Challenges and Opportunities in Teaching Interdisciplinary Courses on Islam and Evolution: A Theology-Centric Perspective

Abstract

In the nascent discourse of Islam and science, the discussion of how to reconcile evolution with Islam is one of the most, if not the most, pressing concerns. This article reviews the various studies that have looked at the reception of evolution in multiple contexts to highlight the pedagogical challenges that materialise for Muslim students and teachers. It argues that, while recognising the obstacles and challenges mentioned in other studies, the crucial subject matter of Islamic theology (ʿaqīda) is not fully appreciated in those analyses. How and why theology is a vital discussion matter is examined, along with the benefits that it can offer. These insights could provide fodder for teachers and students when discussing the thorny topic of Islam and evolution in classroom settings. This paper’s deliberations could also be of interest to researchers examining the pedagogy and reception of evolution in Muslim contexts.

Islamic Scientific Critical Consciousness as a theoretical framework for Muslim science educators

“…As a result, today, for Muslims the world over, responding to the potential challenges to their faith and identity posed by this secular Eurocentric 'monoculture' of modern science (Santos, 2007) is an important concern (M. Iqbal, 2002;Malik, 2023), as illustrated in Table 2. Does the use of secular psychological counselling services for mental wellness clash with belief in God's healing (N. Iqbal and Skinner, 2021)?…”

“…Regardless of whether the position is to 'bring back the past' or to 'build back better', there is much work to be done for contemporary Muslim science educators. The very abstract field of Islam and science has moved from debates about compatibility as a whole to domain-specific debates, including Islamic views on scientific paradigms such as Adamic evolution (Malik, 2023) and challenges to the idea of free will posed by quantum theory (Guessoum, 2010). Some common stopgap approaches for discussion that Muslim science educators at the university level are currently using, and the challenges they face, are illustrated in Table 3.…”

“…(2) the nature of creation; and (3) the relationship between God and creation, they can then better assess whether a world view such as Adamic evolution is in conflict or confluence with their religious beliefs (Malik, 2023).…”