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  1. Islamisation of Knowledge: Problems, Principles and Prospective click
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  5. Man between Two Laws: A Qur’anic Perspective in Understanding Self and Understanding the Other click

 

Omar Hasan Kasule
Knowledge and Tajdiid, al ‘ilm wa al tajdiid PDF Print E-mail

Omar H. Kasule 

1.0 CHARACTERIZATION OF KNOWLEDGE, sifat al ma’arifat
1.1 Qur'anic terms for knowledge, mustalahaat qur’aniyat ‘li al ma’arifat
The Qur’an uses the following terms to refer to knowledge: ‘ilm, ma’arifat, hikmat, basiirat, ra’ay, dhann, yaqeen, tadhkirat, shu’ur, lubb, nabau, burhan, dirayat, haqq, and tasawwur. The term ‘ilm is used in the Qur’an to refer to knowing. The term ma’rifat is also translated as knowledge but this is knowledge of a lesser degree of certainty than ‘ilm. The term ma’arifat is preferred in most discussions of human knowledge because of the uncertainty of human knowledge. Ma’arifat is preceded by ignorance an indication of the need for humans to actively search for knowledge. The Qur’an uses ma’arifat only as a verb, ‘arafa, indicating acquisition of new information or reaffirming old information. Hikmat is a higher level of knowledge above ‘ilm that interprets and uses factual information within a moral context. The Qur'an has described hikmat as knowledge and understanding.

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0904P-The Islamic Input in the Medical Curriculum PDF Print E-mail

Omar H. Kasule

The Islamic Input into the Medical Curriculum (IIMC) has become a reality in several medical schools over the past decade. The Kulliyah of Medicine of International Islamic University Malaysia taught medicine with embedded Islamic values was taught at Kuantan from July 1997 to date. IIMC involved integrating Islamic values and Law in the teaching and practice of medicine. At the Institute of Medicine, Universiti Brunei Darussalam, the Islamic perspective of medicine (Islamic Medicine) has been an integral part of the curriculum since August 2005 until now with IIMC being taught under the theme of Personal and Professional Development (PPD).
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0904P-Islamic Epistemology and Integration of Knowledge in the Islamic University: The Islamic Epistemology and Curriculum Reform Project PDF Print E-mail

Omar H. Kasule

The paper is based on the thesis that epistemological reform is necessary for educational excellence. The paper starts by summarizing basic concepts and paradigms of Islamic epistemology and methodology of research. It then discusses the current crisis of knowledge and education in the ummat manifesting as low motivation for learning and love or respect for knowledge. The solution of the education crisis will start by epistemological reform in each of the disciplines of knowledge. Epistemological reform is defined as identifying biases in basic paradigms and research methodology that reflect a non-tauhidi world-view. This is followed by reformulating basic epistemological concepts and paradigms of various disciplines from a tauhidi paradigm characterized by objectivity, istiqamat al ma’arifat, and universality, ‘aalamiyyat al ma’arifat, of knowledge. The paper briefly describes the necessary approaches in each discipline of knowledge. The conclusion of the paper is that excellence in learning and research will be achieved after epistemological reform that will motivate students and teachers to pursue knowledge within the tauhidi framework that conforms to their inner values and world-view.
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Reforming a Curriculum PDF Print E-mail

Reforming a Curriculum
Dr. Omar Hasan Kasule

I’m glad to find you & thank you very much to come in this afternoon. I hope all of you have got this copy of outline ‘Reforming a Curriculum’. This outline is my idea about how eventually we can reform the curriculum but the moment we need to prepare the basic concept, basic ideas & materials. There needs a lot of effort so nobody should think that curriculum reform is too much easy. We should be very realistic. It requires working consistently. We need to make materials, publish it, and distribute it, lets others comment on it. It’s a long process. But what will happen i.e. time to time the Government of Bangladesh or the donor countries provide helps they come & say you must do curriculum reform. Normally they don’t want to change the curriculum unnecessarily. What they want, they also have their own vision. So the opportunity will come. In universities in every year 2-3 opportunity will come to change. You can’t enter the process. But if you are already prepared then you can come. But you need to be ready So what I want to go through. How university changes their curriculum when they will ask you then you can tell, yes we are already prepared. You have ideas about what we are doing now improving / reforming each discipline. As you have ideas, you can have big impact and big influence.

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Islamic Epistemology and the Solution of the Education Crisis: Q&A Session PDF Print E-mail

Islamic Epistemology and the Solution of the Education Crisis
Q&A Session
Dr. Omar Hasan Kasule
People read, exchange views, exchange ideas; these ideas keep on growing, and develop. Instead of meeting here & there, we talk about the same thing year after year. Accumulation of the literature can really help the project to grow ahead. So on my side that’s I want to do. BIIT locally can make good plan to make sure. It’s not that only to talk but there should be follow-up & then the courses will be successful.

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Crisis of Knowledge, azmat al ma’arifat PDF Print E-mail

Dr. Omar H. Kasule

This paper describes the crisis in education because of the dichotomy between traditional and modern forms of education. The dichotomy is a contributing factor to the weakness of the ummah. It provides an example in medical education in which an attempt is made to resolve the crisis.

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Methodology of Knowledge PDF Print E-mail

Dr. Omar H. Kasulekh

1.0 IMPORTANCE OF METHODOLOGY
1.1 PROTECTION FROM MISTAKES / BIAS:
Methodology is needed to be able to protect the researcher from mistakes due to inconsistencies of personal bias. Study of methodology is rapidly emerging as an important and independent field.

1.2 DISCIPLINE DEFINITION
Methodology and not content defines a discipline; a discipline cannot be recognized as independent until it evolved a methodology.

1.3 A COMMON METHODOLOGY
There is a methodological framework common to all disciplines since there is Tauhid of knowledge and the source of knowledge is one. This common methodology can be reached by deep study and reflection of any discipline.

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Epistemological Reform for Educational Excellence PDF Print E-mail

Dr. Omar H. Kasule

The paper is based on the thesis that epistemological reform is necessary for educational excellence. The paper starts by summarizing basic concepts and paradigms of Islamic epistemology and methodology of research. It then discusses the current crisis of knowledge and education in the ummat manifesting as low motivation for learning and love or respect for knowledge. The solution of the education crisis will start by epistemological reform in each of the disciplines of knowledge. Epistemological reform is defined as identifying biases in basic paradigms and research methodology that reflect a non-tauhidi world-view. This is followed by reformulating basic epistemological concepts and paradigms of various disciplines from a tauhidi paradigm characterized by objectivity, istiqamat al ma’arifat, and universality, ‘aalamiyyat al ma’arifat, of knowledge. The paper briefly describes the on-going experiment of an Islamic Input in the medical curricula. The conclusion of the paper is that excellence in learning and research will be achieved after epistemological reform that will motivate students and teachers to pursue knowledge within the tauhidi framework that conforms to their inner values and world-view.

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