INTRODUCING THE ALIGARH SCHOOL ON ISLAM AND SCIENCE HARMONY DEBATE

By- Dr. M. Zaki Kirmani

Debate on Islam and Science is as old as western imperialist influence on Islamic world which owed to the multifaceted decline of Muslim nations accompanied with development of science in the West. The Islamic world that dominated the scene till 16^th century had already begun to witness  western growth which soon attained parity with it. And when science became successful tool of power and domination in the hands of the West,  Islamic world had already lost ground. And with a view of remedying the situation it took long to begin the process of  evaluation and analysis.

          Science being the main tool of western domination, it left  muslims in grim despair and awestruck.It was not well taken even by the Islamic intellectuals. Ignoring its knowledge strength,  patriotism prevailed and they took it as a cultural legacy of the occupying nations and welcomed it neither for social benefits involved nor as a source of power to be learnt in educational institutions. It should however be noted that the Islamic legacy of Science was still a part of madrasa curriculum till 20^th century but it was not producing desirable results for two reasons. One, the process of updating the knowledge was totally absent and  two, the tradition of individual  research was on fast decline because of its increasing dependence on emerging new technology.

          Prior to the migration to the western world, Science was a part of Islamic intellectual tradition and an aspect of Islamic knowledge. History gives evidence and favours this view. Many well known scientists of Islamic era are known to be equally conversent in Islamic religious knowledge, e.g. Tafseer, Fiqh, hadith etc. Thus we assert that Science was an Islamic intellectual tradition and a direct outcome of Quranic injunctions for its followers and that today this tradition has  weakened  because of its loosening grip on contemporary  Muslim mindset. We believe that science in essence is neither western nor Islamic and when term like Islamic Science is used, it refers to history and civilizational context primarily. Recently this term has also been used for the scientific activity under the influence of Islamic World view and application and direction  of its growth under Islamic values.

          For the Aligarh School the ongoing debate on Islam and Science is not of much interest and topics related to mutual harmony, Islamic criticism of the concepts of Evolution, Creation, Miracles and Angels etc. have failed to incite the attention of its associates. From the very beginning Aligarh School has been attentive to two objectives: one, encouraging Muslims to go for education of Science and Research and two, for identifying and introducing concepts and values which motivate them to  grow science which is compatible with  Nature and human self. However, we believe that the question of compatibility is a domain of human conscience and no  decisions can be imposed from outside. What is to be explored and How and Where to apply the knowledge so obtained are value dependent questions, as a matter of fact.

          And for this  reason  scholars  like Sir Syed Ahmad Khan, Jamaluddin Afghani,  Ismail Farooqui and Haroon Yayha etc. have been of  mere historical significance for us. We are, in fact, more concerned with identifying and introducing Islamic contours   for a vigorous scientific activity in a society defined  by ever-ready - to -  be -  re-understood doctrines, and a pragmatic and intellectually dynamic system of  values.

          Aligarh School considers that listening, observing and intellection, are major sources of knowledge as propounded by the Quran and therefore what has been and is being done by the non-Islamic societies in the name of Science is not and cannot, at least in principle,  be incompatible with it. If at all there is an apparent disharmony somewhere, it may either be for our lack in doing Science or understanding the Quran. This approach is apparent in major works done by M. Zaki Kirmani, Rais Ahmad, Mr. Riaz Kirmani, and such associates as Kaleemur Rehman, Masood Ahmad and Jamshed Akhtar. Their work aim at identifying Quranic values, concepts and cultural ethos which  go into making a vibrant  Islamic Scientific culture. Jamshed Akhtar distinguishes himself by identifying Quranic ‘'information' which can help modern scientists in reunderstanding  problems which they might have left unfinished, for want of information and intellectual tools.

          Central to Aligarh School has been the Islamic World view which includes concepts and values necessary to motivate individuals and provide a supportive environment for growth of scientific activity in modern society.This School considers modern science a human attainment and a common treasurer of humanity irrespective of religious affiliation of the contributors. Its role in solving human problems makes it Islamically significant. However, its increasing involvement in exploitation and violence renders it sensitive for Islamic monitoring as well. The values and concepts culled from the Quran and Islamic intellectual and scientific heritage are expected not only to help check misuse of science but also guide in framing questions, and formulating problems for scientific research.

          Aligarh School very firmly believe, like many others, that science should not entertain those realms of knowledge which deals with 'why' and should remain attached with 'how'? This explains our apathy and disinterest in some approaches and  direction of research and study  modern science seems to be adopting. However, even such questions can not be totally shunned and deserve to be reasonably debated and openly discussed.