Five Days of Learning and Unlearning: A Brief Summary of my Participation in an Online Five Days Teacher Training Program.

By

Sheikh Javaid Ayub

Five Day’s International Teacher Training Program was organized by Government Degree College Kilam Kulgam in collaboration with the Nursi Society Turkey. The main theme of the program was captioned in its title which reads as ‘Strong Belief and Sound Character through Science and Islam: 5D Thinking Approach.’ The program started on December 11, 2021 at 11: am and concluded on January 15, 2021 at 5:30 pm.

Knowledge can be defined as the outcome of the encounter between human mind and its environment.  If so, then the pedagogy for encountering the environment needs to be defined and understood. This pedagogy is always in the social by the social and for the social. Knowledge, therefore, is social, hence according to a particular worldview. The epistemology of science, therefore, cannot be concerned with the anatomy of that knowledge rather it has to deal with the mental frameworks of the scientists engaged in scientific activities. These frameworks, as we believe, have a sociological origin therefore; sociology of science is as important an area as science itself. The purpose of the epistemology of science must expand to the area of tracing the mental frameworks and world views held by the scientist community while engaging itself in any scientific activity. The history of science, therefore, should not become a discipline that chronicles successive increments and the obstacles that have inhibited their accumulation-as Thomas Kuhn states that history of science has to take into consideration not only the scientific truths (if they may be called so) of the times but also the frameworks which run parallel to the facts and in fact the scientific truths emerge and are commensurable to that worldview (Kuhn, 2012: 111-134).

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CALL FOR PAPERS: 2 DAY ONLINE INTERNATIONAL CONFERENCE

RETHINKING FAITH, EDUCATION AND SCIENCE IN THE MUSLIM WORLD: THE PARADIGM OF BEDIUZZAMAN SAID NURSI
19-20 October 2020

Department of Islamic Studies, Islamic University of Science and Technology in Collaboration with Nursi Society

BACKGROUND IDEA:

Islam and Muslims across territorial boundaries are facing a multitude of challenges both on intellectual and spiritual levels, especially after the emergence of modernity. Islam, with about two billion followers across the globe, indubitably remains at the epicentre of shaping and offering a narrative to the world.  To Muslims, Islam comprises a whole way of life, intentionally universal and universalizing, is conceived as a spiritual globalization project whose latitude is apparent in its self-naming as an attitude. Islam is the knot that stitches together the many strands that make up the ummah in all its diverse, textured richness. The name of Islam not only ties up Muslims and binds them to each other; its meaning also determines who Muslims were, who Muslims are and who Muslims ought to be. Without Islam, there would not be any more Muslims. In almost all contemporary Muslim societies, there is, on the one hand, the urge to follow the Islamic tenets and live in accordance with its outlook and values, and on the other hand, the enormous pressure on individuals and societies to learn and adopt science and technology in order to harness them to their advantage. This has created a dichotomy: they can neither wholeheartedly support the secular and materialistic outlook of science, nor the age-old notions of religion as many would see it to be out of touch with the demands of modernity and science.

Islamic thought in the Middle Ages did not submit to the ontological distinction between tangible entities and entities of a spiritual or subliminal nature. This is certainly a more authentic and realistic view of reality than is allowed for by modern positivist doctrines of science. Just as the Muslims were slow to absorb the Qur’anic epistemology on science, the Europeans were also slow to recognise the Islamic origin of their scientific method. Western scientists, who are credited with the introduction of the experimental method, acquired their scientific training in the Muslim universities of Spain. All of them acknowledged this and repeatedly emphasised the importance of Arabic and Arabic sciences. Many Western commentators have also recognised that natural science and the scientific spirit represent the most significant contribution of Islamic thought to European life and culture.

The extraordinary contribution Muslims have made historically to scientific development and progress emphasize the fact that they—more than any other civilization—have advanced the sciences to a higher level. Looking at the relationship between Islam and true scientific advancement one can hardly see any contradiction because the former is for positive progress and prosperity. It is in this respect that Bediuzzaman Said Nursi submits that Islam is the house and guide of Knowledge and the father of all true sciences. This means that true reason is meant for the development of man and not for his destruction. It, therefore, gives hope and for human happiness. It is in this light that Bediuzzaman Said Nursi once urged Turkish people and all Muslims never to lose hope in life. Although Nursi did a lot to defend Islamic faith and spirituality, he also recognized science as a part of the faith notwithstanding the fact that many scholars have commented on his works from a scientific point of view.  He states “The light of conscience is religious sciences (ulûm-u diniye). The light of the mind is civilized sciences (funûn-u medeniye). Reconciliation of both manifest the truth. The student’s skills develop further with these two (sciences). When they are separated, from the former superstition and from the latter corruption and scepticism is born”.

The integration of both religious and modern secular sciences into an integrated curriculum is viewed as the best solution to resolve this critical problem among contemporary Muslim scholars including Bediuzzaman Said Nursi. His view regarding the concept of an integrated curriculum could be elucidated from his Madrasah Zahra model that promotes the teaching of positive sciences in religious schools and religious subjects in the secular schools. This is to make sure the products of the religious education system are barred/protected from religious intolerance whereas the products of secular ones are protected from irreligious ethics. Nursi has positively proposed a holistic model of a school with an integrated knowledge based on the Quranic framework and scientific advancements. Nursi’s concept of an integrated curriculum based on his Madrasah al-Zahra model gives some implications in remodelling Islamic integrated curriculums for Muslim educational institutions in the effort of resolving Muslim problems and then, reviving Islamic civilization for the betterment of the whole mankind. Nursi, if approached from the larger paradigm can offer an alternative discourse to approach the question of faith, education and our engagement with the scientific enterprise.

This conference is a humble step in the direction of rethinking our approach towards faith, education and science. The conference intends to explore the key dimensions of these themes with a special focus on policy suggestions in an educational context to frame a coherent and working model.


The main themes of the programme are:

  1. Faith and rationality vis-a-vis Risale-i-Nur
  2. Revelation, Science and Bediuzzaman Nursi
  3. Bridging the divide between Secular and the Sacred
  4. Women and Risala-i-Nur
  5. Risala-i-Nur and response to Atheism
  6. Spirituality in the light of Bediuzzaman
  7. Madrasat uz-Zahra as a working model of Education
  8. Risale-i Nur and the alternate epistemological framework of Education

Some Important Notes:

Last Date for submission of abstract [250 words]: 7th October 2020
Conference Date: 19-20 October 2020
Abstract Submission Link: https://goo.gl/forms/bcfhAlSUfAm1uuK72

Full papers will be asked after the conference to publish an edited volume.

Note: Zoom link will be provided later.

Call for Applications for the 5D Thinking Certificate Program at Uskudar University

We would like to share with you the call for application for the 5D thinking certificate program at Uskudar University titled “A Holistic Approach to Sciences through 5D Thinking” which will be offered in Fall 2020. The program is based on the assumption that ideology-free science and authentic, Divinely-revealed knowledge do not contradict each other, as they both come from the same source. It assumes that the universe is an eloquent book, replete with meaningful signs. It considers pure science to be an excellent way of revealing the Divine signs which make up the book of the universe. However, it claims that most modern scientists do not know how to ‘read’ the book. The program will present the ‘five-dimensional (5D) thinking approach’, inspired by the theologian Said Nursi’s mana-i harfi method of reading the book of the universe. The program consists of three courses with a total of 9 college credit hours. The courses will be taught through Zoom by several professors with a diverse specialty.

The program is designed for advanced undergraduate and graduate students as well as independent researchers, scholars, and educators. For further information, please visit the program website: www.5dthinking.org/cpfall20

“Evil and Human Suffering in Islamic Thought: Towards a Mystical Theodicy” by Dr. Nasrin Rouzati

Dr. Nasrin Rouzati, holds a Bachelor degree in Broadcast Journalism, Masters in Educational Technology, and a Ph.D. in Islamic Studies from University of Durham, UK. Along with having a full time career as the Director of Technology for New York school districts, Dr. Rouzati joined the Department of Religious Studies, Manhattan College, New York in 2007. While a part time faculty member, in 2018 she was promoted to Associate Professor position. Dr. Rouzati has taught World Religion courses, and currently teaches two upper class courses on Islam. Some of her areas of interests include: Qur’anic Studies, Islamic Theology, Islamic Mysticism, Theodicy, and Comparative Theology. Dr. Rouzati’s book, Trial and Tribulations in the Qur’an: A Mystical Theodicy was published in 2015. She is also the author of other scholarly articles in the area of Islamic studies. Webinar Title: Evil and Human Suffering in Islamic Thought: Towards a Mystical Theodicy Abstract: This paper sheds light on the treatment of the ‘problem of evil’ and human suffering from an Islamic perspective. I begin by providing an overview of the term ‘evil’ in the Qur’an to highlight its multidimensional meaning and to demonstrate the overall portrait of this notion as it is presented in the Islamic revelation through the narrative of the prophet Job. Having established a Qur’anic framework, I will then provide a brief historical overview of the formation of philosophical and theological debates surrounding “good” and “bad/evil” and the origination of Muslim theodicean thought. This will lead us to Ghazalian theodicy and the famous dictum of the “best of all possible worlds” by one of the most influential scholars of Islamic thought, Abu Hamid Ghazalı. The final section of this paper will explore the Sufi/ mystical tradition of Islam through the teachings of one of the most distinguished mystics of Islam, Jalal al-Dın Rumi. The conclusion of the paper will attempt to bring about a new understanding of how the so-called “problem of evil” is not presented in Islam as a problem but rather as an instrument in the actualization of God’s plan, which is intertwined with human experiences in this world—an experience that is necessary for man’s spiritual development. Keywords: problem of evil; theodicy; Qur’an; Job; good; evil; al Ghazalı; mysticism; Islam.

Dr. Tubanur Yeşilhark Özkan: “The problem of ‘evil’: What is created when sharr happens?”

The title of this paper suggests that sharr is not something that is created and therefore sharr does not exist. Sharr does not exist but it can ‘happen.’ So, what is it then, that is created, when sharr happens? This chapter is not about theodicy, in other words, it will not defend God by trying to find answers to questions such as how can sharr be reconciled with God’s omnipotence and compassion? Why did God create Satan knowing that he will misguide human beings? etc. It rather is an ontological exercise, trying to comprehend the non-existence of sharr despite its apparent occurrence.

Summer School Certificate Program at Uskudar University has Started

Participants from several countries such as Malaysia, Indonesia, Pakistan, UK, USA, Turkey, Nigeria, Egypt, Guyana, UAE, Singapore and India are participating in the course.

The program aims to teach a unique method to derive certain character lessons from scientific knowledge. It is based on a premise that ideology-free science and authentic Divine messages do not contradict each other, as they both come from the same source. It assumes that the universe is an elegant book with full of meaning (signs). It considers pure science as a great way to reveal the Divine signs in the book of the universe. However, it claims that modern scientists do not know how to read this book. The program will present five-dimensional (5D) thinking approach based on Said Nursi’s mana-i harfi method to read the book of the universe. Participants will gain a new understanding of scientific knowledge through 5D thinking which consists of 1) analytical thinking, 2) analogical thinking 3) critical thinking, 4) meditative thinking, and 5) moral thinking. The 5D thinking approach is expected to function like 5D glasses showing multi-dimensions of the reality and life pleasure.

Dr. Mahshid Turner: The concept of huzn (sadness) and its relevance today

The aim of this talk is to critically examine one particular aspect of sadness, namely ḥuzn (translated as sorrow, grief, sadness), from a Muslim perspective generally and from the perspective of Said Nursi in particular. It endeavours to determine whether ḥuzn has a positive role to play and, if so, whether it should be treated as something that is ‘normal’. It tries to understand why ḥuzn is acknowledged as something which is both given to, and taken from, individuals by God, but yet is apparently viewed by the Quran as a negative feeling that is to be obviated whenever possible. It also questions why, if ḥuzn is a negative attribute, believers – prophets in particular – were not exempt from it, particularly given its link to unbelief.

Dr. Necati Aydın: Phenomenology and Self in Said Nursi

Topic: Phenomenology and Self in Said Nursi: Reflective reading of the Anā Treatise (First Part of 30th Word) within the phenomenological method Presenter: Dr.Necati Aydin Date and Time: Tuesday, May 26, 2020, 04:00 PM Istanbul Abstract: The objective is to engage in scholarly discussion in comparing and contrasting Nursi’s concept and use of ana (self) with the phenomenological concepts and method. The debate is expected to shed light on his epistemic, ontic, and phenomenological approaches based on his understanding of human self and consciousness. Particularly, it might help to better understand his mana-i harfi approach in reading the universe with its physical, social, and personal events like a meaningful book. The presentation will consist of three parts: First, a definition and a brief history of phenomenology will be provided. Second, key phenomenological concepts will be presented. Third, the presenter will share his own reflective reading of Ana Treatise within the framework provided in part 1 and 2.

Summer School certificate program at Uskudar University

The program aims to teach a unique method to derive certain character lessons from scientific knowledge. It is based on a premise that ideology-free science and authentic Divine messages do not contradict each other, as they both come from the same source. It assumes that the universe is an elegant book with full of meaning (signs). It considers pure science as a great way to reveal the Divine signs in the book of the universe. However, it claims that modern scientists do not know how to read this book. The program will present five-dimensional (5D) thinking approach based on Said Nursi’s mana-i harfi method to read the book of the universe. Participants will gain a new understanding of scientific knowledge through 5D thinking which consists of 1) analytical thinking, 2) analogical thinking 3) critical thinking, 4) meditative thinking, and 5) moral thinking. The 5D thinking approach is expected to function like 5D glasses showing multi-dimensions of the reality and life pleasure.

For more information click here