“Now I’d like you to step forward over here. They’re not that different from you, are they? Same haircuts. Full of hormones, just like you. Invincible, just like you feel. The world is their oyster. They believe they’re destined for great things, just like many of you; their eyes are full of hope, just like you. Did they wait until it was too late to make from their lives even one iota of what they were capable? Because, you see gentlemen, these boys are now fertilizing daffodils. But if you listen real close, you can hear them whisper their legacy to you. Go on, lean in. Listen, you hear it? …(1)

In order to emphasize the point, he brings them closer to the photos and whispers in their ears:

Carpe… hear it? …carpe, carpe diem, seize the day boys, make your lives extraordinary.”(2)

In this article, we will look at the phrase carpe diem in detail and find answers for such questions as: What is carpe diem? Why is it so important? What if we don’t carpe diem? and How can we live by this phrase?

Carpe diem defined

Carpe diem is a quotation from the Roman poet Horace (65-8 bce). It appears in the last line of Poem 11 in the first book of his Odes, which was published in 23 bce. The Latin word carpe refers to seize, and diem refers to day.

Carpe diem is a way of thinking, perceiving, and approaching daily life. It simply means to seize the day and to know that yesterday has already left you, and as for tomorrow, you have nothing to prove that it will be yours. In which case, your true life is the present day.(3) Thus, make the present day the most important day of your life. Seize the day, catch the wind, and use all of your potential before it is too late to reach your goals and to realize your dreams.

Yesterday is history. Tomorrow is mystery. Today is a gift. That’s why they call it the present. Babatunde Olatunji

Carpe diem does not suggest that yesterday was unimportant or that tomorrow is not critical. Rather, it means that today is the only day over which we have some control, and that today is the day during which we can introduce differences into our life.

This idea is stated clearly in a Sanskrit proverb:

Look to this day,

This very life of life.

In its brief course lie all

The realities and verities of existence:

The bliss of growth,

The splendor of action,

The glory of power.

For yesterday is but a dream,

And tomorrow is only a vision.

But today, well lived,

Makes every yesterday a dream of happiness,

And every tomorrow a vision of hope.

Look well, therefore, to this day.

The importance of seizing the day.

A Senegalese proverb says: If you wait for tomorrow, tomorrow comes. If you don’t wait for tomorrow, tomorrow comes. In other words, time marches on. However, we should not forget that every day is unique in itself, since each one of us has only one chance to live each day. No one has another life in the bank. Let’s ask ourselves: If I knew that today was my last day, what would I do? We most certainly would make good use of this day! This is what carpe diem means, and the reason why it is important.

The same idea can be seen clearly in the carpe diem cliché read by Prof. Keating to his students in the Dead Poets Society:

Gather ye rosebuds while ye may

Old Time is still a-Flying;

And this same flower that smiles today,

Tomorrow will be dying.(4) Robert Herrick

In addition, we should know that carpe diem is the key to understanding how nice, valuable, and important the current day is. When we realize this, we get a better understanding of what is really happening now, as well as a chance to respond to it with our full capacity on time so that we can make use of the opportunities provided by the current day. Thanks to this approach, we can live a more present-centered life, achieve our goals, and become more successful and happy. Richard Carlson’s formula for success illustrates this quite well: “When you focus your attention in this moment, instead of moments that are over or yet to be, you will maximize your productivity, creativity, and ability to accomplish your goals. Too many future-oriented or past-oriented thoughts cloud your vision and distract you from what you are doing. The more present-moment oriented you become, the easier it will be to stay on track, get focused, concentrate, and achieve your goals. In short, an undistracted mind is able to make wise, appropriate decisions.”(5)

No yesterdays are ever wasted for those who give themselves to today. Brendan Francis

What if we do not seize the day?

In this case, we never truly understand what is really happening around us. We either live in the past or the future – not today. If we do not capture the day and do not shape our life, we let other people and factors shape and direct our own life and so loose control of our own boat. We start making zigzags with every storm in the ocean that is our world. As a result, this vicious circle does not let us become who we really are and does not allow us to reach our goals and dreams, although we have the potential to do so.

Fr. Alfred D’Souza says: For a long time, it had seemed to me that life was about to begin – real life. But there was always some obstacle in the way. Something to be got through first, some unfinished business, time still to be served, a debt to be paid. Then life would begin. At last it dawned on me that these obstacles were my life.(6) source needed. Those who do not live by carpe diem will always face such obstacles. They will always get ready to live, but in reality, they will never live.

Furthermore, we must remember that every day is a new door with a new hope for a new beginning. If we do not seize the day, we think of today as past hardship and difficulty, as troubles and misfortune. Distressed, we imagine the possible future sorrows of disaster, become impatient and pessimistic, and feel unhappy. In being so, we resemble a foolish commander, who, although the enemy’s right flank joined his right flank and became fresh forces for him, sent a significant force to the right flank, and weakened the center. Then, while there were no enemy soldiers on the left flank, he sent a large force there and gave them the order to fire. No forces then remained in the center. The enemy understood this and then attacked and routed him.(7) As it is seen in this example, we ruin the center (the present day) by focusing more on past worries and future concerns than on the present day.

How to seize the day?

First, we should remember that “every day is a new door for new beginnings. And for everyone, every day has a private world out of this world, and its nature is dependent on the person’s heart, thoughts, and actions. [This is] like a splendid palace reflected in a mirror, [which] takes on the color of the mirror; if it is black, the mirror appears black; if it is red, it appears red. Also it takes on the qualities of the mirror; if the mirror is smooth, it shows the palace to be beautiful, and if it is not, it shows it to be ugly.(8) As we understand this and alter the shape of our own world with today’s heart, mind, actions, and wishes, we will make differences in our lives and acquire a more hopeful and positive perspective in order to achieve our goals and to become happy.

When one door closes another door opens; but we so often look so long and so regretfully upon the closed door, that we do not see the ones which open for us. Alexander Graham Bell

Second, we should perceive the past as destiny, which cannot be changed, and the future as a new place that can be built with today’s thoughts and actions. Otherwise, we will always be occupied with past worries and future concerns.

Today’s opportunities erase yesterday’s failures. Gene Brown

“As for future days, they have not yet arrived, and to think of them now and feel bored and worried is a lunacy like thinking today of future hunger and thirst, and starting to shout and cry out.(9) Since this is the truth, reasonable people will think only of today in connection with hardship, suffering, and so on.

Third, we should recognize, accept, and appreciate who we really are and the conditions in which we live. Thus instead of complaining or admiring, we should look at those who are living in worse conditions than us and be thankful for the things that we have. In addition, we should use our wings of hope and determination to become like those who are living in better conditions than us. Doing so will help us to become more realistic and to live a more present-time-oriented life. Otherwise, our minds will be engaged with time-consuming, unproductive ideas and opinions. And, as a result, there will be no room remaining for carpe diem.

Fourth, we should be well-organized, systematic, and more focused toward our goals. We should not postpone anything, but rather should do things on time by making good use of each moment, for it is almost impossible to seize the day if we do not even know what to do, how to do, and when to do it. Such people can be blown from one coast to another by any little change of wind in their life.

You may delay, but time will not. Benjamin Franklin

Fifth, and last, we should not worry about anything; rather, we should make a serious effort to continue with a new eagerness and fresh enthusiasm each day.

Conclusion

Carpe diem is a way of life that makes people more successful and happier by helping them to live more in the present time. We should recognize that if we practice this idea, if we make today the best that it can be, if we can be attentive and sensitive to what is happening now, as well as make wise and appropriate decisions today, then we should be hopeful. Why? Because all of the efforts exerted and the hardships endured are like melodies of the happy future world in whose warmth the past and the future will be embraced and the present will unburden itself to its blessed friends.

Footnotes

1. Tom Schulman, 1989, Dead Poet’s Society Movie Script
2. Ibid.
3. Bediuzzaman, The Words, 21st Word, First Station, Fifth Warning
4. “To the Virgins, to Make Much of Time”, Robert Herrick
5. “You Can Be Happy No Matter What”, Richard Carlson
6. Fr. Alfred D’Souza, www.quotationspage.com
7. Bediuzzaman, The Words, 21st Word, Third Station, Fifth Warning
8. Bediuzzaman, The Words, 21st Word, First Station, Fifth Warning
9. Bediuzzaman, The Words, 21st Word, Third Station, Fifth Warning

When reviewing their lives and educational methods, we must keep their era and mission in mind. For example, global dissemination of God’s message became possible only after the time of Prophet Muhammad. Thus, all previous Revelations were restricted to a specific people and period, and so stressed certain principles. Also, God bestowed special time-dependent favors upon each Prophet and community. For example, Noah was endowed with steadfastness and perseverance; Abraham was honored with intimate friendship with God and being the father of numerous Prophets; Moses was given the ability to administer and was exalted through being God’s direct addressee; and Jesus was distinguished with patience, tolerance, and compassion.(1)

Their miracles reflected that which their societies valued the most at that particular time. For instance, medicine was highly valued by Jesus’ society. Thus, his miracles of raising the dead and curing the blind had the greatest possible impact upon his people. During the Prophet’s time, poetry and eloquence were highly valued, and famous poets were celebrities. The Qur’an, his most significant miracle, was a literary miracle. In the words of a non-Muslim translator of the Qur’an: ‘The Koran is the earliest and by far the finest work of Classical Arabic prose’. It is acknowledged that the Koran is not only one of the most influential books of prophetic literature but also a literary masterpiece in its own right.'(2)

While all Prophets share some of the praiseworthy qualities, each of them surpasses the others in one or more of them because of his mission.(3)

Moses as a Teacher

The Israelites lived a wretched life in Egypt before Moses was sent to them. Due to the Pharaohs’ despotic rule and oppression, slavery had become part of the Israelites’ character. To purge this trait, Moses was sent with stern and rigid rules: the Torah (Law). Thus, he was a somewhat stern and unyielding reformer and educator. The story of the golden calf indicates an important social lesson: Yielding on essential principles of faith is detrimental to a faith-based society. In Egypt, the cow was the main ‘tool’ used to cultivate the land that made Egypt rich. Eventually, its importance caused it to be raised to a divine status.

Although the Israelites were monotheists, this belief, symbolizing wealth, became ingrained in their subconscious. When they settled in the Sinai peninsula, God called Moses to Mount Sinai to talk to him. Moses left his brother Aaron in charge. During his absence, a Sumerian fellow (al-Samiri in the Qur’an) among the Israelites made a golden calf and declared it to be a god that Moses had forgotten. Fearing division, Aaron was lenient. Upon his return, warned the Sumerian and was angry with Aaron, as he had expected Aaron to prevent the reappearance of pagan beliefs. In other words, Moses was sensitive to matters that were critical to the community’s preservation. As monotheism was the main bond of communal identity, Moses worked to prevent future deviations.

Jesus as a Teacher

Jesus was sent to the Israelites at a time when the clergy had been corrupted by their unlimited power and materialism was prevalent. He invited his people to leave conventional wisdom behind in order to live by an alternative wisdom. His wisdom teachings consisted of short memorable sayings and parables that included ‘crystallizations of insight that provoked and invited further insight,'(4) such as: ‘If a blind person leads another blind person, they will both fall into a ditch’ and ‘Leave the dead to bury the dead.’

His parables included short stories and invitations to see the world differently, such as in the story of the Good Samaritan (Luke 10:25-37). Both concise sayings (aphorisms) and parables are evocative and provocative forms of speech. But more importantly, they are invitations to see something previously unseen or to see things differently. We observe an important principle of education in this style: repetition. ‘No great speaker of one-liners tells a great one-liner only once, no great teller of great stories tells a great story only once.'(5)

How we see things and events makes all the difference in our thinking, attitude, and behavior. Jesus pointed to the world of conventional wisdom as a world of blindness, and invited his audience to see differently. Comparing Jesus’ alternative wisdom with that of the Prophet reveals many parallels:

Jesus Trained His Apostles

Let’s examine how Jesus trained his apostles by means of a program based upon a detailed pedagogical program6 that provided a comprehensive education.7 According to Schirrmacher, the main tenets were the following:

1. Jesus limited his group, for just as a parent can properly care for only a few children, he could train properly only a few followers at a time.

2. The goal of this intensive fellow-ship and dependence was mission preparation.

3. The training program followed a clear plan. The apostles were to be trained by living and working for several years with Jesus, who served as a prototype. He followed a clear order: He first preached alone, then preached while the apostles watched, then let them preach while He watched, and then sent them out in groups of two and afterwards discussed the results with them. This first, short-term assignment is described in Matthew 10:1-11, Mark 6:7-13, and Luke 9:1-6. Finally, he sent them out alone as described in Matthew 28:18-20. The Apostles trained other Christians in the same way.

4. His training program included all aspects of instruction and life, theory and practice, individual and group counseling, personal and public activity, activity and rest, professional and private life. Teaching and counseling formed a single unit.

Jesus’ miracles also played an important role here. Just like the miracles of other prophets, they removed the doubt in some believers’ hearts, challenged the unbelievers’ view, and further strengthened his followers’ bonds.

Analyzing how the Prophet interacted with his Companions reveals that he employed various educational methods. He emerges as a resourceful educator who sometimes asked, and at other times answered, questions. Sometimes he limited his answer to the question; other times he went beyond the question. Sometimes he illustrated a concept through parables, diverted a question to a different path, or told his Companions to write down his words. He drew figures and used body language, repeated a statement three times when it contained a critical lesson, and used symbolic language with implications or else clear and unambiguous words. He also used humor, puzzles, comparisons, and asking seemingly obvious questions to raise curiosity. The most important educational principle was using himself as a living example.

Teaching by Character. One of the first lessons of public speaking is that one’s character speaks louder than one’s words. The Prophet, whose words and actions were in perfect agreement, was a perfect leader and educator. For example, he often advised his Companions to pray during the night, for such a time provided an ideal, uninterrupted environment for reflection, thanksgiving, and prayer. His wife ‘A’isha related that he would wake up in the middle of the night and ask her for permission to pray. He prayed so much that one time she asked him if doing so was really necessary. He replied: ‘Shall I not be a thankful servant to my Lord, Who has bestowed upon me so many bounties?’

Gradual teaching of principles. Ibn Mas’ud, a Companion, relates: ‘We would learn 10 verses from the Prophet, and would not continue with new verses until we internalized and practiced those 10 verses.’

Be moderate and prefer ease over difficulty. The most authentic books of the Prophetic Traditions, Sahih al-Bukhari and Sahih Muslim relate the following saying: ‘Make it easier and not difficult. Give good news (endear) and do not alienate and repel.’8 ‘A’isha related: ‘When the messenger of God was left with a choice, he would always prefer the easier option, other things being equal.’

Observing the learner’s circumstances. Bukhari 7:140 relates: ‘A man asked the Prophet for permission to fight in God’s cause. The Prophet asked him: ‘Are your parents alive?’ The man said: ‘Yes.’ The prophet told him: ‘Go and serve them as best as you can.” Many Companions asked him what was the best deed in God’s sight. The Prophet answered according to the situation. When Abu Dharr asked: ‘O messenger of God, advise me (a good deed).’ He replied: ‘Be God-conscious wherever you are, clean your sins by immediately following them with a good deed, and treat the people around you in the best manner possible.’ Another Companion asked: ‘O messenger of God, advise me (a good deed), but keep it short so that I can remember.’ He replied ‘Don’t get angry.’ The man repeated his question two more times, and the Prophet gave the same reply.

Teaching by dialog or asking questions. Questions demand attention. Starting a dialog with a question prepares one for the message. The Prophet made great use of this technique. Bukhari (2:9) relates that the Messenger of God asked: ‘If a river ran by your door and you bathed in it five times a day, would any dirt remain on your body?’ The Companions answered that no dirt would remain. He continued: ‘The daily prayer is such a river. God cleanses you of sins with these prayers.’ We also see this technique in Bukhari (32:1:6251), where Abu Hurayra narrates that the Messenger asked: ‘Do you know who is the real bankrupt among my people?’ The Companions answered: ‘The one without money or property.’ He said: ‘The real bankrupt is the one who comes on the Day of Resurrection with prayers, fast, and charity but nevertheless finds himself bankrupt on that day. He will have exhausted his good deeds because he reviled others, brought calumny against them, devoured their wealth unlawfully, shed their blood, and beat them. So his good deeds will be credited to the account of those (who suffered at his hand). If his good deeds do not clear the account, their sins will be added to his account and he will be thrown in the (Hell) Fire.’

Teaching by comparison and parable. Comparisons and parables help people understand a new concept. Bringing a similar concept as an example makes the new aspects of the concept in question easier to digest. Comparisons and parables that refer to common and strong experiences improve the memory of the new concept that is learned. Muslim (6:83) relates that the Prophet told his Companions: ‘A good friend is like a person who carries amber (which has a fragrant pleasant smell). If nothing else, his pleasant smell will get on you. A bad friend, on the other hand, is like a blacksmith. Even if the dust of his work does not touch you, its fumes do.’

Using body language. Our visual memory far surpasses our audio memory. We remember images and scenes with great ease and speed. With body language, a good educator can make a lasting impression. Bukhari (9:389) relates that the Messenger of God said: ‘One who cares for an orphan and I will be this close in Paradise,’ and he pointed to his index and middle fingers.

Taking advantage of the occasion. Bukhari (8:458) relates that the Companion Jarir ibn Abdullah al-Bajali relates that: ‘One night we were watching full moon with the Prophet. He looked at it and said: ‘All of you will see your Lord on the Day of Judgment just like you see this full moon. None of you will be denied the opportunity to see your Lord.’

Using humor. In Abu Dawud,9 it is related that a man asked the Prophet for a riding animal. The Prophet asked: ‘Would it be alright if I put you on the calf of a female camel?’ The man said: ‘O Messenger of God, what good will that do me?’ and received the following reply: ‘Isn’t every camel the calf of a female camel?’

These are just a few of the many methods the Prophet used to educate his people. Other methods include, but are not limited to, the following: teaching by drawing, diverting the answer toward a different path, asking for the question to be repeated, letting the audience answer, teaching by approval, repeating to emphasize and establish, hiding the culprit or target or subject, describing a concept briefly and then in detail, leaving something ambiguous for the audience to discover, listing and then describing, combining encouragement and discouragement, teaching by stories and stories of past people.

Conclusion

Prophets were sent to the humanity to deliver God’s message in the most effective manner. Every Prophet strove to accomplish his mission by using those educational methods that were best suited to their mission. Today’s educators and parents can learn many lessons from their lives.

Footnotes

1. M. F. Gulen. Online at: www.pearls.org/prophets
2. N. J. Dawood, The Koran (Penguin Classics: 1997).
3. Gulen, www.pearls.org.
4. M. Borg, Meeting Jesus Again for the First Time: The Historical Jesus & the Heart of Contemporary Faith (Harper San Fransisco: 1994). Online at: www.united.edu/portrait/wisdom2.shtml.
5. Ibid.
6. T. Schirrmacher, Jesus as Master Educator (1999). Online at: www.visi.com/~contra_m/ab/schirrmacher/educator.html.
7. A. B. Bruce, The Training of the Twelve (Kregel Publications: 2000 [1894]).
8. M. Khan (trans.), Sahih al-Bukhari: The Translation of the Meanings (Darussalam Publishers: 1997), 1:163 and A. H. Siddiqi (trans.), Sahih Muslim (Kitab Bhavan: 2000), 12:42. All subsequent Tradition citations are taken from these two sources.
9. Harf Information Technology, Hadith Encyclopedia (Egypt: 1996).

One of the main concerns of inter-human dialogue (2) as well as religious pluralism is the concept of the other(s). This concept uses such social/ethnic divisions, categorizations, and labeling as believers/non-believers, Jew/Gentile, Christian/non-Christian to maintain traditional religious polarity. From the very beginning of history, human nature has led people to construct the other(s) and then try to challenge and change it/them. If this goal has not been possible, one side has tried to destroy the other. In this regard, history is full of religious commitments to and wars for absolutism.

Huntington has claimed that the twenty-first century will see clashes of civilizations, by which he means clashes of the others. Marshood echoes this sentiment: Civilizations have always constructed ˜the other’ in forms that serve their own interest, and have treated ˜the other’ very violently history has been very much filled with this kind of violence. Tolerance is rare. Indeed, the term ˜civilization’ implies that a ranking hierarchy is always present and that the social construction of civilization is a product of competing interactions between groups. Although some religions are more exclusionist than others, virtually all of them either assert or imply that their own version of the world is true, thereby rendering competing worldviews inferior. In religious language, ˜the other’ is always evil and dirty. Humans couldn’t have created a loving and caring God without creating evil. It is the creation of a jealous god that can’t coexist alongside that of ˜the other’.(3)

One of religious pluralism’s main concerns is the concept of the other(s), for this attitude is essentially an attempt to understand differences in order to promote life and the universe.

This article considers the following questions: How did Said Nursi (1876-1960), a twentieth-century Turkish Islamic scholar, view others who believe and worship differently? Can believers coexist peacefully within the same societal structure? Is there any way to share the world with those who have different religious practices and beliefs? Is a person of another faith saved? How should unbelievers be treated? His responses to such questions will be used to connect the issue of religious tolerance with contemporary events. Especially after 9/11, we discuss practical aspects of his approach to the other(s), and their different doctrines, ideologies, and religions in order to promote different views of life and the universe that reflect Islamic universalism.

Said Nursi and non-Muslims

According to Nursi, non-Muslims are not the enemies of Muslims. In fact, he even gave a number of reasons why Muslims should see them as friends: They are the means for awakening the Muslims from their centuries of slumber, Muslims could obtain modern scientific knowledge from them, Muslims have an obligation to persuade them that Islam is the religion of peace, and, since they are the Muslims’ neighbors, there must be bonds of friendship between both communities.(4)

Nursi maintained that there was no harm in loving non-Muslims. Since they are developed in science and civilization, such love comes from the improvements they have made in those areas as well as in the public order, which is the basis of all worldly happiness. This type of loving is even mentioned in the Qur’an.5 He wrote: Yet a man is not loved for himself. Maybe the love comes from his attribution or art. It therefore does not necessarily have to be right that all the attribution of a Muslim is Islamic and, contrary to this, all the attribution of an unbeliever is un-Islamic. Nevertheless the attribution or the art which are Islamic might be observed by those who are not Muslim.(6)

The background to Nursi’s approach to tolerance is explained by Michel: Many years before, in 1910-1911, Said Nursi was questioned concerning his desire to build relations of friendship with Christians. He was confronted with the restrictive interpretation that some Muslims had placed on the Qur’anic verse: O you who believe! Do not take the Jews and the Christians for your friends and protectors (5:51). In the light of this verse, he was asked, why did he say that Muslims and Christians should be friends? His answer is instructive, not only for understanding Said Nursi’s desire to encourage love and friendship between Muslims and Christians, but for his approach to Qur’anic interpretation. In his view, the Qur’anic prescription is not general but absolute and, as such, can be restricted. Time is a great interpreter; if it determines its limits, it cannot be gainsaid. That is, when a matter becomes clear in the course of time, one cannot object to it. Moreover, if the judgment is based on derived evidence, the source of the derivation shows the reason for the judgment.(7)

In applying this principle to the interpretation of this verse, he holds that Muslims cannot be friends with Jews and Christians only when these groups reflect Jewishness or Christianness. But, he concludes, Just as not all of the characteristics of an individual Muslim necessarily reflect the teaching of Islam, so also, not all of the qualities of individual Jews or Christians reflect unbelief.(8)

If Muslims discover that a Jew or Christian possesses certain qualities that agree with Islamic teachings, they should consider those qualities as praiseworthy. Thus, it is those good qualities that form the basis for friendship with Jews and Christians. Can a Muslim love a Christian or Jew? he asks, and replies with an example of a Muslim man who is married to a woman of the People of the Book. Of course, he should love her. His argument is the very fact that the Qur’an permits a Muslim man to marry a Jewish or Christian woman presumes that he can and should love her.(9) Nursi’s understanding and his openness to the an individual’s personal qualities reflect pluralism.

Nursi also indicated his acceptance of pluralism by writing that Muslims should ally themselves with Christians to fight atheism,(10) and that all of the People of the Book should cooperate against the common enemy of atheism or other unreligious ideologies. He wrote: It is even recorded in authentic traditions of the Prophet that, at the end of time, the truly pious among the Christians will unite with the People of the Qur’an and fight their common enemy: irreligion. And at this time, too, the people of religion and truth need to unite sincerely not only with their own brothers and fellow believers, but also with the truly pious and spiritual ones among the Christians, temporarily [disengaging] from the discussion and debate of points of difference in order to combat their joint enemy “ aggressive atheism.(11)

Michel states: Writing during one of the most tragic periods in the history of Anatolia, Said Nursi could not ignore the reality of the deaths of so many innocent persons. It is to his great credit that he rose above sectarian loyalty to address the question of innocent Christians as well as Muslims who fell victim to the times. ˜Even if those innocent people were unbelievers,’ he stated, ˜in return for the tribulations they suffered due to that worldly disaster, they have such a reward from the treasury of Divine mercy that if the veil of the Unseen were to open, a great manifestation of mercy would be apparent in relation to them and they would declare: ˜O Lord, thanks be to You! All praise belongs to God.'(12)

Nursi considered Europe as having two faces. Europe is two. One follows the sciences which serve justice and right and activities beneficial for the life of society through the inspiration it has received from true Christianity. This first Europe I am not addressing. Rather, I am addressing the second, corrupt Europe which, through the darkness of the philosophy of naturalism that considered the evils of civilization to be its virtues, has driven humankind to vice and misguidance.(13)

Nursi and the diversity of truth

Nursi asserted that since truth is not limited to one understanding, there can be many different understandings that vary in form according to time and place. Even sacred laws change according to the times. Indeed, one age may have seen several Prophets,(14) and there were different Prophets and laws in the same continent during the same century.(15)

Regarding the diversity of the schools of law, Nursi replies: If you say: The truth is one; how can the different ordinances of the four, or twelve schools be true? The answer: The same water governs in five different ways in five ill people of different dispositions, thus: for one, the water is a cure for his illness, and according to medicine, necessary. For another, it is like poison for his sickness and harmful, and medically prohibited. For another, it causes a small amount of harm, and is reprehensible medically. For another the water is beneficial and without harm; according to medicine that is sunna for him. And for yet another it is neither harmful nor beneficial; he can drink it with good health, and for him it is medically permissible. Thus, here the truth has become numerous; all five are true. Are you able to say: The water is only a cure, only necessary, and it governs no other way?(16)

On the diversity of Islamic faith, Nursi states: When you know your way and opinions to be true, you have the right to say, ˜My way is right and the best.’ But you do not have the right to say, ˜Only my way is right.’ According to the sense of ˜The eye of contentment is too dim to perceive faults; it is the eye of anger that exhibits all vice,’ your unjust view and distorted opinion cannot be the all-decisive judge and cannot condemn the belief of another as invalid.(17)

Given this context, John Voll opines that Nursi’s approach can be considered pluralistic. Voll writes: In terms of Qur’anic commentary, Said Nursi argues that the verses of the Qur’an reflect the vastness of God’s message and depths of meanings. He then quotes Nursi: As the Qur’an of Miraculous Exposition expresses truths through its explicit, clear meanings and senses, so it expresses many allusive meanings through its styles and forms. Each of its verses contains numerous levels of meanings. Since the Qur’an proceeds from all-encompassing knowledge, all its meanings may be intended. It cannot be restricted to one or two meanings like man’s speech, the product of his limited mind and individual will. It is because of this that innumerable truths contained in the Qur’an’s verses have been expounded by Qur’anic commentators, and there are many more which have not been expounded by them.(18)

According to Voll: This openness to many different levels of understanding reflects a pluralism that is not a relativist position, but rather emphasizes the importance of the role of the individual in the interpretation.(19)

Nursi’s use of metaphors to promote pluralism

Speaking metaphorically, Nursi maintains that the palace of the universe contains four categories of workers: angels, animals, plants and inanimate creatures, and humanity. In a sense, their diverse duties of worship also admit pluralism.(20) His characterization of the universe displays a universal pluralism, for: Man is the place of manifestation of all the Names, but the Names being various has resulted in the universe’s variety and the differences in the angels’ worship, and has also caused a degree of variety among men. The different laws of the prophets, the different ways of the saints, and the different paths of the purified scholars have arisen from this mystery.(21)

Basing himself upon: O humanity, We created you from a single (pair) of a male and a female, and made you into nations and tribes, that you may know each other, Nursi writes that this can be understood as: I created you as peoples, nations, and tribes, so that you should know one another and the relations between you in social life, and assist one another; not so that you should regard each other as strangers, refusing to acknowledge one another, and nurturing hostility and enmity.(22) Thus, being divided into groups and tribes should lead to mutual acquaintance and mutual assistance, not to antipathy and mutual hostility.(23)

The following metaphor aptly summarizes his recognition of pluralism: If someone is both a teacher, and a policeman, and a clerk of the court, and an inspector in the civil service, in each office he has both relations, and duties, and obligations, and salaries, and responsibilities, and promotion, and enemies and rivals who are the cause of his failures. He appears before the king with many titles, and he sees the king. He seeks help from him with many tongues. He has recourse to many of the ruler’s titles, and seeks his help in many forms in order to be saved from the evil of his enemies. In just the same way, man, who manifests many Names and is charged with many duties and afflicted with many enemies, invokes many of the Names in his prayers and supplications. Muhammad the Arabian (Peace and blessings be upon him), the cause of pride of mankind and truly the most perfect man, supplicated with a thousand and one Names in his prayer, Jawshan al-Kabir.(24)

Using his concept of pluralism, he defended Muhyiddin ibn al-˜Arabi, an Islamic scholar of the Unity of Existence, in the following words; Yes, himself, Muhyiddin was rightly-guided and acceptable, but in all his works cannot be the guide and instructor. However, he himself is free of misguidance. Sometimes, a word may appear to be unbelief, but the one who spoke it is not an unbeliever.(25) He also quoted Muhyiddin: Those who are not one of us and do not know our station should not read our books, for it may be damaging for them.(26)

Nursi’s efforts to legitimize Sufism and to reach common understandings with the Shi˜a also manifest pluralism.(27) Although he opined that some people attached too much importance to Sufism at the expense of serving the cause of spreading the truths of belief, he paid attention to legitimizing sainthood and Sufism and choosing the middle way.(28)

His concept of pluralism even extended to salvation. As we read in The Letters: The two parts of the confession of faith cannot be separated; they either prove each other, comprise each other; one cannot be without the others. Since the Prophet (Upon whom be blessings and peace) was the Seal of the Prophets and the heir of all the prophets, he is at the start of all the ways leading to God. There can be no way to reality and salvation outside his mighty highway. All those with inner knowledge of God and the authorities of these who have researched into reality have said like Sa’di Shirazi: ˜It is impossible, Sa’di, to be victorious on the way of salvation, except by following Mustafa [Prophet Muhammad].’ They also said: ˜All ways are closed except the highway of Muhammad.’ However, it sometimes happens that people may be on the highway of Muhammad and within it, without knowing that it is the highway of Muhammad. And it sometimes happens that they do not know the Prophet, but the road they take is part of the highwayof Muhammad(29)

Nursi spent his life pursuing his quest to strengthen belief and reform society by means of a moral-based discourse.(30) Throughout his long life, he raised a voice of reasonable pluralism in the Islamic world by viewing one person as having numerous personalities, all of which display different qualities.(31) He accepted that truth could be understood in more than one way, and therefore he was neither an absolutist nor a relativist in matters ranging from religiosity to ethnicism, and from moderation to salvation.(32)

Conclusion

In a sense Nursi’s approach to non-Muslims amounts to pluralism. He wrote: Our action towards non-Muslims is persuasion, for we know them to be civilized, and to show Islam to be elevated and worthy of love.(33)

Believing Islam to be the middle way, Nursi emphasized the importance of moderation and keeping away from want and excess saying Too much or too little of anything is not good. Moderation is the middle way….(34) Finally, by advocating a middle way, Nursi communicated a message of hope and tolerance to others (35) when he wrote: The thing which is most worthy of love is love, and that most deserving of enmity is enmity. It is love and loving that render people’s social life secure and that lead to happiness, [it is these] which are most worthy of love and being loved. The time for enmity and hostility is finished.(36)

In conclusion, we can say that Nursi approaches this world and the Hereafter with a pluralistic view. He accepts different views, ideologies, and races, and his understanding of ethnicity demonstrates pluralism. For him, pluralism or tolerance does not necessarily mean integration or conversion; rather, it means the necessity to promote universal life. The importance that he places upon one innocent individual shows an impressive attitude of religious pluralism.

According to Michel: In any study of the development of Christian-Muslim dialogue in the 20th century, special attention must be given to the writings and preaching of Bediuzzaman Said Nursi. As one of the first religious thinkers in the course of this century to propose and promote dialogue between Muslims and Christians, Said Nursi’s advocacy of this dialogue dates back to 1911. This was a full half century before the Catholic Church’s Second Vatican Council urged Christians and Muslims to resolve their differences and move beyond the conflicts of the past to build relations characterized by respect and cooperation. Bediuzzaman’s repeated promotion of Muslim-Christian dialogue is even more striking in that his recommendations frequently date from times of tension and even warfare between Muslim and Christian communities.(37)

Footnotes

1. This article originally appeared as H. Horkuc, New Muslim Discourses on Pluralism in the Postmodern Age: Nursi on Religious Pluralism, The American Journal of Islamic Social Sciences 19, no. 2 (spring 2002): 68-86.
2. As opposed to interfaith or inter-religious dialogue. I consider both of these terms to be too limiting for the issue being discussed.
3. N. Marshood, Religious Pluralism and Social Change. Hudson County Community College. Online.
4. See I. Canan, The Chief Questions Facing the Islamic World and Their Solutions according to Bediuzzaman, in Second International Symposium on Bediuzzaman Said Nursi: The Reconstruction of Islamic Thought in the Twentieth Century and Bediuzzaman Said Nursi (Istanbul: Yeni Nesil, 1992).
5. See B. S. Nursi, Munazarat, in Kaynakli-Indeksli-Lugatli Risale-i Nur Kulliyati (The Epistle of Light), (Istanbul: Nesil Basim Yayin, 1996), 1944.
6. Ibid.
7. T. S. J. Michel, Muslim-Christian Dialogue anda Co-operation in the Thought of Bediuzzaman Said Nursi, The Muslim World 89, nos. 3-4 (1999): 332.
8. Ibid., 325.
9. T. S. J. Michel, Muslim-Christian Dialogue and Co-operation in the Thought of Bediuzzaman Said Nursi, in Fourth International Symposium on Bediuzzaman Said Nursi: A Contemporary Approach towards Understanding the Qur’an: The Example of Risale-I Nur (Istanbul: Yeni Nesil: 1998).
10. In this regard, see John Obert Voll, Bediuzzaman Said Nursi and Religion in the 1950s, The Muslim World 89, no.s 3-4 (1999): 255-56.
11. B. S. Nursi, The Flashes, in Risale-i Nur 1.0 CD. (Istanbul: Yeni Nesil, 200), 203, note 7.
12. Michael, Muslim-Christian Dialogue.
13. Ibid., 160.
14. Compare this with B. S. Nursi, The Words, in Risale-i Nur 1.0 CD (Istanbul: Yeni Nesil, 2000), 501. Then, since with the coming of the Prophet of the end of time, man as though advanced from the primary to the secondary stage, and through numerous revolutions and upheavals reached a position at which all the human peoples could receive a single lesson and listen to a single teacher and act in accordance with a single law, no need remained for different laws, neither was there necessity for different teachers. But because they were not all at completely the same level and did not proceed in the same sort of social life, the schools of law became numerous. If, like students of a school of higher education, the vast majority of mankind were clothed in the same sort of social life and attained the same level, then all the schools could be united. But just as the state of the world does not permit that, so the schools of law cannot be the same.
15. See conclusion in ibid., 500.
16. Ibid., 501.
17. B. S. Nursi, The Letters, in Risale-i Nur 1.0 CD. (Istanbul: Yeni Nesil, 2000), 314.
18. Voll, Bediuzzaman Said Nursi, 255-56.
19. Ibid.
20. Horkuc, New Muslim Discourses, 77.
21. Nursi, The Words, 343.
22. Nursi, The Letters, 379.
23. Ibid., 380.
24. Nursi, The Words, 344.
25. Nursi, The Flashes, 371.
26. For more on this see Ibid., 369-70.
27. See Horkuc, New Muslim Discourses, 80.
28. In one of his treaties concerning the Nine Allusions, Nursi explains the ways of sainthood and Sufism, deals with the definition of the Sufi path, and explains the truth underlying the terms Sufism, path, sainthood, and spiritual journeying. Nursi, The Letters, 518.
29. Ibid., 394.
30. Horkuc, New Muslim Discourses, 81.
31. In this treatise, Nursi explains how a person may have numerous personalities in respect of his different duties. Nursi, The Letters, 377.
32. Horkuc, New Muslim Discourses.
33. Cited in Canan, The Chief Questions
34. Nursi, The Flashes, 43.
35. See Horkuc, New Muslim Discourses, 77.
36. As cited in Michel, Muslim-Christian Dialogue.
37. Ibid., 325.

This Word presents a brief comparison between the Qur’an’s sacred wisdom and human philosophy, a concise summary of the Qur’anic instruction and training for humanity’s personal and social life. 

First fundamental

Differences between the Qur’anic wisdom and human philosophy: A religious, skillful, and renowned ruler wanted to make a copy of the Qur’an as beautifully as required by its sacred meanings and miraculous wording in order to adorn its wonderful words in a worthy fashion. So, he wrote it in a truly wonderful fashion with all kinds of precious jewels. To point out the variety of its truths, he wrote some of its letters in diamonds and emeralds, others in pearls and agate, brilliants and coral, and gold and silver. He adorned and decorated it in such a way that everyone was full of admiration and astonishment. That Qur’an became a most precious artwork for the people of truth, for its outer beauty indicated its brilliant inner beauty and striking adornment.

The ruler showed this Qur’an to a foreign [non-Muslim] philosopher and a Muslim scholar. Seeking to test and reward them, he told each one to write about it. The two men complied. The philosopher discussed the letters’ shapes, decorations, and interrelationships, and the jewels’ properties and methods of use. He said nothing of its meaning, for he saw only an ornamented object and was unaware that it was an invaluable book with depths of meaning. As he was well-informed about engineering and chemistry, could describe things, and knew a great deal about jewelry but nothing about Arabic, he wrote his book accordingly. But the truth-loving Muslim scholar, understanding that it was the Clear Book (the Wise Qur’an), ignored its outward ornamentation and the letters’ decorations and described the sacred truths and secret lights behind the veil of decorations, for they are far more valuable and worthy of respect, more useful and comprehensive.

Both men presented their books to the ruler, who began with the philosopher’s book. Seeing that he had worked very hard, the ruler nevertheless refused his book and expelled him from his presence. Why? Because he had written nothing of the bejeweled Qur’an’s true wisdom, understood none of its meanings, and showed his disrespect for it by thinking that this source of truths consists of meaningless decoration. Looking through second book, and seeing that the truth-loving scholar had written a very beautiful and useful interpretation, a wise and illuminating composition, he congratulated him. It was pure wisdom, and its author was a true scholar, a genuine sage. As a reward, the scholar was given 10 gold coins from the ruler’s inexhaustible treasury for each letter of his book.

The meaning is as follows: The embellished Qur’an is this artistically fashioned universe; the ruler is the Eternal Sovereign. The first man represents the line of philosophy and philosophers; the second man represents the way of the Qur’an and its students. Indeed, the wise Qur’an is the most exalted expounder and a most eloquent translator of this universe (a macro-Qur’an). It is the Criterion that instructs jinn and humanity in the signs of creation”Divine laws regarding creation and the universe’s operation”inscribed by the Pen of Power on the sheets of the universe and pages of time. It looks upon creatures, each a meaningful letter, as bearing the meaning of another (on account of their Maker) and says: How beautifully they have been made, how meaningfully they point to the Maker’s beauty and grace. Thus it shows the universe’s real beauty.

Philosophy, focused on the design and decorations of creation’s letters, has lost its way. While it ought to look upon this macro-book’s letters as bearing the meaning of another (on account of God), it looks upon them as signifying themselves (on account of themselves) and says: How beautiful they are, not How beautifully they have been made. Thus philosophers insult creation and cause it to complain. In truth, materialistic philosophy is a falsehood having no truth, an insult to creation.

Second fundamental

Moral training in one’s personal life: Sincere students of philosophy are Pharaoh-like tyrants. They abuse themselves by bowing in worship before the meanest thing, if they perceive it to be in their interest to do so. These materialist students are stubborn, misleading, and unyielding, but so wretched that they accept endless degradation for one pleasure; unbending but so mean as to kiss the feet of devilish people for a base advantage. They are conceited and domineering, but, unable to find any point of support in their hearts, are utterly impotent and vainglorious tyrants. Such people are no more than self-centered egoists striving to gratify their material and carnal desires, pursuers of personal interests and certain national interests.

Sincere students of the Qur’an are worshipping servants of God. They do not degrade themselves by bowing in worship before even the greatest of the created. They are dignified servants who do not worship in order to obtain a benefit, even Paradise. They are modest students, mild and gentle, who only lower themselves voluntarily to their Creator, never exceeding what He has permitted. They are aware of their weakness and need, but are independent because the Munificent Owner provides them with spiritual wealth. Relying on their Master’s infinite Power, they are powerful. They act and strive purely for God’s sake and pleasure, and to be equipped with virtue. The training given by philosophy and the Qur’an may be understood through the above comparison.

Third fundamental

Moral training in human social life: Philosophy considers force to be the point of support in social life, and life as the realization of self-interest (its goal) and conflict (its principle). A community’s unifying bonds are race and aggressive nationalism, and its fruits are the gratification of carnal desires and increased need. Force calls for aggression, seeking self-interest causes battles over material resources, and conflict brings strife. Racism feeds by swallowing others, thereby paving the way for aggression. This is why humanity is not happy.

The Qur’an accepts right as the point of support in social life. The aim is virtue and God’s approval, and its principle is mutual assistance. The only community bonds it accepts are those of religion, profession, and country. Its aim is to control and thus weaken carnal desires by urging the soul to sublime matters, satisfying our exalted feelings so that we will strive for human perfection and true humanity. Right calls for unity, virtues bring solidarity, and mutual assistance means helping each other. Religion secures brotherhood, sisterhood, and cohesion. Restraining our desires and urging the soul to perfection brings happiness in both worlds.

The debt that Briffault speaks of is often referred to as though it should be taken for granted: The Arabs only transmitted Greek science and made no contribution to the overall history of Western science. Fortunately, many historians of science no longer hold this view. The Arabs “ under an Islamic hegemony “ acquired the scientific heritage of earlier civilizations, including classical Greece and Rome, and translated, preserved, and transformed much of it. Their scientific experience profoundly impacted the late medieval world of western Europe, where Muslim scientific achievements were important to the evolving Renaissance and the grand narrative of the history of science.

Until recently, these historic achievements were unknown. Gradually, more evidence showing the magnificent work in Islamic science has come to light. Modern history of science studies show that the productive, original scientific research of Muslim scientists persisted into the sixteenth century. Yet, histories of Islamic science consistently claim that such science declined after the eleventh century due to the opposition of religious authorities (e.g., Imam al-Ghazali), Islamic law, and the absence of a capitalistic economy,(2) to name just a few.

But this theory, in addition to its palpable counter-intuitiveness, fails to explain the growing body of evidence for the rise of science in the Islamic world after the eleventh century. This article will discuss just a part of the accomplishment, importance and originality of Islamic science between the ninth and sixteenth centuries.

Islamic science defined

The more historians deconstruct the grand narrative of their discipline’s history, the harder it becomes to assign linguistic, civilizational, and cultural adjectives to science.(3) Using such adjectives as Greek, Arabic, Chinese, Indian, Islamic, and more pertinently, western, in this context is quickly becoming obsolete, due to the newly-emerging understanding of the essentially hegemonic meanings such adjectives have always harboured.(4) These terms were often used as analytical categories that imparted some significance at the time when languages, cultures and civilizations used to embody individual characteristics that could distinguish them from one another.(5)

Now, however, such terms no longer serve the same functions, for the new scrutiny now being applied to such grand narratives of the history of science is making it quite obvious that these terms can no longer yield the same analytical results they used to yield.(6) In addition, such terms as culture, civilization, language, and science are no longer the same stable, commonly accepted terms of reference they once were,(7) since they embody ambiguities of their own and embody hegemonic theoretical structures that prohibit their modification with the old adjectives as was once done.(8) Furthermore, the intimate interconnectedness between scientific traditions makes it almost meaningless to speak of a Greek, Arabic or European science as if each had a character of its own.(9)

In light of the above, Islamic science (10) perhaps should mean science conducted mainly in Arabic and within the context of Islamic civilization, for many individuals from different ethnic and religious backgrounds were actively engaged in this undertaking: Christians (e.g., Hunayn ibn Ishaq), Persians (e.g., Ibn Nawbakht), Sabians (e.g., Thabit ibn Qurrah), and Jews (e.g., Masha’allah). Arabic was the main scientific, but not necessarily the native, language of these scientists. While the terms Islamic science and Arabic science are modern historical terms for the science conducted within the context of Islamic civilization, this science is Islamic in the sense that it suited the new and growing needs of Islamic civilization; was available entirely in Arabic, which had replaced Syriac; and was familiar to an increasing number of Muslim translators, students, and scientists./(11) It is in this context that Islamic science will be used in this article.

Of equal importance is the realization that Islamic science, in this context, does not imply religious sciences (e.g., jurisprudence) but rather the natural sciences (e.g., mathematics, astronomy, and physics). Nor does it imply the type of science that states that all knowledge, including scientific knowledge, can be found in the Qur’an.(12) This view examines the Qur’an’s scientific content and claims that, from relativity, quantum mechanics, big bang theory to the entire field of embryology and much of modern geology has been ˜discovered’ in the Qur’an.(13) Its adherents claim that scientific experiments have been devised to discover what is mentioned in the Qur’an but not known to science. Although this view is now the most popular version of Islamic science, it is not the one implied in this article.

Nor does it imply the mystical perspective that equates Islamic science with studying the nature of things in an ontological sense. In this viewpoint, the material universe is studied as an integral and subordinate part of the higher levels of existence, consciousness and modes of knowing.(14) Given such a context, science is not a problem solving enterprise and socially objective inquiry but more a mystical quest for understanding the Absolute.(15) This view also advocates the idea that in this universe, conjecture and hypothesis have no real place; all inquiry must be subordinate to the mystical experience.(16) Thus, its advocates view all science in Islamic civilization as sacred science, a product of a particular mystical tradition that traces its roots to the Greek neo-Platonists. This view, however, has been strongly refuted by Muslim historians of science (e.g., Ahmad al-Hassan) and Western historians (e.g., David King and Donald Hill).

Having said that, in this article Islamic science means any natural science that depends upon observation and experimentation, as well as rational thought in a critical way, that was studied by scientists of various religious and ethnic backgrounds who operated under an Islamic hegemony.

Islamic science remains largely unappreciated

With the exception of a few scholars, the contributions of Muslims scientists have been “ and remain “ poorly understood in the West. Western literature on Muslims presents them as mere torch-bearers of Greek science. This view is a product of Orientalism, which treats the Orient and Orientals as an ˜object’ of study inscribed by Otherness.(17) This typology is based on a real specificity but detached from history, and thus conceived as intangible and essential,(18) which, according to Ziauddin Sardar, the European man, from Greek antiquity onwards, becomes the measure of all men everywhere.(19) Accordingly, Muslim contributions to science were deliberately ignored or suppressed, and the view that Muslim scientists produced nothing original remained the orthodox belief until the mid-twentieth century.

In astronomy, for example, Kevin Krisciunas states that it is a common misconception that astronomical research fell into a dazed slumber following Ptolemy [the Greek scientist who lived during the second century], not to reawaken until the time of Copernicus.(20) Accordingly, Western historians of astronomy, like Neugebauer and Delamere, find nothing to report about Islamic astronomy.(21) The distinguished physicist-philosopher-historian Pierre Duhem (1861-1916), on the other hand, believed that: The revelations of Greek thought on the nature of the exterior world ended with the Almagest, (by Ptolemy) which appeared about A.D. 145, and then began the decline of ancient learning. Those of its works that escaped the fires kindled by Mohammedan warriors were subjected to the barren interpretations of Mussulman [Muslim] commentors and, like parched seed, awaited the time when Latin Christianity would furnish a favourable soil in which they could once more flourish and bring forth fruit.(22)

In other words, Muslims were fanatic, rampaging hordes, burners of Greek science, and also pale imitators, copiers of the Greeks.(23) Duhem also believed that: There is no Arabian science. The wise men of Mohammedanism were always the more or less faithful disciples of the Greeks, but were themselves destitute of all originality.(24) Ernest Renan (1823-92), the influential French philologist, believed that Islamic science could only flourish in association with heresy, and that science in Islam was merely parasitic on Greek culture and that Islam was simply a vehicle transmitting Greek philosophy to the Renaissance in Europe.(25) Other historians repeated the view that Muslim scientists acted as unproductive transmitters of Greek science. Von Grunebaum suggested that Islamic science was a mimic of Greek science, and asserted that Islam failed to put natural resources to such use as would insure progressive control of the physical conditions of life. Inventions, discoveries, and improvements might be accepted but hardly ever were searched for.”(26)

Prominent historians of Islamic science, however, explain that modern research in Islamic science poses a challenge to what is at best a caricature of history, one that portrays the ˜torch’ of science and knowledge as something that was handed down from the ancient Greeks to medieval Europe by way of Islamic scholars.(27) The danger of this representation is that it miscasts the role of the Islamic civilisation in the scientific revolution and undermines the often deep relation between cultures and intellectual movements.(28) Furthermore, it allows historians of classical science to conclude, science as theory is Greek and as experimental method it was born in the seventeenth century,29 thereby neglecting the contributions of Muslim scholars in between.

According to the torch theory, therefore, Islamic science constituted an excavation site, in which the historian is the archaeologist on the track of Hellenism.30 This approach, explains Rashed, has frequently ended up misrepresenting the results of Greek science as well as those of the seventeenth century, a necessary distortion if one wishes to link the two ends of the chain in a continuous history; on the other hand, and not without coincidence, it has led to some famous blunders affecting not only interpretation but comprehension too.(31)

Recent scholarship, however, confirms that Muslim scientists were more than just torch-bearers of Greek science, and that, in fact, they influenced the Renaissance. For example, in his The Middle East, Bernard Lewis explains that Greek science, on the whole rather tended to be theoretical. Medieval Middle Eastern [Islamic] science was much more practical, and in such fields as medicine, chemistry, astronomy and agronomy, the classical heritage was clarified and supplemented by the experiments and observations of the medieval Middle East.(32)

Today there is sufficient information about the quality and staggering quantity of Islamic science. Muslim scientists were active in many fields, from astronomy to zoology, and made original contributions. For example, recent research in astronomy shows that the mathematical models of Ibn Shatir, a fourteenth-century scientist, and the work of astronomers at the famous observatory in Maragha, laid the foundation for the Copernican revolution.(33)

Thus the novelty of Islamic science was that it was not the fruits of chance meetings, but the deliberate results of a massive movement of scientific and philosophical translation, undertaken by professionals “ sometimes rivals “ supported by power and stimulated by the research itself.(34) This movement resulted in the creation of a library on the scale of the world of its time.(35) Hence, for the first time scientific traditions from different backgrounds and languages became elements of one science, whose language was Arabic, and found ways of reacting together to engender new methods and sometimes even new disciplines, such as trigonometry, algorithms, and algebra.

Nevertheless, most people remain unaware of the importance of Islamic science. For example, most Westerners know that the Muslims invented algebra, Arabic numerals, and possibly the zero, but not that Islamic science is a possible concept.(36) Thus the most widely used American university textbook for the history of science (37) shows no interest in Islamic science per se and ignores most of the research on Islamic science conducted during the past 50 years.(38) Europe has no such textbook at all, and the less said about modern Arabic books on Islamic science the better.

Only recently has the Western scholarly community produced a substantial amount of reliable literature on the subject, some even for the general reader. For example, the Dictionary of Scientific Biography (1970-80) contains a series of articles on the major Muslim scientists, as does the Encyclopaedia of the History of Arabic Science (1996).

The contributions of Muslim scientists are even less well understood in the Islamic world itself, let alone elsewhere in the world. No serious modern work of a general nature on Islamic science is available in Arabic, except George Saliba’s The Origin and Development of Arabic Scientific Thought (1998). Also, very little of the research of the past 50 years is available or even known in the Muslim world.

According to King, the surviving written works and artefacts relating to the achievements of Muslim scientists are some 10,000 manuscripts preserved in libraries around the world, and some 1,000 instruments preserved in museums and private collections. (39) This is an insignificant number when compared to some of the libraries that existed during Islamic civilization’s golden age, when there were about 500,000 such manuscripts on their shelves. Few of the surviving major scientific works have been translated, and modern scholars have never read thousands of these manuscripts. Simply put, the history of Islamic science as a field remains virgin territory. Nevertheless, as little as we know about Islamic science, scholars affirm that every single specialised science in the West owes its origins to the Islamic impulse “ or at least its direction from that time on.(40)

Original contributions and their impact on modern science

Islamic science made many important contributions to the history of European scientific thought. Its importance can be deduced from its original contributions and impact. Islamic science influenced the sciences of the West, and thus had a direct influence on the Renaissance and the scientific revolution.

In the twelfth century, the West discovered, via a translated catalogue of sciences (map of knowledge) by al-Farabi, the existence of a considerable body of Antiquity’s scientific work. The West started examining these sciences, including astronomy, biology, botany, mathematics, and medicine. In addition, the medieval European university became the institutional manifestation of al-Farabi’s map of knowledge. In fact, the translated work of Islamic knowledge formed the basis and the scientific foundation of the university in its living reality “ the reality of its syllabus, the content of its teaching.(41)

The originality of Islamic science and its significant innovation is clear in several fields, including mathematics, astronomy, and medicine. Due to this topic’s vastness, this article shall confine itself to these three fields.

Originality in mathematics

Recent research proves that many of the ideas that once were thought to belong to European mathematicians of the sixteenth, seventeenth, and eighteenth centuries were in fact originated by Islamic mathematicians. In many respects, the mathematics studied today is far closer in style to that of the Muslims than of the Greeks.(42)

In the case of mathematics, Muslims initially were transmitters of almost all the important mathematical ideas of Mesopotamia, Egypt, Greece, India, Persia, and the Hellenistic world. But they also made original contributions that directly influenced arithmetic, geometry, algebra, and algorithms. Before learning of Indian numerals and the dust-board system early in the eighth century from Indian and Persian sources, the Muslims used finger computation, also called the arithmetic of the scribes or secretaries because it was used by government bureaucrats. This Indian system could express any number by using only 10 figures, including an empty place for zero, and the results were written out in words. (43) Though this system was far easier than, and superior to, the Babylonian sexagesimal system (in which letters replaced numbers), the latter system was still being used especially by astronomers. While the Babylonian system was developed for practical business needs, the Indian system was inspired by the Hindus’ inherent philosophical bent.

The Muslims recognized the importance of the Indian system and thus transformed it into the well-known Arabic numerals. This system, still used today in the West, enabled the West to achieve great breakthrough in mathematics. Arabic numerals became an intensely workable code, one so simple that literally any child can handle it, so flexible that in the hands of the mathematicians it became a vocabulary by which the most complex relations between the most astronomical quantities can be expressed. It was a revolution on a par with the invention of the computer; one was able to reduce the cosmos to a system of ten elementary symbols, from zero to nine. (44)

Arabic numerals were first transmitted and used in the West during the latter half of the twelfth century through the translation of the first part of al-Khawarizmi’s The Book of Addition and Subtraction in Indian Arithmetic, which survives as a translation only. By this time, many other important works in Arabic were well ahead of the West, including the work of al-Karaji (c.1000), ˜Umar al-Khayyam (d. 1130), as-Samaw’al (d. c. 1175), and Ibn al-Haytham (d. c. 1040).

Muslims also developed Greek geometry and then used it in surveying, in designing wheels of all kinds, including waterwheels and other systems for drawing water, in improving farming equipment, and, inevitably, in devising engines and devices of war, such as catapults and crossbows.(45) In the ninth century, Thabit ibn Qurra wrote on cubatures and quadratures, and used the method of exhaustions in a manner that anticipated the development of integral calculus; advanced the study of parabolas; and used integral sums to find the area of a parabola’s segment. He also translated Appollonius’ Conics, several of Archimedes’ treatises, and Nicomachus’ Introduction to Arithmetic, in addition to calculating the volume of the parabolic and giving a geometrical solution to some third degree figures.(46)

In geometry, Umar al-Khayyam and al-Tusi re-examined the fifth postulate of Euclid concerning the parallel line theorem, which concerns the very foundation of Euclidean geometry.47 Though they did not claim to challenge Euclid’s postulates, however, their work eventually led to G. Saccheri’s first attempt to formulate a non-Euclidean geometry (1733).

While the Greeks had calculated a table of chords, trigonometry was invented by the Arabs. (48) Muslim scientists were the first to formulate explicit trigonometric functions. The first scientist to use tangents (zill) was the astronomer Habash al-Hasib, who also knew of the sine, cosine, and cotangent functions. More influential was Abu al-Wafa al-Buzanji, the first person to demonstrate the sine theorem for a general spherical triangle and to invent the secant (qutr al-zill). The latter discovery is usually attributed to Copernicus. Al-Biruni wrote the first independent work on spherical trigonometry, calculated the approximate value of a diagonal of one degree, and was the first to demonstrate that for a plane triangle ( a/sinA = b/sinB = c/sinC ).(49)

Muslim mathematicians also invented algebra. Al-Khawarizmi (780-850), the greatest Muslim mathematician and the first to establish algebra, is known for being instrumental in converting Babylonian and Hindu numerals into a simple and workable system that almost everyone could use.(50) He is also best known for originating the mathematical terms and concepts of algebra and the algorithm (which is derived from his name al-Khawarizmi). He composed many astronomical tables, worked on arithmetic and algebra, and is recognized as the founder of algebra, for he initiated the subject in a systematic form and developed it to the extent of giving analytical solutions of linear and quadratic equations.

His book The Book of Summary concerning the Process of Calculating Compulsion and Equation was used until the sixteenth century as the principle textbook of European universities. And it is from its title that the term algebra (al-Jabr: restoration and amplification of something incomplete; muqabala: the balance of the two sides of an equation) was derived. The Toledan translation of his book, Algorismi de numero indorum, had a profound impact upon the West and gave English such words as algorithm and cipher (Arabic for zero) and Spanish the word guarismo.

One of the many other mathematicians, the Persian Ghiyath al-Din Jamshid al-Kashani, devised a theory of numbers and techniques of computation that remained unmatched until recently. He also rediscovered the decimal fraction, discovered initially by al-Uqlidisi and then forgotten for centuries, made a remarkably accurate calculation of , is considered the inventor of the first calculating machine,(51) and is the first person to solve the Newton binomial theorem.

Originality in astronomy

George Saliba, a prominent historian of Islamic science, has greatly advanced our understanding of the importance of Islamic astronomy. He explains that medieval Islamic astronomers were not mere translators but also may have played a key role in the Copernican revolution, which ultimately influenced the Renaissance. The contribution of Islamic science was fundamental to the birth and subsequent development of astronomy in the West, for before this contribution the West had no advanced astronomy. The knowledge developed by Muslim astronomers produced changes in the West as regards the development of trigonometry, instruments, and the local star catalogues, and also affected the growth and development of astronomical theory proper.(52)

Astronomy was a practical science for the Muslims, because they used the stars as guides during their travel. Thus, astronomy became one of their greatest achievements. Its practical importance was also emphasized by the need to determine the prayer direction (qibla) and time regardless of one’s location.

Islamic astronomers surpassed the Greek mathematical methods, and developed trigonometry, which eventually provided the essential tools necessary for the astronomy that developed during the Renaissance. Medieval Muslim astronomers felt themselves challenged to find a simpler trigonometric method than that postulated by such earlier astronomers as Ptolemy. The study of astronomy was influenced by ancient sources, and Muslims were acquainted with Indian and Persian sources before Greek ones. The Persian Sassanids’ astronomical treatises were translated into Arabic during the eighth century. Ptolemy’s work was introduced in the ninth century. Around that time, such scholars as Thabit ibn Qurra and Hunayn ibn Ishaq translated Ptolemy’s major work Megalé syntax mathematiké (Almagest in Arabic). By the end of the ninth century, the Arabs had thoroughly studied and were acquainted with the work of Antiquity.

Before the spread of Islam, there was only one observatory in Alexandria; Muslims built observatories all over the Islamic world. The first one, al-Shammasiyah, was built in Baghdad built by al-Ma’mun in 828. Al-Battani built one at Raqqa (Iraq), Abdul Rahman al-Sufi built one at Shiraz (Persia), and in 1023 the Persian prince Ala al-Daula built one for Ibn Sina at Hamadan. Scientists at the famous al-Maragha observatory in western Iran greatly influenced Copernican astronomy, for their work led to the development of a planetary system that was mathematically equivalent to that of Copernicus. Such closeness caused Noel Swerdlow to ask, not whether, but when, where, and in what form Copernicus learned of those scientists.(53)

Advances in planetary theories were primarily the result of criticizing Ptolemy’s work, which had dominated the field since the time of al-Battani. While refining and improving the work’s details, rising dissatisfaction with many of its aspects led such scholars as Nasir al-Din al-Tusi, Qutb al-Din al-Shirazi, and Ibn al-Shatir to criticize the Polemic (geocentric) system in the twelfth and thirteenth centuries. This criticism was, to some extent, very important in the later attacks made against him during the Renaissance. The work of astronomers like Ibn al-Shatir allows modern scholars like Saliba to conclude that at some level the Renaissance “ which was at least partly inspired by the Copernican revolution “ was not a purely European creation.(54) According to him, the role of Arabic astronomy was not to preserve Greek astronomy, but to correct its flaws and finally to seek alternatives to it.(55)

Thousands of Arabic manuscripts in major libraries remain unknown to scholars. However, eminent scholars like George Saliba and David King have advanced our understanding of Islamic astronomy’s originality and influence. Unlike the traditional view that Muslim astronomers accepted the Greek work as unalloyed truth, they in fact rejected much of it and forged a new astronomy that, later on, enabled Copernicus to lay the foundation of modern astronomy. Consequently, the original contributions made by Muslims astronomers challenge the idea that Muslim scientists only transmitted ancient Greek science and knowledge to medieval Europe without adding anything.

Originality in medicine

Muslims also excelled in and made original contributions to medicine. Islamic medicine was built on tradition, mainly the theoretical and practical knowledge developed in Greece and Rome. For Muslim scholars, Galen and Hippocrates were the pre-eminent authorities, followed by the Hellenic scholars in Alexandria. Muslim and non-Muslim scholars translated the voluminous writings from Greek (e.g., Hippocrates, Dioscorides, and Galen) into Arabic, thus providing virtually all of Islam’s early medical students with their basic reference texts. Then, basing themselves upon these texts, they produced new medical knowledge. In order to make ancient medical works more accessible, understandable, and teachable, Muslim scholars ordered and systematized the vast and sometimes inconsistent Greco-Roman medical knowledge by writing encyclopedias and summaries.

The influence of Islamic medicine in the West was critical, due to the mass of information it conveyed to the West, because it helped establish medicine as a science, and because translated Arabic medical manuscripts gave a decisive direction to the teaching of medicine in the West.(56) Islamic medical knowledge built upon the achievements of classical Greece and Rome as well as that learned from Syriac, Persian, and Indian sources. After the relatively quick assimilation of this knowledge, Islamic medical writings became more systematic and synthetic, with an evident urge to produce the most comprehensive and complete medical reference work yet written.(57) A primary concern of Islamic medical scholars was the organisation of the vast body of knowledge into a logical and accessible format.(58) They also expanded theoretical discourses on causes and symptoms, and frequently introduced examples and procedures of an applied character. It was in this historical background that Islamic medicine developed and advanced, and at its zenith produced such towering physicians like Ibn Sina and al-Razi.

Al-Razi (Rhazes: 865-925) is the keenest original thinker and greatest clinician not only of Islam but of the Middle Ages,(59) and was the Islamic world’s greatest original clinical and observational physician. Along with Ibn Sina, they are considered to be among the greatest physicians ever known. In selecting a new site for the great hospital in Baghdad, al-Razi hung up shreds of meat and then chose the spot where they showed the least sign of putrefaction.

Al-Razi applied chemistry and physics to medicine, and wrote a medical encyclopedia and a treatise on smallpox and measles that was the earliest of its kind and considered a masterpiece of Arabic medical literature. He was a pioneer in pediatrics, obstetrics, and ophthalmology. In fact, his The Diseases of Children has led some historians to regard him as the father of pediatrics. He is also considered the inventor of the seton in surgery, and the first to relate hay fever to a rose’s scent,(60) isolate and use alcohol (al-kuhul) as an antiseptic, use mercury as a purgative (known in the Middle Ages as Album Rhasis), explain how to remove a cataract, and discuss the papillary reaction or widening and narrowing of an eye’s pupil. Furthermore, he mastered the way of treating by psychological shock and of using psychosomatic medicine and psychology. In its English translation, al-Razi’s Spiritual Physic devotes 20 chapters to various ailments that upset the soul and the body.

Al-Razi wrote many books on medicine, the major ones being Al-Hawi fi al-Tibb, (The Comprehensive Book), an encyclopedic composition of Greek, Persian, and early Arabic medical knowledge in their entirety, whose modern version is incomplete at 23 volumes.(61) The Sicilian Jewish physician Faraj (Farragut) ibn Salim was the first to translate Al-Hawi into Latin in 1279. Under the title Continens, it was repeatedly printed from 1486 onwards; a fifth edition appeared in Venice in 1542. Prior to the nineteenth century, Al-Hawi can be considered one of the most extensive medical texts ever written by a doctor.

His 10-volume Kitab al-Mansuri (Liber medicinalis ad Almansori), was translated in 1480 by Milan, and also into French and German. Gerard of Cremona translated the ninth volume, under the title Nonus al-Manuri, which remained popular in Europe until the sixteenth century. Here, he developed the science of anatomy by discussing such features as veins, arteries, dispositions of the heart, and so on.

His famous book on smallpox and the measles, Kitab fi al-Jadari wa al-Hasbah (Liber de Pestilentia), was very influential in Europe. It was first translated into Latin in 1565, and then into many other European languages. In fact, 40 editions were printed between 1498 and 1866. In 1848, William A. Greenhill translated it into English. Through this treatise, he became the first to draw clear comparison between smallpox and chickenpox. This treatise demonstrates quite well his concern for therapy, and its thoroughness stands in sharp contrast to the silence regarding the topic in the Hellenistic and Byzantine literature preserved today.(62)

Another great figure, Ibn Sina (Avicenna: 1126-98), was the most renowned physician, philosopher, encyclopedist, mathematician, and astronomer of his time. According to George Sarton, Ibn Sina’s thought represents the climax of medieval philosophy.(63)

One of his major contributions to medicine was his famous Al-Qanun fi al-Tibb (The Canon of Medicine), an immense encyclopedia of medicine that contains some of the most illuminating thoughts on the distinction of mediastinitis from pleurisy; contagious nature of phthisis; distribution of diseases by water and soil; careful description of skin troubles; of sexual diseases, and perversions; of nervous ailments (including love sickness); many psychological and pathological facts clearly analysed.(64) In it, Ibn Sina deals with the general principles of medicine, simple and compound drugs containing 760 types of drugs, disorders of each internal and external organ of the body, and diseases effecting all of the body, especially pathology and pharmacopoeia.

The Canon influenced Europe’s medical schools for the next 600 years and was probably the most used of all medieval medical references.(65) Gerard of Cremona translated it in the twelfth century. During the last 30 years of the fifteenth century, 15 Latin editions and one Hebrew edition were published. During the sixteenth century, it was reissued more than 20 times. From the twelfth to the seventeenth century, it was the West’s chief medical book and fulfilled that function longer than any other medical work.

Ibn Sina was the first to describe meningitis and differentiate it from meningismus of other acute diseases and to suggest treatment for lachrymal fistula, the first to describe the manner of spread of epidemics and the contagious nature of tuberculosis. He described many details of the eye, such as conjunctive sclera, the cornea, choroids, the iris, the retina, the layer lens, the aqueous humour, the optic nerve, and the optic chiasm.

Other important medical figures were Ibn Zuhr (Avenzoar, d.1161) for his work on diet, Ibn Rushd (Averroes, 1121-98) for his work on general principles, and the Syrian Ibn al-Nafis (d.1288) for his discovery of the minor circulation of the blood.

Conclusion

The contribution of Muslims to science dispels the common beliefs that they only preserved and transmitted Greek knowledge to the West. Recent studies by competent historians has led to a qualitative shift in our understanding of their contributions. Such historians adduce that Muslim scientists both influenced almost every branch of science and were instrumental in influencing the Renaissance.

Today, however, the Muslim world produces a disproportionately small amount of scientific output, and much of it is of relatively low quality. In numerical terms, 41 predominantly Muslim countries, having about 20% of the world’s population, generate less than 5% of its science. Given Muslims past contributions to science, this situation raises several questions: Is there a dichotomy between Islam and modern science? If not, how does one explain the huge gap in scientific output between the Muslim world and the West or East Asia? And what must change so that science can flourish in Muslim countries?

The past achievements of Muslim scientists clearly show that Islam is not the key problem facing scientific achievement in the Muslim world of today. The theory that implies a dichotomy between Islam and science is part of a larger conflict in post-Enlightenment historiography that opposes science and religion in general in post-medieval civilizations. Rather, the problem is a result of cumulative “ as opposed to one dominant “ factors.

Footnotes 

1. Robert Briffault, The Making of Humanity, (London, 1938), p.200.
2. Among those who suggest this are T. E. Huff, The Rise of Early Modern Science (Cambridge: Cambridge University Press, 1993); P. Hoodbhoy, Islam and Science: Religious Orthodoxy and the Battle for Rationality (Pakistan: Zed Books, 1992); J. J. Saunders, Muslims and Mongols: Essays on Medieval Asia (University of Canterbury: Whitcoulls Ltd., 1977).
3. George Saliba, Whose Science is Arabic Science in Renaissance Europe, Columbia University http://www.columbia.edu/~gas1/project/visions/case1/sci.1.html.
4. Ibid. 5 Ibid. 6 Ibid. 7 Ibid. 8 Ibid.
5. George Saliba, Greek Astronomy and the Medieval Arabic Tradition, in American Scientist 90 (July-August 2002): 367.
6. We define science as systemized knowledge derived from observation, study, and experimentation carried on in order to determine the nature or principle of what is being studied. This definition specifically excludes such applied fields as technology and engineering.
7. G. M. Wickens The Middle East as a World Centre of Science and Medicine, in Introduction to Islamic Civilisation, ed. R. M. Savory, (Cambridge: Cambridge University Press, 1976), 113.
8. Ziauddin Sardar, Islamic Science, www.islamonline.net/english/Contemporary/ 2002/05/Article21.shtml (2/6/2002).
9. Ibid. 14 Ibid. 15 Ibid. 16 Ibid.
10. Abdel-Malek (1981) quoted in Ziauddin Sardar, Orientalism (Buckingham: Open University Press, 1999), 59.
11. Ibid. 19 Ibid.
12. Kevin Krisciunas, Astronomical Centres of the World (Cambridge: Cambridge University Press, 1988), 23.
13. Salah Zaimeche, A Review on Muslim Contribution to Astronomy, (Foundation for Science, Technology and Civilisation, 2002). Online at: www.muslimheritage.com/topics/default.cfm?ArticleID=233.
14. Ibid. 23 Ibid.
15. Quoted in David C. Lindberg, The Beginning of Western Science: The European Scientific Tradition in Philosophical, Religious, and Institutional Context, 600 B.C. to A.D. 1450 (Chicago: The University Chicago Press, 1992), 175.
16. Ernest Renan (ed.), Islamism and Science, in Poetry of the Celtic Race and Other Studies (London: W. Scott., 1896), 85. Quoted in Bryan S. Turner, Orientalism, Postmodernism & Globalism (New York: Routledge, 1994), 31.
17. Von Grunebaum, as cited in Ibid., 71.
18. Saliba, Greek Astronomy, 360.
19. Ibid.
20. Roshdi Rashed, Preface, in Roshdi Rashed (ed.), Encyclopaedia of the History of Arabic Sciences (London: Routledge, 1996), 1:x.
21. Ibid. 31 Ibid.
22. Bernard Lewis, The Middle East (New York: Touchstone Books 1998), 266.
23. Ibid.
24. Ahmed Djebbar, Une Histoire de la science arabe, entretiens avec Jean Rosmorduc (A History of Arab Science — Conversations with Jean Rosmorduc), (Paris: Seuil, 2001), in David Tresilian, Greeker than the Greeks, Al-Ahram Weekly Online, 10-16 Jan. 2002, no.568. http://weekly.ahram.org.eg/2002/568/bo5.htm, p. xi.
25. Ibid.
26. David A. King, Proposal for an exhibition on Islamic science and technology, www.unesco.org/science/pao/exhib/islam2.htm#1.
27. David Lindberg, The Beginnings of Western Science: The European Scientific Tradition in Philosophical, Religious, and Institutional Context, 600 B.C. to A.D. 1450 (Chicago: University of Chicago Press), 1992.
28. King, Proposal. 39 Ibid.
29. Goldstein, T., Dawn of Modern Science (Boston: Houghton Mifflin Co., 1980), 99.
30. Alain de Libera in Sabbaghi, R., The Arab Forebears of the European Renaissance (interview with French historian and philosopher Alain de Libera), UNESCO Courier (Feb. 1997) 2(6).
31. J. J. O’Connor and E. F. Robertson, Arabic Mathematics: Forgotten Brilliance? Online at:www-groups.dcs.st-andrews.ac.uk/~history/HistTopics/Arabic_mathematics.html.
32. Turner, H. R., Science in Medieval Islam: An Illustrated Introduction (Austin: University of Texas Press, 1995), 45.
33. Goldstein, The Dawn of Modern Science, 121.
34. Turner, Science in Medieval Islam, 47.
35. Nasr, S. H., Islamic Science: An Illustrated Study (Westerham: Westerham Press, 1976), 82 and Science and Civilisation in Islam (New York: Plume Books, 1968), 149.
36. Nasr, Islamic Science, 82.
37. Huff, T. E., The Rise of Early Modern Science. (Cambridge: Cambridge University Press, 1993), 50. According to Baron Carra de Vaux, the Arabs founded plane and spherical trigonometry (Astronomy and Mathematics, in The Legacy of Islam, 1st ed., 276). Likewise, E. S. Kennedy agrees that Arab scientists created trigonometry, the study of the plane and spherical triangle (˜The Arabic Heritage in the Exact Sciences,’ Al-Abhath 23 (1970): 337. Also see his The History of Trigonometry: An Overview, in Studies in the Islamic Exact Sciences, ed. E. S. Kennedy et al. (Beirut : American University of Beirut, 1983).
38. Nasr, Islamic Science, 84.
39. Turner, Science in Medieval Islam, p.47.
40. See E. S. Kennedy, A Fifteenth-century Planetary Computer: al-Kashi’s Tabaq al-Aanateq’, Isis 41 (1950): 180-83 and 43 (1952): 42-50.
41. Henri Hugonnard-Roche, The Influence of Arabic Astronomy in the Medieval West, in Roshdi Rashed (ed.), Encyclopaedia,1:284.
42. Swerdlow, N., and Neugebauer, O., (1984), Mathematical Astronomy in Copernicus’s De revolutioibus (New York: Springer Verlag, 1984). Cited in Huff, The Rise of Early Modern Science, 54.
43. Saliba, Greek Astronomy, 360.
44. In In defence of Copernicus. (Letters to the Editors), American Scientist 90, no. 6 (Nov.-Dec. 2002): 492 (1).
45. Danielle Jacquart, The Influence of Arabic Medicine in the Medieval West, in Roshdi Rashed (ed.), Encyclopaedia, 3:963.
46. Savage-Smith, Emilie, Medicine, in Ibid., 3:913.
47. Ibid. 59 Ibid.
48. Savage-Smith, Emilie, Gleanings from an Arabist’s Workshop: Current Trends in the Study of Medieval Islamic Science and Medicine, Isis 79 (1988): 246-72.
49. Ibid.
50. Savage-Smith, Medicine, 914.
51. George Sarton, Introduction to the History of Science (New York: Robert Krieger, 1975), 1:709.
52. Ibid.
53. Turner, Science in Medieval Islam,136.

Ancient people, considering it very important to determine Earth’shape, derived two important clues from the night skies. According to Aristotle (384-322 bce), these were lunar eclipses and the North Star. Lunar eclipses occur when the sun, Earth, and the moon line up in such a way that Earth temporarily blocks the sun’s light from reaching the moon while its circular shadow gradually crosses the moon’s face. The North Star appears lower in the sky the further south we go: at the Equator it lies directly on the horizon, at a latitude of 45 it is 45 above the horizon; and at the North Pole it is directly overhead. However, it is not visible south of the Equator.(1) As both of these indicate a spherical Earth, the scholars of that time discarded the idea of a flat Earth.

The more challenging question was how to determine Earth’s size. Eratosthenes of Alexandria (third century bce) had a simple yet brilliant idea: insert a gnomon (a vertical stick) into a level piece of ground. This enabled him to determine noon’s exact time (when the shadow was the shortest). It was also used as a compass, for in the Northern Hemisphere the gnomon’s shadow points north.

But can such a simple device determine Earth’s size? Aswan, located about 500 miles south of Alexandria, sits on the Tropic of Cancer. So, at noon of June 21 (the summer solstice), a gnomon inserted there has no shadow. By doing just that in Alexandria, Eratosthenes found that the angle was 1/50 of a circle’s circumference (i.e., 2p/50). In other words, the angle at Earth’s center corresponding to the arc between Aswan and Alexandria on Earth’s surface is 1/50 of a circle’s circumference. Since the distance between Alexandria and Aswan is 500 miles, Earth’s circumference should be 25,000 miles, which is its actual circumference.(2) Thus, Earth’s size and shape was pretty well established over 2,000 years ago.

This knowledge was lost to Europe when the ancient civilizations crumbled. But Islamic civilization and culture, which was rising at roughly the same time as the West was declining, produced scholars and scientists who translated and refined quite a bit of this ancient knowledge. For example, in 1424 al-Kashi used Archimedes’ method of computing to determine its values to 16 decimal places. Ulug Beg compiled the greatest star catalog known at that time. During al-Ma’mun reign (813-833), al-Khwarizmi measured one degree of latitude on Earth’s surface and obtained the result of 57 miles. This means that Earth’s circumference is 360×57 = 20,520 miles.(3) Thus, in the ninth century, Muslim scientists knew that Earth was spherical and had a good idea of its size. Most Europeans at that time, believed that Earth was flat and the universe impenetrable.

The Qur’an describes Earth’s geographical shape and change in that shape: Do they not see how We gradually shrink the land from its outlying borders? Is it then they who will be victors? (21:44).(4) The reference to shrinking could relate to the now-known fact that Earth is compressed at the poles.

At a time when people generally believed that Earth was flat and stationary, the Qur’an explicitly and implicitly revealed that it is round. More unexpectedly still, it also says that its precise shape is more like an ostrich egg than a sphere: After than He shaped Earth like an egg, whence He caused to spring forth the water thereof, and the pasture thereof (79: 30-32).

The verb daha’ means “to shape like an egg,” and its derived noun da’hia is still used to mean “an egg.” As this may have appeared incorrect to pre-modern scientists, some interpreters misunderstood the word’s meaning as “stretched out,” perhaps fearing that its literal meaning would only confuse people. Modern scientific instruments recently established that Earth is shaped more like an egg than a perfect sphere, and that there is a slight flattening around the poles and a slight curving around the Equator.

The West receives “lost” knowledge

An enduring Western myth is that Columbus had to overcome a pervasive belief that he would sail off the edge of a flat Earth by sailing west to Asia. This myth stems in part from compressing the past and conflating the early Middle Ages, when Europe’s belief in a flat Earth was widespread, with the late Middle Ages, when Europe’s knowledge had caught up with and partially surpassed that of ancient Greece and medieval Islam.

During the Renaissance, Europe came into contact with “lost” knowledge by translating Greek and Arabic works. One important book was Ptolemy’s Geography, which accepts Earth’s spherical shape. Geography once more became available in the original Greek, which was not widely known in the thirteenth century. This book was translated into Latin in the late fifteenth century and became widely known. Columbus owned a copy printed in 1479.

By the time of Columbus, the idea of a spherical Earth was widely accepted in theory. Columbus believed this and wanted to sail west to the eastern shores of Asia. Earth’s size was the real issue. Ptolemy’s estimate was as much as 20% too low. Also, he vastly overestimated Asia’s size. The resulting map depicted an Earth with oceans between Europe’s western tip and Asia’s eastern tip, which was well within range of the provisions that ships of that time could carry. Columbus’ estimate of the distance to Asia was wrong, as was his assumption that there was no land between Europe and Asia. Fortunately for him, these two “wrongs” made a “right,” with all of its attendant fame and glory.

The Shape of the Universe

So far, we have given external information (i.e., lunar eclipses and the North Star) about Earth’s spherical shape based upon its position in the universe. If we use this method to determine the universe’s shape, we must observe it in an external manner. As this is not possible, let’s reconsider the question of Earth’s shape with a slight change: Can we determine Earth’s shape by using measurements and observations done only on its surface, and thereby acquire intrinsic information that can inform us of the universe’s shape?

Karl Gauss (1777-1855) answered this question positively by inventing “curvature,” which measures a given surface’s “bumpiness” at a specific point. A flat piece of paper has no bumps and so its curvature is zero. But if we look at a sphere at each point, we see some bumpiness. Gauss called such bumpiness “positive curvature.” Another kind of bumpiness is “saddle-shaped.” We can think of positive curvature at a point as follows: If we put a piece of flat paper on a surface at that point, the surface lies totally on one side of the paper. But in negatively curved space, this cannot happen.

To describe this concept formally (minus some technicalities), assume constant curvatures on the shapes in question. In other words, the shape is totally symmetric and every point has the same amount of bumpiness. There are several ways to describe curvature. Gauss’s formulation for curvature is brilliant. But before that, let’s look at his intrinsic proof for a spherical Earth. Imagine an orchard so large that any deviation from flatness is perceptible. First plant trees on the Equator every 100 kms (the approximate distance between two meridians on the Equator). Then plant another tree 100 kms (the approximate distance between two parallels) north of each tree, and do this several times. If Earth is flat, the distance between them would be same. But since the distance between the two consecutive trees (on the same parallel) decreases, Earth is spherical.

Having seen that an intuitively positive curvature implies a spherical shape, we want to follow this method to get an idea about the universe’s shape. Georg Riemann (1826-66), trying to do just that, invented “curved space” and explained how to compute its curvature. We could launch six probes at equally spaced points along the Equator, and have each of them continually monitor the distance to the two adjacent probes. If space is flat, the distances at any point in its journey would equal the distance from the probe to Earth’s center (an equilateral triangle). For negative curvature, the distance between probes would grow faster than the distance the probe had traveled from Earth; in positively curved space, the distance between probes would grow slower than the distance covered by the probes since leaving Earth.

There are two common misconceptions about the curvature of space. The first one is that curvature is a rather vague or qualitative concept. In reality, it is quite precise and assigns to each point in space and each direction at that point an exact number determined by the shape of the space near the specific location. The second one is that to describe curved space, one must think of it as “curving” into a fourth dimension. This can be useful in visualizing curved space for people familiar with four-dimensional Euclidean space (four-dimensional coordinate space). Unfortunately, science popularizers and science fiction writers often lace this concept with mystical overtones. This is more likely to confuse average people. In other words, measurements made in ordinary three-dimensional space may disagree with the results embodied in Euclidean geometry, for curvature measures the degree and kind of deviation from the Euclidean model.

Riemann also proposed a radically different (non-Euclidian) model for the universe: “spherical space.” This would be the case if space had a constant positive curvature. Based on this, he said that the universe should be a hypersphere (a three-dimensional sphere). The usual sphere is two-dimensional and lives in three-dimensional Euclidean space. In general, n-dimensional sphere is described as in the (n+1)-dimensional Euclidean space, and the set of points whose distance from origin (the point 0) is 1.

The more intuitive way to describe hypersphere comes from the usual sphere. Starting from a point in the sphere called the South Pole, and as we go in a direction in the sphere, we see concentric circles becoming larger until we reach the Equator, after which they become smaller and we finally reach North Pole. The situation is similar in hypersphere. Start from a point in the sphere called the South Pole, and as we go in a direction in the sphere, the concentric “spheres” become larger until we reach the Equator, after which they become smaller until we reach the North Pole. We can generalize this concept for any sphere of any dimension.

Earlier philosophers speculated that the universe was infinite in extent; others (e.g., Plato, Aristotle, Newton, and Leibniz) rejected this as implausible. But the alternative seemed equally dubious: If it did not go on forever, then “like the flat Earth” it had to end somewhere. And, what was beyond that? This model solved the Euclidean paradox of the universe’s “edge,” for if the universe is positively curved, it can be finite in extent and still not have any “edge.” In Riemann’s model, every part of the universe looks just like every other part, as far as shapes and measurements go.

Qur’an 51:47-48 mentions the universe’s spreading out or expansion in space: And the firmament: We constructed it with power and skill, and We are spreading it. This verse reveals that the distance between celestial bodies is increasing, which means that the universe is expanding.

Hubbel’s law

The most surprising discovery of the twentieth century was made by Edwin Hubble in 1929: The universe is not static, but is in a state of rapid expansion. Based upon his observations, he stated Hubble’s Law: Other galaxies are receding from us, the rate at which they recede depends upon their distance, and there is a constant ratio (the Hubble constant) between their velocity and their distance from us.

This law’s most dramatic consequence is what it tells about how we got to where we are now. If distances between galaxies increase as we look toward the future, they must decrease as we go back in time. Each ring of galaxies must have been closer to us in the past; the further away (or back in time) we go, the closer they would have been, and the faster they appear to be moving toward us.

Hubbel’s evidence was limited to a few relatively nearby galaxies. Over the years, however, thousands of observations extended and refined the measurements, and confirmed the general correctness of the velocity-distance relation. Current best estimates are that those galaxies are a billion light-years away (a light-year is roughly 6 trillion miles). Assuming that light always travels at the same speed, those galaxies must have been 1/20 of a light-year closer to us each year in the past. To have ended up a billion light years away, they must have started at exactly the same point as we did “the Big Bang” some 20 billion years ago.

Let’s start by using concentric rings of galaxies at intervals of a billion light-years. Then there are 20 rings, because five rings from us represents galaxies 5 billion light-years distant from us. To see them, we need to see their light that has been traveling for 5 billion years. Thus, we now see their position 5 billion years ago. As there was nothing 20 billion years ago, the outmost ring must the twentieth ring. This might sound paradoxical, as the circles of galaxies seem to grow larger as they move further away from us. However, the paradox is only apparent. Assuming Earth is in the South Pole and that the rings are a sphere’s latitudes, the rings become larger by the Equator and then become smaller until, in the twentieth ring, we reach the North Pole. This time, the rings are spheres and thus fit in the hypersphere. So Hubble’s Law supports our model of hypersphere for the universe.

But how can an expanding universe fit into our picture? In the sphere, the whole surface is expanding, just like inflating a balloon. So the distance from us (at Earth) to the Big Bang is increasing in all directions. In other words, any two points in the universe recede from each other, just as any two points on the balloon recede from each other during inflation.

The issue of time

So far, we have considered the universe’s shape at a fixed time. But, in physics, it is useful to consider space and time together. After Einstein’s brilliant publications about special relativity, Hermann Minkowski (1864-1909) proposed a very useful four-dimensional space-time model as the fabric of the physical universe. In a global picture, each fixed time represents a thin slice of space-time. Like an onion, each layer (assuming there are infinite very thin layers) corresponds to the universe at different fixed times. Given that each fixed time is a hypersphere, the layers are hyperspheres. According to Hubble’s Law, the hypersphere becomes larger as time passes. Just like an onion, the inner layers are smaller and the outer layers are larger.

In an ordinary onion, the layers are usually spheres; in the universe, the layers are hyperspheres. Assuming that the outer-most slice represents the universe at this time, the space-time “so far” is a four-dimensional onion, with layers of the universe at different times. The center of this “onion” corresponds to the Big Bang. We receive the picture of space-time until “this time.” Now, let mathematics predict the future of the space-time, just as Newton’s laws allowed a detailed description of the solar system’s future course. As time evolves, the universe expands, distances between galaxies grow, and gravity weakens. Thus, the space-time curvature diminishes and successive hyperspheres grow at a slower rate.

Two possibilities emerge: The hyperspheres continue to grow indefinitely, although at an ever-decreasing rate, or reach a maximum size and start to contract, in exactly the same fashion as the parallels of latitude on Earth: starting at the North Pole, growing until they reach their maximum size at the Equator, and then begin contracting toward the South Pole. If the universe contracts, distances between galaxies would decrease, gravity and curvature would increase, and the successive hyperspheres would shrink ever faster, eventually contracting into a single point: the “Big Crunch.”

We could then draw a map of the universe as a succession of hyperspheres growing in size for during the first half of its life and contracting during the second half. All space-time would then form a kind of super-hypersphere a four-dimensional object known as a “four-dimensional sphere.”

Conclusion

At a fixed time, the universe should be a hypersphere. When the time dimension is added, space-time should be super-hypersphere, with a “Big Bang” like the South Pole, each fixed time of the universe corresponding to the parallels, and finally a “Big Crunch” corresponding to the North Pole in our space-time model.

Almost everybody has heard that time is the fourth dimension. Even though this concept is easy to imagine, people find it hard to understand because of its mystification by science popularizers. We live in three-dimensional space. This means that I can parameterize the universe such that I can describe any point in it by using just three letters (a, b, c).

Footnotes

1. All of these statements are only approximately true. They would be exactly true if the North Star was precisely overhead at the North Pole, instead of being off center by about 1.
2. The real estimate might not be 25,000 miles, as we do not know the exact correspondence between ancient and current measurements. However, this was a very good estimate for that time.
3. Despite the potential errors mentioned in footnote 2, this also was a good estimate for that time.

It is important to understand the advantages and disadvantages of perceiving visual information. Throughout history, written and visual information (shapes and pictures) have been used together to perceive, think and, communicate. The discovery of the camera in 1895 enabled pictures of objects to be stored permanently. Photographic techniques also accelerated the development of science and industry.

In 1895, Roentgen discovered x-rays and developed a method to show a person’s bones and internal organs. This gave visual information-based perception more importance. In the past, we tried to sense and understand the surrounding world by using the naked eye within a narrow band of energy originating from the sun. Later on, we realized that we could see only a fraction of what was there.

Virtual reality

Virtual reality environments make perceiving and learning easier and more effective. Events that are expensive and require a long time to perceive and learn can be perceived and learned with less effort and less cost. For example, a virtual reality environment enables a person to tour the ocean’s bottom and deep space within several minutes. In addition, it reveals formerly unseen micro- and macro-objects visible to the naked eye, just as if they were being seen in a dream or were real.

The most powerful visual information techniques are in the advertising, marketing, news, and entertainment sectors. The virtual reality environment is just one cutting-edge development. To gain self-control and learn effectively, an individual can be placed in such an environment, which fully replicates the real world. Such environments are used, for example, to train pilots and doctors. Another suitable use would be to train Muslims for Hajj and Umrah. Such an experience would familiarize them with Makka and Madina, thereby lessening the potential for unexpected problems and better prepare them intellectually and spiritually for these holy voyages.

Visual information and education

The techniques of making objects visible started with discovery of the microscope and the telescope. When combined with multimedia technology, they have an important place in modern education. The correct and effective use of visual information and written information-based perception is improving the quality of education. Similarly, popular Web pages have been transformed into marketing environments that convey their messages through the combined use of scripts, images, sounds, and animation.

Surrounded by these visual tools and techniques, the media has a greater influence upon society than ever before, for it controls the visual information. Educators should teach their students how to analyze and criticize visual information, for producing fake computer-produced images in a visual information-based environment is almost as easy as producing fake written information with a copy machines. They must learn not to believe everything that they see, just as their parents learned not to believe everything that they read in the newspapers.

Conclusion

During the last several centuries, humanity has been led to believe that seeing is believing and don’t believe in what you can’t see. However, advanced visual processing techniques prove that not everything that we see is correct. In fact, such techniques might actually misled individuals, for they can produce images or virtual reality environments very close to the real one.

The various eras

The prehistoric era is considered an unknowable time inhabited by primitive and brutal humans. This era ends with the beginning of Antiquity, which saw the rise of ancient civilizations in Egypt, Mesopotamia, India, and China. However, the West downplays them, as if they somehow damage its ego and pride.

Then comes late Antiquity, the era of classical Greece and Rome, a sort of golden age during which the West was enlightened by such philosophers as Socrates, Aristotle, and Plato, as well as by beautiful artistic and literary creations. However, these people worshipped deities, did not obey any moral codes, and also had a great thirst for stories about bandits. The Greeks of this time, however, failed to comprehend the reality of the miraculous incidents in nature and so worshipped the sun, wind, fire, and forests. Rome, a civilization based upon law, categorized people into social classes varying from superior to slave. In 380, it adopted Christianity as its official religion. Antiquity ended after the empire’s division into two and the collapse of its western portion not too long after the division.

The next approximately 1,000 years are known as the medieval era. It started off by destroying Antiquity’s intellectual and artistic works and forbidding independent thought. The Christian church, after closing down Athens Plato Academy in 529, turned toward monasticism and rejected Greek philosophy. Monasteries soon gained a monopoly over education, thought, and meditation. This is why the times became dark, for the clergy monopolized science, culture, art, literature, and thought. Religion, which provides people with peace, happiness, and security, was distorted and, assuming a personalized form, became a means of torment, oppression, and harassment through the above-mentioned bans, church taxes, and the Inquisition.

During this era, which considered such moral values such as equality, justice, love, and respect outdated, people were classified as clergy, which produced nothing but confiscated and controlled everything; nobles, who owned and exploited the land and treated the peasants as serfs; peasants who worked but could only silence their hunger; and slaves. The medieval era ended with the advent of the Renaissance (rebirth or revival), which began in northern Italy in the late fourteenth century and spread north thereafter. Antiquity’s thought, art, and culture were revived, and people tried to free themselves from feudalism and church authority.

What really happened during the dark ages?

The Dark Ages are often ignored. However, this was the time when Europe rediscovered Antiquity’s accomplishments and thought due to its contacts with Muslim Spain and Byzantium. Given this reality, why does the typical timeline skip over this period, especially since it was far from dark outside of Europe? One case stands out: the Arabian peninsula, where a new religious movement (Islam) and the beginnings of its civilization had appeared by 610. In stark contrast with Europe, it proclaimed that people were obligated to seek knowledge, fight ignorance, and improve their condition in life.

Islam’s Prophet, Muhammad, accepted Judaism and Christianity as true and set about re-establishing belief in God’s Oneness. He preached the freedom of conscience and religion by declaring there is no force in religion and that people should embrace Islam only if they sincerely believed in its truth. The Qur’an rejected all humanized angels and rejected Original Sin by stating that people would be rewarded or punished only for their own deeds in the afterlife.

The security of life, goods, and honor were accepted as basic human rights, and thus guaranteed protection. All people, without exception, had specific property rights. Each person’s rights were guaranteed by being considered halal (lawful) or haram (unlawful), with various gradations in between. Social solidarity was ensured by zakat (obligatory charity) and sadaqah (voluntary charity). This also prevented the formation of social classes and any possible class hostility. Addressing humanity as O people to show their equality, the Qur’an rejected medieval Europe’s social stratification by proclaiming that superiority depended upon belief, God-consciousness, good conduct, and helping others.

In the pre-Islamic period, women were viewed as property and daughters were considered a source of shame for their fathers. Islam made them revered spouses and beloved daughters, superior to men in being mothers, and equal in obtaining property and justice. Islam sought to abolish slavery, a universal norm at the time, gradually by introducing various sanctions. First of all, it recognized slaves as full human beings who had to be treated according to the dictum Let them eat what you eat, and let them wear what you wear. Moreover, God ordered the freeing of slaves to atone for some sins.

Islam emphasized the wrongness of medieval Europe’s social stratification by stating that everybody was equal before law. The principle of freedom from obligation, which states that everybody is essentially innocent until proven guilty, was also established. All of these practices, which have existed from the first day of Islam, have not been cancelled just because many Muslims have not observed them.

Conclusion

While Europe remained in the dark on all of the above issues, the sun of Islam was beginning to illuminate many other areas of the world. Thus, humanity’s progress toward real civilization was led by Islam during an era that was supposedly dark. As Islamic history shows, that classification betrays some obvious personal or civilizational bias.

Europe’s Dark Age was a time of great intellectual ferment in the Islamic world. Many philosophical, mathematical, medical, astronomical, and medical works produced by classical Greece and Rome, as well as India and other civilizations, was translated into Arabic by Muslims, Jews, and Christians. Among them were the works of Aristotle, Plato, Socrates, Hippocrates, Euclid, Galinos, Ptolemy, and Archimedes. Such translations had a major impact upon Europe when they finally reached its shores, for they were instrumental in starting the Renaissance.

The present division of history into certain eras is based upon a Western view of history and what is important. The church rejected Antiquity’s accomplishments and caused it to be forgotten in Europe for many centuries. However, religion cannot be condemned for this, for the people who did such things deviated from its teachings. While Europe was lost in darkness, Muslims were busy creating an Islamic civilization that first enlightened their own lands and then spread outwards Spain (Andalusia). Muslim Spain eventually became a bridge between the Islamic world and Christian Europe.

Greek civilization established the beautiful, Romans established the law, and the Semites contributed religion. The Chinese actualized the useful, India gave humanity its imagination and mysticism, and Europe gave science. Islamic civilization assumed its rightful place among the world’s civilizations by exhibiting an intrinsic and original style in areas such as thought, science, art, culture, and literature. Such a magnificent civilization, if it is to be divided into eras, should be divided according to its own history, and not by the West’s criteria. Just as the West arose again, thanks to Islamic civilization, so will the Islamic world rise again, God willing.

The widely accepted argument today is that the elements used as building blocks of life were first backed in the nuclear furnaces of stars under extra ordinary heat and pressure, undergoing a series of transformations and took their forms as we realize them on our earth. Among all the elements on our planet earth, the unique properties given to carbon and hydrogen elements has made the existence of carbon-based life forms possible.

Carbon combined with different elements in many different quantities and geometric arrangements, results in a vast assortment of materials with vastly different properties.

The molecules that are found in live organisms are created from different quantities, geometric arrangements and assortments of carbon, hydrogen, oxygen, phosphorus, nitrogen and sulfur. The base properties of carbon are playing an important role in creating these compounds.

Each carbon atom makes four bonds. Carbon may make bonds with other carbon atoms forming chains, branching chains or rings of linked carbon atoms. These properties given to carbon are important factors in the miracle called life.

When a carbon atom makes bounds with four hydrogen atoms methane gas is obtained (CH4). If we exchange the hydrogen atoms with oxygen atoms in methane we obtain carbon dioxide (CO2). If we exchange the hydrogen atoms with sulfur atoms in methane we obtain carbon disulfur (CS2), which is a combustible and poisonous liquid.

If we exchange the hydrogen atoms with chlorine atoms in methane we obtain carbon tetrachloride CCl4. If we exchange the hydrogen atoms with fluoride atoms we obtain fluorocarbon compounds. The Teflon used in our kitchenware is a fluorocarbon resin.

When two carbon atoms each having three hydrogen atoms attached come together, the ethane molecule is formed. As mentioned before chains, branching chains and rings of linked carbon atoms can be formed this way. Some carbon compound’s molecules consist of just a few atoms; others contain thousands or even millions. This is one of the main reasons of organic versatility that is behind the scene. Attaching other functional groups to the carbon atoms in the chain increases the versatility of compounds. Some examples of these functional groups that are built up with carbon, oxygen, hydrogen, phosphorus, nitrogen and sulfur coming to mind at first would be the hydroxyl functional group (OH), the carboxyl functional group (COOH), the methyl functional group (CH3), the amino functional group (NH2), the phosphate functional group (PO4), the carbonyl functional group (CO) and the sulfhydryl functional group (SH).

If we exchange one hydrogen atom in methane with a hydroxyl group we obtain methanol, which is an alcohol that damages the optic nerves. To turn methanol into ethanol, which is found in alcoholic beverages we need to add a methyl group to methanol. If we add one oxygen atom or a carboxyl group to ethyl alcohol we will obtain acetic acid (vinegar acid). Adding a nitrogen atom or an amino functional group to acetic acid we obtain amino acids, which are the building blocks of proteins. Looking to these examples we understand that a slight difference in the structure or order of the atoms within a compound can change the whole functionality of that compound. We realize that live systems are fragile and that very sensitive adjustments are made to create the right conditions for the existence of life and that delicate balances are kept to maintain the order of life, which we enjoy so much. Another important fact these examples can prove is that building everything from one thing or building one thing from everything is one of the aspects of creation. This aspect provides us valuable knowledge about creation.

We can explain this matter further with an analogy. To construct a building we need various materials like bricks, cement, wood and iron. Buildings with different architectures and functionalities are constructed with the same materials in different quantities and arrangements. Similarly, this amazing variety of life forms and the order of life on earth are brought to existence with only a few element types (carbon, hydrogen, oxygen, phosphorus, nitrogen and sulfur) which are brought together in different arrangements, representing infinite numbers of different shapes in space.

Life is protected from extinction with buildup and breakdown mechanisms, which change and convert these molecules from one to another.

The popular child game called LEGO is another example that can be used to explain how this infinite variety of life forms is created by a few types of elements. Children can build different objects according to their imagination by using the limited number of plastic pieces in different quantities and arrangements. Just like this, the most merciful has created the amazing nature and every living creature in it by using the limited number of elements in different arrangements and quantities.

Natural forms of pure carbon include graphite, one of the softest minerals known, and diamond, the hardest substance known. The only difference between the two is the structure of the bonds between carbon atoms. Diamond and Graphite, being the same chemical composition, but different crystal structures, are two polymorphs of pure carbon. Another example is aspirin, gasoline and vanillin oil. All three compounds are composed of carbon, oxygen and hydrogen atoms but their properties and usage are completely different. All these examples point to the attribute of creation stating that many things are made from one thing.

Another related topic is isomers. Hydrocarbon variations that differ only in the arrangement of atoms are called isomers. Isomers are very important in biology. The preference for some isomers of molecules that are used in the base metabolism of living beings and biological systems shows us that the existence of life is not without certain intentions and willpower. For example, only the D form isomer of glucose can be used by biological systems. Similarly when the C vitamins are produced synthetically in the lab environment, 50% of those are isomers. Because only one of the isomers is biologically active, our body can use only %50 of the C vitamins we buy from the drug stores.

To stay alive, the human body needs water, air and nutrition from the outside world. It is very important that the nutrition we take has enough elements like iron, zinc ant iodine in it. These elements take place in certain enzymes and molecules, which are important for some proteins and hormones to work properly. For example not having enough iodine in our nutrition can cause an enlargement of the thyroid, which shows up as an abnormal swelling in the neck called a goiter. This illness can be seen more often in mountainous regions where the soil has less iodine because the rainwater washes it away. This reflects on the vegetation and fruits grown in the region and causes the body to not produce enough thyroid hormones. When iodine in nutrition is less than a certain amount it can even slow down the brain development. Similarly iron deficiency causes anemia and zinc deficiency causes growth retardation.

In summary, the magical order and amazing complexity in nature is based on a few molecules, which are arranged in different shapes, orders and in different quantities.

It is one of the miracles of creation that all complex organizations and structures, which even have different specifications, are made from very basic building blocks. The science of complexity (chaos theory, fractal geometries, etc.) has begun to research how God, who is able to make one thing from everything and everything from one thing, has created these astonishing complex beings from very basic and plain molecules. This research to understand how this amazing order and complexity exists will open new doors for the 21’st century science. 

References

• Crawford, M. and Marsh, D. (1989). The Driving Force: Food in Evolution and the Future. Mandarin paperbacks.. Octopus publishing Group. London.
• L. Vlasov & D. Trifonov, 107 Stories About Chemistry, Translator : Nihal Sarier. TUBITAK Populer bilim kitaplari No: 26, ANKARA.

A: Genuine knowledge (ilm) is a source of infinite light covered with truth, which leads enlightened people toward the righteous path. Modern science is built and developed upon existing information gained through experimentation and correcting previous errors. In general, science represents theories and hypotheses that we devise and pursue in order to acquire knowledge. From this point of view, knowledge and science are not the same and must not be considered as synonyms. For example, sometimes ilm is mistranslated as science, because the translators do not take into consideration the genuine meanings of the words. This mistake can be excused when it is made by the general population, who might not be aware of the difference; however, we expect scientists and professionals to use these terms correctly, according to their core meanings, so that their different meanings become obvious and clear.

Knowledge is born and developed between our hearts and minds. On the contrary, science is totally material, belongs to this world and all physical beings, and depends fully upon Earth’s natural rules. Science is born through theories, and its continued development always engenders doubt. Initially, science was built on rationalism and developed through positivism. It sprouts in the world of the five senses, and continues its life with reference to the theoretical mind. Most of the time, science rejects things that cannot be seen or heard. In fact, its eyes are blind to the concealed meaning of existence, and its ears cannot hear it. Modern science accepts only those objects and events that can be perceived by the five senses.

Scientific developments in the classical Islamic world have had a tremendous influence upon the achievements of modern science. Several Western scholars and writers, among them Maurice Bucaille, Jacques Cousteau, Alex Carrel, Thomas Carlyle, and Roger Garaudy agree with this fact, and state that the West totally owes all its achievements to the East. Andalusia, a Muslim state in Spain, was a perfect example of this process. In some cases, Western scientists considered the roots of the knowledge derived from the East to be abstract theories, and so they did not consider what they had given to humanity and upon what basics and pillars they had been built.

The West has mixed its materialistic ideas in the development of these ideas and sciences, and by restricting their analysis only to subjectivity, they alienated the roots from their origins. As a result, religion in the West was confined to the church and people could learn about their religion only when they came to the church to participate in religious ceremonies. Thus religion could not enter fully into the people’s lives. In fact, after Constantine, emperor of the Holy Roman Empire, proclaimed Christianity to be the empire’s official religion in 315, the government strictly controlled its all relations with life. This approach toward religion was a bad luck for Christianity. The first 3 centuries of Christianity was the best time for this religion, despite the severe pressure that it faced, for it was a time of blossoming and purity. After became the official religion, Christians no longer faced oppression. However, the religion fell under the control of the government and was corrupted. According to the state, religion belonged in the church, and while people occasionally would come to the church to practice their religion, they could not make it an intimate part of their life. As a result, Christianity was divorced from everyday life, society had to accept that there was life without religion, and that there was religion without life. Given this reality, scientific research and implications had nothing to do with Christianity, and that religion became a moral institution whose only responsibility and activities were the ceremonies connected to birth and death.

The West’s scientific roots lie in the classical Greek and Roman civilizations. This knowledge was incorporated into the Islamic civilization, whose scholars and scientists developed it, made original contributions to it, and passed it on to the West. Unfortunately, Western scientists developed modern science as an independent enterprise completely separate from religion. Thus, its scientific development was built of unbelief and differs dramatically from the understanding of science and knowledge in the East.

On the other hand, knowledge and science flourished for centuries in the Islamic world. Some of its luminaries are Jabir, Ibn al-Haytham, al-Khawarizmi, al-Zahrawi, Ibn Sina, and al-Farabi. Ancient Greek scholars claimed that the smallest particle of being is an atom. However, theologian Ibrahim al-Nazzam (d. 835/845) said that substance could be divided into pieces an infinite number of times, and spoke as a modern scientist who would say the same thing today. If we look at this from the theory of particles, it would be clear that al-Nazzam’s statements are true.

Muslim scholars never rejected or separated their inventions and discoveries from religion. Rather, knowledge and science reinforced their belief and understanding of religion. Even though they argued about various scientific matters, their attitude toward religion never differed from one another. For example, a Muslim physician-scholar like al-Razi had mystically spiritual intellect. Muslim scholars explored the universe in the name of The Creator, and every single discovery and invention brought a new passion, a new enthusiasm, and a spirit of new devotion. That is why they always traveled in the horizons of is there any more? and they lived in a state of continual passion of searching for the truth.

It is true that Muslim scholars understanding of knowledge developed their understanding of religion and created metaphysical tension in their lives. Several Qur’anic verses, such as: Behold! In the creation of the heavens and Earth, and the alternation of night and day, are Signs for men of understanding(3:190), always attracted Muslim scholars. Using such verses to inspire them, they devised their theories with a feeling of prayer toward God and built their knowledge upon a foundation of such an understanding and approach. Muslim scientists explored the heavens and Earth in the light of such verses, and learned and researched the relationship between the universe and Earth, such as the connection between a flower and the sun, the association of the smallest animals and living things to the sunlight, and so on. As a result of this approach, and by reciting the Qur’n while studying the universe (the Book of Existence), Muslim scholars strengthened their faith in and closeness to God.

However, due to today’s materialistic theories, Western scientists will never be free of the fear, anxiety, and unexpected surprises that might arise in their fields even though they reach the heavens and continue to solve the mysteries of the universe. On the contrary, Muslims believe that they can build castles even in the center of black holes, for: God’s Existence, Divine Beauty, and Power are behind everything. Perhaps black holes are no more than dark hallways toward brightness and light. As we enter the grave and come out of it toward Paradise, these undesired and unwanted black holes just might be bridges between the heavens and this world.

Western society, confined within the limits of discoveries and scientific inventions, cannot see the true beauty of the material world. But Muslim scholars and scientists, while learning and exploring life by means of Divine guidance and assistance, could read the wisdom and hidden purposes behind the things and events occurring in the material world and see God’s Divine Power behind everything in the universe. For example, consider the Islamic point of view toward the human face and appearance. Muslims never attributed such things to nature, which is unconscious and blind, but rather saw in that wonderfully beautiful human complexion the reflection of The Most Merciful and The Most Compassionate God. By seeking to increase their limited understanding, they made the limited unlimited and decorated simple mirrors with the most beautiful crafts and designs. From this point of view, Muslim scientists had the chance to see hidden wisdom and knowledge side by side, and could observe and witness clearly the things and events that were taking place in the material world.

The following Qur’anic verse describes such people: He grants wisdom to whomever He wills, and the one to whom wisdom is granted receives a benefit overflowing. However, none will grasp the Message but men of understanding (2:269). Such people with intellect can see the concealed wisdom. People who look to the universe without the glasses of wisdom and concealed truth see and observe things as unreasonable and useless.

Islam understands ilm to be that knowledge that was built and developed upon these fundamental basis. As a matter of fact, Islam considers the purpose of knowledge as bound to knowledge about God, His Divine Power, and His All-Mighty Wisdom. The result of knowing God is love for God, and the result of this love is spiritual happiness. Given this reality, Muslim scholars and scientists do not feel anxiety and hopelessness, for as they pursue their studies, they discover new existences, feel closer to God, and varying degrees of spiritual peace. For those who study the universe from such perspectives, knowledge is the way to reach material and spiritual happiness; for those who follow the path of materialism, knowledge can become the way to see the undesired consequences of existence and the final end of the universe. Such knowledge will cause them to be in a state of constant unhappiness.

For those who do not know The Most Merciful and The Most Compassionate Lord of the universe, the sun will burn out in 5 billion years. Such knowledge will spread fear into their hearts, for they will think that œafter the sun burns out, the horrible end of the worlds will begin and we will dissolve into atomic pieces and face non-existence. They will suffer from being a part of this universe. In short, following a materialistic approach to science results in hopelessness, fear, and disappointment. At this point, knowledge (in the Islamic context of this world and the Hereafter) gives confidence, and science (in the materialistic context of being limited to what the five senses can perceive) gives hopelessness. Thus, the two contradict each other. Those who follow the path of knowledge, by His help and guidance, always will walk in enlightenment and will never be disappointed or have doubts about the future.

In order for such things to happen, all of the aspects of knowledge (ilm) and science must be taken into consideration. That is why many modern scholars and scientists are trying to change and direct existing materialistic theories and approaches toward the Islamic understanding of knowledge and science. A number of them are convinced that the contemporary Western approaches are based upon unbelief and that they cannot be changed. If materialistic science makes no effort to find God, and if it does not strive to become a mirror showing His Divine Beauty, humanity’s future may be unexpectedly dramatic.