Home 
Contact 
Profile 
Videos 
Paper prepared by Prof. Omar Hasan Kasule Sr. MB ChB (MUK), MPH (Harvard) DrPH (Harvard) Chairman, Institutional Review Board - KFMC
OVERVIEW:
• The Concept of Integration
• History of Integration
• Reform of Disciplines
• Misunderstanding the Reform Process
• Practical Steps / Tasks of The Reform Process
THE CONCEPT OF INTEGRATION:
• Integration is a process of recasting the corpus of human knowledge to conform to the basic tenets of ‘aqidat al tauhid. The process of Integration does not call for re-invention of the wheel of knowledge but calls for reform, correction, and re-orientation. It is evolutionary and not revolutionary. It is corrective and reformative. It is the first step in the integration and reform of the education system as a prelude to integration and reform of society.
HISTORY OF INTEGRATION:
• The 2-3rd centuries H witnessed a failed effort at Integration of knowledge. Greek scientific knowledge was transferred to Muslims together with Greek philosophy and ideas that caused confusion in ‘aqiidat. Greek science depended more on philosophical deduction than experimentally-based induction. It discouraged the scientific tarbiyat of the Qur’an which emphasized observation of nature as a basis for conclusions. The recent Islamisation movement towards the close of the 14th century H aimed at de-Europeanizing education systems and building an education system based on tauhid.
REFORM OF DISCIPLINES:
• Integration has to start with reforming the epistemology, methodology, and corpus of knowledge of each discipline. It must be pro-active, academic, methodological, objective, and practical. Its vision is objective, universal, and beneficial knowledge in the context of harmonious interaction of humans with their physical, social, and spiritual environment. Its practical mission is the transformation of the paradigms, methodologies, and uses of disciplines of knowledge to conform to tauhid. Its immediate goals are: (a) de-Europeanizing paradigms of existing disciplines to disciplines of knowledge to conform to tauhid. Its immediate goals are: (a) de-Europeanizing paradigms of existing disciplines to change them from parochiality to universal objectivity, (b) reconstruction of the paradigms using Islamic universal guidelines, (c) re-classifying disciplines to reflect universal tauhidi values, (d) reforming research methodology to become objective, purposeful, and comprehensive (e) growth of knowledge by research, and (f) inculcating morally correct application of knowledge. The Qur’an gives general principles that establish objectivity and protect against biased research methodology. It creates a world-view that encourages research to extend the frontiers of knowledge and its use for the benefit of the whole universe. Scientists are encouraged to work within these Qur’anic parameters to expand the frontiers of knowledge through research, basic and applied.
MISUNDERSTANDING THE REFORM PROCESS:
• Integration has been misunderstood as a rejection of the corpus of existing human knowledge and disciplines. It has been misunderstood as a creation of knowledge exclusive to Muslims. It has been misconstrued as rewriting existing textbooks to reflect Islamic themes without deep thought about the paradigms and methodology. It has also been confined to the spiritual reform of the student, scholar, or researcher. The following superficial approaches to civilization have been tried and failed: ‘Insertion’ of Qur’anic verses and hadiths in an otherwise European piece of writing, searching for scientific facts in the Qur’an, searching for Qur’anic proof of scientific facts, establishing Qur’anic scientific miracles, searching for parallels between Islamic and European concepts, using Islamic in place of European terminologies, and adding supplementary ideas to the European corpus of knowledge.
PRACTICAL STEPS / TASKS OF THE REFORM PROCESS:
• The first step is a good grounding in Islamic methodological sciences of usul al fiqh, ‘uluum al Qur’an, ulum al hadith, and 'uluum al llughat. This is followed by reading the Qur’an and sunnat with an understanding of the changing time-space dimensions. This is followed by clarification of basic epistemological issues and relations: wahy and aql, ghaib and shahada, ‘ilm and iman. This is followed by an Islamic critique of basic paradigms, basic assumptions, and basic concepts of various disciplines using criteria of Islamic methodology and Islamic epistemology. Islamic reviews of existing textbooks and teaching materials are then undertaken to identify deviations from the tauhidi episteme and the Islamic methodology. The initial output of the integration process was undertaken to identify deviations from the tauhidi episteme and the Islamic methodology. The initial output of the integration process will be Islamic introductions to disciplines, muqaddimat al ‘uluum, establishing basic Islamic principles and paradigms that determine and regulate the methodology, content, and teaching of disciplines. This parallels Ibn Khaldun’s Introduction to History, muqaddimat presented generalizing and methodological concepts on historical events. Publication and testing of new textbooks and other teaching materials is a necessary step towards reform by putting into the hands of teachers and students reformed material. Developing applied knowledge in science and technology from basic knowledge will be the last stage of the reform process. This is because, in the end, it is science and technology that actually lead to changes in society.