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  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

 

Views from the Madrasa: Islamic Education in Bangladesh PDF Print E-mail

Mumtaz Ahmad

Executive Summary

This paper examines tertiary-level Islamic education in Bangladesh, providing in-depth analysis of the relationship between madrasa education and Islamist and radical politics. The report examines the political consciousness of madrasa teachers and graduate students in Bangladesh, and analyzes their worldviews with regard to the West and the United States. The report reviews student and teacher responses to negative media coverage of madrasa education in Bangladesh while also looking at the alleged connections between madrasas and militancy. The paper concludes with a look at the mushrooming growth of ulama-led non-governmental organizations (NGOs) in Bangladesh.

 
Reform of Higher Education in Muslim Societies PDF Print E-mail

As part of its ongoing efforts to address the multi-faceted crisis of education in the Muslim world, IIIT organized a two day symposium entitled “Reform of Higher Education in Muslim Societies”. The symposium was held in collaboration with the Woodrow Wilson International Center for Scholars in Washington DC and took place at the Wilson Center’s headquarters on December 9th and at IIIT headquarters in Herndon, Virginia, on Dec 10th, 2013. The main objectives of the symposium were: 1) to identify the root causes of the crisis of higher education in Muslim societies, 2) to examine the current manifestations of the crisis and its implications for socioeconomic development in Muslim countries, and 3) to discuss possible pathways to reform that involves governments, institutes of higher learning and other civil society organizations. About thirty scholars, experts and opinion leaders from different backgrounds and institutions participated in the roundtable discussions that extended between Dec 9th and Dec 10th, 2013.

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Islamization of Knowledge: Survey and Selected Issues PDF Print E-mail

M. Aslam Haneef

In one of the early writings discussing the rise of fundamentalism in the Arab world, Dekmejian (1985)  provides a list of events which to him, constitutes the ‘militant form‘ of Islamic fundamentalism at the turn of the 15th hijri century. The Islamic revolution in Iran, the takeover of the Grand Mosque in Makkah, resistance to the Soviet occupation in Afghanistan, armed opposition in various Arab countries, the assassination of Sadat, and other forms of armed attacks and struggle throughout the middle east are some examples of this 'militant form.' There is no doubt that these events occurred and did represent one dimension of a complex and wide-ranging phenomenon called the Islamic resurgence.

 

However, another dimension of this ―Islamic resurgence‖ that has not received as much attention from analysts like Dekmejian and many other experts on Islam in the west has been the intellectual dimension. Even the highly acclaimed University of Chicago study on Fundamentalisms did not focus sufficiently on the intellectual movements of the last three decades of the 20th century although the first volume on Fundamentalisms and Society claimed to assess the ‘progress of fundamentalist leaders and movements in their attempts to reorder scientific inquiry, to reclaim the patterns of traditional family life and interpersonal relations, and to reshape education and communication systems.‘

 
Islamization of Human Knowledge PDF Print E-mail

Mohd Kamal Hassan
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1.    The Importance and Role of Human Knowledge in the Worldview of Islam

It is clear from a comprehensive study of the Qur’an that it emphasizes the special position of human beings as Allah’s most honored creation who are destined to construct a holistic civilization, by managing and developing the world’s resources based on the guidance and knowledge from Divine revelation (al-wahy al-Ilahi) as well as the exertions of the human intellect (al-‘aql al-insani) and will. While reaffirming the supremacy of Divine revelation, the Qur’an teaches that the sound human intellect has been entrusted by Divine revelation to play crucial roles in the confirmation of revealed truths and the development of all fields of human knowledge necessary for effective and wholesome human vicegerency on earth. Thus, there should not be any conflict between Divine revelation and sound human reason.

The Islamic postulate that human beings have to seek and pursue knowledge within the epistemology and ethic of Tawhid (affirmation of the uncompromising oneness of Allah) and servitude (‘ubudiyyah) to Allah (S.W.T.) can be traced back to the very beginning of the descent of Divine revelation to Prophet Muhammad (S.A.A.S) – “Iqra’ bi-ismi Rabbika alladhi khalaq….” (Q.96:1-5).  Knowledge, being a very special gift and trust bestowed by the Creator, Master, Ruler and Sovereign of mankind to the best of His creatures,  would only serve its true purpose – to serve the will of the Sovereign Master – if it is imbued with the servant’s deep and abiding faith in the Master; consciousness of dependency upon the Master’s munificence and absolute power; awe and fear of incurring the displeasure of the Compassionate Master lest the servant becomes ungrateful, forgetful, negligent of his/her duties or misuse the knowledge obtained, or falls sway to the influence of base desires, fleeting pleasures  of worldly life, false gods or temptations arising out of Satanic insinuations, while fulfilling his/her responsibility in the life of this world.

 
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