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Exploring Fundamental Questions about the Human Being through Bioscience and Islam

17th World Congress of Bioethics, Doha, Qatar, 6/2024.
CILE : Research Center for Islamic Legislation & Ethics

This panel session is linked to a project entitled ‘Exploring Bioscience and Islam’. The first speaker will provide an overview demonstrating the project’s innovative and pedagogical approach to addressing fundamental questions about the human being bioethics education in multicultural and diverse contexts. The second speaker will elaborate on the epistemic framework used to critically discuss bioscientific and religious views on the human being. The third and fourth speakers will describe the contents and methods of delivering two seminar topics. Lastly, the fifth speaker will present the program evaluation findings. The panel session will be closed by reflecting on lessons learnt.

Presentation 1: Project Overview

Our project involves a multidisciplinary team of bioscientists, theologians and pedagogical experts who developed and tested a 20-hour novel curriculum at the intersection of bioscience and theology among two cohorts of Muslim students, one representing a Muslim-minority context and another representing a Muslim-majority context. The first group consisted of secondary Islamic school students from Chicagoland and Milwaukee, and the second group was foundation year students at International Islamic University Malaysia (IIUM). The curriculum was delivered as seminar series spread over four days with seminars addressing five ‘Big Questions’ about the human being: a) what is its origin?; b) what is its essential nature?; c) is humankind moving towards a post/transhuman future?; d) to what extent is its actions fated?; e) are humans unique in this universe? A bioscientist-theologian dyad taught each seminar, focused on providing students with fundamental concepts and terminologies, highlighted overlap and tensions between the Islamic and bioscientific perspectives, and explored ways to resolve tension among views.

Presentation 2: Reasoning Exercises

In the first seminar, we addressed key epistemic concepts and frameworks. Students were introduced to a ‘reading grid’ by which to evaluate scientific and theological claims involved in the subsequent seminar topics. We drew on the rich tradition of scriptural interpretation in the sciences of Islamic legal theory (uṣūl al-fiqh) and hadith criticism (muṣṭalaḥ al-ḥadīth) to provide students with a framework for classifying scriptural texts as conclusive (qat`i) or probabilistic (ḍhannī). Given the relative newness of these ideas to our student participants, rather than exhaustively detailing concepts and epistemic frameworks from theology and science, our emphasis was on drawing parallels between how theologians and scientists reason, demonstrating how singular pieces of evidence within each discipline are aligned to make more accurate claims, and to sensitize students to the idea that every truth claim is accompanied by relative degrees of uncertainty. In this way, students could appreciate that both religious and bioscientific enterprises are discovery-oriented, and that questions of theology and science are related.

Presentation 3: What is a Human?

Modern scientific advances in Neuroscience and Artificial Intelligence are raising many questions for theologians, philosophers and scientists. What was previously thought to be mysterious and non-reproducible is being replicated and explained via neural circuitry and mechanical processes. This has led to the advent of a radically new ontology of the world, being advocated by certain modern-day thinkers, which denies metaphysical entities and properties. The claim by proponents of this view known as physicalism argue that, “we are nothing but our brains” and this view is directly opposed by various religious ontologies. This presentation will discuss how the topic of human nature was approached and delivered through the lenses of bioscience and Islam, and how we navigated the complexities and opportunities of teaching this ‘controversial’ topic across two different geographical and socio-cultural contexts. Classroom exercises included comparing and contrasting concepts of soul and consciousness from the perspectives of Islam vs. Neuroscientific Reductionism and engaging in several thought experiments. The session concluded with exploring how tensions may be overcome to have a level dialogue on topics in philosophy of mind across various philosophical and religious traditions.

Presentation 4: Are We Programmed, or Do We Have Free Will?

The debate on human agency, fate, and genetic determinism continues to captivate the minds of scholars, scientists, and philosophers. Advancements in genetics and neuroscience provide new insights into the role of genetic predisposition in shaping human behaviour, choice, decision-making, and life outcomes. Islamic theology on the other hand, provides an account of these issues that draws on concepts like innate disposition, divine decree (qadr), accountability (taklĩf), freedom of choice (ikhtiyār), moral obligation and divine guidance (hidāyah). These constructs may seem at odds with modern science which is largely rooted in methodological naturalism and tends to dismiss any forms of religious commitments. In this seminar, we introduced and described the different types of genetic determinism and their relations to human behaviour, while deliberating over how Islamic notions of determinism, decree, free will, and accountability align or misalign with contemporary evidence and discourse. We cited same-sex attraction and criminal tendency as examples for classroom discussions. In the last hour, seminar instructors conducted the ‘Game of Life’, played by students in small groups, as way to ‘experience’ the reality of determinism, free will and divine decree in everyday life.

Presentation 5: Program Evaluation

In this talk we will share our evaluation findings based on a mixed methods analytic approach; quantitative data is derived from pre- and post-seminar questionnaires and qualitative data is extracted from students’ reflective essays on their learning experiences. We will demonstrate the impact of the curricular intervention on students’ knowledge levels, besides changes in other constructs such as interest, intention and preparedness to pursue further studies and careers at the intersection of bioscience and theology. We will also assess whether (or not), students’ views on science-religion compatibility shift after the seminar. In addition, elements that predict knowledge acquisition and increase in students’ level of interest, intention and preparedness will be determined using more advanced statistical analyses. With regards to exploring students’ reactions and reflections we will examine selected essays and explore the main themes that appear throughout their writings. All these findings – quantitative and qualitative – will be compared between the two groups. Overlap and variation will help guide Muslim educators, pedagogical experts and school administrators to devise more effective teaching strategies for Muslim youths across different contexts.

Presenters

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