By Nidhal Guessoum
In secular Europe, the veracity of recent technology is nearly continually taken without any consideration. whether or not they ponder the evolutionary proofs of Darwin or of dazzling research into the bounds of physics performed via CERN's huge Hadron Collider, most folks think that medical enquiry is going to the guts of basic truths in regards to the universe. but in other places, technology is lower than siege. within the united states, Christian fundamentalists contest no matter if evolution might be taught in faculties in any respect. And in Muslim nations like Tunisia, Egypt, Pakistan and Malaysia, an insignificant 15% of these lately surveyed believed Darwin's idea to be "true" or "probably true." This considerate and passionately argued e-book contends totally on the contrary: not just that evolutionary conception doesn't contradict middle Muslim ideals, yet that many students, from Islam's golden age to the current, followed a worldview that authorised evolution as a given. Guessoum means that the Islamic global, like the Christian, wishes to take medical questions -- quantum questions -- with the maximum seriousness whether it is to get better its actual background and integrity. In its software of a particularly Muslim standpoint to big issues like cosmology, divine motion and evolution, the booklet makes an important contribution to discuss within the disputed box of "science and religion."
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Extra resources for Islam's Quantum Question: Reconciling Muslim Tradition and Modern Science
Two teachers organized the event, coaching the hundred or so participating students (from grades 7th to 9th) for over a month and putting together what they hoped would be a great learning initiative. I cannot praise the two teachers enough for their truly heroic efforts. But the limited success of their initiative speaks volumes about our society, as I would like to explain here briefly. First, although there were several excellent pieces of work and projects which showed that at least some students understood the core idea at the heart of science, the systematic investigation of a phenomenon or of a question in one’s mind, most of the students, however, showed no understanding whatsoever of what science is about.
Many artists have produced beautiful works out of these 99 names (some of them can be found on the web as well9 ); many Muslim homes and mosques are adorned with hung carpets and calligraphic paintings of the 99 names. The Prophet has also mentioned that Allah has a ‘Supreme Name’ (Ismu Allah al-‘ADham); he did not state it explicitly, but from the stories relating this it appears that the Prophet meant either some special way of addressing Allah or some particular combination of His beautiful Names10 .
Three days later, the same school organized a celebration of a competition for the memorisation of as many chapters of the Qur’an as possible. This time, practically all students participated; about 200 parents attended the prize-distribution event; the media were invited, along with some guests of honour, and a few hundred prizes were given out. Now, I have nothing against the Qur’an memorisation; I can think of quite a few positive aspects of the exercise. My own son participated, and although he was nowhere near the top achievers, he still received a cash prize of about $55, which to him was a large sum.