Papers by Shaikh Abdul Mabud
Well, evolution is a theory. It is also a fact . . . Facts are the world's data. Theories are... more Well, evolution is a theory. It is also a fact . . . Facts are the world's data. Theories are structures of ideas that explain and interpret facts. Facts don't go away when scientists debate rival theories to explain them. Einstein's theory of gravitation replaced Newton's in this century, but apples didn't suspend themselves in midair, pending the outcome. And humans evolved from ape-like ancestors whether they did so by Darwin's proposed mechanism or by some other yet to be discovered. (Gould, 1984, p. 118)
The study of nature by itself will not lead to God no matter how deeply one delves into the world... more The study of nature by itself will not lead to God no matter how deeply one delves into the world of matter. The heart of the observer must be responsive to the ‘wonders of God’ so that nature does not present itself as facts to be cast into neat mathematical formulas or just inspire awe and appreciation with no further elevation of the soul. Knowledge of the natural world reinforces evidence for the existence of the almighty Creator and strengthens the belief in meeting with Him ( bi liq ā ’ rabbihim y ū qin ū n ) for those who have opened their hearts to receive the eternal message contained in each speck of the universe. Doing more science will not make Muslims better morally or spiritually unless these values are actively sought and inculcated in their personal lives. Moral and spiritual training is an essential part of education and this training should be built into science education as well. Studying natural phenomena will lead to the knowledge of Allah ( ma ‘ rifatull ā h ) ...
Islamic Schooling in the West, 2018
Since the 1980s, many Islamic schools have been set up in Australia, Europe and North America wit... more Since the 1980s, many Islamic schools have been set up in Australia, Europe and North America with the aim of imparting Islamic education to children in an environment where they are able to develop a strong sense of religious and cultural identity and where their values are respected. These schools try to achieve some kind of integration between religious and secular education within an Islamic environment. This chapter makes a comparative study of the philosophical principles of Islamic and secular schools and highlights their distinctive features. The chapter also discusses how to develop an educational curriculum that encourages pupils to practise Islamic values and develop mutual respect.
A. Concept of Knowledge in Islam s the Islamic religion encompasses all aspects of human life her... more A. Concept of Knowledge in Islam s the Islamic religion encompasses all aspects of human life here and in the hereafter, all types of knowledge pertaining to human life comes under the purview of religion. The fact that the same word, 'ilm is used for knowledge for both acquired knowledge and revealed knowledge shows that there is an organic relationship between the two. This interconnection among all types of knowledge is provided by the concept of tawḥīd that is, Islamic monotheism or the concept of unity that seamlessly binds all types of knowledge into a unified whole and connects it to the One who is the source of Knowledge. The word 'ilm in the Qur'ān is used in a broad sense and includes a broad spectrum of knowledge, that is the knowledge of both the visible and the invisible worlds and God is the Knower of both ('ālim al-ghayb wa al-shahādah). Although 'ilm signifies all types of knowledge, not all of them are of the same status. To acquire the knowledge...
Globalisation, Education, and Reform in Brunei Darussalam
Journal of Biological Education, 2009
After more than 25 years of teaching evolution and engaging in endless debates with professional ... more After more than 25 years of teaching evolution and engaging in endless debates with professional creationists, I am deeply disappointed to see that we are right where we started. In the early 1980s just less than half of the American public said they believed that the world is less than ...
British Journal of Religious Education, 1992
British Journal of Religious Education, 1992
There exists a genuine debate in the field of evolutionary biology that has not been resolved dur... more There exists a genuine debate in the field of evolutionary biology that has not been resolved during the course of one hundred and fifty years, and there is no sign at the moment of its imminent resolution. In fact, there are many non-religious non-creationist scientists from diverse fields of biological sciences who do not accept the validity of the theory of evolution. Despite this, school textbooks tend to promote the theory as an established fact. The author argues that pupils should be presented with both sides of the argument so that they are able to develop a balanced view of the theory of evolution.
Philosophies of Islamic Education: Historical Perspectives and Emerging Discourses, 2016
Eight World Conferences on Muslim Education have been held since 1977. The debate of these confer... more Eight World Conferences on Muslim Education have been held since 1977. The debate of these conferences was to do with a choice between two mutually exclusive systems of education: secular education based on man-made philosophies that deny or ignore the existence of a Creator and an Islamic education characterized by Islamic religious principles and the intellectual traditions of Islam. This article will look at the rationale behind the formulation of ideas that radically departed from what was in vogue in the educational parlance of most Muslim countries. Inspired by the rich intellectual tradition of Islam, the organizers and participants of these conferences searched for ideals of education that are Islamic, modern and a fitting response to the challenges of secularization. With scholars trying to refine and implement the concepts of “Islamization of education” and “Islamization of knowledge” that gained new impetus as a result of these conferences, the agenda of Islamic education has moved forward. The development and implementation of a comprehensive Islamic education system as envisaged by the organizers of these conferences have been met with philosophical, political, financial and organizational hurdles. But the impact of these conferences can be seen most clearly in the rise of certain educational institutions across the world. The agenda of Islamic education has now diversified and is being pursued at different levels by various groups. The future of Islamic education lies in developing an atmosphere of critical thinking that can engage the Muslim scholars with the modern world: the debate now is the nature of the hermeneutics that will preserve the permanence of the Islamic principles while maintaining a balance between tradition and modernity.
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Papers by Shaikh Abdul Mabud