The Muslim World Science Initiative: Difference between revisions
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* Promoting meritocracy, critical inquiry, and institutional governance reforms. | * Promoting meritocracy, critical inquiry, and institutional governance reforms. | ||
* Addressing the intersection of science, religion, and society within the Islamic world. | * Addressing the intersection of science, religion, and society within the Islamic world. | ||
* Building networks of excellence among universities to foster collaboration and innovation (Nature, 2015<ref>Nature | * Building networks of excellence among universities to foster collaboration and innovation (Nature, 2015<ref>Nature. (2015, October 28). Institutions: Revive universities of the Muslim world. Nature, 526, 634. https://www.nature.com/articles/526634a</ref>; Muslim-Science.com, 2016<ref>Muslim-Science.com. (2016). Science at the universities of the Muslim world [PDF]. https://islam-science.net/wp-content/uploads/2016/11/Science_at_Universities_of_the_Muslim_World.pdf</ref>). | ||
==Relations to the Islamic World== | ==Relations to the Islamic World== |
Latest revision as of 14:49, 28 June 2025
The Muslim World Science Initiative (MWSI) is a significant effort aimed at revitalizing science education, research, and innovation across Muslim-majority countries, addressing longstanding challenges in scientific development in the Islamic world.
Overview
MWSI is a taskforce and network initiative focused on improving science education and research in universities throughout the Muslim world. It seeks to foster a scientific culture based on critical inquiry, meritocracy, and best practices by encouraging reforms in university curricula, teaching methods, and institutional governance. The initiative promotes the creation of a Network of Excellence of Universities for Science (NEXUS) to inspire and monitor progress across member institutions. MWSI emphasizes collaboration among scientists, educators, policymakers, and civil society to reinvigorate scientific output and innovation in the 57 member countries of the Organisation of Islamic Cooperation (OIC) (Osama, 2015; Nature Middle East, 2015)[1].
Location
MWSI is a global initiative involving multiple countries within the Muslim world, spanning the Middle East, Africa, and Asia. Its coordination and leadership include experts based in various locations, such as the United Arab Emirates and the United Kingdom, reflecting its international and cross-regional nature (Osama, 2015[2]; Forbes, 2015[3]).
History and Establishment
The initiative was founded in the mid-2010s by a taskforce of scientists, educators, and experts concerned about the low levels of scientific research and innovation in Muslim-majority countries. Athar Osama, an honorary senior associate at the UCL Institute of Education in London and a professor of science education, is recognized as the founder and a leading figure of MWSI. The taskforce was formed to comprehensively review the state of science education and research, culminating in reports published around 2015 that highlighted critical deficits and proposed strategic reforms (Osama, 2015[4]; Forbes, 2015[5]).
Founders and Financial Sponsors
Athar Osama is the key founder and driving force behind MWSI. The initiative is supported by a coalition of international organizations, academic institutions, and philanthropic bodies interested in science development in the Islamic world. Partners include the Organisation of Islamic Cooperation (OIC), the Qatar Foundation, the Islamic Development Bank, the British Council, Nature Publishing Group, and the International Development Research Centre (IDRC). These entities provide financial, institutional, and strategic support to facilitate reforms and capacity building (Royal Society, n.d.[6]; Nature Middle East, 2015[7]).
Website and Contact Information
MWSI does not have a dedicated standalone website but is featured and discussed on platforms related to its partners and founders. Information about the initiative can be found through:
- Nature Middle East articles on MWSI: https://www.natureasia.com/en/nmiddleeast/article/10.1038/nmiddleeast.2015.217
- Forbes coverage on the initiative: https://www.forbes.com/sites/johnfarrell/2015/11/09/task-force-urges-muslim-countries-to-reboot-university-science-programs/
- Related reports by the Royal Society and partner organizations: https://royalsociety.org/news-resources/projects/atlas-islamic-world/
For direct inquiries, contacting the Qatar Foundation or the OIC’s scientific bodies may provide further access.
Prominent Research Figures
- Athar Osama, founder of MWSI and honorary senior associate at the UCL Institute of Education, London, is the key driving force behind the initiative.
- Tan Sri Prof. Zakri Abdul Hamid, Science Advisor to the Prime Minister of Malaysia and chair of the Task Force on Science at Universities in the Muslim World.
- Prof. Nidhal Guessoum, Professor of Physics and Astronomy at the American University of Sharjah, UAE, and convener of the Task Force.
- Other notable experts include Prof. Michael Reiss (UCL Institute of Education), Prof. Bruce Alberts (University of California, San Francisco), and H.E. Professor Ameenah Gurib-Fakim (former President of Mauritius) (Nature Middle East, 2015; Forbes, 2015[8]; Muslim-Science.com, 2016[9]).
Key Fields of Concentration (Research)
MWSI focuses on:
- Reforming science education and research at universities in Muslim-majority countries.
- Enhancing pedagogical methods, curriculum content, and academic freedom.
- Promoting meritocracy, critical inquiry, and institutional governance reforms.
- Addressing the intersection of science, religion, and society within the Islamic world.
- Building networks of excellence among universities to foster collaboration and innovation (Nature, 2015[10]; Muslim-Science.com, 2016[11]).
Relations to the Islamic World
The initiative directly targets the 57 member countries of the Organisation of Islamic Cooperation (OIC), which collectively represent about 25% of the global population. It seeks to reclaim and revive the historical legacy of scientific achievement in the Muslim world by addressing contemporary educational and research shortcomings. MWSI emphasizes an inside-out approach, encouraging Muslim societies to lead their scientific revival rather than relying on external narratives (Nature Middle East, 2015[12]; Muslim-Science.com, 2016).
Publishing / Significant Reports
- The Task Force produced a comprehensive report on the state of science at universities in the Muslim world, highlighting low contributions to patents, publications, and research expenditure compared to global standards.
- Reports and commentaries have been published in prestigious outlets such as Nature and Nature Middle East, drawing international attention to the challenges and recommendations for reform.
- The initiative also disseminates findings through conferences, forums, and policy dialogues to build consensus and mobilize stakeholders (Nature, 2015[13]; Forbes, 2015[14]).
Impacts and Partnerships from Iran’s Perspective
Iran, as a key Muslim-majority country with a strong scientific tradition, shares many concerns addressed by MWSI, such as improving university research quality and fostering innovation. While direct formal partnerships between MWSI and Iranian institutions are not explicitly documented, Iran’s active scientific community and government initiatives aimed at advancing science and technology align with MWSI’s objectives. Iran’s engagement in broader Islamic scientific cooperation forums suggests potential synergy with MWSI goals, especially in promoting science education reforms and enhancing research output within the Islamic world (Nature Middle East, 2015[15]; Forbes, 2015[16]).
Critique of MWSI’s Work
1. Limited Address of Root Causes While MWSI identifies important issues such as poor scientific production, lack of critical thinking, and bureaucratic obstacles in Muslim universities, Iranian critics argue that the initiative’s approach may insufficiently address deeper cultural and ideological factors. For example, religious conservatism and jurisprudential divisions within the Muslim world are seen as fundamental barriers to scientific progress that require more direct engagement and resolution (Dawn, 2015[17]; PSIMJ, 2024[18]).
2. Overemphasis on Western Models of Science Iranian scholars sometimes critique initiatives like MWSI for promoting Western-centric concepts of science and education without adequately integrating Islamic epistemologies or indigenous knowledge systems. This can lead to tensions between modern scientific inquiry and traditional religious worldviews, which are particularly pronounced in Iran’s own scientific and educational reforms (Academia.edu, 2016)[19].
3. Geopolitical and Sectarian Context Given Iran’s geopolitical position and its distinct Shia Islamic identity, there is skepticism that MWSI, largely driven by a coalition of countries with Sunni majorities and Western partners, may not fully represent or accommodate Iran’s scientific and cultural perspectives. Iran’s educational diplomacy often emphasizes Shia doctrinal values and revolutionary ideals, which may diverge from the more secular or pluralistic approaches favored by MWSI (Insight Turkey, 2024)[20].
4. Iran’s Scientific Progress Contrasts with MWSI’s Narrative Iran highlights its own significant scientific growth over recent decades, including advances in nuclear science and technology, which some Western and Muslim world reports tend to overlook or downplay. Iran’s scientific community points to its rise in global scientific rankings despite sanctions and political isolation, challenging the narrative of stagnation prevalent in MWSI reports about Muslim countries generally (Khamenei.ir, 2024)[21].
Hidden Objectives from Iran’s Perspective
- Soft Power and Influence
Iran may view MWSI as part of a broader effort by Western and Gulf-based actors to shape the scientific and educational agendas of Muslim countries in ways that align with their geopolitical interests. This could include promoting certain scientific paradigms and limiting the influence of Iran’s distinct educational and ideological models (Dawn, 2015; Insight Turkey, 2024[22]).
- Marginalization of Iran’s Model
Iran’s emphasis on integrating Islamic revolutionary values into science and education may be marginalized or sidelined within MWSI’s framework, which tends to promote secular meritocracy and global scientific norms. This creates a perception that MWSI’s reforms serve to dilute Iran’s cultural and ideological influence in the Muslim scientific world (Insight Turkey, 2024)[23].
Summary
From Iran’s perspective, while the Muslim World Science Initiative addresses important challenges in science education and research across the Muslim world, it may insufficiently engage with religious, cultural, and geopolitical complexities. Iran’s significant scientific achievements and its unique educational diplomacy highlight gaps and potential biases in MWSI’s approach, suggesting the need for more inclusive and context-sensitive frameworks.
References
- ↑ Osama, A. (2015, November 16). Kiss of life: Muslim world taskforce wants to save science universities. Nature Middle East. https://www.natureasia.com/en/nmiddleeast/article/10.1038/nmiddleeast.2015.222
- ↑ Osama, A. (2015, November 16). Kiss of life: Muslim world taskforce wants to save science universities. Nature Middle East. https://www.natureasia.com/en/nmiddleeast/article/10.1038/nmiddleeast.2015.222
- ↑ Forbes. (2015, November 9). Task force urges Muslim countries to reboot university science programs. Forbes. https://www.forbes.com/sites/johnfarrell/2015/11/09/task-force-urges-muslim-countries-to-reboot-university-science-programs/
- ↑ Osama, A. (2015, November 16). Kiss of life: Muslim world taskforce wants to save science universities. Nature Middle East. https://www.natureasia.com/en/nmiddleeast/article/10.1038/nmiddleeast.2015.222
- ↑ Forbes. (2015, November 9). Task force urges Muslim countries to reboot university science programs. Forbes. https://www.forbes.com/sites/johnfarrell/2015/11/09/task-force-urges-muslim-countries-to-reboot-university-science-programs/
- ↑ Royal Society. (n.d.). The Atlas of Islamic-World Science and Innovation. Royal Society. https://royalsociety.org/news-resources/projects/atlas-islamic-world/
- ↑ Nature Middle East. (2015, November 10). Reforming science in Muslim countries. Nature Middle East. https://www.natureasia.com/en/nmiddleeast/article/10.1038/nmiddleeast.2015.217
- ↑ Forbes. (2015, November 9). Task force urges Muslim countries to reboot university science programs. Forbes. https://www.forbes.com/sites/johnfarrell/2015/11/09/task-force-urges-muslim-countries-to-reboot-university-science-programs/
- ↑ Muslim-Science.com. (2016). Science at the universities of the Muslim world [PDF]. https://islam-science.net/wp-content/uploads/2016/11/Science_at_Universities_of_the_Muslim_World.pdf
- ↑ Nature. (2015, October 28). Institutions: Revive universities of the Muslim world. Nature, 526, 634. https://www.nature.com/articles/526634a
- ↑ Muslim-Science.com. (2016). Science at the universities of the Muslim world [PDF]. https://islam-science.net/wp-content/uploads/2016/11/Science_at_Universities_of_the_Muslim_World.pdf
- ↑ Nature Middle East. (2015, November 10). Reforming science in Muslim countries. Nature Middle East. https://www.natureasia.com/en/nmiddleeast/article/10.1038/nmiddleeast.2015.217
- ↑ Nature. (2015, October 28). Institutions: Revive universities of the Muslim world. Nature, 526, 634. https://www.nature.com/articles/526634a
- ↑ Forbes. (2015, November 9). Task force urges Muslim countries to reboot university science programs. Forbes. https://www.forbes.com/sites/johnfarrell/2015/11/09/task-force-urges-muslim-countries-to-reboot-university-science-programs/
- ↑ Nature Middle East. (2015, November 10). Reforming science in Muslim countries. Nature Middle East. https://www.natureasia.com/en/nmiddleeast/article/10.1038/nmiddleeast.2015.217
- ↑ Forbes. (2015, November 9). Task force urges Muslim countries to reboot university science programs. Forbes. https://www.forbes.com/sites/johnfarrell/2015/11/09/task-force-urges-muslim-countries-to-reboot-university-science-programs/
- ↑ Dawn. (2015, November 13). The abandonment of science. Dawn. https://www.dawn.com/news/1217285
- ↑ PSIMJ. (2024). Why the Muslim world turned away from science and what are the solutions to improve the situation [PDF]. https://psimj.com/wp-content/uploads/2024/09/2302.-Why-the-Muslim-World-Turned-away-from-Science-and-What-are-the-Solutions-to-Improve-the-Situation-1.pdf
- ↑ Academia.edu. (2016). How an obsolete concept of science impedes the development of Islamic countries: The example of Iran. Academia.edu. https://www.academia.edu/28836228/How_an_Obsolete_concept_of_Science_impedes_the_Development_of_Islamic_countries_The_Example_of_Iran
- ↑ Insight Turkey. (2024). Iran’s educational diplomacy in the Muslim world: Activities of Al-Mustafa International University in Malaysia and Afghanistan. Insight Turkey. https://www.insightturkey.com/articles/irans-educational-diplomacy-in-the-muslim-world-activities-of-al-mustafa-international-university-in-malaysia-and-afghanistan-2
- ↑ Khamenei.ir. (2024). Iran after the Islamic Revolution: Scientific decline or progress? Official Website of the Supreme Leader of Iran. http://english.khamenei.ir/news/6392/Iran-after-the-Islamic-Revolution-Scientific-decline-or-progress
- ↑ Insight Turkey. (2024). Iran’s educational diplomacy in the Muslim world: Activities of Al-Mustafa International University in Malaysia and Afghanistan. Insight Turkey. https://www.insightturkey.com/articles/irans-educational-diplomacy-in-the-muslim-world-activities-of-al-mustafa-international-university-in-malaysia-and-afghanistan-2
- ↑ Insight Turkey. (2024). Iran’s educational diplomacy in the Muslim world: Activities of Al-Mustafa International University in Malaysia and Afghanistan. Insight Turkey. https://www.insightturkey.com/articles/irans-educational-diplomacy-in-the-muslim-world-activities-of-al-mustafa-international-university-in-malaysia-and-afghanistan-2