Paper 2: Developing Scientific Thinking Methods and Application in Islamic Education
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Paper 2: Developing Scientific Thinking Methods and Application in Islamic Education
In this writing project, I want to analyze the pieces that make up the scientific process, as we understand it today. The article I found was about trying to bring together scientific teaching with Islamic teaching. This presents some challenges because science is based on reasoning, whereas Islam asks us to suspend reasoning for a bit and have faith in God. What is interesting though is that the scientific method is claimed to have been an invention by Islamic scientists. To look at this historical perspective will also help break down my understanding of how science operates not only at the University but in the world.
The contribution of Islam to the development of science is not well understood by many people. According to Iqbal (2007), the concept of Towhid which encapsulates the oneness of God views science as a basic component of Islam just like all the other branches of knowledge are. Thus, Islam recognizes science as being consistent with the message of Allah and as a valid technique for recognition and identification of divinity. Based on this realization, Islamic scholars were at the forefront in advancing the methods of science together with Islamic civilizations in the period starting from the 8th to the 16th centuries before the Muslim world became colonized (Al-Sharaf, nd; Sabra, 1996).
There is wide agreement that the modern method of science was introduced by Islamic scientists. This is interpreted to mean that Islam is not at odds with science (Briffault, 1928; Gorini, 2003; Iqbal, 2007). Critical reasoning forms the centerpiece of the modern scientific process. Islam as a faith has traditionally reflected critical thought, a concept that is clearly embedded not just in Islamic traditions but also in Islamic teachings. A few examples will suffice to illustrate this point. The refrain in Sunna and Qur’an is lends considerable significance to critical reasoning and preaches the importance of applying logical and rational thinking that can be demonstrated scientifically. Prophet Mohammed teaches Muslims to reflect critically over the objects present in the universe but restrains them not to ponder bout God’s nature (Fathu-I-Baarii, 13/383). Various other verses in the Holy Quran exhort believers to apply their minds critically, explore the universe, and reflect upon the entire creation.
From a historical perspective, Islam helped to nurture the growth of science. The role of Islam in advancing scientific thought and critical reasoning is supported by several texts. This is well elaborated by Tolson (2007) who writes that Muslim scholars helped in the translation of texts on mathematics, science, and Greek medicine between the 9nth and 13th centuries. Muslim scholars also came up with better methods of performing surgical operations, innovated optical devices and developed the science of optics, and generated new knowledge on the study of the universe. They also gave algebra its name and refined algebra (Tolson, 2007). Islam not only exhorts believers to engage in critical thinking but also urges them to seek life-long learning. As stated by Al-Sharaf (nd), scholars are valued highly in the Holy Quran and are compared to angels. Their place is higher than the place of ordinary men. This elevation of scholars is reflected by the various verses scattered in Quran.
Critical reasoning aside, there is further evidence to support the importance with which Islam attaches scientific thought. The curricula of early Islamic learning centers show that science was held in high esteem. Most curricula discourage learning by rote and encourage students to apply critical thinking in their education. Teachers are exhorted to help their students apply their reasoning skills rather than engage in memorization of texts. There were learning circles run by Muslims and which sought to impart knowledge of languages and sciences. Teaching styles used are reflective of the esteem with which the scientific knowledge was held by Muslim scholars. Language was by way of demonstrations, small study groups, inculcation, and collaborative work. These show that learning was an interactive process and purely involved the scientific method where hypothesis formation was an initial step (Al-Kandari, 2004). The role of the teacher as an introducer of new knowledge was complemented by the role of the student in actively grappling with this knowledge. The Islamic curricula used in those early days formed the foundations of modern educational theory (Al-Sharaf, nd).
Finally, philosophical questions of the Greek, Indians, and Persians are seen to have formed the foundation of Islamic philosophy. Islamic epistemology contemplates deduction from the unknown to the known and this is the basis of modern science.
Despite the plethora of evidence presented above, there are still unresolved issues about the apparent contradiction between Islamic teaching and science. This is primarily manifested by the second aspect of Islamic epistemological thought which brings in the perspective of prophecy where knowledge is not gained through a deductive assessment but by some divine power. These are so of the questions which I hope to help resolve by pursuing this course.