Omar H. Kasule

Epistemologi Islam dan Integrasi Ilmu Pengetahuan pada Universitas Islam

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 pendekatanpendekatan 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.

Islamization of the Curriculum: The Islamic Input in the Medical Curriculum (IIMC) at the Kulliyyah of Medicine

Paper presented at the Ibn Sina Medical College Dhakka Bangladesh on 31st March 2007 by Professor Omar Hasan Kasule

INTRODUCTION TO THE ISLAMIC INPUT CURRICULUM

The main motive of IIMC is to resolve the crisis of duality or dichotomy manifesting as teaching Islamic sciences separately from medical disciplines by different teachers and in different institutions. IIMC resolves the crisis of duality by insisting that Islamic concepts should be taught by the same people who teach medical disciplines. All lecturers in the Kulliyah of Medicine go through a Diploma in Islamic Studies (DIS) whose modules are exactly the same as the modules of IIMC. This prepares them to be effective teachers of IIMC.

Islamic Medical Ethics with Special Reference to Maqasid al Shari'at

The paper uses the theory of Purposes of the Law, maqasid al shari’at, to discuss contemporary ethico-legal issues in medicine relating to reproductive technology (assisted reproduction, contraception, abortion, sex selection, and genetic testing), end of life issues (artificial life support, euthanasia), transplantation (stem cells and solid organs), cosmetic and reconstructive surgery, post-mortem issues (embalming, cryopreservation, and autopsy), and research (human and animals). Ethical procedures conform to and do not violate the 5 maqasid al shari’at which are: preservation of diin, hifdh al ddiin; preservation of life, hifdh an nafs; preservation of progeny, hifdh al nasl; preservation of the intellect, hifdh al ‘aql; and preservation of resources, hifdh al maal. Also used in the discussion are legal axioms, qawa’id al shari’at, that assist in ethico-legal reasoning.

Islamic Medical Education: Purpose, Integration and Balance

Modern secular-oriented medicine is fragmented by organ as well as disease process and is not holistic. It lacks a sense of balance, mizaan. It is atomistic and not synthetic because it does not have an underlying integrative paradigm. It is disease and not health-oriented. It has a uniformly negative view of illness and does not acknowledge the positive aspects. It ascribes cure of disease to human effort and does not recognize divine intervention. It focuses on quantity of life and not on quality. Islamic medical education can overcome the limitations mentioned above. Islam can provide an integrative tauhidiparadigm to replace the non-tauhid world-view in medicine. The Qur’anic concepts of wasatiyyat, mizaan, i’itidaal, and tadafu’u provide a conceptual framework for balanced medical teaching and medical practice. The aim of Islamic medical education is producing physicians whose practice fulfills the 5 purposes of the Law within a holistic tauhidi context. Further reform of medical education will involve using a wide range of admission criteria and not relying on academic grades, reforming the curriculum to have more apprenticeship, and research-based education and training.

Islamic Medical Education: Purpose, Integration and Balance

Modern secular-oriented medicine is fragmented by organ as well as disease process and is not holistic. It lacks a sense of balance, mizaan. It is atomistic and not synthetic because it does not have an underlying integrative paradigm. It is disease and not health-oriented. It has a uniformly negative view of illness and does not acknowledge the positive aspects. It ascribes cure of disease to human effort and does not recognize divine intervention. It focuses on quantity of life and not on quality. Islamic medical education can overcome the limitations mentioned above. Islam can provide an integrative tauhidiparadigm to replace the non-tauhid world-view in medicine. The Qur’anic concepts of wasatiyyat, mizaan, i’itidaal, and tadafu’u provide a conceptual framework for balanced medical teaching and medical practice. The aim of Islamic medical education is producing physicians whose practice fulfills the 5 purposes of the Law within a holistic tauhidi context. Further reform of medical education will involve using a wide range of admission criteria and not relying on academic grades, reforming the curriculum to have more apprenticeship, and research-based education and training.

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