5D Thinking Level 1 Cohort 18: American Islamic School - Uzma Ahmed
Istanbul Level 1 Workshops 6 and 7 - Uzma Ahmed
Istanbul Level 2 Workshop – Cohort 3 - Uzma Ahmed
YOUNG 5D THINKERS
The Hydrangea in Me - Zahra Ahmad Khairul Iza
The Magnificent Spider - Hafsa Ahmad Khairul Iza
YOUR WORDS, YOUR WORLD
The Hidden Power of Words: Why Language Shapes Our View of Creation - 5D Thinking Team
EDITOR’S LETTER
Dear Readers,
Welcome to the tenth edition of 5D Thinking Magazine!
Every page of this issue is an invitation to pause, reflect, and re between knowledge, belief, and character As educators, students, and seekers, we often find ourselves pulled in many directions by the demands of modern life Yet here, in the spirit of 5D Thinking, we are reminded that science and belief, reason and revelation, reflection and action, all belong to the same story: the story of God’s ongoing design and our role within it.
In these pages, you will encounter inspiring accounts of 5D Thinking taking root in classrooms, workshops, and communities around the world, from Dubai to Indonesia, from Kuala Lumpur to Istanbul. Each story reflects a simple but profound truth: education is most powerful when it nourishes not only the intellect but also the heart and soul.
Our Young 5D Thinkers section will move you with the fresh voices of youth, reminding us that curiosity, when guided toward meaning, blossoms into gratitude and wisdom Their reflections on flowers and spiders show that children, too, see the world as a book filled with Divine signs, if only we give them the tools to read it.
This issue also raises deeper questions about near-death experiences, educational philosophies, and the role of words in shaping our worldview. These are not abstract debates. They are urgent reminders that every choice we make as teachers, parents, and leaders helps shape the worldview of the next generation. Do we leave them with fragmented knowledge, or do we gift them a lens that reconnects creation with its Creator?
Why should you read this issue? Because it is more than a magazine, it is a guide, a companion, and a spark. It will challenge your thinking as much as it will lift your spirit. It will show you how science classrooms can become spaces of awe, how words can heal or harm, and how character is not merely taught but cultivated through lived example.
Warm regards,
On behalf of the 5D Thinking Team, Aisha Alowais
BETWEEN THIS WORLD AND THE NEXT: WHAT A NEARDEATH MOMENT REVEALED THROUGH THE 5D LENS
Dr. Necati Aydin
Step 1: Explore – Analytical Thinking
I was recently involved in a serious car accident one that could have easily ended my life That day had started beautifully. I felt healthy, energized, and deeply joyful. There was no sign of any serious health concern. I travelled to a town near my hometown In the afternoon, I joined a successful online event: the 5D Science Fair award ceremony It was the first of its kind, and I was very happy listening to the presentations. I was filled with joy, hope, and gratitude, moved by how beautifully the event unfolded Toward the end of the program, I was asked to give a short reflection I expressed my happiness and great hope for the future It was one of those moments when you feel like everything is going right. Of course, I had no idea what awaited me just a few hours later.
I set off to return home The journey was less than two hours by car Along the way, I saw a local roadside vendor selling fresh cherries They looked delicious.
I stopped, bought a kilo, washed them thoroughly, and continued my drive—enjoying the sweet taste of this blessing from Allah. I was happy, relaxed, and utterly unaware that I was approaching one of the most shocking moments of my life Mortality didn’t cross my mind even once that day.
Soon after eating the cherries, I began to feel a tightness in my stomach and some discomfort I decided to be cautious, so I pulled over at a gas station and rested for 15–20 minutes The pain seemed to ease. Feeling okay, I got back on the road. But just two minutes later, everything changed. I started to feel lightheaded and dizzy. As I scanned the road, looking for a safe place to pull over, I lost all consciousness My mind went blank My hands left the wheel My eyes closed. The car continued to move, completely driverless, for nearly two kilometers on an intercity road.
This was an old model vehicle, with no cameras or safety systems Yet, the car came to a stop in the most unexpected way. Three tires were dismantled in the process, forcing it to halt. The car was nearly wrecked, but I walked away without a nosebleed No other vehicles were hit, and no one was harmed My life was spared from what could have easily been a fatal accident.
When I opened my eyes again, I found myself surrounded by people. For a moment, I didn’t understand where I was or what was happening I asked, and someone said, “You’ve had an accident ” Almost everyone who heard the story said, "Allah protected you ” But this raises more profound questions: Was I specially chosen? Did I do something to deserve such protection? Was this a one-time miracle? Or was there a message hidden in this experience, not just for me, but for all who hear about it?
Step 2: Compare – Analogical Thinking
When I lost consciousness behind the wheel, my car continued to move forward. The engine was working, the wheels were turning, and there was no mechanical failure And yet, something essential was missing: ‘consciousness’. Even a perfectly functioning vehicle becomes unpredictable and dangerous without a conscious driver. Everyone who heard my story was amazed that the car managed to travel nearly two kilometers without crashing into other vehicles or flipping
A boat without a captain drifts aimlessly or crashes into rocks. A train without a conductor on a live track is a recipe for disaster. In these cases, we intuitively understand that motion without conscious guidance is dangerous, unsustainable, or even deadly
And yet, we live in a world full of motion. Planets orbit stars with perfect regularity. The moon circles the Earth The Earth spins on its axis at breathtaking speed while rotating around the sun without crashing, swerving, or missing a beat. On a smaller scale, within our very bodies, blood flows, cells divide, neurons fire, and enzymes move with incredible precision. Electrons orbit nuclei, chemicals interact, and ecosystems breathe in motion, migration, and renewal cycles
These are all, in a way, “vehicles” in motion. But unlike my car, they never crash. They never spiral out of order. They move in harmony, often at incomprehensible speeds, yet with astonishing balance
And so, a deep question emerges: If a simple car cannot continue safely for two kilometers without a conscious driver, how do we make sense of the seamless, constant motion of all these other “vehicles” on Earth, in the sky, and even within our bodies?
Step 3: Question – Critical Thinking
Some might say what happened to me was just luck. Maybe I was simply fortunate that no other cars were nearby Perhaps the tires just happened to come off in such a way that stopped the car safely Perhaps the road conditions, the angle of the barriers, and the car ' s weight all lined up just right. A few degrees difference, and I might not be here to write this. But somehow, everything aligned
But can that really be explained by chance? Why did the most dangerous possibilities get filtered out, and only the one outcome that left me completely unharmed take place? Is it really reasonable to say that a series of mechanical outcomes, with no conscious coordination, came together at the exact moment I lost consciousness neither a second too early, nor too late—to protect not only my life, but the lives of others on that road?
Some might argue that it was just a natural occurrence And if it was just “natural,” what does that mean? Nature isn’t a conscious being that can choose safety over danger. It doesn’t know or care whether a driver survives or not. How could “nature” coordinate the dismantling of exactly three tires in just the right way to bring the car to a halt without flipping it, without hitting others, and without even scratching the driver?
If what happened was not random, then it was purposeful And if it was purposeful, then there is meaning behind it But what does it mean? Was it a wake-up call? A reminder? A lesson? Protection from something worse that was unseen to me. A message for others who would hear this story. Was I being redirected toward something I was neglecting?
What is the wisdom behind this? What am I meant to reflect on, or change, or renew within myself? What about others who hear this story? What should they take from it? Is there a lesson in it for us all?
Step 4: Connect – Meditative Thinking
Reflecting on what happened, I now see this was not an extraordinary exception. It was not a one-time miracle granted only to me. Instead, it was a moment that revealed something that is always happening, which we so often overlook: the constant and continuous protection of the One who sustains all life.
For my body to remain alive even for a moment, I need far more than a clear road or safe driving conditions I need my heart to beat in rhythm, my lungs to expand, my brain to receive oxygen, my blood to flow, my cells to function, and my organs to cooperate. I need food, water, gravity, air, temperature balance, and the perfect conditions of a planet in space I need the water cycle to nourish the earth, the Sun to rise on time, and atoms to obey invisible laws. My survival depends on the entire universe working in harmony at every second.
But who is sustaining all this? It cannot be me I don’t control my heart, my liver, or my neurons I don’t manage the gravitational pull that keeps my feet on the ground. I don’t send rain from the sky or arrange the position of the Earth among the stars. And yet, all of it works silently, constantly, perfectly
What struck me most was the moment I felt myself slipping, dizzy, disoriented, knowing I was about to faint. I felt it coming, but I had no way to stop it. I couldn’t command my body to stay awake.
I couldn’t grab hold of my consciousness and tie it down. And once I lost it, I could not get it back. People say, “I regained consciousness,” but is that accurate? Can anyone regain consciousness by their own will? The truth is, I was given consciousness again It was returned to me by the One who holds all power
This moment unveiled my absolute weakness My helplessness. My impotence. Neither I nor anyone who cares about me could protect the most essential part of my being, awareness, soul, and ability to think and feel. If I had any real power, wouldn’t I have used it then? If others had power, wouldn’t they have rescued me from that brink?
That day, I was not being given special treatment. I was being shown something that had always been true, but that I had forgotten: I am always, every second, under Divine protection The difference was that the protection was briefly interrupted this time, not completely removed, but just enough to wake me up Just enough to let me taste what it feels like to be cut off from the power source And then, just as swiftly, it was returned to me, not because I deserved it, but because He willed it.
In reality, this is not just my story. This is everyone ’ s story We are all constantly being saved, every second, by the Creator who governs every atom in the universe This incident was a Divine whisper, echoing in the depths of my being: “You are not in control You never were ”
And in that whisper, I could hear the unveiling of five beautiful and majestic Divine Names:
1. As-Samad – The Self-Sufficient, upon whom all depend:
In that moment, I realized how completely I depend on Allah for everything - from the coordination of my body to the presence of my mind I need Him constantly, and He needs nothing.
2. Al-Qadir – The All-Powerful:
His power alone halted the car, preserved my life, and returned my consciousness There was no other explanation No other cause Only His infinite power
3. Ar-Rahman – The Most Merciful:
He surrounded me with mercy even as I lay unconscious, steering the outcome away from harm and guiding me gently back to life. He did help me for no reason but His compassion.
4. Ar-Rabb – The Sustainer, the Lord of every stage of growth and need:
He nurtures me - not just in my physical body, but in my awareness, understanding, and spiritual growth. This incident was not random; it was tarbiyah - Divine cultivation.
5. Al-Hayy – The Ever-Living, the Giver of Life:
My life is not my own It is a gift renewed moment by moment The One who gives it can withhold it And the One who withholds it can give it back
This was not a miracle for me. It was a reminder for all of us. A reminder that we are not self-sustaining. We are not in control. Every moment we are alive, every breath we take, every second we remain conscious, it is all because He wills it
Step 5: Appreciate – Moral Thinking
Now, as I reflect on the whole arc of this experience, from joyful beginnings to near-death, from helplessness to awakening, I am filled with awe and deep gratitude Not just for surviving this particular incident, but for being alive now For still being able to breathe, think, speak, write, and hope.
What if I had never opened my eyes again?
What if the car had veered into oncoming traffic?
What if just one tire had behaved differently?
What if one organ had failed?
What if I became fully paralyzed for the rest of my life?
What if I had awakened in the Hereafter instead of waking up on earth?
These are not dramatic questions. They are real possibilities. And if they didn’t happen, it is not because of my planning or protection but because of Divine will and mercy
This incident has taught me that life is not something I possess; it is a gift I receive, moment by moment. Each morning, I wake up is not a guarantee but a new blessing. Each breath I take is a silent mercy. And each time I forget that, I risk walking through life blind to the One who is carrying me
To be alive right now is the greatest blessing that calls for constant appreciation. So, what shall I do with this gift?
Shall I go back to living as if I am in control?
Or shall I walk humbly, aware that I am being sustained spiritually, physically, and cosmically at every level?
This experience calls me and all who hear it to live with deeper gratitude, more compassion for
others who walk fragile paths, and renewed awareness of our dependence on the countless Divine gifts.
And every gift deserves a response That response can be beautifully captured Dhikr, Fikr, and Shukr
Dhikr: To remember that everything happens through Allah's will, power, and wisdom. The car stopped, the tires gave way, the body awakened, none of it was random. His command writes every moment
Fikr: To reflect on the complexity of sustaining life To contemplate the astonishing harmony of atoms, organs, and galaxies, and to appreciate the unfathomable knowledge, will, and wisdom behind every heartbeat and breath.
Shukr: To live with gratitude, not just for the extraordinary moments, but for the ordinary ones we overlook To recognize each second as an intentional gift, and to respond with awareness, humility, and love.
Character Lessons
As I reflect on the incident, I now see it as a merciful message from the Most Compassionate, one filled with quiet but powerful lessons. Among them are the following:
1. Let Go of the Illusion of Self-Control
I couldn’t stop myself from fainting, and I couldn’t bring back my consciousness Neither I nor anyone else had the power to protect what matters most: my life, my awareness, my soul. This experience revealed the truth of my helplessness. The control I thought I had was only an illusion. True strength lies in surrender, recognizing that Allah sustains everything I have, and the moment He withholds it, I am powerless
2. Be Aware of Your Mortality
This incident taught me that death can come at any moment, without warning, even on a day full of joy and good health
I had no sign of illness, no reason to suspect danger. And yet, in a matter of minutes, I lost consciousness and could have easily crossed into the next life. We live as if tomorrow is guaranteed, but in truth, we are always one breath away from the Hereafter Remembering this softens the heart and brings sincerity to our daily lives
3. Live for the One Who Never Forgets You
After the accident, I was surrounded by loving friends and relatives but I realized that no matter how many people care for you, no one can follow you into the grave. Their love and presence end at death’s door Only Allah remains with you always, in this world, the grave, and the Hereafter So the most meaningful life is for the One who never forgets, never abandons, and never ceases to care
Qur’anic
Reflection
“Not a leaf falls but that He knows it. Nor a grain in the darkness of the earth, nor anything moist or dry, but it is (written) in a Clear Record.”
(Surah Al-An’am: 59)
This verse beautifully affirms the very message unveiled by the accident: that nothing in existence no falling leaf, no beating heart, no loss or return of consciousness, happens without the knowledge, will, wisdom, and power of Allah. As the car moved without a driver yet came to a precise halt, so does the entire cosmos move under Divine command What seemed like a random event was, in reality, a page from a well-written Book, a moment already known, measured, and determined with purpose and wisdom
Hadith
“Strive for what benefits you, seek help from Allah, and do not give up. If something befalls you, do not say, ‘If only I had done such-and-such,’ but say instead, ‘This is the decree of Allah, and He
does what He wills,’ for ‘if only’ opens the door to Satan.” (Muslim, 2664)
This hadith encapsulates the heart of your experience. After losing control and being returned to life, the lesson was not to dwell on what if not "what if I hadn’t eaten the cherries" or "what if I had stopped longer" but to see the incident as taqdīr, a Divine appointment filled with meaning and mercy The Prophet (pbuh) reminds us to focus on beneficial action, trust Allah, and surrender to His decree just as this event reminds us to live with purposeful awareness, knowing that life and death rest in His wisdom and knowledge
A Personal Reflection and an Invitation
As I reflect on what happened, one thought keeps coming back to me: this experience wasn’t just about surviving an accident. It was a gentle reminder that life is fragile, time is precious, and our purpose is real.
In the days since, I’ve come to believe even more strongly that this was connected to the mission of 5D Thinking I used to say, “I believe Allah created me for this model ” Now, I speak with more clarity: Allah has granted me an extension, a renewed opportunity to serve this purpose with even more dedication.
I don’t see this as a personal story and don’t want others to see it that way. It’s really about all of us. We each have our journeys, gifts, and moments of awakening, but ultimately, we ’ re all here for a reason And we are stronger when we walk this path together
5D Thinking isn’t just a model It’s a way of reconnecting with the Creator by reading His signs in objects, processes, and life events. So, if any part of this message resonates with you, I kindly invite you to stay engaged and contribute to the 5D Thinking movement
CAPTIVATING THE INDONESIAN EDUCATION LANDSCAPE THROUGH 5D THINKING
Ms. Shila Razlan
JSIT Indonesia, under the leadership of Mr Sapto Sugiharto Soedarto and his dedicated team, hosted a series of impactful events to introduce the 5D Thinking model in Indonesia The sessions featured Dr. Necati Aydin and Ms. Shila Razlan, who inspired educators to rethink learning through a Tawhidi lens.
A dynamic two-day Level 1 Essentials training in Jakarta, where educators from institutions across the region engaged in practical, handson exploration of the model Despite initial concerns over language barriers, discussions and activities revealed strong enthusiasm for the model’s potential to align with Indonesia’s educational goals.
Witnessing Dedication in Indonesian Schools
The training was followed by school visits across Jakarta, allowing the 5D team to observe and discuss the potential integration of the 5D Thinking Model within diverse educational settings. The school visits offered a profound insight into the immense effort and dedication poured into the education ecosystem across Indonesia.
It was a privilege for the team to witness firsthand the passion of everyone concerned with shaping the future generation. The 5D team gained valuable insights into Indonesia’s educational landscape and sensed a strong readiness for transformation The team also introduced the 5D Thinking model through brief overviews, which were met with enthusiastic interest. Despite the short presentations, schools immediately recognized the model’s integrative and transformative potential and expressed a keen desire to explore its application in their own settings.
Lifting the Veil: Professor Necati Aydin's Call for a Return to Truth in Education
The pinnacle of this collaborative effort was the JSIT Education Conference held from July 24th to 27th in Makassar, in the Sulawesi Province. Professor Necati Aydin delivered a powerful keynote address to an audience of nearly 2000 participants These attendees, representing Islamic integrated schools from across the Indonesian archipelago, were captivated by the vision of 5D thinking model as a transformative solution to contemporary educational challenges
In a powerful and thought-provoking keynote address, Professor Necati Aydin shed light on a critical issue hindering true educational progress: how we ' ve been blindfolded to the real truth about the purpose of education He passionately articulated that the Muslim world, in particular, has been obscured by a secular veil. This veil, he argued, undermines and prevents us from unleashing our truest potentials to once again be leaders in knowledge and technology, mirroring the glorious Golden Era of Islamic Civilization.
Professor Necati reminded the audience that this success was felt profoundly when knowledge was not separated from the pursuit of knowing the Creator and understanding the purpose of every creation, including ourselves. He underscored that secularism is the poison that severs this vital connection, disconnecting humanity from its true purpose and source of innovation
The profound message he delivered was clear: 5D Thinking offers a pathway to reintegrate knowledge with faith, to reclaim a holistic understanding of the world, and to re-ignite the intellectual and technological leadership that was once the hallmark of the Muslim world
His address served as a potent call to action, inspiring participants to envision an educational future where truth, purpose, and innovation are inextricably linked The enthusiastic reception underscores a growing recognition within Indonesia of the need for dynamic and holistic educational frameworks
ELEVATING EDUCATION: 5D THINKING MALAYSIA LAUNCHES INTRODUCTORY SESSIONS
Rasheedah Zakariya
The 5D Thinking Malaysia team conducted its first onsite introductory classes on the basics of 5D Thinking model, marking an important milestone in presenting the gists of this model to local audiences Two sessions were held in August 2025, drawing strong participation from individuals seeking a framework that reconnects knowledge with faith, meaning, and character.
The first session took place on 10 August 2025 at the Bangi Library, Selangor conducted by Sister Shila Razlan, attended by 25 participants who were eager to understand how the 5D Thinking model could guide them in nurturing themselves and their children The second session was held on 16 August 2025 in the northern region in Penang conducted by Sister Rasheedah Zakariya and assisted by Sister Lukreiza Abdullah, where 26 participants including lecturers, teachers, and parents came together to explore the relevance of this model to education and personal growth.
Both four-hour sessions focused on the problem of disconnection, misconnection, and weak connection that characterizes much of modern learning Participants reflected on how knowledge in contemporary times is often detached from discussions about The Creator and how the dimension of character is frequently overlooked This disjointed approach has contributed to confusion in purpose, fragmented education, and a widening gap between intellectual pursuits and spiritual growth.
In response, the 5D Thinking model was introduced as a structured framework to realign learning with the fitrah of the human being. Participants were guided through the five steps of the model and the five levels of thinking analytical, analogical, critical, meditative, and moral While the classes did not delve deeply into each dimension, they provided a clear overview of how the framework operates. The purpose of these introductory sessions was to prepare participants for the upcoming Level 1 Essentials course, scheduled for October 2025, where in-depth training will be conducted.
The feedback from attendees was heartening and highlighted the transformative potential of the model
“After attending this class, for the first time I see a clearer personal goal. Our education system is embedded with secular ideology and there is a need for a proper way to teach kids without running away from their fitrah.”
“I learn that learning, observing and teaching about the signs of Allah is an act of worship because we are obeying His commands.”
“5D Thinking steps are structured to invoke curiosity in learners to come up with the right questions to search for meaningful answers. As teachers and parents, we want to be learning and discovering together with them.”
“I feel that this model is for myself first before my children, students, or others. It is important to have the right worldview before anything else.”
This marks the first time the 5D Thinking Malaysia team has organized such a program, laying the groundwork for a proper understanding of the problem of disconnection and to appreciate the need for practical solutions. The response from participants affirms that there is a strong desire for a model that integrates knowledge with faith and character
The upcoming Level 1 Essentials course promises to deepen this exploration, providing participants with the tools to practice and apply 5D Thinking in their personal lives, families, and institutions Feel free to connect with Sister Shila Razlan for information about the program in Malaysia: shila@5dthinking.org
FROM KUALA LUMPUR TO ISTANBUL: A DEEPER AWAKENING THROUGH 5D THINKING
Dr Kaseh Abu Bakar, Grief Coach
Having completed my Level 1 training in 5D Thinking for educators in Malaysia, I recently travelled to Istanbul to attend the advanced Level 2 module My initial hope was modest: to explore how 5D Thinking could be applied to the social and human sciences. Yet, what unfolded surpassed even my quiet expectations Alhamdulillah, this was no ordinary intellectual pursuit—it became a deeply spiritual journey, one that reshaped the way I perceive myself and the world around me
Through the lens of 5D Thinking, I was invited to view life not as a random sequence of events, but as a divinely woven narrative in which every moment holds meaning. It heightened my self-awareness not merely as an individual navigating society, but as a conscious creation of Allah. This shift rooted me more deeply in tawheed, in the awareness that my existence is humble, purposeful and sacred
The learning I received in Istanbul didn’t only refine my intellectual frameworks; it opened the heart. I now find myself pausing more often to reflect: What is this moment teaching me? Where is Allah guiding me through this encounter, this setback, this joy? With every question, 5D Thinking helped me see the sacred embedded within the ordinary.
This approach has also equipped me with tools to accompany others on their own journeys, in shaa Allah. Whether in teaching, counseling, or simply listening, I pray that with 5D, Allah will me to support others in peeling back the layers of their experiences to uncover the divine wisdom embedded within them.
In the end, this wasn’t just about 5D Thinking. It was about being reawakened to myself, to my Creator, and to the possibility that every human life is a story worth honoring. Through Istanbul, I am gifted with more than knowledge, rather illuminations and epiphanies I never thought of All this by the grace of my Lord!
ADAM: DID HE FALL OR WAS HE PUSHED?
Dr. Colin Turner
When Adam and Eve, seduced by Iblis, ate from the “tree of eternity”, they were suddenly made aware of their nakedness But this wasn’t a literal, physical exposure: it was an existential unveiling. Their ‘fall’ signifies their becoming conscious of their own creatureliness: their existential impotence, poverty, finitude and dependence Before the ‘fall’, these truths were covered by Divine grace, just as they will be again in paradise They lived in bliss, but without any awareness of the creaturely realities which lay beneath it.
The ‘fall’, then, was not just a punishment: it was a moment of awakening.
Because true awareness arises only through contrast. We cannot grasp eternity without tasting time…and death. We cannot recognise our dependence on God unless we confront the illusion that we are self-sufficient
In falling, Adam realised that he is not eternal in himself, and that any abilities he has are not his own. And it is this realisation which qualifies him to return to God, and to the paradisical state that he inhabited but could never describe Adam is not cast out of paradise forever: he is sent into the world in order to learn what paradise means. It’s like a fish who never knew it was in water… until it is pulled out by the fisherman’s hook, gasping for air on dry land Only then does it understand its need And when it is returned to the river, it returns changed; it returns aware, dependent and grateful.
Sometimes, the only way we can know that we are being held in someone ’ s arms is when we feel ourselves fall out of them So, did Adam fall, or was he pushed?
RECONNECTING SCIENCE WITH THE DIVINE: 5D THINKING
IGNITES EDUCATORS IN DUBAI
Aisha Alowais
The vibrant city of Dubai was home to a transformative educational experience on June 21–22, 2025, as Next Generation School hosted the Level 1 Training in 5D Thinking. This two-day training brought together a diverse group of participants from educators and science teachers to homeschooling mothers all united by a desire to reconnect scientific inquiry with spiritual insight under the guidance of the 5D Thinking Model.
The training was graciously hosted by John (Yahya) Van Rooy, who played a central role in organizing the sessions and facilitating local engagement. Participants engaged in dynamic learning sessions led by Dr. Necati Aydin, the visionary behind the 5D Thinking Model, along with other facilitators from the 5D team
Day 1 Highlights: Separation to Reconnection
The training opened with a profound and simple question posed by Dr Necati:
“Would you rather be a happy bird or an unhappy beggar?”
This question immediately stirred deep reflection among participants, setting the tone for the entire experience It challenged assumptions about materialism, happiness, and the unseen value of spiritual connection a perfect introduction to the paradigmshifting approach of 5D Thinking.
The rest of the day focused on exploring the separation between creation and the Creator, unveiling how modern science often disconnects phenomena from their Divine source. Through lectures and interactive activities, including a Kahoot quiz, participants were guided to see the universe as a dynamic canvas filled with the signs (ayat) of Allah.
Day 2 Highlights: Reading Divine Signs in Creation
The second day focused on reflecting the Divine Names in creation, character education, and how to practically implement 5D Thinking in the classroom Attendees were divided into small teams to apply what they had learned. Each team selected a scientific topic to work on using the 5D Thinking framework. Projects included themes like the circulatory system, the human brain, the kidneys, and the fascinating world of bats
Each group crafted a presentation and teaching outline that demonstrated how science could be taught as a path to recognize God's wisdom, power, and mercy. This exercise gave participants a concrete way to translate theory into practical, transformative lesson plans
Kifaya Khan, Principal at Salam Community School – Dubai:
“It's been my first experience of the methodology, the style of thinking. Being a school that has Islamic values, it has added value for us.
It was great to see how we can use science and think through it to establish and get closer to our Creator Insha’Allah, I’m looking forward to how we can build a stronger relationship for the future.”
Fawzia Gilani Williams - Author
“This is actually my first in-depth experience with the 5D model, and I am so blown away, mashallah, mashallah I think it's such an amazing program
We don’t realize how deeply secularized our minds have become When we see something beautiful, we often forget to acknowledge the One who created that beauty. That lack of gratitude shapes us in harmful ways. I studied physics, chemistry, and biology at Alevel, and although I’ve always had an Islamocentric mindset, this course changed how I think about delivering that knowledge to children. It makes a huge difference. The vocabulary, the perspective it’s all different now You might be skeptical and think it's just another program It's not It’s very, very different JazakAllah khair ”
A I L O G
D H K S
a o v o e t h t s r , o w e t a r v l e n o e d o t l o e s a o l h
o o e h i s f o r t n h o d r n o
We are thrilled to feature two beautiful submissions :
�� “The Hydrangea in Me” by Zahra Ahmad (Age 14), who compared her personal growth through 5D Thinking to the ever-changing hydrangea flower...
☀ “The Magnificent Spider” by Hafsa Ahmad Khairul Iza (Age 12), who beautifully reflected on the spider web, connecting it all back to the Divine source...
Let your words inspire others to reflect, connect, and appreciate.
Now, we want to hear from you!
✨ Write a short reflection, story, poem, or even a drawing description inspired by what you’ve learned through 5D Thinking
✨ Tell us how a scientific topic opened your eyes to the signs of Allah.
✨ Share how 5D Thinking changed the way you see the world or yourself.
Age: 6–18
Format: Written (short essay, story, poem, or reflection)
Theme: How science or creation helped you see the signs of Allah (swt)
Send your submission to: shila@5dthinking org
Deadline: September 30 , 2025 th
THE HYDRANGEA IN ME
Zahra Ahmad Khairul Iza
Age 14
Hydrangeas are flowers whose colors can be changed based on the pH of their soil They go through stages of change in their lifetime Which reminds me of the many stages of change I have gone through when learning through 5D Thinking.
It started slow initially, I wanted to pay no mind to it or put in the effort, but soon after I realised I actually started enjoying this way of learning.
I never wanted to go back to how I was before Just like how hydrangeas soak as much water as possible to grow and flourish, I like to compare it to how I now want to soak up all the knowledge I can to become a better person by using 5D Thinking.
I like to think, ‘What if I didn’t join this class? What if I actually left on day one? Would my life be dull? Would I not be as knowledgeable as today?’
I wasn’t so sure, but with time, I had forgotten about the ‘what ifs’ and fully accepted it now as the way to connect better to my Creator, Allah (swt).
Just how Hydrangeas flourish through enough watering and nourishments, I hope to continue my journey with 5D Thinking to understand Allah (swt) creations and myself better for many years to come.
I appreciate that Allah (swt) has given me the chance to study 5D Thinking and hope to flourish and change little by little, just like a Hydrangea.
YOUNG 5D THINKERS
THE MAGNIFICENT SPIDER
Hafsa Ahmad Khairul Iza, Age 12
One day, I saw a spider making a web. I just stood there watching it. It didn’t look confused at all. It moved like it knew exactly what to do. The web came out neat and perfect Every line had a place, and the whole shape looked planned.
It made me think of how people build things Like when we make traps or nets, we need tools, measurements, and lots of help. We have to learn, and sometimes we still mess up. But the spider doesn’t use tools. It doesn’t go to school. It just knows how to do it. That made me stop and ask myself: how?
Can nature teach a spider? Can chance make something so perfect? I don’t think so. Nature can’t think. Chance can’t plan. Even if the spider has silk, that doesn’t mean it knows how to use it. It needs to know how to build, where to place each thread, and when to stop That knowledge has to come from somewhere.
I believe it comes from The One and Only who is able; Allah swt. He is Al-‘Aleem, the All-Knowing He gave the spider the knowledge He is Al-Hakeem, the Most Wise, and He creates everything with purpose. He is also Al-Lateef, the Most Gentle and Subtle, who takes care of even the small creatures like spiders.
Now when I see a spider web, I don’t just think, “Oh, it’s a bug.” Rather, I think about Allah. I say Subhanallah, because something so small is actually a big sign. It reminds me that Allah is always working in quiet ways. It makes me think about Allah’s signs more and even a tiny spider shows how powerful and wise He is.
Thinking through 5D lens makes me more grateful. It helps me see that everything around us has meaning I want to notice those signs more They make me feel closer to Allah and help me think deeper about the world.
THE MONTESSORI MISUNDERSTANDING: A QUR’ANIC CASE FOR RETHINKING EDUCATION
Amna Saleem
Amna Saleem is a certified Montessori educator and a graduate student in Montessori and Educational Leadership, with nearly a decade of experience working with children ages 3 to 12 She currently teaches elementary students at an Islamic school in North Dallas, Texas Amna’s classroom practice integrates authentic Montessori pedagogy, the Islamic worldview, and 5D Thinking to cultivate spiritually conscious, purpose-driven learning environments
In a world sprinting to chase metrics and climb rankings, we rarely pause to ask: What is education for? As schools scramble to recalibrate after the pandemic, many wellintentioned systems double down on testcentric “rigor” and results In doing so, they often overlook what matters most: nurturing souls, not merely producing scores. The Montessori method frequently caricatured as soft or passé actually offers a rigorous, spiritually anchored alternative Viewed through a Qur’ānic lens, it becomes clear:
Montessori is not merely compatible with the Islamic worldview; it substantively reinforces that worldview.
Montessori, Not as Philosophy—But as Trust
In Islam, every child is an amānah—a trust from Allāh ﷻ [ ]. Maria Montessori did not employ that term, yet she operated from the same ethic: the child is neither a tabula rasa nor a project, but a soul with God-given potential Her method reflects this reverence She wrote, “The child is both a hope and a promise for mankind” [2]. This posture is not sentimental; it is pedagogically strategic. The Prophet Muḥammad ﷺ taught not through coercion but through mercy, trust, and deliberate space-making for growth In the Montessori model, we witness this same sacred restraint.
“Every human being is created for a sacred purpose. The child is not a product to be molded but a soul to be honored ”
Fitrah and the Absorbent Mind
Montessori described the young child’s mind as “absorbent,” naturally taking in the environment without strain [3]. Islam teaches that each child is born upon fiṭrah pure, predisposed to truth and submission to God [4]. Education, then, is not about stuffing content into a vessel; it is about unveiling what is already within. The Prophet ﷺ did not impose uniform expectations; he taught in accordance with readiness, observing learners with care Montessori’s recognition of “sensitive periods” mirrors this Prophetic wisdom: learning is not rushed; it is revealed [3].
“Fiṭrah is the Divine template. Education is not about inserting, but uncovering what is already within ”
Shared Ethos: Montessori × 5D, Rooted in Fiṭrah
Authentic Montessori and 5D Thinking share a single pedagogical trust: treat the child as amānah, and teach in ways that awaken fiṭrah rather than override it Montessori’s observation-led guidance, freedom joined to responsibility, and carefully prepared milieu correspond to 5D’s five modes of knowing. Observation aligns with the Analytical mode (precise study of beings without absolutizing “nature” or “chance”); the Great Lessons invite Analogical insight (reading the cosmos as an intelligible text); built-in control of error nourishes Critical discipline (sifting false attributions and naming the true Cause); intentional silence, wonder, and sustained work cultivate Meditative presence; and grace-and-courtesy practices form Moral character through repeated, embodied choices.
In Qur’ānic terms, the child learns to recognize āyāt in creation and to respond with iḥsān, a harmony of intellect and conscience al-ʿaql and al-nafs governed by murāqabah and oriented to tawḥīd. This is why Montessori’s integrated, hands-on curriculum pairs so naturally with 5D’s experiential design: together they protect dignity, direct curiosity toward the One behind the many, and measure rigor by awakened fiṭrah and steady self-regulation.
Wonder, Tawḥīd, and the Role of Awe
In Montessori’s “cosmic education,” children discover their place in the universe [5] They begin with wonder studying the stars, the earth’s formation, and the interdependence of life. This aligns directly with the Qur’ān’s summons to reflect upon creation [6] The Prophet ﷺ regularly pointed to the moon, rain, and trees as āyāt—signs of God He cultivated wonder as a gateway to faith. Tawḥīd is not only a theological principle; it is a worldview that perceives the One behind the many Montessori’s curriculum echoes this insight with elegance
“The universe is not random; it is rhythmic, harmonious, and Divinely intentional. Wonder is the gateway to wisdom.”
Discipline as Murāqabah
Critics sometimes misread Montessori as overly permissive. In reality, it demands discipline just not the kind imposed externally. Montessori built her approach around inner discipline, born of freedom yoked to responsibility [7] Islam names this murāqabah the awareness that Allāh ﷻ is always watching. True accountability, spiritual and behavioral, is interior. The Prophet ﷺ formed youth in precisely this manner, not by fear but by cultivating moral consciousness Montessori classrooms nurture the same capacity: the child learns to govern the self.
“Freedom in Islam is not detachment from duty; it is the power to choose virtue with consciousness.”
Common Concern 1: “Freedom means chaos.”
Montessori’s freedom is structured— bounded by clear limits, purposeful materials with control-of-error, and a prepared environment that channels choice into responsibility [7] In Islamic terms, this coheres with murāqabah: the learner internalizes accountability before God, not merely before adults [1]. The result is selfgovernance, not laxity.
Iqraʾ and the Path of Self-Directed Learning
“Iqraʾ” the first word revealed is a command to read, reflect, and engage [8]
Montessori held that the urge to learn is intrinsic; the guide’s task is not to lecture but to prepare, observe, and trust. This reflects the Prophet’s ﷺ pedagogy: he prompted with questions, allowed time to think, and honored the learner’s pace Iqraʾ was not a syllabus; it was a spark.
“The Prophetic model never forced knowledge. It awakened it. Iqraʾ was a Divine ignition ”
The Cosmic Task and Human Stewardship
Montessori taught that every child has a “cosmic task” a vocation to uphold and improve the world [5]. Islam names us khalīfah vicegerents, caretakers of the earth [10] This is not a metaphor for résumé-building; it is a moral charge The Prophet ﷺ summoned even the youngest companions to serve, act, and lead. Educational purpose must be sacred, not careerist
A Qur’ānic Case for Montessori
This is not an invitation to idolize Montessori It is an invitation to recognize what it gets right what it echoes from Prophetic truth. Implemented with integrity and spiritual vision, Montessori does not compete with Islamic pedagogy; it reflects it It does not dilute rigor; it redefines rigor with depth—an observation now supported by empirical work [11][12]. For Muslim educators, the question is not whether this method is “Islamic enough,” but whether we are courageous enough to reclaim education as a sacred trust
“Montessori, when correctly understood, is not an alternative method. It is a mirror of Prophetic mercy, purpose, and pedagogy.”
Conclusion
Read through a Qur’ānic lens and strengthened by 5D Thinking, Montessori is not merely compatible with Islamic pedagogy; it operationalizes amānah. It trains guides and children to witness, compare, negate the false, contemplate the true, and live by it so knowledge matures into dhikr and attention into shukr Aligning Montessori practice with the five 5D modes yields more than skill acquisition: it cultivates khalīfah learners who read creation as āyāt, choose virtue with murāqabah, and serve with iḥsān This is deeper rigor, not a softer one: excellence indexed by awakened fiṭrah, sustained khushūʿ , and fruitful deeds. That is the education our moment requires, and it is the trust we must keep
“We are not here to pass exams We are here to pass the test of being trustees ”
Eight days. 20 young boys. 6 countries. 1 mission - to see the universe through the 5D Thinking Lens and become the best Ummah for mankind.
From August 28 to September 4, 2025, the hills of Yalova, Türkiye came alive with laughter, learning, and the spirit of discovery as we kicked off our very first 5D Thinking Youth Summer Camp!
Designed specially for youth aged 12–17, the camp brought together 20 amazing participants from Türkiye, USA, Germany, Saudi Arabia, India, and Malaysia. Imagine spending eight days surrounded by breathtaking views, fresh mountain air, and a buzzing group of new friends from around the world
Discovering Allah’s Signs in Creation
Every day, right after the five daily prayers, participants enjoyed short, powerful reminders and interactive activities that helped them recognize the Names of Allah in the world around them and in their own lives.
Over the course of the camp, we explored 24 beautiful Names, including Al-Qadir (The All-Powerful), Al-Mudabbir (The Planner), Al-Qayyum (The Sustainer), Al-Wahid (The One), and Al-Ahad (The Unique).
Through the 5D Thinking Lens, the youth learned to observe the universe with a fresh perspective, spotting secular ideas that often creep into how we view the world, and replacing them with an Islamic understanding. The highlight? Creating and presenting a 5D Thinking Topic on the sun and solar panels before a big audience!
Field Trips That Opened Hearts and Minds
What’s camp without adventures? We explored the beauty, history, and science of Türkiye through exciting trips to:
GUHEM Gökmen Space Aviation Training Centre
Istanbul Museum of the History of Science and Technology in Islam
Panorama 1326 Bursa Conquest Museum
Grand Mosque of Bursa
Blue Mosque
Süleymaniye Mosque
Hagia Sophia Mosque
Bosphorus Cruise
Zaim Zamri
Even while visiting waterfalls, museums, and mosques, the boys practiced tafakkur (deep reflection) through the 5D Thinking Lens, connecting what they saw to Allah’s signs and uncovering how secular ideologies shape common narratives.
Friendships for Life
It wasn’t all lessons and lectures; there were icebreakers, team games, sports, and campfire conversations that made every day unforgettable. By the end of the week, strong bonds of brotherhood had formed, not just between participants but also with their teachers
Everyone left with memories they’ll treasure forever… and a promise to meet again at the next 5D Thinking Youth Camp!
What the Participants Said:
“This camp was meaningful because the things we learned here couldn’t be appreciated just through talks or a classroom setting.” – Mazin, Malaysia
“The camp helped me understand the Names of Allah in a way I could never have gained just by reading a book ” – Syed, India
“I appreciate how the 5D Thinking model gives me a better way of looking at the universe through the Islamic view something we ’ re not taught in schools in the USA ” – Ali, Türkiye
BEYOND PREACHING AND TEACHING: CHARACTER
FORMATION THROUGH THE 5D MODEL
Assoc. Prof. Dr. Bünyamin Han
Character education has become increasingly important in the field of education worldwide due to concern about the moral collapse our age faces at the social and individual levels The increasing negative emotional and behavioral patterns, such as bullying, violence, aggression, selfishness, lack of empathy, and disrespect, especially in schools and among young people, clearly show that education should not be limited to academic knowledge
As an antidote to these negativities, it is aimed to provide values such as respect, love, trust, empathy, tolerance, and social responsibility through character education In this context, education should be considered a holistic process that supports the intellectual and moral development of individuals. Character education is often taught in education systems through telling the truth (preaching), where the student is reduced to a passive recipient position and characters are preached about, or through direct transfer of information (teaching).
Students are expected to adopt characters through these means. However, both approaches are insufficient in terms of transforming characters into behavior and internalizing them The preaching method can be partially effective, especially in students acquiring basic mechanical and technical knowledge and skills. For example, simple, routine, and behavioral tasks related to daily life, such as how to cut their nails, tie their shoelaces, or place their toys while tidying their rooms, can be taught to students in younger age groups with this method.
However, the preaching method is ineffective in terms of values, character education, and high-level cognitive-affective acquisitions. It can often cause student resistance because direct guidance from outside in areas that require abstract and personal meaning weakens the internalization process For this reason, the preaching method should be evaluated as a traditional approach in the context of character education, and it should be clearly stated that this method, which excludes students' active participation, questioning, and experiences, is unsuccessful in imparting character
Therefore, character education carried out only through narration and suggestion (preaching) cannot cause the expected effect on students; on the contrary, it can cause adverse reactions by developing defense mechanisms in students.
Students cannot internalize characters that they cannot make sense of, and they cannot transform the characters they cannot internalize into behavior. Therefore, instead of teaching values as merely “correct” through dictation, students need to experience these values in a context that they will find meaningful
On the other hand, the “teaching”-based character education currently implemented in many schools remains only at the level of knowledge It is insufficient to form attitudes and behavioral changes in students Because learning at the level of expertise is at the lowest level of Bloom’s cognitive domain taxonomy, however, transforming characters into a life guide for the individual requires higher-level cognitive processes such as analysis, synthesis, and evaluation In teaching-based approaches, students can grasp the importance of values at a cognitive level and know what is right and wrong. In some cases, this type of learning can enable students to transform this information into behavior through imitation
However, the learning that takes place here mostly remains at a superficial level and does not lead to permanent behavioral changes Behaviors at the level of imitation emerge as a result of the individual’s effort to adapt to external expectations rather than internalize that value. Transforming knowledge into behavior, adapting it to different situations and environments, and finding meaning in the individual's personal life requires in-depth awareness at the affective level and high-level cognitive processes such as analysis, synthesis, and evaluation.
Therefore, although it is accepted that the teaching-oriented character education method currently used is important in introducing values and providing them with basic knowledge, it can be said that it is not sufficient on its own, and more holistic approaches are needed for the permanent acquisition of character
For high-level learning in the acquisition of values and character, the student must make inferences through direct experiences; in other words, the student must actively participate in the acquisition process In this context, it is much more permanent and effective for students to acquire character through direct instruction and by experiencing, observing, and interpreting these observations in meaningful contexts.
Based on acquisition, this approach not only equips students with academic knowledge but also enables them to develop life skills and gain ethical sensitivity. Thus, characters find a place in the individual's intellectual and emotional world; they cease to be concepts that remain only at the level of consciousness and become principles that guide behavior.
At this point, the 5D Thinking Model is an essential and original method regarding value and character education In the 5D model, students make sense of the subjects they learn in classes in a multidimensional way through deep thinking processes. This model aims for students not to be content with learning any object or phenomenon only at a superficial level, but also to understand the relationship of that being with other beings, its connection with humans, and ultimately its connection with the Creator. This intellectual structure provides students with the skill of Universe Literacy and includes them in a deeper, more meaningful, and holistic learning process.
Through the 5D approach, students learn to “read the universe as a book” and learn to evaluate every situation they encounter in the environment, society, or a scientific phenomenon as an opportunity to infer characters. Thus, learning ceases to be just an in-class activity; it becomes a consciousness that spreads throughout life. Approaching the universe from a material perspective and a perspective that includes meaning and purpose provides students with a multi-layered thinking skill. This makes it possible to internalize characters not only at the level of knowledge but also at the level of personal meaning and awareness.
This acquisition-based approach can be applied to all courses For example, while studying a topic about bees in biology, students can observe the characteristics of these creatures, such as cooperation, diligence, and social consciousness; they can adapt these to their own lives and enter the process of developing similar characteristics
While examining the properties of water in chemistry class, students can internalize simple living, being patient, and contributing to others through water's simple, patient, and proper structure Thus, characters are acquired not directly but indirectly with a deeper awareness. As a result, character education should not be limited to just “preaching” or “teaching”; it should be transformed into a multi-dimensional “acquisition” process based on the active participation, experiences, and inferences of the student.
This approach allows educators to meet with students on a more effective, permanent, and meaningful pedagogical ground regarding characters. The dissemination of this approach is an important step not only for the individual but also for social transformation
ISTANBUL- LEVEL 2 WORKSHOP – COHORT 3
Uzma Ahmed
Director of 5D Thinking Training Programs
In the heart of Istanbul, 22 committed Level 1 alumni from Malaysia, Canada, India, Pakistan, and Oman gathered for a transformative week of scholarship, reflection, and application This was not another training, it was an intellectual and spiritual deep dive into the very foundations of the 5D Thinking Model.
Under the guidance of Dr Necati Aydin, participants engaged in advanced sessions designed to de-secularize the dominant concepts of “self-actualization” and “selfdetermination”, replacing them with a richer vision of self-realization grounded in tawakkul (trust in Allah)
These discussions were anchored in the Qur’anic realities of Rubūbiyya (constant creation) and Qayyūmiyya (divine sustenance), reframing the educator’s role as a conscious actor within the divine order of knowledge
Three masterclasses expanded the discourse:
Prof. Alparslan Açıkgenç unpacked the clash between the secular and Tawhidi worldviews, equipping participants with epistemological tools to reframe education itself
Prof. Mustafa Tuna traced the historical journey of analogical thinking, revealing its profound role in Islamic intellectual tradition.
Prof Hamza Abdelhaq, a seasoned physics professor, challenged the notion of causation as a final explanation, exposing the intellectual gaps that remain when phenomena are stripped of their transcendent meaning.
“I would highly recommend this program to anyone, especially educators, seeking to protect themselves and their students from the influence of secular ideologies. It provided tools to reshape thinking and behaviour in accordance with man’s fitrah. The use of analogies linking emotions to characters and roles helped bring these ideas to life, especially in understanding how to nurture children in a way that leads to long-term Islamic stability.”
“The training was led by a group of excellent and knowledgeable lecturers, including Dr. Necati Aydin, Prof. Abdelhaq Hamza, Dr. Mustafa Tuna, and Prof. Alparslan Acikgenc and Ms. Uzma Ahmed. Each of them brought their own unique approach and understanding to the sessions. Their respectful and humble approach made the learning experience enjoyable, and their clear explanations helped to connect the deep-rooted problem of secularization facing Muslims in education in a meaningful way.”
“I would highly recommend this program to anyone seeking to protect themselves and their students from the influence of secular ideologies. It provided tools to reshape thinking and behaviour in accordance with man’s fitrah. The use of analogies linking emotions to characters and roles really helped bring these ideas to life, especially in understanding how to nurture children in a way that leads to longterm Islamic stability. It’s a much-needed intervention for Muslims who wish to build sincere, purpose-driven personalities within an educational framework.”
EXPANDING A THREE-STEP APPROACH TO THE 5D THINKING MODEL: KHALIFA MODEL SCHOOLS
AZRA BANU KHALIFAH MODEL SCHOOL
The 5D Thinking Model has filled an important gap in my teaching at Khalifah Model Schools in Kuala Lumpur, Malaysia. Our school was founded by and based on the works of the late Dr Muhammad al-Mahdi Jenkins, a physicist and psychologist, who warned of the dangers of secular materialism and its influence on how we think and live, more than twenty years ago.
He emphasised the urgent need to detach children from this worldview and attach them deeply to Allah.
One of the ways we do this at our schools is through teaching students the role of Khalifah. Allah tells us that He has appointed mankind as His Khalifah, or vicegerent, on Earth (Qur’an 2:30), a role so sacred and immense that other creations declined to take it. When children understand the responsibilities and the honour that come with this role, it gives them a motivational worldview that will draw them closer to Allah, Insha Allah.
Another is through contemplation, moving beyond casual observation to deep, purposeful thinking This is where the 5D Thinking Model comes in. In our curriculum, contemplation is taught through a dedicated chapter where students choose an object, such as the rain, and ask as many questions about it as possible before seeking answers.
My prompts will include, “Isn’t it amazing how Allah gives us rain? Don’t you feel closer to Him after knowing how He does it?” The goal is not only to inspire curiosity but to be in awe of Allah’s majesty, to connect every discovery back to Him, and feel special as recipients of His provision This applies not only to Allah’s creations, but also to any manmade object, since all materials ultimately come from Him. Our contemplation is incomplete unless it leads back to Allah.
The 5D Thinking Model now makes this process more complete. Although I did not call them by name, for over seventeen years, I have been teaching contemplation using approaches that correspond closely to three dimensions of the 5D Thinking Model: analytical, meditative, and moral The analogical and critical steps have helped me see the gaps in my model, and I will now incorporate these two, Insha Allah. These extra dimensions will help students recognise patterns, draw meaningful comparisons, question assumptions, and integrate their learning into a more comprehensive worldview, Insha Allah. Over time, this deeper, multi-layered contemplation will not only strengthen their understanding but also create a more intimate and enduring bond between the children and Allah.
The 5D Thinking Model strengthens our mission, helping students see every aspect of life in the classroom, in creations of Allah, in society, as a meaningful sign pointing back to their Creator. I am now working on the second edition of our primary school textbooks and new high school guidebooks, and plan to integrate the 5D Model, Insha Allah. I am blessed to have attended Level 1, Alhamdulillah, and look forward to expanding my knowledge with Level 2, Insha Allah.
ISTANBUL WORKSHOP 6LEVEL 1
Uzma Ahmed
Director of 5D Thinking Training Programs
The Istanbul Workshop 6 brought together an exceptional group of educators from around the globe, united by a common goal: to explore the transformative potential of education through the 5D Thinking approach. Participants from Malaysia, including representatives from Little Caliphs and Integrated Islamic School Shah Alam and educators from Pakistan, Iraq, the United States, and India, gathered to engage in an intensive study of the model and its implications for teaching and learning.
The workshop was a unique opportunity for curriculum developers, program directors, heads of schools, and science department leaders to collaborate and explore how the 5D Thinking approach can be applied in diverse educational contexts. The participants' collective expertise and commitment to improving education created a vibrant environment of learning, discussion, and shared vision.
Intensive Study and Collaborative Learning
Over the course of the workshop, the participants engaged in deep, focused discussions and hands-on activities that allowed them to apply the principles of the 5D Thinking model to real-world scenarios. Through group activities and collaborative learning, the focus was on how these topics can be approached with a holistic, transformative perspective that integrates knowledge, character development, and spiritual growth.
Culmination: A Letter of Intent for Future Collaboration
The workshop culminated in a pivotal moment: the signing of a letter of intent between Dr. Hajjah Sabariah Faridah Jamaluddin and Dr Necati Aydin, Founder of the 5D Thinking Model, formalizing their commitment to pursuing future collaborations in training and the development of 5D Thinking books. This marks the beginning of an exciting partnership to bring the transformative power of 5D Thinking to a broader audience, helping educators integrate this approach into their teaching practices orld ide
The Eco Namal Bin Project Shines at the Closing Ceremony
The highlight of the closing ceremony was the incredible presentation by Muhammad Ammar and Fawaz, from Malaysia, who were the second-place winners in the elementary category Their project, Eco Namal Bin, inspired by ants' remarkable organization and teamwork, left the audience in awe Accompanied by their parents and teachers, they demonstrated creativity and innovation that truly impressed everyone
In the coming months, we look forward to witnessing the outcomes of this new collaboration, as educators and institutions worldwide embrace the 5D Thinking approach to create more holistic, meaningful, and transformative educational experiences
countries, they bring a renewed commitment to transforming education and empowering the next generation of learners The collaborative spirit fostered during the workshop will continue to thrive, leading to meaningful change in classrooms worldwide
“5D has helped me develop deeper insight into Allah’s constant involvement in the universe. It made me realize that ingrained secular ideas claiming self-sustaining explanations must be examined with critical thinking.” - Asif Akhtar
“Every word from Dr. Necati Aydın sparks curiosity and draws me closer to Allah, Rabbul ‘Alamin. The 5D program made me reflect deeply on my connection to my Creator, my purpose in existence, and how I can contribute to others.”
REFLECTIONS FROM LEVEL 1 WORKSHOP 7 IN ISTANBUL
Uzma Ahmed
Director of 5D Thinking Training Programs
Every cohort brings its spirit, and Workshop 7 stood out for its depth and sincerity A truly reflective group from Pakistan, India, Dubai, Mauritius, Oman, and Russia came together, each bringing unique perspectives yet united in their search for meaning in education. Throughout the training, participants immersed themselves in the 5D Thinking Model, and expressed:
“There are so many things, but I want to mention the assignments and the exam: they made me engage with the content on a different level, beyond passively receiving it. And the fact that there were reflections and essay type questions really nudged me to reflect deeply and think critically, what 5D is all about!”
-Mariya Golovacheva, Russia
“The 5D course has been a truly wonderful experience. It has not only enhanced my skills as a teacher but also inspired and motivated me to become a better Muslim. I would strongly recommend it to anyone seeking to make a positive difference. In a world where secularist ideology is eroding our values, this programme provides the tools, guidance and confidence to stand for truth with honour and dignity. An amazing and transformative journey.”
- Mohammad Bilal Azad, UK
“I can describe it in one word. Dhikr with reference to my attendance. A complete new grounding in spirituality, you think that you know and the program completely remodels to start to know from the beginning.”
- Anonymous
HOW 5D THINKING MADE A DIFFERENCE IN A CLASSROOM
RUMAN RASHID
LEVEL 1 CERTIFIED TEACHER AT SHAKHSIYAH, SLOUGH, UK, A 5D SCHOOL.
The 5D Thinking approach has truly been an eye-opening journey, a beautiful place where two worlds, faith and science, meet in harmony It gives such a rich and meaningful understanding of the world we live in For someone with faith, it feels like one of the most complete and reassuring ways to see submission to the Creator, the All-Powerful, the All-Knowing. Yes, it may take longer than a normal lesson to get through the chapter, but the depth and insight it offers make every minute worth it. The way it’s broken down into five steps makes it so engaging and easy to follow, gradually building curiosity, critical thinking, and moments of reflection
In Step 1, the children dive right in, exploring the topic fully and letting their curiosity lead the way. Step 2, the comparison stage, can feel a bit tricky at first, but by Step 3, it all clicks
Here, the questions get really deep and make them think in ways they never have before When we learned about the solar system, we asked them: “Do you think it’s just a coincidence that the Sun gives exactly the kind of light life needs to survive? Is it by chance that the Sun sits at the perfect distance from our planet?” These kinds of questions stop them in their tracks They start to really wonder about the harmony and precision with which the universe is created.
Step 4 is where they “connect the dots,” linking ideas from different subjects and seeing how all systems in the universe are designed to rely on one another. It’s often at this point that they start to see their own place in this bigger picture, and their link to every other living and non-living thing Finally, Step 5 ties it all together, gently bringing them to realise how insignificant and needy we are, and how much we owe to our Creator. Making us realise that every creation is perfectly imperfect, hence every created being depends on the only perfect Independent being, that’s Allah swt.
It’s a humbling step, but also a hopeful one; it sparks gratitude, care, and a sense of responsibility They begin to see that looking after everything around us, from people to animals to the Earth itself, is an amanah, the trust, we carry as khalīfat al-ard. The 5D model is a journey that helps the heart to pause and ponder, the mind to ask bigger questions, and the soul to feel gratitude and peace
INTEGRATING QUR’ANIC REFLECTION AND CRITICAL THINKING THROUGH 5D THINKING: INSIGHTS FROM A MEDICAL DOCTOR
Dr Munirah binti Aminullah
I had conflicting thoughts about whether it would be beneficial for me to attend the Level 2 5D Thinking training. I am a medical doctor and not involved in teaching; hence, I wondered when and how I could apply what I learned in Level 1 The instructors in Malaysia urged us to attend the Level 2 program, and since it was going to take place in Istanbul, I believed it would be an excellent opportunity for a concurrent vacation
Alhamdulillah, we learned to identify and remove the ego using 5D in Level 2 training. We also learned about self-realization theory (SRT) and how only by connecting to Allah can we have unlimited power. This is where we learned to apply 5D thinking to social science topics. However, I was more interested in how to apply Qur’anic reflection with 5D. The Qur’an reveals many signs of Allah to nurture good character in human beings, and I aim to address social science topics within my 5D writings All participants had to prepare a 5D topic presentation Some of us presented on social sciences topics such as the Language of
Manipulation (from Surah asy-Syu’ara’) and Resilience; the majority presented difficult science topics The target groups for presentations were also diverse, ranging from school children to university students and the general adult population It was challenging to do the presentation, but the experience was rewarding. I can see an improvement in how the 5D topics are presented compared to Level 1. The constructive criticism given was valuable in helping us improve the presentations.
To me, although I may be proficient in the medical field, it is a real challenge to present in a way that imparts knowledge for dawah to others I find the parts involving analogical and critical thinking particularly challenging because I need to think deeply to develop a suitable analogy that resonates with the listeners while effectively conveying the Tawhid message. It feels like Allah is telling me, “Look, you think you’re the expert on this, but you don’t know except what I teach you.” As I prepared my presentation, I applied what I had learned and made countless duas, asking for His blessing and guidance so that I could present the topic in a way that people might benefit from.
Alhamdulillah, I’m glad I attended Level 2 training May Allah bless all the course instructors, support staff, and participants I hope we will continue our ukhuwwah and provide support in efforts to develop the 5D Thinking movement
5D THINKING LEVEL 1
COHORT 18: AMERICAN ISLAMIC SCHOOL
Uzma Ahmed
Director of 5D Thinking Training Programs
The 5D Thinking workshop for Cohort 18 training session, held in Islamabad in July, was a pivotal moment for educators at the American Islamic School. This institution serves a global student body. Under the leadership of Director Taher Farooq, who oversees both the American Islamic School and the Next Generation School in Dubai, the workshop brought together 24 highly dedicated teachers from Pakistan.
Uzma Ahmed, the Director of Education and Training, led the two-day intensive program with support from Abdul Moiz Khan, a 5D alumnus
The sessions focused on equipping teachers with the tools to integrate analytical, analogical, critical, meditative, and moral thinking into their teaching practices, thus enhancing their students' academic and character development
Testimonials
“Alhumdulillah, I am truly grateful to have attended this program. It completely changed my perspective on how to integrate Islamic teachings into education. It helped me realize how deeply and meaningfully we can connect our curriculum with Islamic values in a way that shapes not just minds, but hearts as well. This program opened my eyes to a more purposeful and value-driven approach to teaching. I would highly recommend it to others who wish to bring real transformation in their educational practices.” -Rabia Sultan
“Beautifully presented and thoughtprovoking. It definitely makes you question your existence and role as a creation of God. Every small event and occurrence is part of a bigger picture that was created with wisdom, intent, and purpose. I’m a lot more Godconscious in my thinking approach and now understand that science and religion cannot be effectively separated.”
THE HIDDEN POWER OF WORDS: WHY LANGUAGE SHAPES OUR VIEW OF CREATION
5D Thinking Team
In an age of information overload, we often take words for granted. We explain things, describe processes, and narrate events using language that feels “neutral ” But is it really? In the 5D Thinking model, we argue that the way we word our thoughts, especially about creation, matters profoundly. Not because people don't believe in God, but because our language can slowly sever our minds from Him, even while our hearts still hold on
Let’s take the butterfly as an example. A common science book might say: “The caterpillar transforms into a butterfly. Inside the chrysalis, a process unfolds that allows the creature to emerge in a new form.”
On the surface, this seems like an innocent, factual statement. But on a deeper level, something crucial is missing: Who is orchestrating this change? The verbs transforms, process, and emerges—suggest a self-directed or random unfolding. There’s no mention of intention, guidance, or active making. The butterfly simply "does."
This is where the 5D Thinking approach intervenes, not just to add theological decoration, but to restore the truth of causation: that everything is made, shaped, and directed with purpose
1. Intent Matters, But Language Shapes Worldview
A common response from sincere believers is: "But we already know it's Allah behind it all Why be so strict with wording?"
That’s where the subtle danger lies. Language shapes thought, especially for young minds. When we repeatedly describe creation without connecting it to its Maker, our speech teaches disconnection Even with good intentions, over time, we might come to see the world as operating independently, simply because that’s how we ’ ve always been told it is.
2. Language Is Not Neutral
Phrases like “it evolved,” “it happens,” or “nature designed this” carry a worldview embedded in them. They reinforce a materialist mindset, even when the speaker professes to believe in God.
Just like the phrase “Mother Nature” introduces a feminine deity into secular speech, so too these expressions sneak in the idea that creation functions independently, governed by impersonal forces
This is not just a philosophical concern, it’s a psychological and educational one. Children especially absorb worldviews through patterns of language long before they form conscious beliefs
3. Scriptural Language Sets the Example
The Qur’an never explains the world in disconnected terms Instead, it repeatedly attributes every act of creation to the Creator:
“It is He who sends down rain from the sky...” (Qur’an 2:22)
“And He it is who causes gardens to grow... ” (Qur’an 6:99)
“He brings the living out of the dead, and brings the dead out of the living ” (Qur’an 30:19)
Even when physical causes are mentioned, like water, clouds, or wind, they are always framed as tools in the hands of the Sustainer. Never once is creation described as random, selfemerging, or governed by “ process ” without a guiding hand.
This sets the model: even scientific phenomena must be spoken of in a way that preserves the link between action and Actor
4. Neutral Language Isn’t Neutral If It Erases the Actor
Let’s revisit the butterfly sentence. The words "transforms" or " emerges " sound harmless, but they obscure the reality that something is making this happen The butterfly didn’t choose to change The chrysalis doesn’t design wings So why speak as if they do?
In the 5D approach, we instead say:
"The caterpillar is reshaped within the chrysalis, through a sequence of perfectly timed changes designed into its being "
This kind of language invites reflection It raises questions: Who shaped it? Who programmed such precision? It doesn’t just inform, it awakens.
But What About Eloquence and Figurative Speech, Especially in Arabic?
A thoughtful question arises here: Doesn’t the Qur’an itself use personification and poetic beauty? Doesn’t it say things like “the earth gives forth plants” or “the sky weeps rain”?
Yes, and beautifully so. But notice: these expressions are figurative, used to inspire awe, never to hide the Creator. In every instance, the underlying meaning is clear: these are signs (ayah) pointing to a greater hand at work.
For example:
“And the earth He spread out, and placed therein mountains ” (Qur’an 79:30-32)
“The heavens and the earth wept not for them…” (Qur’an 44:29)
Here, the sky and earth are personified, but only to deepen emotional meaning, not to replace the Maker with nature. The Qur’an uses eloquence to reveal, never to obscure.
A Closing Reflection
If the Qur’an, a book of the highest eloquence ensures that every act in the universe points back to its Maker, should we not be even more careful in how we speak, teach, and write?
Language is a tool, and like any tool, it can build or destroy. The 5D Thinking model invites us to wield language with truth, clarity, and reverence, not only to describe the world, but to read it as a meaningful book written by a Wise Author
So the next time we say “it transformed” or “it evolved,” let’s pause and ask, who did it?
WHO WE ARE WHO WE ARE
THE INSTITUTE THE TEAM
The Institute of Integrated Knowledge (IIK) is an institute of advanced study, research, and outreach for interdisciplinary exploration and the integrative understanding of existence. The programs offered by it serve as an intellectual platform for academics, intellectuals, educators, researchers, and graduate students It introduces the Islamic knowledge tradition with its emphasis on viewing the universe not as something self-referential but rather as something that expresses its true meaning by referring to what lies beyond itself
A prominent initiative by the IIK is the 5D Thinking project, which is based on the idea that ideology-free science and authentic Divine messages do not contradict each other, as they both come from the same source. It assumes that the universe is an elegant book with full of meaning (signs). It considers pure science as a great way to reveal the Divine signs in the book of the universe.
The 5D thinking approach aims to help students to derive character lessons from scientific knowledge It is expected to help students read the universe like an elegant book conveying Divine messages on how to be a better human being through good character
Chief Editor
Dr. Necati Aydin
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Aisha Alowais
Content Editor Uzma Ahmed
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Dr Saba Ansari
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Said Duran
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