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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

 

Medicine
Integrating Islamic Value In Medical Teaching Curriculum: IIUM Experience PDF Print E-mail

Ariff Osman

Training and education is about moulding human being. In the context of training and educating of future doctors, medical students are trained to become safe doctors as defined by the learning outcomes of the curriculum. The educator and trainer in whatever designation (teacher, professor,preacher or counsellor) are responsible to enhance the mental development of the students or trainees by enhancing their analytical and methodical power, and not trying to make them learnt and memorize all the time. In educating future doctors from the Islamic perspective, it is desirable that students are inculcated with the correct mindset that is in consonant with the Islamic worldview and principles, such as "Doctor as an agent of healing and Allah is the Ultimate Healer" and "Work as ibadah".  A correct mindset is an important driving force that motivates students to learn medicine in a proper way and thus shall be the foundation of Islamic medical professionalism, which sought to transform medical students to become caring and safe doctors desired by patients. According to this ideal, it is the fundamental duty of doctors to ensure that they have the necessary expertise as described by the profession, observing good ethical behavior (akhlaq), having good communication skills and exhibiting compassion in carrying out their professional duties. These are the haracteristics of a safe doctor where most patients would feel safe and comfortable to receive their care that should be developed and nurtured during the training period.…full text in PDF

 
Medieval Islamic Medicine PDF Print E-mail


Peter E. Pormann and Emilie Savage-Smith, Washington, DC: Georgetown University Press, 2007. 223 pages.

One of the acknowledged contributions to late medieval western education was the tradition of Islamic medicine, both for its role in preserving earlier Greek medical knowledge and, as the authors of this book demonstrate, for innovative and creative advances in medical diagnosis, treatment, and patient care. Pormann and Savage-Smith provide an informative overview of the history of medicine in the Islamic world, from the Prophet’s sayings to the period of extensive contact with European colonialism. Their work supplements and updates the slim volume of Manfred Ullmann, to whom this book is dedicated, entitled Islamic Medicine (Edinburgh University Press: 1976).

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Bioethics & Organ Transplantation in a Muslim Society: A Study in Culture, Ethnography, and Religion PDF Print E-mail

Farhat Moazam, Bloomington: Indiana University Press, 2006. 264 pages.

Farhat Moazam was born in Pakistan and attended medical school there. For many years, she pursued her surgical and pediatric training in the United States, witnessing not only scientific progress in organ transplantation but also the rise of modern secular bioethics, the advocacy of individual rights and patient autonomy, and feminism(p. 175). Equipped with such privileged knowledge, she obtained high-ranking positions back in Pakistan, reflecting her competence as both a medical doctor and a medical ethics specialist.

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Islamic Medical Education: Purpose, Integration and Balance PDF Print E-mail

Omar H. Kasule

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 tauhidi paradigm 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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Islamic Medical Ethics with Special Reference to Maqasid al Shari'at PDF Print E-mail

Dr Omar Hasan Kasule

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.

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