The questions on the creation of mankind and the inner workings of the universe have been the primary issues that have had a profound impact on both modern, secular philosophy and traditional religion. Our collective experiences in natural sciences and educational disciplines have taught us that certain models can be developed to help us comprehend the functioning of the universe.

One of the fundamental questions in this respect relates to how a great deal of orderliness and discipline is possible in the universe despite its immense scale. Exploring the potential of this orderliness encourages our curiosity to examine life at the most minuscule level, and some scientists aim to explain this perceived system within the universe via an idea called “the Computational Universe.” In this article we will discuss how this idea can be considered to support the perceptions of monotheistic belief. In scientific literature, the term “computational” refers to anything that possesses any relationship to complex calculations, as various disciplines such as physics, chemistry; the term is used even by the discipline of psychology.

Thanks to relatively recent developments and discoveries in science, we are able to better understand the events in our world and universe. To put it into perspective, humanity was deprived of certainty on the shape of the world up until several centuries ago. However, scientific developments, especially during the 19th and 20th centuries, formed the basis of the stunning technological developments that we live with today. Comparatively, it could be argued that what we know, comprehend, and understand about the universe that we live in is only a small fraction of what the universe actually contains. Continuous developments in science and technology help us understand more and more about the way the universe works. “Our science and applications to space technology have evolved by improving our abilities to measure, test, and analyze physical events and by developing their mathematical models” (Fontana 2005).

As humanity began to uncover some of the codes by which our universe is made to function, we have been using these rules to make our lives easier. This is common human behavior: we learn new things and try to use them to improve our lives. In fact, human technology has advanced so much that we now have machines that can move and function like a nano-universe. Basically, we are giving them a code, a sheet of rules to function in the way we desire. As a result, we are much less dependent on physical labor; for instance, we now can farm with high-tech machines instead of our hands.

New ideas are born with these emerging technologies and with more ease than they were back in the old days; thus we have had a progress at an exponential rate. Looking at all these historical aspects and experience , some scientists conclude that the universe we take part in might be a “mother computation” and all of these things that keep the universe well-oiled and functioning might be parts of codes and commands coming from this mother computation.

The argument does not end at whether we live in a computation or not though. From that point, people who believe that we live in a mother computation split sides, with some providing the explanation that we are real, and this is reality, but controlled by a mother computation. This group argues that everything that happens around us is part of reality, just like we are, but that they function via a code that was inserted into their cores in order for them to work the way their coder wants them to.

The other school of thought challenges the vast majority of conventional theological thought and logic. This argument agrees that we do live in a computation, however that this life is not reality. Events in the universe, including our lives are just a simulation, and we are test subjects.

“Several physicists, cosmologists and technologists are now happy to entertain the idea that we are all living inside a gigantic computer simulation… Our instincts rebel, of course. It all feels too real to be a simulation. The weight of the cup in my hand, the rich aroma of the coffee it contains, the sounds all around me – how can such richness of experience be faked?” (Ball 2016).

Though this idea of a computational universe appears to be new because of the fact that computers and digital simulations appeared only a few decades ago, its origins go back to antiquity. Some of history’s greatest minds, such as Plato and Descartes, have actually provided their views on this concept even without these technologies being present at the time. They questioned reality and dug deep into life and how we perceive everything around us, however their arguments were not widespread among their contemporaries because they had no proofs to support their controversial ideas that challenged everything that people believed.

So, is the universe a mother computer or a giant computer simulation?

It is widely accepted by almost all people that there are principles and rules by which the universe is governed and which we can observe on both the macro and micro levels. Events are considered supernatural or miraculous if they take place outside of these principles. Therefore, scientific findings may allow us to develop a deeper appreciation for the “computational” orderliness that can be found in our universe among the orbits of the planets down to the multitude of complex ecosystems that exist across our world in a variety of different biomes.

Religious traditions

From the perspective of monotheistic religions, it is believed that the Creator creates and pursues everything with an order in the universe, which allows the universe to keep working in a perfect balance. The universe’s orderliness, especially that which occurred during its creation, is stressed profoundly in the holy books. For example, it is stated in Genesis 1-2 that the creation of the entire universe occurred in “six days,” and this process was described day by day in the relevant verses. This implies a certain order in the development of events during the creation of the universe.

A certain orderliness is also clearly declared in the Qur’an: “He to whom belongs the dominion of the heavens and the earth … has created each thing and determined it with [precise] determination” (2:25). Today, the scientific community explains this order and design in the universe with concepts such as the “Anthropic Principle.” According to this principle, the universe possesses such perfect features that it could not have arisen by chance without purpose. The situation can be understood more thoroughly if major examples of design existing in the universe are briefly examined. Doing so, we will find out several aspects of this principle that we encounter in our daily lives, which in turn will lead us to further understand God’s complex creation of the universe.

Based upon the evidence that some scientists have shown that a starter leads off, like a coder writes codes, in order for the universe to function correctly and in a perfect continuity, the faithful of religious traditions might reasonably suggest that this entire universe is just like a computer created by the Creator who continuously controls it by constantly creating new every moment for it to function as the codes are based on His commands. This rationale is the essence of and consistent with not only monotheistic religions but also in many ways with other belief systems.

Overall, the concept of a “mother computation” placed on duty in the functioning of our universe is not just a singular subject but instead a comprehensive set of ideas people have focused deeper. While, according to some, there is indication for the universe being a reality and being controlled by a “computer,” according to others, there might also be indication for how the universe could also just be a simulation. A team of physicists working at the University of Bonn claim that they have come up with a measurable way of showing that our universe is indeed “simulated” (Yirka 2012). The main focus of their paper is that in order to create a simulation of our universe, there has to be a three-dimensional framework to represent real world objects and processes. But the problem is, this paper is based on only what we know of reality today. This means that an exact copy of our universe would be impossible to create until the end of time, when we have all the knowledge that the universe presents us with – the entire idea splits right at this point.

Religion also becomes a separate argument along with these two different beliefs. Monotheistic religions believe in an Almighty God, who creates ex nihilo and put things in order in a perfectly “computed” order. God, in these traditions, are also believed to sustain all the existence by constant governance; as a matter of fact, everything is an outcome of the manifestation of God’s names and attributes – nothing comes out outside of His Divine realm and authority.

With there being many more religious traditions and philosophical approaches in this world, many different ideas can emerge as possible theories. In regard to the idea of the world being a computation, scientific theoreticians cannot definitively know for sure whether we live in a computational or fundamental reality, and do not speculate on who might be the one who programs this computer that way. Religious traditions, however, take one more step and claim if there is a computation, then there must be an agent who makes it possible and wills the world to be as it is rather than something else. Otherwise, claiming the universe to be a mother computer on its own would be no different than believing in nature to be the creator of everything, as opposed to nature itself being a created being.

While the computational model seems to support the arguments of believers in terms of explaining that there is an established order in the universe and that this order operates within certain laws and rules created and maintained by a creator in a perfect continuity, thinkers and philosophers may come up with different explanations in their own words and formulations to understand creation and life as we know it.

The mysteries of the universe offer us an expansive space to bring about the best of our rational and spiritual capacities, so our existence in this life becomes a meaningful one.

References

• Giorgio Fontana. “Why we live in the Computational Universe,” https://arxiv.org/ftp/physics/papers/0511/0511157.pdf.
• Philip Ball. 5 September “We might live in a computer program, but it may not matter” http://www.bbc.com/earth/story/20160901-we-might-live-in-a-computer-program-but-it-may-not-matter.
• Bob Yirka. 2012. “Is it real? Physicists propose method to determine if the universe is a simulation,” Phys.org.

It is a natural feeling for many people to want to turn to a higher power when life becomes almost too difficult to bear. “Irritated by Trivialities” is a poem that explores this feeling with a specific focus on the poet’s frustration with people that cause discord and violence in society. He calls upon God to grant him guidance and peace, and to break the monopoly on power that some tyrants in this world have over the innocent.

Mainstream psychology has long been a secular discipline that has shunned most efforts to include elements of spirituality or faith. However, the emerging field of Islamic Psychology looks to combine traditional, Sufi concepts of spiritual health with modern, empirical research on successful psychiatric practices. The result is the formation of the TIIP (Traditional Islamically Integrated Psychotherapy), a manual for clinicians that wish to educate themselves about this holistic approach to mental health.

The complexity of the human body is always amazing to reflect upon, and aging has consistently remained one of the most elusive areas to understand. Recent research has been shedding light upon “Free Radicals,” unstable molecules that buildup in our bodies over time and have been linked to a variety of age-related disorders such as Alzheimer’s Disease and diabetes. It is possible to remove many of these Free Radicals by consistently eating fruits and honey that contain powerful antioxidants, however it is not possible to stave them off entirely or to prevent aging. Still, the healing properties of many fruits are indeed blessings sent to us.

Lastly, we can observe immense complexity and depth within the animal kingdom. Our article “How Do Ants Know Trigonometry?” explores the Black Desert Ant and its exceptional process for finding its way home after successfully scavenging for food. Is it truly possible for such a tiny creature to develop systems so immensely complicated on its own just because it felt like it needed them?

Heedlessness means abstraction, carelessness, and not being oneself. The heedless persons are uninformed about what is going on around them; they are always confused and careless regarding their relations with other people. They are like sleep-walkers.  They do things, but they are not quite sure what they are about. They are without a goal and they often busy themselves with trivial things. They are defeated by the paths they walk on and the times they live in. It is useless to look for purpose in their behaviors, for they are so confused and so abstracted that they are oblivious to the disasters going on around them. They look but do not see; they hear but do not understand.

For years, many people around the world have continually lived like this – if this can be called living. They sat down with heedlessness and they stood up with heedlessness; they had no ideal and constantly ran after seizing the moment. It cannot be thought that such people would be any different. They eat and drink, make themselves comfortable, and neither see the past nor the future. In Omar Khayyam’s manner, they say, “Dead yesterdays and unborn tomorrows; why fret about it, if today be sweet.”

They drop themselves into pits of heedlessness as described in the verse: “They are like cattle, nay more misguided: for they are heedless (of warnings)” (7:179). Their lives contradict the high level of their creation. They neither hear the divine call nor understand anything about prayer, nor do they listen to what all the creation around them articulates. The universe enunciates things to them word by word, line by line, and paragraph by paragraph; blessings pour down upon them from every side; the heavens and earth warn them from time to time about their ingratitude; the clear statements of every event explain many things to them… but they understand nothing from all of this. Not only do they fail to notice these warnings and constant admonitions, at times their response is rebellion and unbelief. When bestowed with favors and blessings, they bury themselves deeper into heedlessness and continue to breathe bohemianism.

For the heedless, a blessing is not a blessing; they do not know divine favors as divine favors, and do not listen to warnings. When a disaster or calamity strikes, if they have a drop of faith, they attribute such events to fate and complain about their share; otherwise, they tie disasters to natural causes and continue their obstinacy. When divine blessings are mentioned, they claim they got them all by themselves, and they begin to inhale and exhale: “me, me, me.”

On the contrary, if their work goes badly and their order is turned upside down, they weep and rub their hands together and begin to moan. But it is too late; the curtain of this world is closed and a new curtain has opened. This curtain is more chilling and terrifying: “But harder, truly, is the Penalty of the Hereafter” (Qur’an 13:34).

What a pity, for the heedless ones do not know about what will happen to them here or what is waiting for them in the next world. They waste their time in heedlessness, they do not think of the present or the future, do not recognize the law, step on everyone that they think happens to be in their way, and when dissent blows all around, they join and create disturbances. When they crush others as much as they can, they do not think that there is someone more powerful who can crush them. When they suppress things they view as opposing them, they never take their own end into account. They are extremely spoiled and arrogant. They think they will prosper with cruelty, but a painful end awaits them, and the lightest state of this painful end is disappointment and remorse.

Undoubtedly there are some responsibilities that befall people of faith. Believers cannot just sit back, saying “I believe in God (and He will take care of things).” They cannot see ill-treatment and contempt as normal. They cannot remain silent when their rights are violated. It is their duty to trust God and have a prophetic determination, to make the best of their willpower as guardians of wisdom, to take refuge in the greenhouse of faith and seek the pleasure of God. They must say, “I am here, too,” and activate all their opportunities and capabilities for the revival of their world of thought. They must always be ready for service with the awareness of a serious responsibility. They must use all their sources of power – heart, spirit, mind and reason – in the pursuit of individual and social revival. All these are broad matters and each one is very important for believers.

In this respect, we can say that until the day we raise human beings with high characters and profound ideals respecting faith and traditions, and with commitment to serve the society, it will be impossible to resist the oppression and impositions of the heedless and perverted. Just as it has continued for many centuries, people will be constantly abused. Tyrants will not hesitate to crush the weak. They will continue to disrespect human values. Efforts will be made to make God’s name forgotten; implied and direct insults will be poured on the guides He sent for guidance; human honor will be taken lightly, and the innocent masses will be made into slaves of corporeality.

We must always have faith and hope, and yet we must equally be determined and resolute. Helplessness for many years has emboldened tyrants against our society and its values; it has facilitated the crushing of innocent victims. In the analogy of Bediuzzaman Said Nursi, “Showing love for a hungry wild animal only excites its appetite. Moreover, after it has fed upon you, it demands a further payment for feeding upon you” [1]. The tyrants have crushed us and rose up on our shoulders; they never behaved humanely. To the contrary, they imposed their false ideas upon others and tried to assimilate them.

However, in spite of centuries of such painful experience, it does not mean that things will always continue as they are: from the beginning of this world, light always chased off darkness, day always followed night, making people suffer one day and laugh the next, and springs were nurtured in the bosoms of the days of darkness.

The voice of people can never be fully silenced. If our mouths are zipped up, we will still express ourselves with different instruments, and make our voice heard no matter what. Whether the heedless wake up or not, this voice will one day reach even to our inner rooms like the call from the minarets, and it will whisper to us to become ourselves.

Just as we have been knocked down a hundred times before, why would it not be possible for us to shake ourselves again, rise up, and stand on our own feet?

Note

• Nursi, Bediuzzaman Said. 2007. The Letters, Epigrams. NJ: The Light, Inc. p 449.

Culture as we know it is generated from thoughts, emotions, attitudes and behaviors, networks of symbols, values, beliefs, and sensory perceptions. Culture itself also changes, differs and is transferred among generations. Memetics is a new field of science that tries to understand questions such as How does the mind work? How do humans learn and develop? How does culture form and transfer to future generations?

One of the major tenets of memetics is the meme, or meme concept. The meme concept is assumed as a mental unit to understand the structure and function of culture. Symbols (imaginations), cognates, archetypes, images, concepts, values, beliefs, emotions, attitudes, and behaviors that are produced inside the human mind are either memes or a meme set. Memes are described as mysterious codes of behavior, and the main production unit of reality and function of the human mind. Concepts like mind, cognition, and memory as well as the functioning of the genes and viruses have been instrumental in the development of the meme.

If we consider the human brain as a computer, genes can be regarded as units that make up the hardware, and memes as units for software. Speech and language skills enable the formation and transfer of memes that build mind and culture. Forms of literature and different sciences are also memes that help define a specific culture and civilization. It is accepted that memes are units that code, reproduce, and store ideas, emotions, and behaviors.

Since memes can only be reproduced in the mind and transferred via the brain’s activities, they are also described as the viruses of the cultural world. The common feature of biological and computer viruses is that they leak into the system by concealing themselves, and thus infect other structures in the medium by replicating there. Through memes, acting as agents (viruses) that reproduce and diversify ideas, culture is transferred via media, speech, and mass communication devices. One such example of this would be commercials. Commercials and other forms of advertisements are produced by utilizing powerful memes.

Genes and the laws of genetics help us to understand memes. Genes and memes are very similar to each other in terms of working principles. Just like genes, memes are also multidimensional and multifunctional. The roles that genes play in the biological world are similarly carried out by memes in the mind. There are regulatory memes, just like regulatory genes. There are immunoglobulin genes in charge of protecting against diseases, just as there are memes that guard against bad, harmful, and unwanted cultural practices. Ethical teachings, decency, the concept of right and wrong, lawful and unlawful are examples of memes that conserve a culture’s spiritual and ideological world.

Genes have helped the brain to develop in such a way that they store and reproduce memes. The synapses and neural networks of the brain are drawn towards certain memes. Neural genes and their products (neurotransmitters, neural networks and synapses) work in conjunction with these memes, spreading their content.

Knowledge is spread in this way. Like unlocking a door is dependent on a complete match and fit of the key and lock, the production, storage, reproduction, and transfer of memes relies on fitting with the proper genes. In other words, there is a high level of adaptation and association in between memes and memetic structures that are encoded into the structure of the brain. Therefore, not every meme can find its place in each mind; likewise, not every brain can accommodate and propagate all meme forms. This relation explains both why humans have different interests and respond differently to the same stimulant. In the meantime, it sheds light on the role of memes in the development of different mentalities, perceptions, and opinions.

Just as genes affect memes, memes also affect genes. Memes that form in the mind play a role in the expression, regulation, and control of genes. Memes such as emotions and ideas lead to alterations in the electrical activities of the brain. Furthermore, this triggers the excretion of neurotransmitter materials and the synthesis of transcription factors that switch gene activity on and off. Some of these memes can be pleasant, or they may be unwanted and disturbing. Thus, there is also a need for anti-memes, in order to neutralize unwanted and disturbing ones.

Belief systems, and conversely non-belief, produce different memes and this difference causes variations in a person’s neural gene activity. The mental processes of a person possessing right or wrong memes shaped by religious faith will not be the same compared to a person who does not have these memes. This is similar to the way a person with positive and joyful memes sees life in a different light than someone who has negative and harmful memes.

The task that antivirus programs have in the computer world is similar to the tasks of anti-memes in our mind. Of course, a person can influence this process through willpower. Good things represent nice and pleasant memes and wrong ones symbolize unwanted and harmful memes. Of course, each country or culture has different definitions of what is good and what is wrong. From this perspective, so-called “culture wars” are actually wars of memes and memetics. It is only possible to understand civilizations through analyzing the algorithms and memetic maps which were used to erect them.

Memes are investigated under three main groups according to the anatomical and functional structure of the brain. The first is memes that are stored and populated in the neocortex, which is associated with advanced mental functions such as willpower, consciousness, and intangible thinking. These memes are also defined as a cognate (a unit that represents the information generated and stored in the cortex) in cognitive sciences.

The second one is memes that surface, stay, and diversify in the mezolymbic region, which houses the centers for reward and pleasure, fight or flight, and which generates simple and complex emotions.

The third type is memes that are associated with the back region of the brain that is in charge of activities pertaining to physical necessities, such as eating and drinking. Due to the make-up of our brains, personal memes for desire, fear, and other habits are significantly different from each other. But these three different types of memes play a role in shaping brain chemistry and culture. The way we think originates from these different memetic maps via different memes of subconscious content. Due to the differing makeup in personalities, because of memes and genes, people have different degrees of willpower. In summary, if there is not a problem regarding the foundation of genetic and memetic interaction, we develop and mature with the capacity to separate the good, right, and decent memes from the wrong, harmful, and disturbing ones. In this process, emotions and behaviors that are inside and outside of our will are subject to regulation and the control of psychological and spiritual states, and genetic-memetic systems. We should not forget that our ideas, emotions and behaviors are determined under the control of our intelligence, conscience, and willpower, which are the dynamics of our soul.

You know education is always a hot topic. Everybody has a share and interest in education: Parents, educators, government officials, elected public representatives, nonprofit organizations, religious groups, and so on. Besides, there are many aspects of education, such as finance, law, administration, etc. However, do you also think that teachers have long been overlooked regarding their authority in their own classes? Haven’t they been overlooked regarding their professional development, even though they are the backbone of the education system and they need some assistance in their efforts more than ever? It is good if you also think like me. It is even better if you don’t. Thus, you can share your recommendations with me once you see this school where things are done differently than many other contemporary schools. These teachers at this school see themselves as a learning society. They criticized the status quo they were in some time ago, and renewed themselves collectively. I want you to see the product. Let’s start our journey, shall we?

Room 114

We enter through the big doors of the school. Physically, it is not the best school you would ever see, but it can definitely be said that vitality and cleanliness of the halls stand out. The atmosphere is very welcoming; something is different, but it is hard to tell what it is. I point to the very first door on the right hand side. With pride, I ask if you would like to see this classroom. The sound coming from room 114 is not different from the sound that bees make when they work. As we approach the door, I understand that this is Ms. Williams and her eighth-grade students studying math. She welcomes us and tells us, “please come on in; there are some empty chairs over there,” pointing to two empty chairs, and we make our way towards to the back of the class and have our seats. This is a math class, but I don’t see any numbers on the board or equations being discussed. Soon, we understand that they finished the chapter on expressing roots of cubic equations last week, and today they are discussing a person named Omar Khayyam (1044 – 1123 C.E.). Ms. Williams knew that Omar Khayyam was a philosopher, mathematician, astronomer, and poet. She had formed her students into four groups, and assigned each of his professions to a group, so that they could do some research and present their findings to the whole class. I understand what you mean from the way you look at me: you’re sure this is a math class? you seem to be saying. You’re right to ask. Don’t they need to finish a chapter and pass to the next one immediately, and stay focused on the possible topics that are asked at the end-of-year tests?

Let’s hold on to that question; we can ask this after the class is dismissed. The first three groups already talked about his contributions to philosophy, astronomy, and poetry. We feel very fortunate not to miss at least the last group, who talk about him as a mathematician. I can see brightness in students’ eyes, and their excitement to share everything they have learned with their classmates. The first student, Omar who coincidentally happens to share a name with Omar Khayyam, begins. Omar Khayyam was a scholar among many others of his time. He is best known today for his poetry, but his contribution to mathematics was great. He showed how to express roots of cubic equations by line segments obtained by intersecting conic sections… Another student, Margaret continues: his work on algebra was known throughout Europe in the Middle Ages, and he also contributed to calendar reform. The algebra (from Arabic al-jabr) of Khayyam is geometrical, solving linear and quadratic equations by methods appearing in Euclid’s Elements… April inserts that Khayyam also gave important results on ratios giving a new definition and extending Euclid’s work to include the multiplication of ratios.

They continue their discussion, asking how these scholars tried to seek knowledge and an answer to who they were; and the great contributions they made towards peace and understanding among people of different origins. However, I am currently very much impressed and I lose myself in the beauty of these students’ discussion that I have found myself holding my breath and forgot about your presence next to me. It was no different than waking up from a dream when the bell was ringing. Sure, I will introduce you to Ms. Williams. I understand that you want to learn more about the uncommon method she adopted for this class: Ms. Williams, do you have a minute, please?

Of course, she says: “I have some time. It’s break time now.” You ask her about the topic and the way she formed her teaching method: Why would you choose a person from old history to discuss? Why do you want your students to talk about poetry or astronomy or philosophy in a math class? Do you think they know enough math to solve the questions on the end-of-year test? Why did you choose a Muslim scholar? Is this an Islamic or a secular school? Would you… and you realize you have bombarded her with your questions. You halt and smile.

She smiles back and says: “Yes, this is a secular state school. We try to practice secularism in a true sense that we can talk about religion, and bring religious materials to school to study, but we never try to impose these ideas into our students’ minds. They actually study very different kinds of perspectives, and they enjoy it very much. We take each student as a whole. Since our topic was roots of cubic equations, and Omer Khayyam was the father of the idea, you happened to see this example.”

“But why would you touch on different areas of study in a math class?” You say without taking a second breath.

Ms. Williams smiles again. “This is very common in our school. I am sure Mr. Wraga next door will also get into some math in his literature class since he knows my course syllabus. We try to keep our teachings interdisciplinary as much as possible. I receive feedback that kids enjoy it greatly. I understand your concern about the tests. However, testing is the very last thing we think of. Most of our students do well at those tests anyway, and those who cannot do so well are seen to be still successful mostly as artists or musicians…”

There is a long pause and silence now, but hurricanes are happening in our minds. How is it possible? What kind of philosophy is this school following? Is it the principal who leads these teachers like a conductor leading an orchestra? As Ms. Williams answered our questions, more questions kept popping up in our minds. The bell rings again, and the break is over. We thank her for letting us sit in the class. We make our way back to the hall again, and I am already elated with the intelligence of these students. You look at my eyes without saying a word, and smile: Room 115?

The door to room 153 opened and a blond-haired, blue-eyed boy walked out alone. His eyes went immediately to the spot where he knew she would be waiting. “Mommy!” he squealed, and a smile brighter than sunshine burst across his young face. His lanky legs kicked out at a slightly odd angle as he ran towards the one person he had been waiting to see since 8:30 am that morning.

As he got near, he shed his backpack. As Mom welcomed him into her arms, the hug nearly knocked her over. “I missed you, Mommy!”

This is how you will find me at 2:30 pm every school day of the year. My name is Kimberly Parker. I am a mother of three children. My oldest son, Cooper, has autism.

When Cooper was born, I ended my career as a Sales & Marketing Director to remain home with him. I embraced this plan, as it allowed me freedom to not only spend oodles of time with our son, but also gave me time to work on creative projects, particularly writing, that I had abandoned in my climb up the corporate pyramid.

When Cooper was 16 months old, we realized he had significantly stunted language development. Specialists were seen, and we soon knew that the challenges we faced had a name: autism.

Fast forward 5+ years. Our family now consists of Cooper, age 8; Benjamin, age 6; and Kacey, age 4. My husband and I have worked hard to keep our heads above water while meeting our family’s needs, and our extended family and friends help us tremendously.

Even with all of the help, I know my son better than anyone else on this planet knows him. I say this not to sound prideful – it is a matter of fact. My husband is a wonderful father, however, since I am the person who is with Cooper the most, out of sheer desperation I have had to learn to understand my son by merely looking into his eyes. His language processing challenges make it difficult for him to understand things in the way typically developing children do.

Most parents of children with autism are in a similar position. They are the experts in dealing with their children. Because our day-to-day functioning depends upon it, we parents have to learn how to build relationships with our children. These relationships serve as the foundation for everything else that happens.

The problem is that the thousands of children who have autism will, one day, grow to be adults with autism.

I’d be a liar if I said that the question, “What will happen to my son when I die?” does not at times keep me awake at night. Does anyone know him better than I? Is anyone in a deeper relationship with him? Does anyone love him more than my husband and I do? When the loving, knowledgeable caregivers of these children pass away (which inevitably will happen), is our society prepared to care for people who are unable to fully care for themselves? It isn’t right now, but it can be.

Never mind 72 hours, 72 years would probably not be enough to fully prepare my son to face the world without the mother to whom he is attached. However, I believe that in 72 hours, I can ignite a fire that can help prepare the world for my son.

Many schools have begun to implement programs to teach kids about the various disorders and disabilities which are increasing in alarming numbers. Each school year Cooper’s classmates learn, to some degree, how to function in the classroom with a peer who has special needs. At the beginning of the year, teachers talk to his peers about autism. Kids learn that Cooper has challenges, and they are told that they must be accepting and helpful friends to him.

This is a good beginning. But it is only a beginning.

Is it enough to teach them how to co-exist in a world with people who think differently, who communicate differently, and who have extraordinary needs?

I don’t believe so.

Kids don’t simply need to learn how to tolerate one another – they must to learn how to build relationships with one another. Those who are different do not need to be merely acknowledged as different – they need people to come alongside them, people who will seek to understand the depths of their individuality.

When a child with autism is alone on the playground – it isn’t enough that other kids refrain from bullying him. Can even one child dare to come close and seek to engage him? And when that doesn’t work, will the child be content to sit near him and just share the same breathing space – because he or she understands that for a person with autism, simply having someone nearby can be enough to foster feelings of acceptance?

My vision is to see a system implemented in our schools in which children learn how to be intentional about building better relationships. We can empower and equip kids to care for their peers in a way that goes way beyond tolerance. No matter what their age, kids can learn skills at a level they can understand. Intentionally building upon these skills throughout their education will not only build a better world for kids with autism – it will build a better world for everyone.

There are experts who have dedicated their lives to helping autistic children and their parents learn to build relationships with each other. There are others who have developed peer-to-peer training sessions for school use. I believe we can take the knowledge from these experts, combine them into a complete program, and teach these skills in our schools so that parents are not the only ones who hold the key to their child’s relationships.

In my 72 hours, if given the resources, I would engage three experts: Dr. Steve Gutstein (Relationship Development Intervention specialist for children with autism), Dr. Gordon Neufeld (expert in attachment and anti-bullying) and Heather McCracken (founder of Friend 2 Friend Learning Society). They have each developed materials that address different components of this problem. However, if these experts came together, I believe a complete, life-changing strategy could be designed and presented to educators.

In 72 hours, I would seek for the four of us to spend a day brainstorming what this plan could entail, and then gather as many educators as possible to cast a vision and ignite a fire: from parents and teachers to University Education Department Heads to U.S. State Educators to the Canadian Minister of Education and all the way to the U.S. Secretary of Education. This fire would move them to action to see a new type of preparation brought into schools. Not for the sake of another program or something “to-do,” but for the sake of building a society of people who know how to love selflessly, to prepare them for life together.

With myself as the parent-champion, my son at my side, and Dr. Gutstein, Dr. Neufeld and Mrs. McCracken to speak about the psychological benefits and technical aspects, we could introduce them to a new way to do “tolerance” in the form of attachment and relationship building in peers.

Imagine…

The 72-hour period was filled with a whirlwind of activity. Along with the field experts, Mom and son spoke powerfully to hundreds of people, presenting a radical vision. They shed light on the magnitude of the problem that autistic children and adults everywhere encounter. They also began an awakening of the need to prepare for a world to come. They saw faces light up with passion and high-level educators commit to not letting the dream of a selfless society fade.

As Mom hugged her son for what she knew would be the last time, her heart was not heavy – it was full of hope. Surrounding them were hundreds of outstretched arms which she knew would take her place in helping this little boy for the rest of his life. And as she said her final “I love you,” she knew that her life had been well-lived.

In 2004, Kim’s son was diagnosed with autism spectrum disorder. She writes to equip others to better understand autism and the families who love the autistic. She enjoys connecting with parents facing the seemingly insurmountable challenges of autism and helping them find joy. She is also a Christian author and speaker. Her first published book is called Radical Love…Forever Changed. You can follow Kim’s blog or connect with her at www.SimplyCreativeWriting.com.

Dr. Andrew Newberg is Director of Research at the Myrna Brind Center for Integrative Medicine at Thomas Jefferson University Hospital and Medical College. He is also Adjunct Assistant Professor in the Department of Religious Studies at the University of Pennsylvania. He is the author of 5 books on this topic: Principles of Neurotheology, Why We Believe What We Believe, How God Changes Your Brain, Why God Won’t Go Away, and The Mystical Mind. He is considered a pioneer in the neuroscientific study of religious and spiritual experiences.

Dr. Newberg’s research utilizes the many recent advances in brain imaging to comprehend the nature of human consciousness and to determine how we, as humans, understand reality and interact with it. His studies now focus primarily on how brain function is associated with various mental states, and in particular, the relationship between brain function and religious experiences.

Matter&Beyond: What aspect of religions interests you personally?

I think the part of religion and spirituality that really interests me the most is its focus on that which is ultimate. Teilhard de Chardin used to tell that religion is related to questions of the ultimate. And that’s something that I guess I’ve always been focused on in my own thinking, trying to understand the ultimate questions about the Universe, about reality, about how we as human beings can interact with that reality and understand that reality, and I think that to me religions have always tried to find those answers.

M&B: You obtain brain scans of people while praying and meditating. What is the focus of those studies?

I think one of the parts of religion that has become very interesting to me is the profound experiences that people can actually have, particularly the mystical experiences where people really feel like they get outside of themselves and they begin to see the world in a whole different way. These transformative mystical kinds of experiences, depending on how you define them, those to me are the most interesting experiences in many ways and certainly worthy of looking at from lots of different perspectives.

M&B: But each religion brings its own perspective. Are you looking for commonalities, do you accept varieties, what is your take on the diversity of such answers?

I don’t always agree with those specific answers, but to me there’s always that pursuit of trying to find the answers of how we understand reality. And I think that is so ultimately, and while this doesn’t always come out in the practice of religions, there is that goal of having human beings attain a higher level of existence, becoming a better person, becoming something more than what we are and feeling more connected with our world than we normally do.

M&B: Certainly, world religions bring thousands of years of accumulated resources and historical notes about those intense spiritual experiences to the table. When you look at them, what are the common elements that catch your eyes?

When we look at the spiritual literature we see when people have had mystical experiences, we frequently see a description in which people feel that they get beyond the self, they get beyond their own ego problems like selfishness, their way of looking at the world from their own self perspective, and they look at the world in a whole different way. They look at the world in a much more holistic way, in a very interconnected way, they have a deeper understanding of what that world is all about, so from a subjective experience, people have the description where they really can get beyond the ego, get beyond the self, and see the world in a very different way. Now the question is, are they really doing that? And that’s something that is certainly open for debate both philosophically as well as spiritually.

M&B: These experiences and what they mean theologically as well as philosophically were debated for centuries. But with the advances of technology, now science has something to say about that too. The study of moment to moment reactions of the brain, that’s what you are doing, was not possible fifteen years ago.

We try to bring the science along with us so that we can then use the science in that new perspective as well and understand the world in a deeper way from both sides. That to me is really where we’re ultimately headed, and hopefully the research that I do and some of the other individuals around the world who are looking at these questions; this is what I hope the world’s going to lead to.

M&B: Let’s go to particular experiences. What would be an example for an intense spiritual state?

In the work that I have been doing over the last decade, I’ve spoken a lot about a state called absolute unitary being where everything is just undifferentiated oneness. Now, theoretically and from a philosophical perspective, that should be a very similar state regardless of how one ultimately gets to it, whether one comes from an eastern or western tradition, if you are in a completely undifferentiated state of oneness, then there really can’t be other perspectives on that. On the other hand, one still has to try to make some sense out of that so that after somebody has that experience, do they then interpret it through the lens of Christianity, Buddhism, Islam, what have you, and then try to make some sense out of that.

M&B: About the spiritual states that you are talking about, there’s intense fulfillment related to those states. Sometimes people get the feeling that they reached the ultimate reality, all there is and all there was and all there will ever be. And in history there are some figures who claim that they became like God.

When one talks about the highest levels of mystical states and mystical experiences, it’s always very difficult to know how to respond to people who say that they have had them. On one hand they are, or should be at least, totally indescribable to the human mind and the human brain. On the other hand, when one has any kind of experience that’s a natural tendency that one wants to do is try to explain it and express it to other people. It really creates a conflict for the person who has that experience. Most of the people I have spoken to who have had mystical experiences of one form or another generally acknowledge that while “here’s the description that I’ll give you, but it’s really very far from what that experience was all about,” and I think that’s part of the humility that comes along with those experiences of realizing in many ways that experience was so much bigger than anything that that person really can get a hold of and understand and describe, and we sort of stand before those experiences and say “Wow, this is just something which is so much bigger than me and so much bigger than the world in many ways as I understand it, that there’s just no way for me to really understand it in its totality.”

M&B: What is your scientific goal in studying these intense experiences of oneness?

I think one of the interesting things from a research perspective is to ask “are these experiences the same, are they different, are the people different, is it the interpretation of those experiences that is different”? And that is something that we don’t really know yet. I guess it depends a little bit on the kind of experience that a person has, so I think that the question is, is that experience really the same for all those individual people? Is it not quite the same? Or if people think they did get that experience but feel something a little differently, could they have gotten to another state, another mystical state that isn’t exactly there and hopefully by the study of the biology as well as the phenomenology of these experiences, we might be able to understand them that much more and understand when they’re similar, when they’re different and how people ultimately interpret those experiences to be similar or different.

M&B: On the other side there are everyday religious experiences which are not so intense however more common.

Of course, intense experiences are not the only kinds of religious experiences, and for many people religion and spirituality is a way of life. And I think that it’s equally important for us to understand what that means for a person, so that they don’t necessarily have to have a mystical experience to have a deep understanding of what their religion or what their spiritual tradition actually means to them. And I think we need to look at both. What are the similarities and what are differences.

M&B: In religions there are some rituals related to spiritual states.

A lot of the research that I’ve been pursuing over the last decade or so have looked not just at religion, but at the specific rituals that people take part in that helps you induce various types of experiences and states. One of the things that we can look at when we look at rituals is that there is a very wide variety of rituals and they can have an impact on us in lots of different ways. To that end, a lot of rituals include visual stimulation, hearing or auditory stimulation, different types of body movements and so forth. Some can be very rhythmic, some can be very frenzied, and some can be very slow and methodical. And each of these different aspects of ritual can have a different kind of impact on us as a person, the things that we feel, the experiences that we have, and how they ultimately relate to whatever concepts that those rituals are looking at and helping us to understand in a deeper way.

M&B: What would be the resulting experience after a slow ritual?

So when we look at some of the slow rituals, for example, the ones that may be like a glory and chant which is a very slow rhythmic kind of music, or a very slow physical kind of process where a person may just be doing some kind of bowing or prostration, in a rhythmic way, those are the kinds of practices that can result in very deep feelings of calmness, acquiescence, and they may feel the sense of oceanic blissfulness. We can look also at the biology of that, the different parts of the brain and body that respond to that, so when we talk about slow rituals, we’re usually talking about what’s called the parasympathetic system in the body, or what I sometimes refer to as the quiescent system in body that helps the body relax, it helps the body rejuvenate its energy stores, for example, and this ultimately plays out in the brain because these experiences are associated with emotions such as contentment, happiness, joy, and blissfulness, and we can start to see all the different changes about how the practice itself starts, how it ultimately is played out in the behaviors and the rituals that the person takes part in, and then what happens in the brain in response to the kinds of experiences that they ultimately can have.

M&B: Are there any differences between man and women in terms of spiritual experience?

When we talk about different genders and the kinds of experiences that people have, on one level we certainly have some brain data that suggests that there is a difference between men and women’s brains and how they work, although they’re fairly subtle differences. When we talk about religious and spiritual experiences, obviously both genders can have very profound and compelling kinds of experiences, and to a certain extent when one looks at the literature, they are not fundamentally distinct kinds of experiences, there is probably a different kind of emphasis and we might see that women might focus a little bit more on the emotional aspects, more on the holistic aspects, but that’s a very subtle distinction and in the brain imaging studies that we’ve done as an example, again there are some very minor subtle differences between men and women, but in general, most of the changes that we’ve seen in one gender, we also see in the other. It might be to a slightly different degree in a few different structures, but in general, what we tend to see, especially as you get to the more profound and compelling kinds of experiences, is that there are a lot of similarities between men and women.

M&B: In what way do those mystical experiences transform an individual?

I think, as we look at different kinds of mystical experiences and different kinds of spiritual states, we do see kind of a continuum of these experiences and what myself and what my colleagues have argued for is that when one gets into the real high level of mystical states where that sense of getting beyond the self and the sense of connectedness extends not just to a particular group, but to the entire universe, to all of humanity, to the whole world, than there really is a much deeper level of compassion, a level of realization of where each of us is and the various issues each of us faces knowing that we’re doing the best that we can, but that we’re very limited in that ability, so I think its very correct to say that when people achieve deeper and deeper levels of connection and mystical experiences that they tend to feel deeper levels of compassion and love and humility in the face of other types of belief systems.

M&B: Although you are doing important studies about this topic, there are limitations too. You often talk about the limitations in both the scientific quest and religious understanding.

I think most religious belief systems feel that God is something which is infinite and all powerful and all knowing, and therefore as a human person, it’s very difficult, we’re very limited, and we really can only look at one very small aspect of what God or religion is all about. Therefore, we have to be aware of that limitation and recognize that all of us have limitations. So we’re all, in many ways, doing the best that we can with the belief systems that we have. But we also have to respect, I think, the other belief systems that other people may have because they may be looking at the same thing, but they may just be seeing it a little bit differently.

M&B: Would you give us an example?

I always liked the analogy of having different flies on an elephant, and then you ask each fly to describe an elephant. Well, the fly that is on the trunk is going to say something different than the one that’s on the tail, and different than one that’s on the tusk. And they’re all right, but they’re also all limited in how they’re looking at it. They’re not seeing the whole thing, and I think when we talk about ultimate reality, when we talk about God, these are such huge concepts that I think people really have to be very aware of and careful about the limitations that they are putting on those ideas, on the ideas as they understand them, and also recognize that everybody else is working with very similar kinds of limitations. Hopefully this will give us a little bit more sense of compassion for each other to realize that we’re really all kind of in the same boat, and we’re all kind of dealing with the same problems of trying to understand our world the best that we can.

M&B: There is also the limit of sensory experience.

Certainly, the biology of our brain speaks to that very issue. We miss so much of what comes into the brain, what gets up into our consciousness, and what we are aware of is so small relative to all the other things that are going on around us, that it really is very sobering I think. We think that we see the whole world and that we see it so clearly, and a lot of the research that has been done over the last 10 or 20 years shows that our view of the world is really very limited, and I think when you extent that to religion and spirituality it really makes, at least me, pause and say well maybe we really need to be a little bit more aware of what those limitations are about. On one hand it’s great that we can have a spiritual or religious view about our world, but lets keep it in the understanding of what the limitations that our own mind, our own brain, impose upon that ability to think about that and to act upon it and understand it in the right way.

M&B: To summarize, what would be the role of science and spirituality in understanding the ultimate reality?

On one hand, science offers these wonderful tools to try to get at what is out there. On the other hand, religion and spirituality offer a path towards getting beyond the self. I think we really need to look at those experiences in which the person feels that they get beyond the subjective and objective nature of what the world is all about and look at it from a whole different perspective. However, our sense of religion, spirituality, and God, that is ultimately processed through the functions of the human brain. In that regard, the human brain actually in some ways constricts our ability because the universe and God are very, very big concepts, and we as human beings are very finite and very mortal in terms of how we think about the world. We can’t look at the whole world. We can’t look at the entire universe, and we can’t look at all of God. We can look at a very specific aspect of them. Therefore, the human brain actually constrains how we think about religion, how we think about God, and how we make sense of that.

M&B: So in a sense, we get a glimpse of the unlimited in our limitedness.

We really are trapped within our own mind, we’re trapped within our own consciousness, and we have a long way to go, I think, to be able to get beyond the human brain and in many ways, to have the brain get outside of itself to take a look at and really be able to know what is out there in reality.

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 author, one of Turkeys most respected Islamic scholars, discusses Islams core beliefs. After giving brief summaries of traditional arguments for Gods Existence and Unity, Gulen analyzes modern theories related to nature, natural laws, and causes, as well as matter and chance. Supporting his arguments with accounts of scientific experiments, he also appeals to common sense by asking if any person or thing can be created without an author or by itself.

The second chapter analyzes angels, jinn, the spirit, death, Satan, and other spiritual topics. The third chapter, dealing with Destiny and free will, refutes the idea that Islam teaches predestination. According to Gulen, we œreap what we sow, for we have been given the Truth and told that we will be rewarded or punished according to how much we live our lives by it. Besides, fatalism is based upon a mistaken belief: that our human and therefore artificial division of time into past, present, and future somehow affects God. It does not.

The fourth chapter provides the Quranic and general arguments for the resurrection and the afterlife, while the fifth chapter discusses how Muslims understand Prophethood and Muhammads Prophethood. Gulen presents both sides of the Prophets life: spiritual and material. He also mentions the Bibles references to Muhammad, and deals with his miracles and polygamy. The final chapter presents the Quranic view of Prophet Muhammad and why the Quran and science are compatible.

The author is to be commended for relying upon Muslim sources, as well as his own practice and study. He presents Islam as devout and practicing Muslims understand it. It is a refreshing break from books by scholars who seek to explain a religion that they do not follow, and whose sacred language they often do not know, to others who want to learn about it.

This book should be read by all those who want to understand how Muslims understand Islam and view themselves.

Metaphors also play an important role in science. Cognitive scientists, who continue to research how language evolved and which tools the mind uses during this process, state that metaphors are widely used tools. Scientists use language, as well as graphs and equations, to explain their models. Therefore metaphors are essential in learning and teaching science. In this article, we will present a few examples of metaphorical thinking in science and how it guides science in new directions that could lead to breakthroughs. We will be concerned mainly with the machine metaphor that affected the way we picture the world.

A short history

Metaphor derives from the Greek verb methaphora (to transport or transfer). George Lakoff, professor of linguistics at the University of California”Berkeley, and philosopher Mark Johnson explain the essence of metaphor as understanding and experiencing one kind of thing in terms of another. We generally use analogies to make less familiar things appear in guises that are more familiar to us. For example, we try to picture time by associating it with a river. Chemists extend their knowledge of a poorly understood compound by finding similarities with familiar compounds. Biologists use biological mechanisms found in organisms to understand similar mechanisms in others. Luigi Galvani associated the transmission of nerve pulses to an electric current.

Metaphor can be defined as the mapping of a source domain onto a target domain. Throughout the history of science, water waves were used prototypically for understanding light waves. People tried to understand light (target domain) in terms of water waves (source domain). This mapping forced scientists to search for a medium”ether”that could propagate light waves, for water waves were propagated in water.

According to the English physicist Norman Campbell, every scientific theory requires the use of models to understand theoretical terms. For example, in order to comprehend the kinetic theory of gas, we must resort to an analogue model gas behaving as if it were composed of point particles randomly moving in a vessel. Metaphorical models help to improve the scientific imagination. But for scientists to take a model seriously, it must be expressible in terms of mathematical equations.

Sometimes, the symbolic representation of a mathematical relation can lead to a metaphor. For example, the space is time metaphor has an interpretation in molecular biology where millions of years (time) are encoded and contained in DNA (space). In addition, metaphors offer insight into mathematical phenomena. The basic example is the number line, which is the result of imagining numbers as points on a line.

The machine metaphor

From the seventeenth to the nineteenth centuries, the dominant metaphor was the machine metaphor: The world is a machine. This connection was made by Galileo (d. 1642), Descartes (d. 1650), Boyle (d. 1691), and Newton (d. 1727). They imagined the universe as a static, predictable machine. This worldview influenced our beliefs and psyche, as well as the way scientists, philosophers, and other intellectuals thought. Scientists started to think of everything in terms of a machine. Muscles were considered to be force-generating machines, nerves to be electronic machines, and photosynthesis to be a solar-powered machine. Lord Kelvin (d. 1907) characterized the universe as a galactic heat engine.

The machine metaphor led to reductionism in philosophy: If we wish to understand how a machine works, we look into its component parts. Descartes’ analytical method of reasoning is based on the assertion that complex phenomena can be understood by reducing them to simple phenomena. Biologists tried to understand living organisms, as well as bodily motions and functions, by reducing them to their constituents. More research was devoted to understanding the nature of genes. Physicist reduced gases’ properties to the motion of atoms or molecules. Locke (d. 1704) attempted to understand society by observing the behavior of individuals.

With the picture of a perfect world-machine, belief in a Creator became a logical necessity, since the machine implies an engineer. Even children know, as a part of their personal experience of reality, that a house implies a builder and a watch a watchmaker. As they study the more intricately complex nature of the human body or the ecology of a forest, it is highly unnatural to tell them to think of all these systems as chance productions of irrational processes.

Theologian William Paley (d. 1805) expressed this creationist view on page 98 of his Natural Theology as: There cannot be a design without a designer; contrivance without a contriver; order without choice; arrangement without a thing capable of arranging … Arrangement, disposition of parts, subserviency of means to an end, relation of instruments to use, imply the presence of intelligence and mind. This Cartesian philosophy connoted the idea that The Hand of God had set the machine in motion at the beginning of creation. As everything had been determined by God already, nothing could be the result of chance. This view is known as determinism.

The computer metaphor

The computer, the current dominant machine, has become the modern era’s dominant metaphor. Visionary physicist Edward Fredkin characterizes the universe as a cosmological computer. The universe appears as a network of a dynamic whole whose parts are essentially interrelated. Modern physicists do not consider the atom a basic building block; rather, it is a web of relations that includes human consciousness in an essential way. Modern biologists describe cells as distributive real-time computers. Making good use of the computer metaphor, they focus more on how neurons work together and how each cell interacts with its environment.

Sociologists study individuals and their social relationships. Psychologists and cognitive scientists use the analogy of a computer to understand the mind. Artificial intelligence is just one consequence of such modeling. The universe is no longer seen as a simple mechanical machine, but as a more complex high-tech computer system.

The computer metaphor supports the view of a dynamic universe more than Newton’s static universe. James Maxwell’s (d. 1879) electrodynamics, the second law of thermodynamics (entropy), and Darwin’s (d. 1882) theory of evolution all involve dynamic concepts. Entropy describes the evolution of inanimate matter and states that inanimate systems tend to go from order to disorder. Entropy is an increase in disorder became a root metaphor at the beginning of the nineteenth century.

Biologists describe evolution as a movement toward increasing order and complexity. Darwinian theory attributes biological complexity to the accumulation of mutations by natural selection. One factor that makes Darwinian theory a naturalistic philosophy more than an empirical science is its claims that all of these dynamic processes are a result of random chance. Natural selection is introduced as the mechanism that minimizes the effect of chance. According to Darwinism, probability governs the universe and there is no need for God.

There are probabilities in the quantum world as well. However, probability and uncertainty show the unpredictability of the outcomes of quantum measurements from a human perspective. This probabilistic vision of universe, contrary to Darwinian theory, deepened the consequences of the machine metaphor: God not only set the machine in motion eons ago, but is still governing the process of creation and changing the probability pattern.

Metaphors and paradigm shifts

According to Thomas Kuhn (d. 1996), metaphorical thinking becomes crucial at periods of scientific revolution and gives way to a paradigm shift. Distant analogies are probably the most useful in times of scientific revolution: Newton’s metaphor of an apple is a moon is of this kind. However, this metaphor became literal after it was understood that the same gravitational force that holds the apple to Earth is the same one that holds the moon in its orbit around Earth.

Kuhn’s paradigm shift and use of metaphors can best be seen in the history of exploring the atom. The atom was conceived first by Democritus (d. c. 370 BCE) as an impenetrable sphere. This analogy was used to explain the behavior of matter until the nineteenth century. Spherical analogy was discarded in favor of Ernest Rutherford’s (d. 1937) analogy between the solar system and the hydrogen atom.

The following interpretations followed the planetary model: The nucleus is more massive than the electron (just as the sun is more massive than the planet), the nucleus attracts the electron, this plus the mass relation causes the electron to revolve around the nucleus, and so on. Object descriptions are disregarded, for there is no attempt to match the nucleus with the sun in color, size, or temperature. Then, the atomic nucleus was analogized to a drop of water instead of to a body like the sun.

Now, in quantum mechanics, every particle is considered to be a probability wave, which is an abstract mathematical quantity. Scientists have not yet been able to put these waves into a metaphorical pictorial model, which makes them difficult to comprehend.

Metaphors in revealed texts

The following Qur’anic verses illustrate the use of metaphors in the Qur’an. Speaking of hypocrites who do not believe in God but nevertheless claim to believe, it states: Their parable is like the parable of one who kindled a fire, but when it had illumined all around him, God took away their light and left them in utter darkness”they do not see. Deaf, dumb (and) blind, so they will not turn back. Or like abundant rain from the cloud in which is utter darkness and thunder and lightning. They put their fingers into their ears because of the thunder peal, for fear of death, and God encompasses the unbelievers. The lightning almost takes away their sight. Whenever it shines on them they walk in it, and when it becomes dark to them they stand still. If God had willed, He would have taken away their hearing and their sight. God has power over all things. O people, serve your Lord, Who created you and those before you so that you may guard (against evil) (2:17-21).

Conclusion

Logic and mathematics are not enough to understand science. We need internal mental pictures to grasp new phenomena. When trying to understand unfamiliar phenomena, the mind thinks of them in metaphorical terms. This not only helps to explore new realms for scientific theories, but also can change the view we hold of the world.

References

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• Hesse, Mary. Models and Analogies in Science. University of Notre Dame Press: 1966.
• Belal A. Baaquie and Lai Choy Heng, Department of Physics, National University of Singapore Method and Anti-Method in the Sciences: Metaphors and Scientific Creativity. http://www.scholars.nus.edu.sg/natureslaw/methodology/anti_method/11.html
• Lakoff, G. and Johnson. Metaphors We Live By. University of Chicago Press, 1995.
• Morris, Henry, ed. Scientific Creationism. 2d ed. Word Publishing: 1974.
• Paley, William. Natural Theology; or, Evidences of the Existence and Attributes of the Deity. Online at: www.hti.umich.edu.