Saturday, March 3, 2012

The Environment and Faith

 
 
The relationship between man and the environment should be as sincere and upright as practical and rightly poised. Any deviation from this sensible and middle-path philosophy will invariably result in pushing man to the extremes on either side, all of which, however, are resolutely rejected by Islam. Not only does this doctrine apply to man's relationship with the environment, but also to everything else related to each and every segment of his existence. This is so because Islam as a universal code of life, and with it the whole Islamic community (Ummah), is made justly balanced, "that ye might be witnesses over the nations, and the Messenger a witness over yourselves." (al-Baqarah 2:143)

Man must respect the environment in that he is dependent on it. As God subjected it to his use, so did He make it an indispensable field of the vicegerency activities entrusted to man. To put it in a nutshell, man cannot but coexist with the environment, giving away and receiving in return proportionally to what he offered. From this partnership, man is bound to attain either peace, happiness and prosperity in this world, plus salvation in the Hereafter, or frustration, disgrace and chastisement in both worlds. For this reason will it be apt to depict this world as a plantation, or a farm (mazra'ah), which must be diligently taken care of, should its owner harbor any hope of an abounding harvest on the Day of Judgment. The Qur'an proclaims: "But seek, with the (wealth) which Allah has bestowed on thee, the Home of the Hereafter, nor forget thy portion in this world: but do thou good, as Allah has been good to thee, and seek not (occasions for) mischief in the land: for Allah loves not those who do mischief." (
al-Qasas 28:77)

Man's rights over nature are rights of sustainable use based on moderation, balance and conservation. Nature's rights over man, on the other hand, are that it be safe from every misuse, mistreatment and destruction. Greed, extravagance and waste are considered a tyranny against nature and a transgression of those rights. Ali b. Abi Talib, the forth Muslim caliph, once told a man who had developed and reclaimed abandoned land: "Partake of it gladly, so long as you are a benefactor, not a despoiler; a cultivator, not a destroyer."


The creation of nature and its perfect equilibrium preceded the creation of man. Nonetheless, no sooner had man come into existence than he became an integral part thereof. The guardianship of nature, besides, became placed in his care, constituting the essence of his vicegerency assignment. Inasmuch as he is endowed with the power of free will and the other outstanding capacities, such as intelligence and knowledge, man is capable of steering his own bark. Provided he uses his abilities and talent rightly, man furthermore puts himself in a position to attain, to some extent, mastery over the forces of nature and subdue them to his services. If the perfectly executed environmental equilibrium is sustained, man should be commended for that, for he lived up to the demands of his reputation as the vicegerent and custodian of the earth. But if the same becomes disturbed and damaged, it is man again who must be held responsible for the disorder, in that he committed a breach of the sacred trust put on him. The state of the earth is a testimony of man's either success or failure while on it.

In most cases, however, it is they who rebelled against God and His will that rebel against, and ill-treat, the environment and the flawless forces that govern it. They thus intend to satisfy their personal delirious greed and secure some societal short-term gains at the expense of the long-term vision and objectives of the whole of mankind. When consequently Allah's wrath descends on such men, and when the favorable position in which Allah has placed them, changes, there is no turning back. Only a substantial change in their conduct and attitude may give those men a reasonable hope of God's clemency, and a possible turnaround in their fortunes. The Holy Qur'an is pretty clear about this: "Mischief has appeared on land and sea because of (the meed) that the hand of men have earned, that (Allah) may give them a taste of some of their deeds: in order that they may turn back (from evil)." (al-Rum 30:41)

"If the people of the towns had but believed and feared Allah, We should indeed have opened out to them (all kinds of) blessings from heaven and earth; but they rejected (the truth), and We brought them to book for their misdeeds." (al-A'raf 7:96)

"Allah sets forth a parable: a city enjoying security and quite, abundantly supplied with sustenance from every place: yet was it ungrateful for the favors of Allah: so Allah made it taste of hunger and terror (in extremes) (closing in on it) like a garment (from every side), because of the (evil) which (its people) wrought." (
al-Nahl 16:112)

"And remember! your Lord caused to be declared (publicly): "If ye are grateful, I will add more (favors) unto you; but if ye show ingratitude, truly My punishment is terrible indeed." (
Ibrahim 14:7)

"...Verily never will Allah change the condition of a people until they change what is in themselves." (
al-Ra'd 13:11)

Isma'il Raji al-Faruqi, while discoursing on the theme of "the principle of the economic order", concluded that Islamic responsibility demands that no damage occurs to nature in the process of man's utilization of it. He said: "Islam teaches that nature's materials and forces are gifts granted by God to us. The gift, however, is not transfer of title. It is a permission to use for the given purpose. The owner is and always remains Allah (SWT). As the Mesopotamian used to say: 'He is the Lord of the manor, and man is merely the servant.' This attitude is perfectly Islamic as well. The gift then must be returned to the Creator at our death or retirement, improved and increased through our production. At the very least, it must be returned intact, as it was when received. The Qur'an has emphatically reiterated that to Allah (SWT) everything in creation returns." 


From the Islamic perspective, man's treatment of the environment is closely related to his faith. The more is he attached to the normative teachings of Islam in carrying out his daily acts, the healthier is his relationship with the environment. Similarly, whenever a person distances himself from Islam and its beliefs and value system, his behavior degenerates. This deeply affects his surroundings - comprising all animate and inanimate beings - and his fellow human beings. So significant is man's relationship with the environment in Islam that in some instances the same is capable of taking precedence over the other deeds of a person, placing him then on the highest, or dragging him to the lowest, point of existence. For example, under certain circumstances certain noble environmental acts can obliterate a person's past misdeeds and ensure him Paradise, whereas some atrocious environmental acts of a person under certain circumstances can make his past good deeds gain naught, promising him nothing in return in the Hereafter but Hellfire. On the subject of animals, for example, the Prophet (pbuh) once said: "A woman was sent to the Fire because of a cat. She imprisoned her and neither fed her nor set her free to feed upon the rodents of the earth." 


The Prophet (pbuh) also related the story of a woman from among the Children of Israel guilty of fornication, who found a dog near a well panting with thirst. She took of a shoe, tied it with her veil, and then managed to collect some water for the dog which it drunk. The dog quenched its thirst, and, as a result, God forgave the woman her sin.

*****
Dr. Spahic Omer, a Bosnian currently residing in Malaysia, is an Associate Professor at the Kulliyyah of Architecture and Environmental Design, International Islamic University Malaysia. He studied in Bosnia, Egypt and Malaysia. His research interests cover Islamic history, culture and civilization, as well as the history and philosophy of the Islamic built environment. He can be reached at spahicoyahoo.com; his blog is at www.medinanet.org.

Wednesday, February 29, 2012

How the Quran shapes the brain

 
 
"If it wasn't for their political problems and constant fighting between each other, the Muslims would have been on the moon by the 1400's" was the statement made by a non-Muslim professor in a 400-level undergraduate class on the history of science. It seems that the rate of discovery and advancement in science achieved by the Muslims was quite impressive and has yet to be replicated. What was it that they were doing that allowed for their fast progress?

The teacher in me immediately thinks about their education system, and the neuroscientist in me wants to examine the factors involved in shaping the brains of such a civilization. Interestingly, many Muslim religious scholars will say something about how the Muslims were the leaders when the Quran was the center of their education, and only when they abandoned the Quran that they lost their reign. The amazing thing about this is that while Muslim religious scholars are typically talking about spiritual and moral realities, there is actually a material reality to what they're saying, which takes place in the brain.

A quick disclaimer here: The list of all that is affected in the brain by the Quran and how that can influence other functions is quite exhaustive. But in the interest of keeping it short, I chose some major areas to present in this article.

Before getting into the brain and how the Quran changes it, one should be familiar with how traditional Muslim education took place. In case you're wondering where I'm getting this from, it's from reading the biographies of major figures of scholarship in the traditional Muslim world such as Ibn Rushd, Ibn Sina, and others. This is also based on my personal experience and what I have been told by some of my teachers.

The very first thing taught to an aspiring student was the Quran, which had to be memorized completely. Unlike anything else encountered in spoken Arabic, Quran recitation is a very specific science. Local dialects of Arabic or different ways of pronunciation are not permitted when reciting the Quran. In fact, part of learning the Quran is learning what is called in Arabic taj'weed, which means elocution. The very first thing the student must do is replicate exactly how the teacher is reciting the verse. This refers to where individual letter sounds are being generated in the mouth and throat and where the tongue is to be placed exactly. Once this is done, the student writes the verse on a wooden board in the Othamni script, which follows different spelling rules than regular Arabic writing. The student then takes his board and goes away to memorize the verse. A typical memorization session for a beginner starts with repeating one verse multiple times as it is read on the board to also memorize how it is spelled using the Othmani script. The next day the student reviews the verse several times before returning to the teacher to receive the following verse. After repeating it with the teacher to ensure exact replication of sound and pronunciation, the student writes the new verse and goes away to begin a new memorization session. The third day begins with reviewing the first verse one final time, followed by the second verse several times before going to receive the third verse. On the fourth day the first verse is not reviewed anymore as it would have taken hold in memory, and the second verse takes its place for being reviewed while the third verse is repeated several times before going to receive the fourth verse. At the end of the week is a complete review session for everything that was memorized in the previous days.

As the days pass the capacity for memorization increases and the student is able to take on several verses or even pages at a time instead of only one or two verses. The writing using Othmani spelling continues, as well as the review sessions. Eventually, the whole Quran having more than 6,200 verses is memorized word for word with their specific pronunciation and Othmani spelling. Now the hard task begins as the student works to review all the verses on a monthly basis so as to not forget them. This usually means taking the 30 parts of the Quran as it has been divided to facilitate memorization, and reviewing one part everyday until all 30 have been recited by the end of the month.

It should be mentioned here that the Quran has 10 different modes of recitation. This refers to the placement of diacritical marks on the words and how certain words are pronounced. Some students take this task on and memorize the Quran in all the different modes of recitation, which requires a very careful attention to where the pronunciations are different so they're not confused with each other given how subtle they sometimes can be.

There are a couple of important qualities about the Quran that relates to how it sounds. Verses in the Quran rhyme and change rhythm often, which gives a pleasurable effect to the listener. Furthermore, as one recites, they're supposed to sing it rather than simply read it. In fact, the very practice of Taj'weed (elocution) forces the reciter into a singing tone as they enunciate the words of each verse.

A final note to bring up is in regards to the Arabic language and writing in Othmani script. Part of studying the different modes of recitation requires the student to write not only in an unusual spelling, but also to exclude the diacritical marks from the words. This would allow the student to learn the variations of recitation without having the diacritical marks visually interfere with their memorization of different modes of recitation. Moreover, the grammar of the Arabic requires the proper use of diacritical marks in pronunciation so as to not confuse things such as the subject and predicate. This means that the one learning the Quran must always keep track of how the words are enunciated so as to not alter the overall meaning of the verse.

How all of this relates to the brain is quite impressive. The brain is recognized to be a malleable organ that can change its connections and even its size of certain areas based on how active they become. Understanding how involved the brain is of someone learning the Quran using the traditional Muslim method can explain how they were able to achieve such success in their knowledge endeavors.
While learning the Quran, the careful attention to listening and pronunciation of verses stimulates an area of the brain located in the temporal lobe. The temporal lobe is also where the hippocampus is located, which is the memory consolidation center. It's also the brain region activated for processing of musical sounds such as the case when the Quran is recited. Moreover, it becomes involved when the student engages in handwriting exercises similar to the ones on the wooden board. Where this matters is that this is the part of the brain whose activity levels and capacities have been correlated with a person's aptitude for learning new information. The more activation this area receives, and the more involved this activation is such as the case with the Quran, the better and more efficient it becomes in its functions for learning and memory.

The parietal lobes are also quite heavily engaged as one learns the Quran. The left parietal lobe deals with reading, writing, and functions in speech. It's also the part whose activity is important for math and logic problems. The right parietal lobe handles speech tone, which is related to elocution. It's also responsible for visuospatial relationships and understanding facial expressions. The front part is responsible for the sense of touch discrimination and recognition, which is active during handwriting. The back part plays an important role in attention. Both lobes are also activated during skill learning tasks. Overall, having parietal lobes that have been well activated translates to better logic and math-solving skills, eloquence in general speech, better ability at reading emotional states from facial cues, improved attention, and enhanced capacity for understanding visuospatial relationships.

This last one can explain why Muslims were so good at astronomy.
Other brain regions the activity of Quran recitation strongly activate are the frontal lobes and the primary motor cortex. The frontal lobes activity deals with higher order functions, including working memory, memory retrieval, speech production and written-word recognition, sustained attention, planning, social behavior, in addition to others. For example, as the student is reading the Othamni script, his brain must quickly decide on the proper pronunciation of the word, which without the diacritical marks means it must be distinguished from other possibilities that include not only wrong words, but also wrong enunciation depending on the specific recitation he's using out of the 10 valid ones. The amazing thing about this is that the brain after practice will do these things without conscious control from the student. This trains the area of the brain responsible for inhibition, which is important for social interaction. Children with ADHD have been shown to have this area to be under-developed.

Given the Quran's content that for example includes descriptions of individuals and places, it activates the occipital lobes, which are involved in generating mental imagery. This brain region is also important in visual perception. Becoming active as a result of generating mental imagery indirectly improves visual perception capacities since the area activated is within the same region. The Quran is also rich in its content for history, parables, and logical arguments, all of which recruit different areas that become more efficient and better connected as they are continually activated due to the consistent review sessions.

Putting all this together, it's no wonder Muslims were able to make such vast contributions to human knowledge in a relatively short amount of time, historically speaking. After the aspiring student during the height of Muslim rule has mastered the Quran, his education in other sciences began by the time he was in his early teenage years. Given the brain's malleable nature, the improved connections in one region indirectly affect and improve functions in adjacent locations. The process in studying the Quran over the previous years has trained his brain and enhanced its functions relating to visual perception, language, working memory, memory formation, processing of sounds, attention, skill learning, inhibition, as well as planning just to name a few. Now imagine what such an individual will be able to do when they tackle any subject. It makes sense how someone like Imam Al Ghazali can say he studied Greek philosophy on the side during his spare time and mastered it within 2 years.

What was the Muslims' secret for their exponential rise in scientific advancement and contribution to human knowledge? Literally, the Quran when it was the centre of their education system.


Source: Mohamed Ghilan