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Tag: islamic education

  • Science, Health, and the Philosophy of Knowledge in the Thought of Syed Muhammad Naquib al-Attas

    Introduction

    Tan Sri Prof. Diraja Dr Syed Muhammad Naquib al-Attas is widely known for his contributions to Islamic philosophy, education, and the study of civilisation. While he did not write specifically on medicine or health sciences, his philosophical framework on knowledge, education, and the Islamic worldview offers important insights for understanding science and health in the contemporary Muslim context. His writings emphasise that knowledge must be understood within a coherent worldview rooted in tawhid, where intellectual inquiry, including scientific investigation, is guided by ethical responsibility and metaphysical clarity (Al-Attas, 1978; Al-Attas, 1995).

    Science within the Islamic worldview

    Al-Attas argued that modern knowledge, including science, is shaped by the worldview of the civilisation that produces it. He observed that modern Western science emerged within a secular intellectual tradition that tends to separate knowledge from divine guidance. For him, this separation creates a conceptual imbalance because knowledge is no longer connected to its ultimate source, which in the Islamic understanding is Allah.

    In contrast, the Islamic worldview situates all knowledge within the unity of God, or tawhid. Scientific inquiry is therefore not rejected but placed within a broader metaphysical framework. Nature is understood as a creation of Allah, and studying it becomes a legitimate and meaningful intellectual activity. However, scientific knowledge must remain connected to ethical and spiritual considerations so that it contributes to human well-being and justice rather than purely technological advancement (Al-Attas, 1978).

    The hierarchy and classification of knowledge

    A key element in al-Attas’s philosophy is the classification of knowledge. He distinguished between revealed knowledge (naqli), which originates from revelation, and acquired knowledge (aqli), which arises from human reasoning, observation, and experience. Science and medicine fall within the category of acquired knowledge.

    Al-Attas did not diminish the importance of acquired knowledge. On the contrary, he recognised its necessity for the development of civilisation and the welfare of human society. However, he insisted that acquired knowledge must remain guided by revealed knowledge so that intellectual activity does not lose its ethical and metaphysical direction. This hierarchy ensures that scientific inquiry remains aligned with truth and justice rather than becoming detached from moral accountability (Al-Attas, 1995).

    Ethics and responsibility in scientific knowledge

    One of the central concerns in al-Attas’s philosophy is the ethical orientation of knowledge. He emphasised that knowledge must lead to justice and proper conduct. Knowledge that is not guided by ethical discipline may lead to confusion and misuse.

    This concern is particularly relevant in scientific and medical practice. Scientific progress brings great power, but without ethical grounding it may lead to exploitation or harm. Al-Attas argued that knowledge must always be accompanied by proper discipline, or adab, which ensures that knowledge is used responsibly and in accordance with moral principles.

    In the context of medicine and health sciences, this perspective highlights the importance of aligning scientific expertise with compassion, integrity, and accountability. Scientific competence alone is insufficient if it is not guided by ethical responsibility towards patients and society.

    The concept of ta’dib in education

    Al-Attas introduced the concept of ta’dib as the proper aim of education. He argued that education should cultivate individuals who possess intellectual clarity, moral discipline, and awareness of their responsibilities within the order of creation (Al-Attas, 1980). For him, the purpose of education is not merely to produce skilled workers or professionals but to nurture balanced human beings who understand the proper place of knowledge.

    Applied to science and health professions, the concept of ta’dib implies that medical and scientific training should go beyond technical competence. Education should develop professionals who combine knowledge with ethical awareness, humility, and a sense of service to humanity. In this sense, the training of doctors and scientists becomes part of a broader moral and intellectual formation.

    Science and civilisation

    Al-Attas viewed knowledge as a central element in the formation of civilisation. Scientific knowledge, when properly understood, contributes to the advancement of human society. However, civilisation cannot be sustained by technological progress alone. It must be guided by a coherent worldview that integrates intellectual, ethical, and spiritual dimensions.

    In this framework, science and medicine play an important role in improving human welfare, but they must remain aligned with higher ethical principles. Scientific progress that is detached from moral guidance risks undermining the very civilisation it seeks to advance.

    Implications for modern science and health

    Although al-Attas did not specifically address contemporary medical or public health issues, his philosophy provides a framework for thinking about science and health in a holistic manner. His emphasis on the unity of knowledge, the ethical orientation of intellectual activity, and the moral formation of educated individuals offers a perspective that remains relevant for modern scientific disciplines.

    For fields such as medicine and public health, this perspective encourages a balance between scientific competence and ethical responsibility. The pursuit of knowledge should aim not only at technical advancement but also at the protection of human dignity and the welfare of society.

    Conclusion

    The intellectual legacy of Syed Muhammad Naquib al-Attas lies in his effort to restore clarity to the meaning and purpose of knowledge. While his writings do not focus directly on science or medicine, his philosophical framework provides a foundation for understanding scientific inquiry within a moral and spiritual worldview. By emphasising the integration of knowledge, ethics, and civilisation, his work continues to offer valuable insights for contemporary discussions on education, science, and the role of knowledge in human life.

    References

    Al-Attas, S. M. N. (1978). Islam and Secularism. Kuala Lumpur: Muslim Youth Movement of Malaysia.

    Al-Attas, S. M. N. (1980). The Concept of Education in Islam: A Framework for an Islamic Philosophy of Education. Kuala Lumpur: ABIM.

    Al-Attas, S. M. N. (1995). Prolegomena to the Metaphysics of Islam: An Exposition of the Fundamental Elements of the Worldview of Islam. Kuala Lumpur: ISTAC.

  • Recalibrating Careers in Medical Education: A Call for Change in Appraisal and Promotion Systems

    The role of a medical educator or clinical lecturer goes beyond disseminating knowledge; it embodies the spirit of mentorship, guidance, and the holistic development of future healthcare professionals. However, the current landscape in medical education appraisal and promotion systems appears to shift this focus, often prioritising individual achievements over collective institutional goals. This article argues that such systems, heavily influenced by university ranking metrics, could undermine the very essence of education and teamwork within academic institutions.

    The Shift Toward Personal Achievements

    Medical educators once prided themselves on their role as mentors and nurturers of student growth. In the Islamic tradition, this role aligns with the concept of murabbi—a teacher who fosters not just academic knowledge but also spiritual and ethical development. Unfortunately, modern appraisal systems place less emphasis on these nurturing aspects of education. Instead, faculty members are often encouraged to pursue individual accolades, primarily through research publications and citations.

    The increasing focus on research outputs as the primary criterion for academic advancement has led to what many term a “publish or perish” culture, where quantity often supersedes quality in scholarly work. According to research, universities are driven by global ranking systems that primarily focus on research outputs, leading to a shift in faculty priorities from education and mentoring towards securing personal research achievements (Macfarlane, 2011). This change has contributed to the diminishing role of faculty as murabbi—those who mentor with a view to nurturing holistic, well-rounded graduates.

    The Dangers of Ranking Games

    University rankings have gained disproportionate influence in shaping the behaviours and strategies of academic institutions. Metrics such as the number of publications, citation counts, and journal impact factors have become the dominant benchmarks for academic success. A study by Hazelkorn (2015) highlighted the problematic reliance on such rankings, which often fail to account for the teaching mission of universities. The tendency to align institutional goals with these metrics, regardless of context or educational mission, is creating an environment where educators are pressured to focus on individual performance at the expense of broader educational goals.

    This pressure can lead to unintended consequences. For instance, Macfarlane (2011) noted that academic staff are incentivised to prioritise activities that boost their individual research profile, potentially leading to a neglect of their teaching responsibilities. This imbalance risks reducing the overall quality of education and mentorship that students receive.

    The Neglect of Teaching and Real Collaboration

    A career in medicine and medical education is about more than research output. Yet, the current systems undervalue teaching excellence, mentorship, and institutional service. Lecturers may feel demotivated to invest in these areas if they do not contribute directly to promotion prospects. This not only stifles the quality of education but also discourages real collaboration between faculty members. In medical education, where interdisciplinary cooperation and teamwork are essential, such an environment can be detrimental to both faculty cohesion and student outcomes.

    Collaboration is crucial in fostering innovation and holistic educational approaches, particularly in clinical settings where teamwork is a fundamental part of patient care. If academic reward systems are misaligned, these efforts may go unrecognised. In their study, Berthelsen and Hølge-Hazelton (2016) discuss how institutional cultures that prioritise research output over collaborative teaching can lead to a siloed approach within faculties, impeding teamwork and collegiality.

    The Need for Systemic Change

    To address these issues, there must be a recalibration of the appraisal and promotion systems in medical education. Institutions need to re-emphasise the importance of teaching and mentorship, not just as supplementary activities, but as critical components of academic careers. Moreover, universities should develop frameworks that recognise and reward collaborative efforts and interdisciplinary initiatives.

    By valuing the role of a murabbi—the educator who shapes not only the intellect but also the ethical and moral compass of future healthcare professionals—institutions can foster a more holistic and balanced academic environment. According to van Schalkwyk et al. (2015), including student feedback and peer evaluations in promotion criteria can help re-establish the importance of teaching and mentorship in the academic appraisal process.

    Conclusion

    If medical education is to stay true to its purpose, the current focus on individual achievement in appraisal systems must shift towards a more balanced approach that values education, collaboration, and mentorship. Faculty members should be empowered and motivated to contribute to the overall vision of their institutions, embracing their roles as educators and murabbi. Without such systemic changes, teamwork, collaboration, and the essence of medical education risk being eroded, ultimately compromising the quality of healthcare professionals we produce.

    References

    Berthelsen, H., & Hølge-Hazelton, B. (2016). Interdisciplinary collaboration: Barriers and facilitators across disciplines. Nursing Education Today, 40, 32-37. https://doi.org/10.1016/j.nedt.2016.02.007

    Hazelkorn, E. (2015). Rankings and the reshaping of higher education: The battle for world-class excellence. Palgrave Macmillan. https://doi.org/10.1057/9781137446671

    Macfarlane, B. (2011). The morphing of academic practice: Unbundling and the rise of the para-academic. Higher Education Quarterly, 65(1), 59-73. https://doi.org/10.1111/j.1468-2273.2010.00467.x

    van Schalkwyk, S., Hafler, J., Brewer, T., et al. (2015). Fostering communities of practice: A qualitative study of the role of academic institutions in advancing education scholarship. Academic Medicine, 90(6), 802-808. https://doi.org/10.1097/ACM.0000000000000698