore the functional aspects of Iqbal’s concept of experiential learning approach to bring the desired change in the early childhood education system.

According to existentialism and Iqbal, this writing is focused on human image. Human image (personality or ego) is as a charity. Iqbal’s philosophy of anthropology related to human concept and it focused on ego that is known as khudi. According to Iqbal, human ego is top of human perfection . He says also life is individual. So that, Iqbal gives the concept that human is as Khudi in which the human condition is difficult to definite because of the differences one each others.

Every being has individuality or self. Degree elevation on every being in nature depending on the level of development of each individuality. The criteria for determining the quality of every being is how far he can live up to himself effectively. Individuality is the distinguishing mark in the concept of Khudi or Iqbal ego. Iqbal's philosophy about Khudi ends on his thoughts about the insan kamil, the ideal man. Insan kamil is the highest level that can be achieved not by way of meditation, but with an original creative work, which is lawful overwhelmed by love or ishq, firmness self or faqr, courage and tolerance. Achieve this through three phases: obedience to God, self-control and the caliphate of God.

Tulisan ini memfokuskan pada citra Manusia menurut Eksistensialisme dan Iqbal Citra manusia (kepribadian atau Ego) yang sebenarnya adalah amal (tindakan yang bermakna) bukanlah benda. Tindakan (gerak) kreatif itu mempunyai tujuan dan nilai spiritual yang diistilahkan dengan amal, di mana melalui amal manusia akan hidup mengalir dan abadi secara berkesinambungan. Meaningful Action (tindakan yang bermakna) merupakan sebuah dasar eksistensi manusia dalam mewujudkan dirinya. Iqbal merumuskan tindakan yang bermakna ini sebagai wujud dari cara berada manusia ketika berhadapan dengan realitas lainnya. Tindakan yang bermakna dalam konsep Iqbal diberi muatan ontologis-religius yang menekankan pada aspek moral spiritual Islam dengan istilah amal. Bahkan dengan tindakan yang bermakna (amal) inilah manusia sanggup mengatasi kemungkinan keabadian (immortality). Filsafat antropologi Iqbal berkaitan erat dengan konsep manusia dengan penekanan pada ego yang dikenal dengan istilah Khudi. Dalam menjelaskan makna khudi, Iqbal membaginya dalam dua pengertian, yaitu secara metafisik dan etik. Iqbal dapat dikatakan sebagai seorang filosof Eksistensialisme Islam, karena pemikirannya tentang Ego menitikberatkan pada keberadaan manusia dalam hubungannya dengan Tuhan Alam. Apabila kita mencoba memadukan antara konsep manusia menurut Kierkegaard dan Muhammad Iqbal tentunya terdapat adanya persamaan dalam mengungkapkan konsep manusia. Dalam hal ini Kierkegaard menekankan bahwa manusia tidak pernah sebagai sesuatu “aku umum” melainkan sebagai “aku individual” yang sama sekali unik dan tidak dapat diasalkan kepada sesuatu yang lain. Hal ini senada dengan Iqbal, yang mengatakan bahwa, kehidupan seluruhnya adalah individual. Maka dalam hal inilah Iqbal memberikan konsep manusia sebagai “khudi yang metafisik” di mana keberadaan manusia sulit didefinisikan, karena adanya perbedaan satu dengan yang lain. Oleh karenanya, sikap manusia di dalam dunia senantiasa diusahakan agar dapat ditentukan dari sudut hidup batinnya yang sesuai dengan norma-norma umum (etis: Kierkegaard) yang kedua-duanya itu (etis dan estetis) seiring dengan konsep Iqbal tentang khudi yang etis. Karena baik Iqbal maupun Kierkegaard mempunyai konsep bahwa manusia adalah tidak punya kekuatan sama sekali, ada eksistensi yang lebih tinggi, dia adalah Tuhan. Dialah (Tuhan) merupakan segala ikatan yang umum. Dari sini tentunya ada perbedaan antara Iqbal dengan Kierkegaard dalam hal obyek. Kalau Iqbal, Tuhan dalam hal ini adalah Allah sedangkan Kierkegaard adalah Kristus.

Sejarah mencatat bahwa umat Islam pernah berada di posisi terdepan dalam peradaban dunia. Belakangan sebuah kenyataan juga tidak terbantahkan ketika umat Islam harus mengakui keunggulan komunitas lain dalam berbagai aspek kehidupan. Sebagai upaya mengembalikan kejayaan masa lalu, Muhammad Iqbal menyeru umat Islam untuk tidak terbuai dengan kegemilangan atau romantika masa lalu dan melarang untuk taqlid buta pada pemikiran masa lalu yang mengakibatkan hilangnya kreasi dan inovasi dalam menghadapi realitas perkembangan zaman. Muhammad Iqbal juga menyeru umat Islam untuk tidak bersikap apriori terhadap Barat, sebaliknya dapat memanfaatkannya dan meresponsnya dengan kritis. Hal ini disebabkan Muhammad Iqbal cukup lama mengikuti pendidikan di Barat yang dipenuhi oleh semangat penelaahan dan penelitian ilmu pengetahuan yang tinggi, sehingga ia dengan jelas melihat dan merasakan langsung bergantinya aktifitas ilmiyah dari Timur ke Barat. Hal ini cukup membuatnya kagum dan menginginkan umat Islam untuk mengikuti semangat Barat dalam melakukan kajian-kajian ilmiyah yang notebene pernah dilakukan sebelumnya. Muhammad Iqbal juga menyadari bahwa faktor tersebut di atas tidak akan bermanfaat apa-apa apabila umat Islam sendiri tidak memiliki semangat dan kemauan untuk berobah. Kemunduran umat Islam dewasa ini secara garis besar disebabkan oleh 2 faktor; internal dan eksternal. Kedua faktor itu harus dibenahi demi mengembalikan kecemerlangan masa lalu. Dengan mengutip QS. Al-Ra’d ayat 11, Muhammad Iqbal mencoba mengembangkan gagasannya mengenai khudi yang notabene merupakan hakikat dari kemanusiaan itu sendiri. Menurutnya moralitas suatu bangsa ditentukan oleh pandangan masyarakatnya mengenai khudi ini, dan segala sesuatu di alam ini memiliki khudinya sendiri-sendiri. Setiap khudi akan bergerak maju sehingga mencapai titik perkembangannya masing-masing.

Climate change and people’s perception on such changes are analysed for the Khudi Watershed in Western Nepal. Climate change trends in the western hilly region of Nepal were investigated focusing on two major climatic indicators: surface air temperature and rainfall. Further, community’s perceptions on climate change impacts were analysed. We found considerable warming in the study area with a mean temperature increase of 0.18°C decade-1. Annual rainfall is varying with prolonged dry periods. During monsoon season short but intense rainfall events were observed. Local denizens have also experienced these changes and think that weather related changes are affecting their livelihood practices with increased weather related disasters, less agricultural yield, and imbalances in socio-economic behavior. HYDRO Nepal JournalJournal of Water, Energy and EnvironmentIssue: 17, July 2015

La discussion sur la modernité, ses caractéristiques et les défis a été un des thèmes majeurs dans la poésie, la littérature et la philosophie pendant des deux derniers siècles. Muhammad Iqbal [m. 1938] a aussi contribué à cette discussion mais sa pensée reste, en grande partie, inconnue en dehors du monde musulman. L`étude actuelle n`est qu`un petit pas pour redresser cette lacune. La première partie cherche à identifier les caractéristiques de la modernité et les défis qu`elle pose au bien-être de l`humanité par rapport aux idées de penseurs occidentaux réputés [notamment Goethe et Blake]. A cet égard, la quantification, l`objectivité détachée, la dépendance excessive sur la technologie, et la subjugation des autres pour des gains économiques sont les facteurs clés. La section suivante décrit l`analyse et la critique d`Iqbal sur la modernité par rapport à ces quatre caractéristiques avec référence aux œuvres poétiques qui sont l`expression la plus succincte de sa pensée. Iqbal se sert des diverses ressources de l`Orient ainsi que de l`Occident - la poésie, la littérature, la philosophie, la théologie, et la science moderne. Aussi vaste que les ressources dont il se sert, l`analyse de la modernité chez Iqbal s`attache sciemment au Coran et à la tradition prophétique. Cette étude expose aussi comment les idées d`Iqbal sont développées dans une partie du monde musulman - l`Iran de post indépendance, à travers les œuvres de deux penseurs modernes de l`Iran, Ali Shariati et Jalāl Al-e Ahmad. Cette recherche montre que l`analyse d`Iqbal est encore pertinente aujourd'hui hui pour tous ceux qui sont confrontés à la modernité en Orient ainsi qu`en Occident
Discussion about the characteristics, opportunities and challenges of modernity has been a prominent theme in Western and Eastern poetry, literature and philosophy over the past few centuries. Muhammad Iqbal [d. 1938] has also contributed to this discussionŕbut his thought remains largely unknown outside the Muslim world. The present inquiry will be a small step in redressing this shortcoming. The first part of the inquiry seeks to identify the defining characteristics of modernity and the challenge that they pose to human well-being, with reference to the ideas of well-known Western thinkers [most notably Goethe and Blake]. Quantification, detached objectivity, excessive reliance on technology, and subjugation of others for economic gain are the key factors in this regard. The next part describes Iqbalřs analysis and critique of modernity with respect to these four characteristics using his poetical works where his position is most succin! ctly expressed. Iqbal uses a wide range of sources from both the East and the Westŕpoetry, literature, philosophy, theology, and modern science. As wide ranging as his use of different sources is, Iqbalřs analysis of modernity remains self-consciously attached to the Qurřan and the prophetic tradition. This analysis also shows how his ideas have been expanded upon in one part of the Muslim world Ŕ post-independence Iran, using the works of two modern Iranian thinkers, Ali Shariati and Jalāl Al-e Ahmad. The inquiry seeks to demonstrate that Iqbalřs insights remain relevant even today for all those experiencing modernityŕwhether in the East or in the West

Kyoto University (京都大学)
0048
新制・課程博士
博士(地域研究)
甲第13962号
地博第55号
新制||地||18(附属図書館)
UT51-2008-C878
京都大学大学院アジア・アフリカ地域研究研究科東南アジア地域研究専攻
(主査)教授 速水 洋子, 准教授 安藤 和雄, 准教授 石川 登, 准教授 田辺 明生
学位規則第4条第1項該当

This thesis explores the social lives of elite Pukhtun women or Bibiane in northern Pakistan, with an ethnographic focus on the enactment of particular life-cycle or gham-khadi ceremonies (funerals and weddings). The widely used Pukhto term ghamkhadiboth refers to specific segregated gatherings and designates the emotions of sorrow (gham) and joy (khada) which they elicit. In the local understanding, gham-khadi comprises a system of life, in which happiness and sadness are understood as indissoluble, and are celebrated communally within networks of reciprocal social obligations. Bibiane's social role entails preparation for and attendance at gham-khadi, according to a stylized set of performances thought integral to Pukhtun identity or Pukhtunwali (ideal Pukhtun practices). In this sense, the 'women's work' of gham-khadi links with another indigenous term, zeest-rozgar, which I translate as the 'work of existence', and through which Bibiane maintain the fabric of life by sustaining social inter- and intra-family relationships. Ethnographic fieldwork, conducted in Islamabad and the North-West Frontier Province (NWFP or 'Frontier') regions of Swat and Mardan between 1996-1998 and 1999-2001, suggests the extent to which Bibiane's sense of their gham-khadi obligations underpins their understanding of their personhood. In the process, the thesis unfolds a Pukhtun construction of work divergent from professionalism or physical labour, in which work produces not things, but social relations and transactions. This thesis, therefore, seeks to contribute to anthropological debate on a number of issues. First, it seeks to establish the distinctive sociality of Pukhtun Bibiane in terms of their participation, within and beyond the household, in gham-khadi festivities, joining them with hundreds of individuals from different families and social backgrounds. Second, the thesis makes a case for documenting the lives of a grouping of elite South Asian women, contesting their conventional representation as 'idle' by illustrating their commitment to various forms of work within familial and social contexts. Third, it describes the segregated zones of gham-khadi as a space of female agency. Reconstructing the terms of this agency helps us to revise previous anthropological accounts of Pukhtun society, which project Pukhlunwali in predominantly masculine terms, while depicting gham-khadi as an entirely feminine category. Bibiane's gham-khadi performances allow a reflection upon Pukhtunwali and wider Pukhtun society as currently undergoing transformation. Fourth, as a contribution to Frontier ethnography, the thesis lays especial emphasis on gham-khadi as a transregional phenomenon, given the relocation of most Pukhtun families to the cosmopolitan capital Islamabad. Since gham-khadi is held at families' ancestral homes (kille-koroona), new variations and interpretations of conventional practices penetrate to the village context of Swat and Mardan. Ceremonies are especially subject to negotiation as relatively young convent-educated married Bibiane take issue with their 'customs' (rewaj) from a scriptural Islamic perspective. More broadly, the dissertation contributes to various anthropological topics, notably the nature and expression of elite cultures and issues of sociality, funerals and marriage, custom and religion, space and gender, morality and reason, and social role and personhood within the contexts of Middle-Eastern and South Asian Islam.

碩士
國立臺北藝術大學
傳統音樂學系碩士班演奏組
104
This paper is an interpretation report of the author’s lam-kuan (南管) graduation recital Kui1 Liak8 San1 (虧歷山) held in May 2015. Among the pieces included in the program of the recital, in this paper, I focus on the vocal song Sua1 Hiam3-zun5 (山險峻) and the suite Kui1 I1 Liak8 San1-dian1 (虧伊歷山巔) for summarizing and detailing some of the highlights in my learning of vocal singing (曲唱) and dong-siao (洞簫) playing in the process of organizing, preparing for, and staging this recital. The first chapter explains the selection of pieces for the recital. The main objectives of the recital include: to present the learning of lam-kuan vocal singing as taught by Wu Su-hsia (吳素霞), and the learning of lam-kuan dong-siao as imparted by Yeh Kuei-an (葉圭安). In terms of methodology, I examine my personal learning processes and suggest that the coexistence of both formal training and informal training is crucial to the continuation of the legacy of the traditional art. The second chapter focuses on the vocal song Sua1 Hiam3-zun5 (山險峻). This section begins with a review of the piece’s background story of the historic figure Wang Zhaojun (王昭君), and an overview of the reference to Wang Zhaojun’s story in the music repertory of lam-kuan. In terms of the melodic structure Diong1-gun3 Zap8-sa1 Kang1 (中滾十三腔), on which Sua1 Hiam3-zun5 is based, my investigation uses music analysis to disentangle the order of the thirteen melodic structures that Diong1-gun3 Zap8-sa1 Kang1 is known to comprise, as well as how the transfers between melodic structures take place. Since I learned the piece from Wu Su-hsia, Wu’s discussion on the articulation of lyrics, the generation of rhythmic cadence, and the skill of hiat7-kui5 (血氣) in lam-kuan vocal singing is also documented in this chapter. The third chapter focuses on the suite Kui1 I1 Liak8 San1-dian1 (虧伊歷山巔). As my interpretation of the suite on dong-siao in the recital was initially based on an imitation of Yeh Kuei-an’s rendition, I point out the modifications I have adopted and put forward how I have come to those modifications. An analysis of Yeh Kuei-an’s dong-siao musicality is also posited in this chapter: the interval of perfect fifth and the cluster of three embellishing notes are both characteristic of Yeh’s dong-siao embellishments, which is highly distinctive within the current lam-kuan¬ music circle.

Text in English with summaries and keywords in English, Venda and Sepedi
Fuelwood remains a crucial source of energy among the vast majority of rural households because of its availability and affordability in comparison with most energy alternatives. Approximately 17 million people in South Africa live in communal lands where fuelwood can be harvested easily and freely by households, with 80% of the overall fuel consumed for domestic purposes extracted from burning fuelwood. The rapid-excess trends of fuelwood consumption – aggravated by population growth, agricultural and household settlement expansions – pose utmost challenges for community development. Overharvesting of fuelwood can result in fuelwood scarcity, loss of biodiversity, excessive land clearance and soil erosion. This study evaluated the factors that influence fuelwood consumption in households at the Thulamela Local Municipality. The study utilised mixed research methods, comprising quantitative and qualitative methods. A semi-structured questionnaire consisting of both closed and open-ended questions was used to collect data from the households. The collected data was mainly qualitative data (nominal and categorical data) and the researcher used the frequency menu to summarise the data and cross tabulation menu in the Statistical Package for Social Scientists (SPSS) version 25. For cross tabulation, the researcher used the Chi-square (χ2) test to measure the degree of association between two categorical variables. If the p-value is less than 0.05, there is a significant association between variables – thus, the variables dependent on each other. The study found that socio-economic characteristics such as monthly income, employment status, gender, educational level of the household head, number of employed household members, energy expenditure and type of occupation play a significant role in the factors that influence fuelwood consumption. As a result of these factors, fuelwood energy is still being used as a primary energy source by most households to meet their domestic needs for cooking and water heating – despite most of them being electrified. Additionally, lack of environmental education, the erratic electricity supply and staggering living conditions which drive widespread poverty in rural areas contribute to the extensive fuelwood consumption among households. The study highlighted the recommendations on mitigation measures that can be used to reduce extensive fuelwood consumption. These recommendations include encouraging the use of renewable energy and modern energy technologies such as biogas and solar energy, together with improved cooking stoves to help reduce overexploitation of natural resources and prevent indoor air pollution which is associated with heart disease and immortality. There is also a need to raise environmental awareness. It is through education that people’s perceptions, attitudes and behaviour regarding fuelwood consumption practices can be changed. The promotion of sustainable development through harvest control and afforestation can significantly reduce deforestation, loss of biodiversity, fuelwood scarcity and soil erosion.
Khuni dzi kha ḓi shumiswa sa tshiko tshihulwane tsha mafulufulu kha miṱa minzhi ya mahayani ngauri dzi a wanala na u swikelelea musi dzi tshi vhambedzwa na dziṅwe nḓila dza mafulufulu. Vhathu vha swikaho miḽioni dza 17 Afrika Tshipembe vha dzula mahayani hune vha kona u reḓa khuni hu si na vhuleme nahone nga mahala, ngeno zwivhaswa zwi swikaho 80% zwi shumiswaho miḓini zwi tshi bva kha khuni. Maitele maṅwe a tshihaḓu a kushumiselwe kwa khuni – a tshi ṋaṋiswa na nga nyaluwo ya vhathu, u engedzea ha vhulimi na vhupo ha vhudzulo – zwi ḓisa khaedu kha mveledziso ya tshitshavha. U reḓa khuni lwo kalulaho zwi nga vhanga ṱhahelelo ya khuni, u xelelwa nga mutshatshame wa zwi tshilaho, u ṱangula mavu na mukumbululo wa mavu. Ngudo iyi yo ḓiimisela u ela zwivhumbi zwi ṱuṱuwedzaho u shumiswa ha khuni miḓini ngei kha Masipala Wapo wa Thulamela. Ngudo yo shumisa ngona dza ṱhoḓisiso dzo ṱanganaho dzi re na ngona khwanthethivi na khwaḽithethivi. Mbudzisambekanywa dzo dzudzanywaho dzi re na mbudziso dza phindulo nthihi na dza phindulo ndapfu dzo shumiswa u kuvhanganya data miḓini. Data yo kuvhanganyiwaho kanzhi ndi yo sedzaho ndeme (ya tshivhalo na khethekanyo) ngeno muṱoḓisisi o shumisa menyu wa tshivhalo tsha zwithu u nweledza data na menyu wa thebulu dzi leluwaho kha Statistical Package for Social Scientists (SPSS) vesheni ya vhu 25. U itela thebulu dzi leluwaho, muṱoḓisisi o shumisa ndingo dza Chi-square (χ2) u ela tshikalo tsha nyelelano vhukati ha zwithu zwivhili zwo fhambanaho. Arali ndeme ya p i ṱhukhu kha 0.05, hu na u elana hu hulwane vhukati ha zwithu zwi vhambedzwaho – zwithu izwi zwi dovha zwa ṱalutshedzana. Ṱhoḓisiso yo wana uri zwiṱaluli zwa ikonomi na matshilisano sa mbuelo ya ṅwedzi, tshiimo mushumoni, mbeu, ḽeveḽe ya pfunzo ya ṱhoho ya muḓi, tshivhalo tsha vhathu vha shumaho muṱani, mbadelo dza fulufulu na mushumo une muthu a u shuma zwi na mushumo muhulwane kha zwithu zwi ṱuṱuwedzaho u shumiswa ha khuni. Nga ṅwambo wa zwithu izwi, khuni dzi kha ḓi shumiswa sa tshiko tshihulwane tsha fulufulu kha miḓi minzhi u swikelela ṱhoḓea dzavho dza hayani dza u bika na u wana u dudedza – naho vhunzhi havho vhe kha muḓagasi. Nṱhani ha izwo, u sa vha na pfunzo ya vhupo, nḓisedzo ya muḓagasi ine ya dzula i tshi shanduka na maga a kutshilele a konḓaho ane a vhanga vhushai ho andaho kha vhupo ha mahayani zwi vhanga u shumiseswa ha khuni miḓini. Ngudo dzo sumbedzisa themendelo kha maga a u lulamisa ane a nga shumiswa u fhungudza u shumiseswa ha khuni. Themendelo idzi dzi katela u ṱuṱuwedza tshumiso ya mafulufulu ḽo vusuludzwaho na thekhinoḽodzhi dza fulufulu dza musalauno sa bayogese na fulufulu ḽa masana a ḓuvha, kathihi na zwiṱofu zwa u bika zwo khwiniswaho u thusa u fhungudza u tambiseswa ha zwiko zwa mupo na u thivhela tshikafhadzo ya muya nga ngomu zwine zwa vhanga vhulwadze ha mbilu na dzimpfu. Hu na ṱhoḓea ya u ita mafulo a zwa vhupo. Ndi nga kha pfunzo hune kuvhonele kwa vhathu, kusedzele kwa zwithu na vhuḓifari havho maelana na kushumiselwe kwa khuni zwa nga shandukiswa. U bveledzwa ha mveledziso i sa nyeṱhi nga kha ndango ya khaṋo na u ṱavhiwa ha miri zwi nga fhungudza vhukuma u fhela ha maḓaka, u lozwiwa ha mutshatshame wa zwi tshilaho, u konḓa ha khuni na mukumbululo wa mavu.
Dikgong tša go bešwa di tšwela pele go ba methopo o bohlokwa wa enetši gareng ga bontši bja malapa a dinagamagaeng ka lebaka la ge di hwetšagala le go se ture ga tšona ge di bapetšwa le mekgwa ye mengwe ya enetši. Tekano ye e ka bago batho ba dimilione tše 17 ka Afrika Borwa ba dula mafelong a magaeng fao dikgong di ka kgonago go rengwa gabonolo le ka tokologo ke malapa a, fao e lego gore 80% ya palomoka ya dibešwa tšeo di šomišwago ka gae di hwetšwago go dikgong. Lebelo leo ka lona dikgong di hwetšago ka lona gore di tle di bešwe – leo le mpefatšwago ke go gola ga setšhaba, temo le go oketšega ga madulo a batho – le tliša ditlhohlo tše kgolo tlhabollong ya setšhaba. Go rema dikgong go fetišiša go ka feletša ka go hlaelela ga tšona, tahlegelo ya phedišano ya diphedi tša mehutahuta, go rema mehlare ka fao go fetišišago le kgogolego ya mobu. Dinyakišišo tše di ikemišeditše go sekaseka mabaka ao a huetšago go šomišwa ga dikgong ka malapeng ka Masepaleng wa Selegae wa Thulamela. Dinyakišišo tše di šomišitše mekgwa ya dinyakišišo ye e hlakantšwego, ye e lego wa dinyakišišo tša bontši le wa dinyakišišo tša boleng. Dipotšišonyakišišo tšeo di beakantšwego ka seripa tše di nago le bobedi dipotšišo tša di nago le dikgetho le dipotšišo tšeo di nyakago gore motho a fe maikutlo a gagwe di šomišitšwe go kgoboketša tshedimošo ka malapeng. Tshedimošo ye e kgobokeditšwego e bile kudu tshedimošo ya boleng (ya dipalo le ya go hlophiwa) gomme monyakišiši o šomišitše menyu wa bokgafetšakgafetša go dira kakaretšo ya tshedimošo le go menyu wa go bea dilo ka dintlha ka Sehlopheng sa Dipalopalo sa Bašomi ba tša Mahlale a Leago (SPSS) bešene ya 25. Go bea dilo ka dintlha, monyakišiši o šomišitše teko ya Chi-square (χ2) go ela bogolo bja kamano magareng ga diphapano tše pedi tša magoro. Ge p-value e le ye nnyane go 0.05, go na le kamano ye bohlokwa magareng ga diphapano – ke gore, diphapano di a hlalošana. Dinyakišišo di hweditše gore dipharologantši tša ekonomi ya setšhaba tša go swana le letseno la kgwedi ka kgwedi, maemo a mošomo, bong, maemo a thuto a hlogo ya lapa, palao ya maloko a ka lapeng ao a šomago, tšhomišo ya tšhelete go enetši le mohuta wa mošomo di raloka tema ye bohlokwa ka mabakeng ao a huetšago go šomišwa ga dikgong. Ka lebaka la mabaka a, enetši ya dikgong e sa šomišwa bjalo ka methopo o bohlokwa wa enetši ke malapa a mantši ka nepo ya go fihlelela dinyakwa tša bona tša ka gae tša go apea le go ruthufatša dintlo – go sa kgathale gore bontši bja tšona ke tša mohlagase. Godimo ga fao, tlhokego ya thuto ya mabapi le tikologo, kabo ya mohlagase ye e sa tshepišego le maemo a bophelo ao a hlobaetšago ao a hlohleletšago bohloki ka dinagamagaeng di tsenya letsogo go tšhomišo ya dikgong go fetišiša ka malapeng. Dinyakišišo di hlagiša ditšhišinyo tša mabapi le go fokotša tšhomišo ya dikgong go fetišiša. Ditšhišinyo tše di akaretšwa go hlohleletša tšhomišo ya mohlagase wa go dirišwa leswa le ditheknolotši tša enetši tša sebjalebjale tša go swana le gase ya tlhago le mohlagse wa sola, gotee le ditofo tša go apea tšeo di kaonafaditšwego ka nepo ya go fokotša go šomiša kudu methopo ya tlhago le go thibela tšhilafatšo ya moya ya ka dintlong e lego seo se amantšhwago le bolwetši bja pelo le mahu. Gape go na le tlhokego ya go tliša temošo ya tša tikologo. Ke ka go diriša thuto fao e lego gore maikutlo a batho, ditebelelo le maitshwaro a bona mabapi le ditiro tša tšhomišo ya dikgong a tlago fetošwa. Tšwetšopele ya tlhabollo ya go ya go iule ka taolo ya go rema dikgong le go bjala mehlare fao go ka fokotšago go rengwa ga mehlare, tahlegelo ya mehutahuta ya diphedi, tlhaelelo ya dikgong le kgogolego ya mobu.
Environmental Sciences
M. Sc. (Environment Management)

Text in English with abstracts in English, Sepedi and Venda
Access to firewood and other affordable energy sources is essential to the livelihoods of rural households in developing countries. Studies have been conducted to understand the reasons behind an extensive reliance on firewood in rural areas, especially in developing countries, despite improved electrification rates and a number of government policies introduced to encourage rural households to switch from traditional to modern fuels. This study aimed at assessing and thus understand the factors influencing the use of firewood by households in Ga - Malahlela village in Limpopo Province. Limited research has been conducted on firewood use, subsequent to improved electrification in rural areas in South Africa, hence it was to shed light on this little-explored subject on which the study was carried out. The assessment was based on household demographics and household energy use patterns, with a structured questionnaire being utilised to arrive at a detailed understanding of the factors that drive firewood use. It was established that firewood was still used to a significant degree, to satisfy household energy needs such as cooking, water heating and space heating. This was mainly due to the socioeconomic status of households. Socio-economic factors such as income, education level, household size and preference were found to be the factors exerting the greatest influence on the use of firewood among households in the study area. Psychological variables and the geographical location of the study area were also shown to promote the use of firewood. The study further revealed that, as indicated in the reviewed literature, households in the study area fuel stack and do not ascend the energy ladder. The reviewed literature further indicated that not all factors have equivalent significance in determining the behaviour and pattern of household energy use. This indicates that energy sources such as firewood are not completely discarded but are instead used in conjunction with modern energy sources such as electricity. In conclusion, this study established that despite the availability of electricity, as a result of poverty and the lack of free basic services such as free basic electricity, reliance on firewood in rural areas will continue.
Go hwetša dikgong le methopo ye mengwe ya dibešwa tšeo di rekegago go bohlokwa go mekgwa ya malapa a dinagamagaeng go hwetša dilo tše bohlokwa tša bophelo dinageng tšeo di hlabologago. Dithutelo di phethagaditšwe go kwešiša mabaka ao a thekgago kholofelo go dikgong mafelong a dinagamagaeng a dinaga tšeo di hlabologago le ge go na le ditekanyo tše di kaonafaditšwego tša tlhagišo ya mohlagase le palo ya melaotshepetšo ya mmušo yeo e tsebišitšwego go tutuetša malapa a dinagamagaeng go fetoga go tloga go dibešwa tša sekgale go iša go tša sebjale. Thutelo ye e ikemišeditše go lekola ka gona go kwešiša mabaka ao a huetšago malapa a Motsaneng wa Ga-Malahlela ka Profenseng ya Limpopo go diriša ya dikgong. Dinyakišišo tše lekantšwego di phethagaditšwe ka ga tirišo ya dikgong ka morago ga tlhagišo ya mohlagase yeo e kaonafaditšwego mafelong a dinagamagaeng ka Afrika Borwa, gomme e be e swanetše go fa tshedimošo ka ga hlogotaba yeo e hlohlomišitšwego gannyane gore thutelo ye e phethagatšwe. Tekolo ye e theilwe go dipalopalo ka ga malapa setšhabeng le mekgwa ya malapa ya go dirišwa dibešwa, ka go diriša lenaneopotšišo leo le beakantšwego gore go fihlelelwe kwešišo ye e hlalošago ka botlalo mabaka ao a hlohleletšago tirišo ya dikgong. Go lemogilwe gore dikgong di sa dirišwa ka bontši bjo bo bonagalago go kgotsofatša dinyakwa tša malapa tša enetši tše bjalo ka go apea, go ruthetša meetse le go ruthetša lefelo. Se se be se swanela gagolo ka lebaka la boemo bja ka moo ekonomi e amago tšwelopele ya malapa. Mabaka a ka moo ekonomi e amago tšwelopele ya setšhaba a go swana le ditseno, boemo bja thuto, bogolo bja lelapa le tšeo di ratwago go hweditšwe go ba mabaka ao a hlohleletšago khuetšo ye kgolokgolo go tirišo ya dikgong gare ga malapa thutelong ye. Dielemente tšeo di ka fetolwago le lefelo tikologong ye e itšeng tša thutelo le tšona di bontšhitšwe go godiša tirišo ya dikgong. Thutelo ye gape e utollotše gore, bjalo k age go šupilwe dingwalong tšeo di lekotšwego, malapa a lefelong la thutelo a latela mekgwa ya dibešwa tša mehutahuta gomme ga a latele manamelo a enetši. Dingwalo tšeo di lekotšwego di laeditše go ya pele gore ga se mabaka ka moka ao a nago le bohlokwa bjo bo lekanago go šupeng boitshwaro le mokgwa tša tirišo ya enetši ka malapeng. Se se šupa gore methopo ya enetši ye bjalo ka dikgong ga se ya tlogelwa ka gohlegohle eupša e dirišwa mmogo le methopo ya sebjale ya enetši ye bjalo ka mohlagase. Go ruma, thutelo ye e utollotše gore le ge go na le mohlagase, ka lebaka la bohloki le tlhaelo ya ditirelo tša motheo tša mahala tše bjalo ka mohlagase wa motheo wa mahala, kholofelo go dikgong dinagamagaeng e tlo tšwela pele.
U swikelela khuni na zwiṅwe zwiko zwa fulufulu zwine zwa swikelelea ndi zwa ndeme kha u tsireledza zwo teaho zwa vhutshilo kha miṱa ya vhupo ha mahayani kha mashango o no khou bvelelaho. Ngudo dzo farwa u itela u pfesesa zwiitisi zwa u ḓitika zwihulwane nga khuni kha vhupo ha mahayani kha mashango ane a khou ḓi bvelela zwi si na ndavha na u khwiniswa ha u dzheniswa ha muḓagasi na tshivhalo tsha mbekanyamaitele dza muvhuso dzo ḓivhadzwaho u ṱuṱuwedza miṱa ya vhupo ha mahayani u bva kha u shumisa zwivhaswa zwa kale u ya kha zwa ano maḓuvha. Ngudo iyi yo livhiswa kha u asesa na u pfesesa zwiṱaluli zwine zwa ṱuṱuwedza u shumiswa ha khuni nga miṱa ya Muvhunduni wa Ga-Malahlela Vunduni ḽa Limpopo. Ṱhoḓisiso dzi si nngana dzo itwa nga ha u shumiswa ha khuni hu tshi tevhela u dzheniswa ha muḓagasi vhuponi ha mahayani Afurika Tshipembe, ho vha u bvisela khagala nga ha zwiṱuku zwo wanululwaho kha thero heyi ye ngudo ya i bveledzisa. U linga ho vha ho ḓisendeka nga ngudamirafho ya miṱa na kushumisele kwa fulufulu miṱani, hu na mbudzisombekanywa dzo dzudzanywaho dzo shumiswaho u swikelela kha u pfesesa nga vhuḓalo zwiṱaluli zwine zwa ta u shumiswa ha khuni. Ho dzhielwa nṱha uri khuni dzi kha ḓi shumiswa nga maanḓa u ḓisa ṱhoḓea dza fulufulu miṱani u fana na u bika, u vhilisa maḓi na u dudedza vhudzulo. Hezwi zwo tea nga maanḓa kha vhuimo ha matshilisano a zwa ikonomi miṱani: zwiṱaluli zwa ikonomi ya matshilisano zwi ngaho sa mbuelo, vhuimo ha pfunzo, vhuhulu ha muṱa na zwo no takalelwa ho wanwa uri ndi zwiṱaluli zwine zwa shumisa ṱhuṱhuwedzo khulwane ya u shumiswa ha khuni vhukati ha miṱa ya vhupo ha ngudo. Variabuḽu dza saikhoḽodzhikhaḽa na vhupo ha ḓivhashango zwa vhupo ha ngudo zwo sumbedziswa u ṱuṱuwedza u shumiswa ha khuni. Ngudo yo isa phanḓa na u wanulusa uri, sa zwo sumbedziswaho kha maṅwalwa o sedzuluswaho, miṱa kha vhupo ha ngudo i kuvhanganya fulufulu ngeno hu sina u gonya ha tshanduko ya kushumisele kwa fulufulu. Maṅwalwa o sedzuluswaho o sumbedzisa a tshi i sa phanḓa uri a si zwiṱaluli zwoṱhe zwine zwa vha na ndeme i linganaho kha u ta vhuḓifari na kushumisele kwa fulufulu miṱani. Hezwi zwi sumbedza uri zwiko zwa fulufulu zwi ngaho sa khuni a zwo ngo laṱelwa kule tshoṱhe fhedzi zwi shumiswa zwo ṱanganyiswa na zwiko zwa fulufulu zwa ano maḓuvha zwi ngaho sa muḓagasi. Ri tshi pendela, ngudo iyi i ta uri na musi muḓagasi u hone, nga nṱhani ha vhushayi na ṱhahelelo ya tshumelo dza muḓagasi wa mahala wa mutheo u fana na muḓagasi wa mahala wa mutheo, u ḓitika nga khuni vhuponi ha mahayani hu ḓo ḓi bvela phanḓa.
Department of Environmental Science
M.A. (Environmental Science)

This chapter examines the philosophical anthropology of Muhammad Iqbal's theory of khudi (selfhood or personhood). Asserting that this is Iqbal's greatest contribution to philosophy, it shows how Iqbal rehabilitated the concept and used it as the source of inspiration for the social reconstruction of Muslim society. Stripped of its selfish egotism, and rooted in Iqbal's epistemological metaphysics of intuition, khudi now becomes a positive signifier for a renewed identity for the individual and also the impetus for a creative revolution in the world. Indeed, in Iqbal's understanding, selfhood only triumphs through love of the divine, and when selfhood is realised then it becomes equal to the resurrection of humankind.

This concluding chapter details how Muhammad Iqbal aimed to re-establish Muslim dignity under the British Raj. Iqbal diagnosed a wound within the modern Muslim soul, caused by two injuries — first, a paternalistic colonialism justified through particular socio-political, philosophical, and religious doctrines and, second, the intellectual laziness and lack of courage on the part of the Muslims themselves. The medicine that Iqbal prescribes is the empowerment of the self (khudi). These newly empowered Muslims will be able to revitalise the community and confidently assert themselves against oppressive rule. However, in order to see a khudi-empowered community realised, Indian-Muslims need to be committed to instilling the necessary character traits within themselves.

Success of a housing program depends on compatibility of its housing provision with the needs, resources, and priorities of the target group. This is especially true for housing programs in developing countries, which often do not reach the urban poor. This paper argues that the main reason for their failure is the design approach that is used to develop them. The paper addresses two major questions: What is the framework that explains the success or failure of different housing programs? and, What design approach should architects adopt, and the role they should play, so as to reach the urban poor? Different households have different needs, resources, and priorities in various aspects of housing. The conventional design approach addresses only a few aspects and produces incompatible housing. An integrated design approach, on the other hand, addresses all related aspects of housing and achieves compatibility. The Khuda-ki-Basti incremental development scheme in Hyderabad, Pakistan demonstrates that compatible housing can reach the urban poor. To produce compatible housing, the conventional approach needs to be modified to an integrated approach. This, in turn, requires broadening the architects' role and changing the focus of architectural education in the arena of housing for the urban poor.