
This book provides the necessary background for understanding the contemporary relationship between Islam and modern science. Presenting an authentic discourse on the Islamic understanding of the physical cosmos, Dr. Muzaffar explores God’s relationship to the created world and the historical and cultural forces that have shaped and defined Muslim attitudes towards science. What was Islamic in the Islamic scientific tradition? How was it rooted in the Qur'anic worldview and whatever happened to it?
Are music and singing allowed in Islam? If the answer is a definite yes or no, then why has the question of its lawfulness become the subject of debate among Muslim scholars for centuries? In this treatise translated from the eighteenth book of Imam Ghazali's Ihya Ulum al-Din, readers get an insight into the pros and cons of the controversy and be guided by the greatest authority of traditional Islam none other than Imam al-Ghazali. For al-Ghazali, it is important to have true knowledge to reap the benefit of music.
Sir Thomas Stamford Raffles (1781-1826) is the most well-known colonial administrator in the history of Southeast Asia. Entire writings have been devoted on him and he has been the subject of a comprehensive bibliography. Yet none of these works made any extensive analysis of his discourse on the religions of the people he perceived as 'Malays'. This book attempts to fill this gap, examining in detail Raffles' thoughts on the 'various religions' of the Malays.
Seyyed Hossein Nasr in Conversation with Muzaffar Iqbal brings into sharp relief important dilemmas faced by the Muslim world today, especially in reference to modern science and technology. In three full-length articles and four focused conversations Seyyed Hossein Nasr and Muzaffar Iqbal explore Islamic views on the origin of the cosmos and life, various dimensions of the relationship between Islam and science, Muslim attitudes toward modern science and technology, and the environmental crisis.
In Muslim countries, two educational systems which have been operating are the traditional, religious system and the pragmatic, secular system. Contemporary subject is scarcely taught in the former and religion is but one of the many subjects taught in the latter. This leads to conflict between the two systems and to bring together the two with one supplementary to the other generates confusion. Faced with this dilemma, post-independent Muslim countries have attempted to reformulate their educational policy and curriculum so as to be contemporary and integrated while remaining faith-based.