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Eighth to the Sixteenth Century - Rashid Islamic Center

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162 • The Making of <strong>Islamic</strong> Science<strong>the</strong> Turkish hat which had remained a sign of nobility for centuries,was deemed “an emblem of ignorance, negligence, fanaticism, andhatred of progress and civilization” (Lewis 1961, 268). In ano<strong>the</strong>rspeech, Mustafa Kemal declared: “I do not leave any scripture, anydogma, any frozen and ossified rule as my legacy in ideas. My legacyis science and reason.”This dissociation from Islam by <strong>the</strong> new rulers of Turkey wasnot shared by <strong>the</strong> masses, who continued <strong>to</strong> practice <strong>the</strong>ir religion.But <strong>the</strong> state had gained enormous powers and ruthlessly curbedany public display of religious loyalties. It expunged Islam from <strong>the</strong>curriculum and imported a large amount of “science” from Europe.Islam was now perceived as <strong>the</strong> greatest enemy of science, which wasseen as <strong>the</strong> only means of progress and civilization. This officialperspective on <strong>the</strong> relationship between Islam and science was <strong>to</strong> bepropagated vigorously throughout Turkey.This is <strong>the</strong> social, political, and intellectual backdrop againstwhich <strong>the</strong> new Islam and science discourse is <strong>to</strong> be explored. Thisnew discourse <strong>to</strong>ok shape alongside <strong>the</strong> violent changes just describedand was directly influenced by <strong>the</strong>m. The new Islam and sciencediscourse that emerged in <strong>the</strong> post-1850 era is so different from <strong>the</strong>old discourse that a modern Muslim scientist is unlikely <strong>to</strong> find anyresonance with men who were <strong>the</strong> most learned scholars and scientistsof <strong>the</strong> period from <strong>the</strong> eighth <strong>to</strong> <strong>the</strong> sixteenth centuries: Ibn Sina, al-Biruni, and Ibn al-Haytham are not household names in <strong>the</strong> Muslimworld; even an educated Muslim <strong>to</strong>day knows very little about <strong>the</strong>irwork and <strong>the</strong> kind of understanding <strong>the</strong>y had about nature. What ismost remarkable in this is a <strong>to</strong>tal break with <strong>the</strong> past, and <strong>the</strong> mostimportant vehicle of this transformation is education: since <strong>the</strong>ircolonization, Muslims have learned <strong>to</strong> forget <strong>the</strong> intellectual traditionthat produced men like al-Khwarizmi, Ibn Sina, and Ibn al-Shatir.This tradition was violently plucked out of Muslim lands, leaving<strong>the</strong>m bereft of his<strong>to</strong>rical depth. Muslim societies have become victimof a cultural schizophrenia in which <strong>the</strong> past appears as a ghost <strong>to</strong> beexorcised.The new Islam and science discourse that emerged in <strong>the</strong> Muslimworld in <strong>the</strong> nineteenth century has two main strands: (i) a dominantand popular discourse in which Islam is seen as a justifier for <strong>the</strong>

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