Featured Books

more books

Must Read

  1. Islamisation of Knowledge: Problems, Principles and Prospective click
  2. Islamic Thought in the Modern World click
  3. An Approach to Knowledge and Human Limitations click
  4. The Balance Sheet of Western Philosophy in this Century click
  5. Man between Two Laws: A Qur’anic Perspective in Understanding Self and Understanding the Other click


Islamization of Knowledge
Some Factors which Promote and Restrict Islamization in America PDF Print E-mail

Akbar Muhammad

Let me begin with a brief explicatory statement about the word ‘Islamization.’ I use this term here in reference to a two-stage process. The first stage is conversion to Islam,’ and the second is the reinforcement, strengthening or deepening of Islam in the individual. Of course, most Muslims in the world are born into a Muslim family, and thus they do not pass through the first stage, or so it would seem. But many of them do have social, intellectual and spiritual experiences which are the essence of the second stage of Islamization. An example of this would be the effects of the international phenomenon called “the resurgence of Islam”.

Al Faruqi and Beyond: Future Directions in Islamization of Knowledge PDF Print E-mail

Ilyas Ba-Yunus

Ever since the Western colonization of Muslim countries, a number of Muslim reformers have been concerned with the inadequacy of the Islamic educational system. First, the primary motive of the colonial administration was to prepare the colonized Muslim populations to run their administrative machinery. Thus, they started by teaching their Western languages to the indigenous colonized populations. Then, they introduced their laws and imposed them on the colonized populations. Consequently, the Muslim educational system, based primarily on the Quran and the Sunnah  necessitating the learning of Arabic and an exposure to the Shariah, was rendered meaningless. It did not pay to be a graduate of the Islamic curriculum only.

Shariati and the Reconstruction of Social Sciences PDF Print E-mail

Mohammad Yadegari

Ali Shariati was a Muslim reformer who laid much of the intellectual groundwork for the Iranian revolution of 1979. His inspiring speeches and written works aroused the people, particularly the students, to the state, where they were easily mobilized by Khomeini and his co-workers. Killed by the Shah’s agents in London in 1977, he is still remembered as a great martyr to their cause. His ideas on the nature of Islam are of interest to us today. Ali Shariati was born in 1933 in the village of Mazinan near Sabzawar in Khurasan, Iran. He came from a family whose members were known for their scholarship, knowledge, and righteousness. He attended the Teacher’s Training School, and taught in high school for some years before pursuing graduate work in Europe. He was also active in his father’s Center for the Propagation of Islamic Truth.

Shariati’s views were greatly influenced by his learned father who was fortunate enough to acquire a personal library of nearly two thousand books. He was also influenced by the political events in Iran, especially during Dr. Muhammad Mosaddeq’s premiership, and by the various underground movements after the fall of Mossadeq in 1953. Particularly important was the Muslim Socialist Movement founded in the early 1940’s in Tehran. This group believed in Islamic ideals but emphasized the socialistic tendencies of its economic system. In the manner of Amir Ali, the author of Spirit of Islam, Shariati wanted to emulate the lives and ideas of early Muslims whom he admired. He often referred to Prophet Muhammad, Abu Dhar al-Ghaffari, Ali, Husayn, and others as men who ought to be followed as examples.

Islamization of Knowledge: A Response PDF Print E-mail

Fazlur Rahman

The subject addressed here is obviously not new to the readership. It has been discussed, written about and, I think, debated in this journal and elsewhere for some time. My aim in the following pages is to give this subject a perspective based upon my own experiences in both Islamic and Western learning.

‘Ilm (knowledge) is, of course, fundamentally important for man. When Allah (SWT) created ’Adam (AS), He gave him ‘ilm. So, in the case of man, ‘ilm is as important as wjd (existence). If man had only wujud and no ‘ilm, he would be of little consequence. The Qur’an tells us that when Allah (SWT) wanted to create ’Adam (AS), He informed the angels. They, however, did not like the idea. They responded: “Why are You creating this creature on the earth who will sow mischief therein and shed blood? We are here, praising Your Holiness, and exalting Your Glory.” In His reply, Allah (SWT) did not deny the charges that the angels brought against ’Adam (AS), but simply said: “I know what you do not know.” Then, after creating ’Adam (AS), Allah (SWT) brought the angels and ’Adam (AS) face to face, and asked the angels: “Tell me the names of these things?” It was a test: the original primordial test. The angels replied: ”Glory be to You! We do not know; we know what You have told us; we do not know anything else.’’ ’Adam (AS), however, in whom God had put the capacity for creative knowledge, was able to name these things. Thus, man, ’Adam (AS), possesses a great capacity for knowledge. Neither angels, nor any other creature have this capacity.

Contemporary Islamization of Knowledge: Can It Be Revitalized PDF Print E-mail
contemporary Islamization of Knowledge
FileDescriptionFile size
Download this file (Contemporary IOK - can it be revitalized.pdf)Contemporary IOK - Can it be revitalized? 20 Kb
Institutionalization of “Islamization of Knowledge” in Malaysia: Present Problems and Future Prospect PDF Print E-mail

Prof Dato’ Dr. Md Salleh Yaapar
Universiti Sains Malaysia

Draft paper presented at the 2nd FOCUS Meeting, 23-25 January, 2009, Ampang, Malaysia


This brief presentation deals with the present attempt at “Islamization of Knowledge” in Malaysia, specifically at various institutions of higher learning. The institutions dealt with are grouped under two categories, namely those that overtly call themselves “Islamic” and those that are not.

Past Glory

As a people the Muslims used to be strong and significant. They upheld traditional Islamic values, intellectually exerted their energies in multiple fields, and were guided by the Islamic weltanschauung. As such their presence and intellectual contributions were well acknowledged for centuries, even by their enemies. Classical Islamic civilization that flourished in Andalusia and other places was so brilliant and forceful that it even influenced the development of knowledge and civilization in the West.


Dipresentasikan pada seminar yang diselenggarakan hari Jum’at, tanggal 30 Januari 2009, di Kampus Pasca Sarjana Institut Agama Islam Negeri (IAIN) Palembang oleh Professor Dr. Omar Hasan Kasule Sr. MB ChB (MUK), (MPH) Harvard, DrPH(Harvard) Professor Epidemiologi dan Kedokteran Islam Universitas Brunei Darussalam dan Profesor Tamu Epidemiologi Universitas Malaya. EM This e-mail address is being protected from spambots. You need JavaScript enabled to view it WEB: http://omarkasule.tripod.com

Makalah ini berdasarkan tesis bahwa reformasi epistemologis sangat penting untuk pendidikan yang bermutu. Makalah ini dimulai dengan meringkas konsep dasar dan paradigma epistemologi Islam dan metodologi penelitian. Selanjutnya membahas krisis terkini menyangkut pengetahuan dan pendidikan umat, yaitu rendahnya motivasi belajar, serta kurangnya rasa cinta dan penghargaan terhadap ilmu pengetahuan. Solusi dari krisis pendidikan akan diawali dengan perbaikan epistemologis dalam setiap disiplin ilmu pengetahuan. Perbaikan epistemologis didefinisikan sebagai identifikasi bias-bias paradigma dasar dan metodologi penelitian yang mencerminkan cara pandang dunia yang tidak tauhid. Hal ini diikuti pula dengan pembentukan kembali konsep dasar epistemologis dan paradigma dari berbagai disiplin ilmu dari paradigma tauhid yang bercirikan objektivitas, istiqamat al ma’arifat, dan penyeragaman, ‘aalamiyyat al ma’arifat dari pengetahuan. Makalah ini mendeskripsikan dengan jelas pendekatan-pendekatan penting dalam setiap disiplin ilmu pengetahuan. Kesimpulan makalah ini adalah bahwa kualitas belajar dan penelitian akan tercapai setelah ada perbaikan epistemologis, yang dapat mendorong peserta didik dan pengajar untuk mengejar pengetahuan dalam bingkai tauhid yang membentuk cara pandang terhadap dunia dan nilai-nilai dalam diri mereka.

FileDescriptionFile size
Download this file (Epistemologi-Islam-integrasi-ilmu-IAIN-Palembang[1].pdf)Epistemology Islam dan Integrasi Ilmu 119 Kb
Reformulation of Educational Policies in Integration of Knowledge in the Islamic University PDF Print E-mail



FileDescriptionFile size
Download this file (Turning the pages of science istory back to the Muslim world.pdf)Turning the pages of science history back to the Muslim world 336 Kb
<< Start < Prev 1 2 3 4 5 6 7 8 Next > End >>

Page 6 of 8