5D Magazine - Issue 11 2025

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5D

The Hidden Problem in Islamic School Curricula Dr. Necati Aydin A Spark in Karachi: Illuminating Hearts and Minds Ubaid Ur Rehman Planting the Seeds of Transformative Islamic Education in the Netherlands Asma Claassen Relearning How to Think through 5D Thinking Shazad Karim www.5dthinking.org

Institute of Integrated Knowledge Launches Curriculum Development Department Nadine Kamal Sri Lanka 5D Thinking Level 1 Workshop Uzma Ahmed My 5D Story Mohammad Bilal Azad

THINKING MAGAZINE September - October 2025 | Issue 11

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TABLE OF

CONTENTS FEATURES: INSIGHTS & REFLECTIONS The Hidden Problem in Islamic School Curricula - Dr. Necati Aydin The Failure of Secular Self-Help Gurus - 5D Thinking Team The Wandering Nerve and the Names of God - Dr. Colin Turner

Institute of Integrated Knowledge Launches Curriculum Development Department - Nadine Kamal A Spark in Karachi: Illuminating Hearts and Minds - Ubaid Ur Rehman Planting the Seeds of Transformative Islamic Education in the Netherlands - Asma Claassen

5D TRAINING & EVENTS My 5D Story - Mohammad Bilal Azad Relearning How to Think through 5D Thinking - Shazad Karim Sri Lanka 5D Thinking Level 1 Workshop - Uzma Ahmed 5D Thinking Booth the 4th Annual GAIS Conference - Uzma Ahmed Charting Human Development Through The Lens of Tawhid - Uzma Ahmed

YOUNG 5D THINKERS A Reflection On a Mommy Dog - By Auriz Riyadz Mohd Noh Two Lights: A Journey of Reflections - Soleh Mohammed Syafiq

YOUR WORDS, YOUR WORLD Adaptation - 5D Thinking Team Natural Remedy - Uzma Ahmed

EDITOR’S LETTER Dear Readers, Welcome to the 11th edition of 5D Thinking Magazine!

Every page in this issue is an invitation to slow down, to reflect, and to reconnect the threads between knowledge, belief, and character. In the rush of modern life, it’s easy to feel pulled in all directions. But through the lens of 5D Thinking, we are gently reminded that reason and revelation, science and spirit, heart and mind, all belong to the same beautifully crafted story: the story of God’s design and our journey within it.

In this issue, you’ll find 5D Thinking alive in classrooms, workshops, and hearts around the world - from Sri Lanka to the Netherlands, from Karachi to Kuala Lumpur. These stories show us that when education touches both the mind and the soul, it becomes more than information—it becomes transformation.

Our Young 5D Thinkers section will touch you with its honesty and depth. A mother dog, the Sun, even the silence of struggle, seen through the eyes of children. These everyday moments open doors to big reflections, big feelings, and sincere praise of the One who designed it all.

You’ll also find bold ideas on curriculum, reflections on the Divine Names, and personal journeys into rethinking life through the 5D model. Whether it’s a workshop in Colombo or a quiet insight at a conference booth, each piece carries a spark, an effort to see the world not as random, but as a carefully written letter from the Creator.

So why read this issue? Because it speaks to the mind, but even more, it speaks to the heart. It reminds us that our words carry weight, our thoughts carry meaning, and our choices shape the next generation’s way of seeing the world. May these pages be a light, a friend, and a source of renewed intention.

Warm regards, On behalf of the 5D Thinking Team, Aisha Alowais

FEATURES: INSIGHTS & REFLECTIONS This means our children are being taught a secular worldview where the creation of Allah is attributed to nature, material causes, and chance. God is irrelevant, unnecessary, or absent. In other words, the very curriculum of many Islamic schools directly contradicts tawḥīd by offering secular explanations that deny or dismiss the Creator.

The solution is clear: an Islamic school must adopt a Tawhidi model — a systematic framework

that

filters

out

secular

assumptions and rebuilds every subject upon

THE HIDDEN PROBLEM IN ISLAMIC SCHOOL CURRICULA

Qur’anic foundations. Without this criterion, no curriculum can truly be called Islamic. This is not a preference, alignment or an add-on; it is a

Dr. Necati Aydin

necessity.

Islamic schools may carry the name of Islam, but

The 5D Thinking Model offers exactly this: a

a name alone is not enough. Just as a halal

tested and practical framework that enables

restaurant cannot serve pork or alcohol and still

schools

call itself halal, an Islamic school cannot claim

contaminants, remove them, and reconstruct

authenticity while delivering a curriculum shaped

knowledge on the solid ground of tawḥīd.

to

detect

hidden

ideological

by materialist and secular ideology.

Why “Adding” Islamic Content Is Not Enough Here is the uncomfortable truth: we have yet to find a single Islamic school curriculum free from

Most Islamic schools today follow a flawed

such contamination. Whether in science, history,

approach: they take a secular curriculum, then

or literature, secular assumptions and values are

sprinkle Islamic content on top, a verse here,

embedded

and

a hadith there, and assume it has now become

teaching methods. The contamination is subtle

“Islamic.” But this is like adding halal food to a

and concealed, yet we can clearly demonstrate it

dish

to anyone willing to examine the curriculum

impermissible. Unless you first remove the

closely.

impurities, the food remains contaminated.

deep

inside

the

textbooks

that

already

contains

something

The first step, therefore, is to remove the embedded

secular

ideology

from

the

curriculum. Without this purification, no amount of added Islamic content can fix the problem.

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But even that is not enough. A second step is equally essential: to provide a Tawhidi lens through which students can see the signs of Allah within knowledge itself. Once secular ideology is removed, knowledge is no longer just information, rather, it becomes a sign.

Every truth found in creation points back to the Creator.

Here lies the key: once the contaminated parts are removed, the remaining food itself is halal when we say Bismillah. It is not a different food;

“Modern education has failed our young people. But that should come as no surprise: it was always meant to control and indoctrinate, never to truly enlighten.

It has proved very adept at indoctrinating, but its desire to control hasn't worked out as well as the planners thought it might. It may have corralled people into a certain way of thinking, but it has also given rise to generation after generation of people who are psycho-spiritually bankrupt and, morally, entirely out of control.

it is the same food, now purified, recognized, and linked to Allah as His blessing. This is the essence of “halal.” Similarly, by reading creation in the name of Allah, knowledge itself becomes a sign of His presence.

The 5D Thinking Model removes the layers of secular

ideology

that

contaminate

the

curriculum, and then provides the Tawhidi lens to recognize and connect knowledge back to Allah so true knowledge itself becomes nourishment: pure, wholesome, and God-centered.

With this approach, Islamic schools move beyond cosmetic

integration

and

into

genuine

transformation. Yet such change cannot remain the effort of a few individuals; it must rise into a collective movement. The 5D Thinking Model is not merely a model but a movement inviting teachers, principals, parents, and communities to unite in purifying knowledge and rebuilding education upon the foundation of tawḥīd. Just as the first Golden Age of Islam was built on integrating faith and knowledge, this movement seeks to ignite a Golden Age of Islam 2.0 — a renewal where schools once again become the cradle of God-centered learning, nurturing a

Unfortunately, the vast majority of Muslim efforts to ameliorate this succession have not helped, because instead of treating the issue holistically, they have simply tinkered with the problem by treating Islam as an "add-on". Islamic education is, for the most part, highly reductive, based on the premise that if you adorn a highly secular curriculum with occasional Quranic verses or hadiths, you have made your education 'Islamic'. Nothing could be further from the truth. Adding a few verses and Traditions to a secular syllabus is like grafting a living organ onto a dead body.

Only one result can come from that: the dead body stays dead, and the living organ also dies. 5D Thinking, like any perceived solution, is not perfect, but at least it is correctly identifying the problem and addressing it in the most judicious and holistic way possible. It is an important start, and one upon which future generations of educators must build, if they are to bring our young people back from the brink of cultural and spiritual disaster.”

generation ready to lead humanity with wisdom, virtue, and purpose.

-Dr. Colin Turner 2

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FEATURES: INSIGHTS & REFLECTIONS

Yet in his later book Beyond Order, Peterson revealed that his own life had fallen into deep turmoil, struggling with severe health crises, addiction, and personal chaos. The very man who prescribed order, truthfulness, and selfmastery admitted that he was unable to live by his own teachings. Here we face an important question: how can a thinker who possesses deep knowledge of philosophy, psychology, and even theology fail so tragically to embody the wisdom he offers others?

The Failure of Secular Self-Help Gurus

THE FAILURE OF SECULAR SELF-HELP GURUS

The answer, we argue, lies in the limits of a purely secular understanding of the human

5D Thinking Team

fitrah. Human beings are profoundly complex.

Without a comprehensive framework that recognizes the spiritual dimension of our existence, our nafs (lower self), heart (qalb), In recent decades, we have witnessed the rise

mind

of popular life coaches and public intellectuals

conscience

(wijdān),

anāh

(transcendental

self),

anāniyyah

(self

who promise to provide blueprints for a happy

showing

and

and meaningful life. Among the most famous is

faculties in our fitrah (innate disposition), any

Canadian psychologist and philosopher Dr.

prescription for life will remain incomplete.

Jordan Peterson. His books have inspired

This is why secular self-help so often functions

millions

across

many

other

subtle

on

like a painkiller: it offers temporary relief, but

theology

to

never cures the underlying disease. What is

articulate principles for human flourishing. In

missing is divine revelation, which alone

many ways, he became a kind of “secular

provides the holistic knowledge necessary to

prophet” for a secular society, merging

understand who we truly are. This explains

science, philosophy, and fragments of theology

why the Prophet Muhammad (peace be upon

into

coherent

him) and his companions succeeded in

prescription for well-being. His bestselling

transforming themselves and society in such a

work, 12 Rules for Life, presents simple yet

short time: they had access to divine guidance

powerful ideas, such as “set your house in

that penetrated to the deepest truths of the

perfect order before you criticize the world”

human fitrah.

what

world,

ego),

drawing

philosophy,

the

(ʿaql),

psychology,

appeared

to

and

be

a

and “tell the truth, or at least don’t lie.” These principles resonated because they seemed

Jordan Peterson’s struggles are not unique.

both timeless and practical.

Consider Elizabeth Gilbert, author of the bestselling memoir Eat, Pray, Love.

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Her book was celebrated worldwide as a prescription for happiness through travel, romance, and self-discovery. Many readers believed she had found the perfect formula for joy. Yet in her recent work, All the Way to the River: Love, Loss, and Liberation, Gilbert reveals that the promise of happiness through those earlier pursuits was ultimately hollow. She confesses to having fallen into despair, addiction, and even suicidal thoughts; at one point, she nearly murdered her closest friend. The supposed path to happiness turned out to be a road toward emptiness and misery.

These examples reveal a pattern: the culture of popular self-help often sells illusions. It portrays happiness as the pursuit of pleasure, fun, fame, wealth, and consumption. But when we examine the full story, not just the curated highlights, it becomes clear that these lives are not flourishing but fragile, not fulfilled but fractured. Secular self-help may sound profound, but it lacks the grounding to sustain a truly flourishing life.

In contrast, the Islamic worldview, rooted in Tawhid and the human fitrah, provides a genuine path to happiness. It recognizes both the light and dark dimensions of the self, offering guidance to discipline the nafs, nurture the spirit, and align with divine purpose. This is why the era of the Prophet is remembered as ‘Asr al-Sa‘ādah, the Age of Happiness. Unlike the temporary relief of secular prescriptions, the Qur’anic guidance is not a painkiller but a true medicine. A fitrah-based capability approach thus offers the most authentic and comprehensive path to happiness—both in this world and in the Hereafter.

Another prominent example is Tony Robbins, one of the most influential motivational speakers and selfhelp authors in the world. His books, such as Awaken the Giant Within and Unlimited Power, have sold millions of copies, promising strategies for success, confidence, and financial freedom. Yet behind the scenes, Robbins’ personal life has been marked by controversy, failed marriages, accusations of misconduct, and ethical scandals that contradict his carefully crafted image of empowerment. While he speaks of unleashing inner power and building unshakable fulfillment, his own struggles and contradictions reveal the fragility of a purely secular foundation for meaning. His case, like Peterson’s and Gilbert’s, demonstrates how even the most charismatic self-help gurus cannot escape the limits of human weakness when divorced from divine guidance.

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YOUR WORDS YOUR WORLD

A better way to describe what secular biology

calls

“adaptation”

flexibility

in

creation.”

is

“built-in

Or

“Divinely

programmed and administered flexibility”.

In other words, Allah has created beings with a degree of flexibility (sunnah of creation) so that they can thrive under changing conditions. This flexibility is not accidental but inscribed in the very blueprint of life, DNA, as part of the divine qadar (destiny). Yet, even this written potential

ADAPTATION

does not activate by itself; the will and

5D Thinking Team

power of Allah must continuously execute it.

Thus, both the flexibility in DNA and the ability of living beings to adjust to different

The term adaptation is problematic from an

conditions

Islamic

adaptations, but direct acts of God. They

worldview.

It

carries

a

secular

are

not

assumption, as if living beings somehow “by

reflect

themselves” adjusted to their conditions without

ongoing creative power.

His

knowledge,

independent wisdom,

and

any involvement of God. For example, one might say: “The giraffe adapted by developing a long neck.” But this is a misleading narrative. If long necks were simply the result of adaptation, why do other animals living in the same environment not develop the same feature?

In reality, the giraffe’s cells and DNA must be intricately designed from the very beginning to support such a body. Its neck, heart, blood pressure system, and skeletal structure all need to work in harmony. This harmony is not a product of self-adjustment, but of deliberate design, executed with complete knowledge and power of the Creator.

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FEATURES: INSIGHTS & REFLECTIONS

And when you strive to be that in your personal life, it naturally filters through to your teaching practice and the way you engage with your students.

MY 5D STORY Mohammad Bilal Azad - UK When I first signed up for the 5D Level 1 training in Istanbul, I was honestly unsure of what to expect. My background has been in secular education, and while I had taught for several years, my exposure to Islamic schools was very limited. In many ways, I had no preconceived ideas, no expectations, just a genuine openness to learn and reflect.

What I found was something far beyond a typical training course. It wasn’t just about learning a new framework or adding to my teaching toolkit. It was about rethinking the very foundations of education itself. More than that, it was about rethinking life.

From the very first sessions, I was struck by how transformative the 5D Thinking Model is.

It is a model built for educators, yes, but the more I listened and practised, the more I realised how universal it is. It is not just about structuring lessons or enriching subject knowledge. It is about becoming a more reflective, more appreciative, and more morally conscious Muslim.

One of the things that startled me most was the sheer flexibility of the model. It is not confined to a particular subject or discipline.

With sincerity and effort, it can be applied to virtually any field of knowledge. For me, this was eye-opening. I had never encountered an approach to learning that drew so deeply on tawhid, and that consistently placed the Qur’an as the central reference point for all knowledge. To describe it another way, the Qur’an becomes the codex of information, the anchor through which everything else can be understood. That was life-changing.

This perspective also made me realise something uncomfortable but important: how much secular ideology has crept into our language, our thought processes, and our approach to education. Often subconsciously, we end up adopting terms and ideas that are stripped of Allah, stripped of tawhid, stripped of divine meaning. Education in the West has become almost entirely godless, which in turn shapes generations of young people who are encouraged to look at the world without reference to their Creator. The 5D Thinking Model exposes this reality clearly and then offers a way to course-correct. It does not ask us to abandon knowledge; it asks us to root it in truth.

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This rooting in truth also had a profound personal impact on me, in ways I did not expect. Around the time following my training, I was processing the passing of my father. Grief is a difficult journey, and I had been carrying a heavy heart.

What I experienced through the 5D Thinking Model helped me to process that loss in ways I could not have imagined.

On one side, there was the immense support of my fellow trainees, brothers, sisters, and mentors, who were making du’a for my father’s maghfirah. On the other side, the model itself invited me to reflect on Allah’s attributes in my father’s passing. I was able to see Allah’s mercy in relieving him from suffering. I could recognise Ar-Razzaq in guiding me to an Islamic school just ten minutes from my home, a school that not only gave me a place to grow professionally but also allowed me to be closer to my mother and care for her more effectively. When you look through the lens of Allah’s names and attributes, even the most painful experiences take on new meaning. They become signs of His wisdom, His mercy, and His care.

This is perhaps the greatest gift of the 5D training: it reorients your vision. It teaches you to see the world as a tapestry of signs pointing back to Allah. Whether you are looking at a scientific process, a historical event, a moral dilemma, or a personal trial, there is always an opportunity to reflect on Allah’s attributes and draw closer to Him. And when you bring that into your classroom, you are not just teaching children facts, you are guiding them to see the world in a God-centred way. That is transformative education.

Since returning from the training, I have found myself reflecting far more deeply on the purpose of my work as an educator. I am no longer satisfied with simply delivering content or preparing students for exams. The real task is to nurture hearts and minds that see meaning in everything they learn, that recognise the Creator in the creation, and that are equipped to live as grateful, thoughtful, God-conscious individuals. That shift in perspective has been one of the most significant changes in my life.

I am incredibly grateful for the opportunity to have attended the Level 1 training, and for the mentors and colleagues who have guided and supported me throughout. I feel like this is just the beginning of the journey. The Level 1 training has given me a foundation, but there is so much more to explore, to practise, and to embody. I look forward to deepening my understanding of the 5D Thinking Model, continuing to collaborate with my colleagues, and Insha’Allah, enriching the lives of the next generation through meaningful, tawhid-centred education.

The 5D Training has been more than professional development for me. It has been personal development. It has been a spiritual development. It has been a course correction, a reminder of what truly matters, and a source of hope for what education could look like when it is built on truth.

For anyone considering this journey, I can say sincerely: go in with an open heart. The 5D Thinking Model will challenge you, it will stretch you, and it will change the way you see the world, and, if Allah wills, it will bring you closer to Him in every aspect of your life.

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FEATURES: INSIGHTS & REFLECTIONS

In its wandering through the body’s systems, in its watchfulness and in the delicate work it is commanded to do, it mirrors al-Latif (The Subtle), the One Whose care is given to a million places that we cannot see.

THE WANDERING NERVE AND THE NAMES OF GOD Dr. Colin Turner Inside every one of us there is a hidden traveller: the vagus nerve. Like a wandering messenger, it sets out from the quiet inner chamber of the brainstem, roaming through the throat and down to the heart, brushing the lungs and winding its way south to the stomach and the depths of the intestines. No other nerve in the body travels this far; no other messenger touches so many realms of the body.

The vagus nerve does not shout; it whispers. It doesn’t appear in our conscious thoughts: it dwells in the deep places, where body, soul and spirit converse without words. In its calmness, we too are calmed. Is this not the mercy of al-Rahmaan, who has placed within us a rope of tranquillity, tying together our heart, our lungs, our brains and our stomachs? A rope which, when cared for, brings stillness like a gift from the Unseen?

May our wanderings, like those of the vagus nerve, be full of meaning, purpose and inner peace.

And in its hidden journey we can catch sight of the reflections of many Divine names.

When we breathe out, the vagus nerve is commanded to slow the heart, whispering Ya Salaam (the Source of Peace). It steadies the rhythm of the lungs, reflecting al-Musawwir (The Fashioner) as it shapes breath into sounds that have harmony. In the stomach, it is commanded to provoke digestion, reflecting al-Razzaaq (The Provider) as it turns food into sustenance. And when calmed, it softens nausea, reflecting alShaafi (The Healer) as it brings relief.

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RELEARNING HOW TO THINK THROUGH 5D THINKING Shazad Karim - Pakistan In August 2025, I had the opportunity to attend the 5D Thinking Level 2 Course in Istanbul. The program turned out to be one of the most informative learning experiences I have encountered for many a year. For five days, participants from Malaysia, Indonesia, India, Canada, and other parts of the world came together with open hearts and minds, ready to rediscover what it truly means to think as believers The sessions were led by distinguished scholars, Dr. Necati Aydin, who guided us through the multi-layered reality of the self, the universe, and the meanings that lie within them, and Professor Alparslan Açıkgenç, who presented the deep relationship between worldview and human behaviour. They helped us see that education, when disconnected from its ultimate purpose, loses its core understanding. .

Reconnecting Thinking to Belief Throughout the course, we explored foundational ideas that helped us realign our understanding of life and knowledge. We discussed Human Fitrah and Flourishing, the Islamic and Secular Worldviews, Ismi and Harfi Perspectives, Reading the Self and the Universe, Self-Realization Theory, and Moral Thinking. Though each session was unique, together they built a powerful narrative: that every human being is created to know, love, and serve the One who made them.

We examined how modern education very often carries a secular framework that teaches us to view the world as selfsustaining, rather than by the constant will and power of Allah. The 5D Thinking model showed how such ideas quietly shape the minds of children through school subjects like science and social studies, where explanations often exclude or even contradict Divine purpose.

From Knowing to Realizing One of the most impactful lessons for me was understanding the difference between Self-Determination and Self-Realization.

Modern education glorifies independence and self-sufficiency, while the Qur’anic view teaches us that true freedom lies in recognizing our dependence on Allah. As Dr. Aydin comprehensively explained, we do not exist to determine our own truth but exist to realize the truth by the signs (ayat) that already surround and sustain us.

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Professor Açıkgenç reminded us that every human behaviour originates from a worldview. If that worldview is secular, even good intentions can lead us astray. But if it is Tawhidi and grounded in the oneness and purpose of Allah, then every act of learning becomes an act of worship.

The Need for 5D Thinking There are many wonderful organizations across the Muslim world offering courses in Islamic studies, tarbiyah, and character development, and they all deserve recognition for their valuable work.

However, I found that the 5D Thinking course lays the foundation for all such efforts. It goes to the root: how we think and how we see reality. It does not add Islamic content to existing knowledge; rather, it transforms the very way we understand knowledge itself.

At the heart of this transformation lies the fitrah, the pure, original nature upon which every human being is born. If the fitrah is not nurtured according to the purpose for which humanity was created, which is to know, love, and serve its Allah (SWT), it becomes distorted. Instead of seeking truth and meaning, the person begins to chase mere instinct, pleasure, or worldly satisfaction. The 5D Thinking framework realigns the mind and heart with this original state of purity, allowing the learner to rediscover harmony between intellect, worship, and purpose.

The course helped correct the way we perceive existence, from seeing things as independent to seeing them as signs pointing to Allah swt, which nurtures what I believe is the essence of tarbiyah: the realization of Allah swt through sound reasoning and deep reflection. Once this foundation is established, every other Islamic learning experience becomes richer, more meaningful, and more connected to our purpose of pleasing Allah.

Reawakening the Mind The Level 2 course reminded me that knowledge is not merely for self-learning or personal growth; it is a sacred responsibility to be shared and cultivated in others. True knowledge finds its purpose when it awakens hearts, refines thinking, and inspires others to reconnect every aspect of learning back to Allah. The way we think shapes the way we live, teach, and raise the next generation. As educators, parents, and seekers of truth, we must be vigilant of how secular assumptions have quietly entered our classrooms and textbooks.

This course invites us to purify our lenses and view the world not through the eyes of materialism, but through the light of Tawhid.

For me, it was more than a training; it was a renewal of truths that had long stayed dormant, bringing clarity to the mind, serenity to the heart, and a renewed sense of purpose to seeking Allah’s pleasure.

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Beyond resource development, the Curriculum Development Department’s broader goals include: Ensuring vertical alignment across grades, so that skills and concepts progress logically from K–8.

Embedding 21st century competencies

INSTITUTE OF INTEGRATED KNOWLEDGE LAUNCHES CURRICULUM DEVELOPMENT DEPARTMENT Nadine Kamal The Institute of Integrated Knowledge (IIK) is blessed to announce the establishment of its Curriculum Development Department, a milestone in its mission to develop a comprehensive K–8 curriculum guided by the 5D Thinking Model. This new initiative builds on IIK’s successful K–5 supplementary books and the forthcoming Middle School Science Series, advancing the vision of integrating rigorous academics with values and character development.

The curriculum will be aligned with leading global frameworks, including the Next Generation Science Standards (NGSS), the UK National Curriculum, the Ontario Curriculum, the Pakistani Curriculum, and Malaysia’s

—critical thinking, collaboration, innovation, communication, and digital literacy—into every subject.

Supporting teacher development by offering training, guides, and strategies that empower educators to confidently deliver integrated lessons.

Developing assessment frameworks that go beyond testing recall, instead measuring problem-solving, application, and reflective thinking.

Promoting interdisciplinary learning, helping students see the connections between science, faith, ethics, and everyday life.

Building adaptability into the curriculum so it can respond to emerging educational needs, technologies, and global trends.

KSSR framework. In doing so, IIK ensures that learners are equipped with internationally benchmarked content, while cultivating skills that prepare them to thrive in today’s interconnected and rapidly changing world.

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The first flagship project is the development of customized teaching guides and interactive PowerPoint resources for the Integrated Islamic School Shah Alam, Malaysia. These will be directly linked to IIK’s Science Secrets for 5 Steps series, providing teachers with a comprehensive instructional toolkit that includes structured lesson plans, learning outcomes, and cross-curricular connections.

At the heart of this initiative is a strong focus on Science Process Skills, such as observing, classifying, predicting, testing, and communicating, alongside ‘Higher Order Thinking Skills’ including questioning, reasoning, analyzing, and evaluating.

Together, these foster the critical, innovative, and reflective thinking essential for 21st century learners. By emphasizing inquiry, problem-solving, and application, students

are encouraged to move beyond rote memorization and engage in deep learning that connects knowledge to real-world contexts.

In line with the 5D Thinking Model, the curriculum also integrates character education, enabling learners to approach challenges with humility, teamwork, responsibility, and gratitude.

This combination of academic rigor, cognitive skills, and moral grounding ensures that students are not only prepared for global standards of education but are also guided to become thoughtful and ethical contributors to society. As the department expands, its long-term goal is to deliver a full K–8 curriculum that nurtures futureready students who can think critically, collaborate effectively, and innovate with purpose, while remaining rooted in values that give meaning to knowledge.

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YOUNG 5D THINKERS

Day One: Witnessing the Transformation Firsthand

A SPARK IN KARACHI: ILLUMINATING HEARTS AND MINDS Ubaid ur Rehman ‎ 5D Thinking - Pakistan Representative I‎n a world where education often feels fragmented, where science is separated from spirit and knowledge from character, a powerful wave of change is beginning to swell. This wave, carrying the timeless essence of the Tawhidi worldview, recently touched the shores of Karachi, leaving a trail of inspiration, hope, and a renewed vision for the future of learning. ‎ he source of this wave was the landmark T two-day visit of our Founder, Dr. Necati, to the vibrant educational landscape of Karachi. His journey was more than a series of meetings; it was a testament to a growing, collective yearning among educators for a system that does not merely inform but transforms.

‎ he visit commenced at Reflection School, one T of the pioneering institutions in Pakistan that piloted the 5D Thinking workbooks in Grade 1.

Here, dialogue moved beyond theory into the realm of tangible results. In meetings with the senior management and during a tour of the school, the air was not just one of satisfaction, but of genuine amazement. The team at Reflection witnessed firsthand how a model rooted in connecting knowledge to the Creator was shaping young minds. Their conviction was so strong that they expressed a clear and exciting intent: to expand the 5D Thinking program across more grades in the coming academic year.

Ms. Uzma Ahmed, our Director of Education and Training, conducted a live demonstration lesson using our LMS with Grade 2 students on the topic of habitats, while the junior school teachers observed the session. The children were fully engaged, and the teachers expressed that it was inspiring and highly beneficial to see the 5D approach applied in a real classroom setting. The same day, the momentum continued at Sidr School, which hosted an Introductory Session of the 5D Thinking Model. The enthusiasm was so palpable that the school had to close registrations due to overwhelming demand, a powerful indicator of the thirst for this paradigm shift. Educators from diverse institutions gathered, and a feeling of excitement filled the room.‎

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Through a single topic, Ms Uzma Ahmed masterfully illustrated the 5D Thinking topic ‘Desecularization of the Butterfly’, demonstrating how a standard science lesson could be transformed into a profound journey. She showed how learners could be guided to see the signs of the Creator, extracting moral and character lessons directly from the fabric of science. It was a vivid, unforgettable display of the model’s power to shift an entire lesson from the mundane to the divine.

Day Two: Uniting Leaders for a Golden Age 2.0 ‎ he T second day amplified the conversation to a strategic level. At the 4th Principals Empowerment Forum orga-

nized by the ILM Foundation, Dr. Necati addressed a hall filled with the architects of Islamic education. His talk, "Golden Age 2.0 in the Age of AI," resonated deeply, presenting 5D Thinking not as a mere add-on, but as a vital framework to navigate the challenges of the modern era while holding firmly to our roots. The sight of so many dedicated principals and educators, engaged and gesturing in agreement, was a refreshing affirmation of the model's relevance.

The visit culminated in an executive dinner with educational leaders and school owners. In this intimate setting, Dr. Necati illuminated the stark challenges and devastating results of the current education system, particularly for Islamic schools.

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‎ he consensus was clear and powerful: T there is an urgent, non-negotiable need for programs like 5D Thinking that are built on a solid Tawhidi foundation, programs that explore learning in a way that forever connects the student to the Creator, nurturing better individuals for a better world.

The Ripple Effect: A City Transformed ‎ he impact of these two days has been T nothing short of phenomenal. In total, 152 participants from more than 25 educational institutions joined this movement. We extend our deepest gratitude to Generations, Amna Saleem Hira Foundation School, Reflections, Fajr Academy, Sidr School, The Mark, The Guidance Academy, Dimensions Academy, The Intellect School, Prime Blessings School, Al-Beuruni Educational System, Al-Bayan School and Madrassa, Arqam Public School, Beaconlight Academy, Manhal Education, and Lacas for their trust and active participation.

‎ he proof, as they say, is in the response.

T Immediately following these sessions, Pakistani educators’ participation in our recent global virtual session skyrocketed to 78%, with a staggering 70% of those participants hailing from Karachi. This is a clear signal of ignited passion. ‎ urrently, 5 schools in Pakistan are actively C implementing 5D Thinking. But the seed planted in Karachi has blossomed beyond expectation. As a direct result of this visit, more than 10 educational institutes have stepped forward with profound interest, and discussions are now underway regarding training their staff and equipping their classrooms with the 5D Thinking model. ‎We are profoundly grateful to Allah (SWT) for the overwhelming confidence and trust shown by the educators of Karachi. This is not just a success story; it is the beginning of a renaissance. Together, we are not just teaching science; we are nurturing a generation that sees, knows, and loves the Creator through His magnificent creation.

The journey continues, and the future is bright.

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CALLING ALL YOUNG 5D THINKERS Have you ever looked at the stars, a tree, your own heartbeat, or even a flower, and wondered how it all connects back to Allah?

Do you see the signs of your Creator in the world around you?

🐶 “A Reflection on a Mommy Dog”

by Auriz Riyadz (Age 12) Auriz reflects on the struggles of a

Now, we want to hear from you!

mother dog and connects it to the

✨ Write a short reflection, story,

trials in Gaza and the Prophet

poem, or even a drawing description

Muhammad’s ‫ ﷺ‬patience, drawing

inspired by what you’ve learned

lessons of tawakkul and the Divine Names of Allah.

☀️

“Two Lights: A Journey of

Reflections” by Soleh Syafiq (Age 9)

through 5D Thinking.

✨ Tell us how a scientific topic

opened your eyes to the signs of Allah.

Soleh compares sunlight and man-

✨ Share how 5D Thinking changed

made light, discovering signs of

the way you see the world—or

Allah’s wisdom and mercy, and

yourself.

expressing gratitude for the Sun’s

Age: 6–18

purposeful design.

Format: Written (short essay, story, poem, or reflection) Theme: How science or creation helped you see the signs of Allah (swt) Send

Let your words inspire others to reflect, connect, and appreciate.

your

submission

to:

shila@5dthinking.org Deadline: December 5th , 2025 18

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YOUNG 5D THINKERS

Then, Malaikat Jibril came and asked the Prophet: “Do you want me to crush them with a mountain?” But Rasulullah(saw) said no.

Instead, he prayed for the people of Ta’if, asking Allah to guide them to embrace Islam one day. That story teaches me a powerful lesson about patience and tawwakul.

A REFLECTION ON A MOMMY DOG

By Auriz Riyadz Mohd Noh, Age 12

Every time I go to my little brother’s school, I see the same dog — a mother with her puppies. She has so many, maybe eight or nine! They always rest in front of someone’s house. I often see the mother looking for food while her little puppies run after her.

Sometimes kind people give them food.

Other times, they look in the dustbin or eat food that has been thrown away. One day, I started thinking, “Do they do this every day?

How do they find enough food?”

Then I suddenly thought about the people in Gaza. They are also struggling to find food and survive. I felt so sad and realised that they are being tested by Allah. This reminded me of a story about our beloved Prophet Muhammad (saw). One day, when he walked through the village of Ta’if, the people there threw rocks at him. He was bleeding and hurt.

Maybe the people of Gaza also learn from the Prophet's patience. Maybe that’s why they can still stay strong, even when their country is being attacked. Maybe that's why they don’t give up hope, even when they are hungry or scared.

Then a question hit me hard: “Why does Allah want us to be patient?” I think that if you are always patient, your day will feel calm and peaceful. But if you’re always angry, your day will feel sad and heavy. Then I thought of the names of Allah: As-Saboor – The Most Patient. Allah is always patient with us, even when we make mistakes.

Al-Ghaffar – The Constant Forgiver. He forgives us again and again.

Al-Baseer – The All-Seeing. Allah sees everything we do, if we are sincere, if we are lazy, if we are kind, or if we are cruel.

When I see the mother dog and her puppies searching for food, or when I hear about the people in Gaza, I remember all of these. Indeed, nothing that Allah has ordained is in vain. And I say, “Alhamdulillah. All praise and blessings to Allah.”

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YOUNG 5D THINKERS

Studying about the Sun, I realized how everything in the world is interconnected and how Allah’s light reaches all of His creations, including plants, animals, and humans. The Sun reminded me that one person can do good deeds for others, just as it benefits others in many ways. It also taught me that even a small, good deed counts. So every time I see the Sun, I feel grateful to Allah for it.

TWO LIGHTS: A JOURNEY OF REFLECTIONS

by Soleh Muhammad Syafiq, Age 9

A perfect light with warmth and grace, To greet my eyes in this space I explore its force, so quick and grand Shining its energy across the land

Every day, I live under two kinds of light. The sunlight that Allah created, and the light made by people. I wanted to understand: what makes them different?

I compare the Sun to the light we made Small and weak, a fleeting costly shade The Sun is free and lights up the whole Earth, A grand design of priceless worth

Through 5D Thinking, I discovered that sunlight is more than just brightness. It keeps us warm, and it lights up the Earth for us to see. Human-made lights are useful too, but they only light up small spaces and need energy. They can never do complex things that the Sun is designed for.

I question its order, never late or too soon This rhythm of perfection, a timeless tune I connect this light to all that’s alive, And appreciate the gift that helps us all to thrive Thank You, Allah, for this generous gift!

Then, I ask myself, did the Sun just appear by chance? If we know a lamp was designed, then what about the Sun? Its perfect position, size, and power cannot be just an accident. If the Sun were further away or nearer to Earth just by a tiny bit, it would make a significant impact on the living creatures on Earth, including us! The Sun couldn’t have appeared naturally without a purposeful creator! It must be from Allah, Al Hakim, the Most-Wise.

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TRAININGS AND EVENTS

SRI LANKA 5D THINKING LEVEL 1 WORKSHOP Ms Uzma Ahmed Set in the beautiful coastal surroundings of Mount Lavinia, Iman Academy hosted Ms. Uzma Ahmed for a two-day 5D Thinking Level 1 Training. The sessions were filled with enthusiasm, insight, and heartfelt reflection as teachers explored how their textbooks often show disconnection from the Creator and misconnection to nature, material causes, and chance.

They were deeply moved by how the five steps of the 5D Thinking model differ from the traditional way of adding an Islamic perspective.

Their hearts and eyes opened to a new and refreshing way of seeing the harmony between knowledge, belief, and reflection.

The teachers’ presentations were outstanding, covering topics such as volcanoes, angles, blood circulation, the human heart, the development of the embryo, and photosynthesis. Each presentation beautifully showed how well they had internalized the 5D Thinking framework, revealing their growing ability to look at science through multiple dimensions of meaning and purpose.

Mrs. Rukshana Hassen, the Principal of Iman Academy, has done a wonderful job in building such a sincere and committed teaching team.

Special thanks to Ms. Sadiya Kamal for her excellent coordination and warm hospitality throughout the training.

With this inspiring workshop, Iman Academy joins the growing family of schools around the world embracing the 5D Thinking Model, a transformative approach that brings together scientific inquiry, reflection, and character development.

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FEATURES: INSIGHTS & REFLECTIONS

GOD’S FLYING ENGINEERS: WHAT MIT’S ROBOT BEES REVEAL ABOUT DIVINE DESIGN Aisha Alowais In a state-of-the-art lab at MIT, a robotic marvel no bigger than a paperclip hums to life. It flaps its wings 400 times per second, darts through the air, and even flips midflight. This tiny flying machine - modeled after a bumblebee - represents the cutting edge of micro-robotics. With ambitions ranging from artificial pollination on Earth to aiding agriculture on Mars, researchers believe this invention could transform how we interact with fragile ecosystems and extreme environments.

But beyond its technical precision, the beeinspired robot offers something deeper.

Through the 5D Thinking Model, this invention becomes a window into the signs embedded in the structure of reality itself.

Purposeful Observation A flying robot, lighter than a paperclip, hovers in midair. It uses soft, artificial muscles that expand and contract to flap its wings. Developed by students and researchers at MIT, the robot can achieve complex aerial maneuvers, flipping, hovering, and darting, similar to the bumblebee it’s modeled after.

A grasshopper-inspired version can leap 20 centimeters into the air.

Scientists hope these insect-inspired machines can one day help in pollination, search-and-rescue operations, or even space exploration. Each element of the robot, from its laser-cut wings to its micromechanical systems, has been carefully engineered to perform functions that seem almost… alive.

Moving from the robot to the actual phenomenon, a bee is a small, winged being, yet its activities are astonishing. It is made to fly in all directions: forward, backward, sideways, and hover mid-air. Its wings beat at remarkable speeds, while its body remains stable in turbulent air. Given large compound eyes, it navigates wide distances with unerring accuracy, often returning to the exact flower or hive it left earlier.

It travels across fields, orchards, and gardens, collecting nectar and spreading pollen. It moves with purpose and coordination, and is designed to communicate with others through complex movements. Inside its body, its movement, digestion, and perception appear to work in perfect sync, despite its tiny size.

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The Bee and the Bot The robot’s behavior mirrors that of a real bee. But while the robot was built over years with careful planning, tools, and expert minds, the bee has been observed to perform these feats effortlessly since its first moment of life.

If the robot is a result of advanced design, what then of the real bee? What kind of intelligence, knowledge, and will lies behind something so complex, yet so tiny?

This analogy allows us to reflect: if the imitation demands design, what does that say about the original?

God’s Flying Engineers This robot was not found lying around. It didn’t result from a pile of parts. It required: A team of expert scientists and engineers Years of research and experimentation Precision tools, labs, and simulation models Carefully sourced materials like metals, circuits and polymers Advanced coding to control its movement Continuous trial, error, and improvement Could the raw materials used in the robot, tiny screws, wires, chips, wing membranes, have assembled themselves, without guidance or knowledge? Could the silicon and metal say, “Let’s become a flying robot”?

That would be irrational.

If a robot cannot make itself, then what about the real bee? The bee, formed from water, carbon, proteins, and minerals, has been designed with systems far more intricate than any robot. Its eyes are made to detect ultraviolet light; its wings are precisely controlled in flight; its nervous system is linked with muscles and sensors in perfect coordination.

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Unity Across Scales At the micro-level, the bee’s wings are made of veins and membranes, its eyes are compound sensors, its nervous system receives and sends signals in milliseconds.

Each part is dependent on others, no organ is self-sufficient. Every system works in harmony, relying on precise timing and structure.

At the macro-level, the bee connects with the environment: It is designed to draw nectar from flowers that depend on sunlight, rain, and soil.

Its pollination is made to feed entire food systems.

Its presence affects fruit yields, agriculture, and even human economies.

This layered web of connection reveals the Name Al-Qayyum (The Sustainer), the One who upholds all things, from atoms to galaxies.

Even the MIT robot bee, though man-made, relies on both micro and macro systems: coded algorithms, power supplies, researchers, labs, materials, all of which are themselves dependent on elements found in nature, and inspiration drawn from creation.

All these layers point back to Al-Wahid (The One) and As-Samad (The Self-Sufficient), the only Being not dependent on anything, while all else is bound together through His sustaining Will.

5D THINKING

Appreciating the Gift What if these tiny beings, who silently pollinate over 70% of the crops we rely on, were never placed in our world?

What if there were no buzzing over the blossoms in spring, no pollination of fruits, nuts, and vegetables? What if fields remained sterile, flowers bloomed in vain, and the food chain slowly collapsed? Our diets would shrink. Ecosystems would weaken. Livelihoods would vanish. Hunger would rise. And all of this, caused not by war or fire, but by the quiet absence of one small, winged creature.

Now reflect again on what bees do. With no formal education, no external tools, and no reward from the world, they serve, organize, and contribute tirelessly. Their labor blesses life itself. This is not random usefulness; it is a custom-made gift, tailored precisely for the benefit of plants, animals, and humans.

From this, we draw moral and character lessons: Gratitude: Recognizing how much is being done for us, every day, without our request.

Humility: If a creature so small is used to sustain life so broadly, how can we claim self-sufficiency?

Responsibility: If bees give without taking, should we not serve without pride?

Trust in Divine Wisdom: Knowing that every part of creation has a purpose, seen or unseen.

These reflections awaken the heart to a deeper appreciation of the Creator’s Mercy.

Let us close with dhikr (remembrance) of the One who sustains even the wings of the bee. Engage in fikr (reflection) on the intricate roles that uphold our world. Offer shukr (gratitude) for a gift we did not ask for, but cannot live without.

Indeed, even in the buzz of a bee, we hear the whisper of Divine Kindness.

Bees don’t live in isolation. Their lives are woven into the fabric of plants, trees, fruit, and food chains. One bee’s flight can impact an entire orchard. Their absence disrupts the planet.

The robot, too, cannot function alone; it depends on engineers, power sources, and purpose. This unveils the cosmic web of interdependence designed by the One who connects all things.

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TRAININGS AND EVENTS

Nearly 400 5D Thinking books (K–4) and Teacher’s Guides were sold, reflecting the growing global enthusiasm for 5D Thinking resources.

Educators from Zambia, Mozambique, Thailand, Ethiopia and Australia, countries engaging with the 5D model for the very first time, showed strong interest in implementing its approach within their schools as well as new schools from South Africa, Pakistan, India, UK and many more.

5D THINKING BOOTH THE 4TH ANNUAL GAIS CONFERENCE Uzma Ahmed

Set in the beautiful coastal surroundings of Mount Lavinia, Iman Academy hosted Ms. Uzma Ahmed for a two-day 5D Thinking Level 1 Training. The sessions were filled with enthusiasm, insight, and heartfelt reflection as teachers explored how their textbooks often show disconnection from the Creator and misconnection to nature, material causes, and chance.

The event marked an inspiring milestone in 5D Thinking’s journey. As it continues to reach new regions and hearts, the movement is steadily shaping a global community of educators united by one vision, to help every child see knowledge as a path to knowing Allah.

The 5D Thinking booth became one of the most engaging spots at the event, drawing educators from around the world for deep discussions on the model’s transformative approach. The booth was managed by Asif Akhtar, 5D Representative from India, with valuable assistance from Abdul Moiz of the Pakistan team.

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TRAININGS AND EVENTS

PLANTING THE SEEDS OF TRANSFORMATIVE ISLAMIC EDUCATION IN THE NETHERLANDS Asma Claassen, Islam-Wise / SIPOR / IUASR “Indeed, in the creation of the heavens and the earth and the alternation of the night and the day are signs for those who reflect.”

(Surat Āl ʿImrān, 3:190) A new chapter has begun for Islamic education in the Netherlands. Over the past months, I have been introducing the 5D Thinking Model to Dutch schools and educators, and the response has been truly inspiring.

Our first pilot programme was launched at IBS Risala, part of the SIPOR school board in Rotterdam. This pilot brings together both teachers and school leaders in a multimonth journey of learning, reflection, and transformation. The atmosphere during our first sessions was almost tangible — a sense of shared purpose and renewed energy.

Teachers discovered how this model allows them not only to transmit knowledge, but also to touch hearts, strengthen faith, and nurture gratitude.

The 5D Thinking Model aligns beautifully with the new national framework for citizenship education. It offers a holistic approach that integrates character formation (tarbiyah), critical thinking, and faith in Allah. Through its five steps — Discover, Compare, Think, Connect and Appreciate — educators learn how to guide students to see the harmony between science, ethics, and belief.

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Alongside these school-based initiatives, we have also been working diligently on establishing the first Islamic Teacher Training College (Islamitische PABO) in the Netherlands — a full teacher-education programme designed entirely from an Islamic perspective. This programme, scheduled to launch in September 2026 at the Islamic University of Applied Sciences Rotterdam (IUASR), will also embed the 5D Thinking Model as a core training for future teachers. In shā’ Allāh, these graduates will carry the model into their internship schools, helping to spread its transformative impact throughout the country.

With each session, a seed is being planted — a seed that, in shā’ Allāh, will grow into a model that enriches Islamic education in the Netherlands for generations to come.

Participants at Risala were deeply moved by how the model helps children to ask meaningful questions, recognize divine signs in the world around them, and grow in īmān, iḥsān and awareness of Allah’s creation. As one teacher beautifully said: “It feels like education is becoming what it was always meant to be — a path to knowledge, faith, and gratitude.”

The enthusiasm is spreading. Several other SIPOR primary schools have already expressed interest in joining the next round, in shā’ Allāh. Beyond formal education, there is also growing interest from mosques and informal learning initiatives, as well as organisations offering Islamic education within public schools. An online training series will begin after the autumn break to reach teachers across the country.

Meet the Author Asma Claassen is the national Coordinator for Identity and Citizenship at the SIPOR school board and Director of Islam-Wise, an educational consultancy dedicated to developing faith-based curricula and teacher-training programmes. She is also part of the founding team establishing the Islamic Teacher Training College (Islamitische PABO) at the Islamic University of Applied Sciences Rotterdam (IUASR). Her work focuses on integrating spiritual, intellectual, and moral development in education through the 5D Thinking Model.

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TRAININGS AND EVENTS

By grounding all human behavior in instinctual drives and desires, Freud reduces the child to a biological organism driven by pleasure and repression and portrays development as a struggle for dominance between the id, ego, and superego.

This framework, born of a materialist philosophy, ultimately degrades the human being from ‘ashraf al-makhluqāt’ (the noblest of creation) to an evolved animal governed by impulse.

CHARTING HUMAN DEVELOPMENT THROUGH THE LENS OF TAWHID Uzma Ahmed I had the opportunity to present at the 4th Annual GAIS Conference, where I spoke on ‘Charting Human Development in Islamic Education: A Qur’anic and Prophetic Framework.’ My presentation focused on the urgent need to desecularize educational theory and practice, calling for a return to a Tawhid-centered worldview for every stage of a child’s growth to adulthood.

The lecture highlighted that modern theories of child development are built on secular assumptions that disconnect knowledge from its divine source. Freud’s theory disconnected the human being from the creator. His theory of child development reflects the depravity of a secular worldview that strips human existence of moral purpose.

Many contemporary ideas about emotional well-being, self-expression, and childcentered learning stem from Freud’s secular view of the human being as a psychological rather than a moral and spiritual entity. This shift transformed teachers into facilitators of feelings rather than guides of character. By denying the soul and its connection to the Creator, Freud’s thought contributes to a civilizational descent where morality becomes relative, and the pursuit of selfgratification replaces accountability to Allah.

In contrast, the Islamic understanding of child development begins with the recognition that every child is born upon the fitrah, a pure disposition inclined toward truth and goodness. Growth, in this view, is a process of refining the whole human being through guidance, reflection, and remembrance of Allah, enabling the child to fulfill their purpose as a moral and spiritual being.

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Education is the cultivation of the intellect (ʿaql), heart (qalb), self (nafs) and soul (ruh) toward ʿubūdiyyah (servitude to Allah), aiming to nurture the child’s moral awareness and sense of accountability as they approach the age of puberty.

Muslim educators, therefore, must begin by clarifying their own understanding of the child through an Islamic worldview, as a soul entrusted to them by Allah. Nurturing the fitrah,requires an education that continuously connects knowledge and purpose back to the Creator. The fitrah is preserved when children are guided to recognize Allah’s signs in the world around them and to respond with gratitude and awe. The ʿaql is refined through reflection (tafakkur), helping students to think deeply and see meaning beyond material explanations. The qalb, the inner faculty that perceives truth, is nurtured through reflection.

The nafs, the self, is guided through selfcontrol, sincerity, and striving. The rūḥ, the spiritual essence breathed into every human by Allah, is enlivened through worship, remembrance, and awareness of His constant presence, which connects all learning to the purpose of servitude. Only when all these dimensions, the fitrah, ʿaql, qalb, nafs, and rūḥ, are harmonized through connection to Allah does education fulfill its true aim: nurturing a balanced, conscious, and spiritually awakened human being.

Secular knowledge, when stripped of the Creator, places a veil over the child’s perception of reality. It conditions students to see the universe as self-sustaining and purposeless, hiding the truth that every phenomenon points to the knowledge, will, and power of Allah. To lift this veil, educators must help children see the signs of Allah in the universe, from the harmony of ecosystems to the structure of the atom.

To prepare children for accountability, educators must ensure they are equipped with the tools to connect to their Creator from an early age. In this way, by the time they reach bulūgh (puberty) and become accountable, they are not only intellectually aware of their duties but spiritually ready to live as conscious servants of Allah.

The lecture was well received, with educators expressing deep interest in understanding its implications for pedagogy, curriculum design, and educator development. Many reflected on the urgent need to move beyond merely integrating religious elements into existing systems and instead rebuild educational foundations upon a Tawhid-centered worldview.

They recognized that desecularizing education requires rethinking how teachers view the child, knowledge, and purpose, so that learning once again becomes a pathway to knowing and connecting with Allah.

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GLOBAL NETWORK OF 5D THINKING REPRESENTATIVES

Samah Al Sabbagh

Asma Claassen

Shila Razlan

Canada & USA

Netherlands

Malaysia & Indonesia

sambreeze79@gmail.com

a.claassen@islam-wise.nl

shila@5dthinking.org

Asif Akhtar

Ubaid ur Rahman

Dr Bunyamin Han

India

Pakistan

asif3@mseducation.academy

5dpakistan@5dthinking.org

Turkiye bunyaminhan@gmail.com

Uzma Ahmed

Dr Tugba Turkoglu

Education and Training Program Director

Musa Dankaz

Istanbul Program Manager

LMS coordinator

uzma@5dthinking.org

tturkoglu92@gmail.com

musa@5dthinking.org

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FEATURES: INSIGHTS & REFLECTIONS

Curiosity led me to a 5D Thinking event in London, Ontario. Over a few days, I had the opportunity to learn directly from Dr. Necati, the founder of this initiative. He introduced us to the guidebook and the philosophy behind 5D Thinking. It was eye-opening to see how all participants shifted from a secular to a sacred perspective, to understand the world as an interconnected and meaningful whole.

FROM SECULAR TO SACRED: RETHINKING WHAT WE TEACH Maruf Yusuf Cofounder, Quran Era Last year, at an Islamic Association of Canada - ISAC conference, I found myself in a conversation that would reshape my perspective on education. I met the two brothers, the team behind Nur Al Huda, who were helping Islamic Schools with their curriculum via AI. They spoke about something called “5D Thinking,” and I was immediately intrigued.

In essence, 5D Thinking is an approach to reimagining the science curriculum in Islamic schools. It is not just by sprinkling in a few religious references, but by placing the concept of Tawhid (the Oneness of God) at the heart of how we teach and understand science. They envision a curriculum that views all knowledge as interconnected and rooted in a unified worldview, which they call the Tawhidi worldview.

As I reflected on this experience, I realized it aligned perfectly with ideas I’d explored in my own book, "7 Steps to Success in Deen and Dunya." We often separate religious and worldly knowledge, but 5D Thinking shows that they can, and should, be unified. This Tawhidi perspective is not just a theoretical concept; it’s a transformative approach that every Islamic school can adopt to help students see all knowledge as part of a unified, meaningful whole.

In my view, every Islamic school must adopt such an integrative approach, not as an optional enrichment, but as a foundational shift. Our children are growing up in a world of fragmented knowledge, where science and faith are often seen as opposites. By grounding learning in Tawhid, we help them build not just literacy in STEM, but literacy in meaning. This approach nurtures hearts as well as minds. It equips students to see the signs of Allah in creation, not just as facts to memorize, but as paths to awe, responsibility, and purpose. And that, I believe, is the education our future deserves.

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YOUR WORDS, YOUR WORLD

NATURAL REMEDY Uzma Ahmed

For example, the bark of the willow tree contains salicin, a compound similar to aspirin that can be used to relieve pain.

However, the willow tree didn't ‘design’ this compound with the purpose of pain relief.

The tree bark has no power to heal, rather Allah swt heals through his command.

Consider the example of honey used by people around the world. Honey doesn’t ‘choose’ to heal wounds or prevent infections. It is Allah who will provide the cure through the honey, and even without the honey.

In recent years, more people have begun turning away from allopathic medicine and exploring what are known as ‘natural remedies’.

These treatments, often prepared from plants, herbs, and other materials found in the world around us, are valued for being gentle on the body and for having fewer side effects.

The idea that ‘nature provides remedies’ is often rooted in a belief that the world around us, with its plants, minerals, and elements, has a built-in healing power.

While it’s true that certain plants and substances can benefit health, it’s important to clarify that these are not remedies in themselves. They are simply means through which healing may take place, by Allah’s command.

The term ‘natural medicine’ suggests that nature is kind and caring, with awareness or power. Every benefit we discover in plants and minerals is part of His wisdom and mercy, reminding us that true healing comes only from Allah, Ash-Shāfī – The Healer.

Healing comes from Him alone, and substances in the world around us are simply tools or means by which Allah’s healing can manifest if he wills it. When we turn to medicine, we are following his command to take action, but ultimately the relief and healing is only provided by Allah.

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Some scholars narrate a story about Prophet Mūsā ‫ عليه السالم‬that beautifully reminds us where true healing comes from.

Once, Prophet Mūsā fell ill. In his weakness, he turned to Allah with complete trust. Allah guided him to eat the leaves of a certain tree, and through His mercy, Mūsā was cured. Sometime later, he became ill again.

Mūsā went back to the tree and ate from its leaves, but this time, nothing happened.

Confused and in pain, he turned to Allah once more. Allah revealed to him, “O Mūsā, the cure was not in the tree. It was in My command.” At that moment, Mūsā ‫عليه السالم‬ understood: healing does not come from tree, but from the One who gives it power to heal.

This story touches our hearts with a simple truth, that remedies and medicines are only means, and the real cure comes from Allah, Ash-Shāfī, The Healer. When we are sick, we should take medicine, but our hearts must rely only on Him. By recognizing Allah as the true source of all healing, we become content in his decree. It is not nature’s power but Allah’s mercy that provides the resources and guidance for health and healing.

In conclusion, while the Earth is rich with materials that are needed for health and wellness, it is not the provider of remedies.

The world around us is part of Allah’s creation, designed with purpose and intent.

By acknowledging this, we move away from seeing ‘nature’ as a source of healing and instead recognize it as a resource that points us back to the Ultimate Healer, Allah. This perspective not only deepens our understanding of healing but also aligns our approach with gratitude and reliance on Allah alone. So next time you say, “I’m using natural medicine,” pause and reflect, and let the true reality of your world decide your words.

When illness touches us, we take medicine while seeking healing through Allah’s mercy and sincere duʿā.

Duʿās for Healing ‫َرِّب ِإِّني َم َّس ِنَي الُّض ُّر َو َأنَت َأْرَحُم الَّراِح ِم يَن‬ Meaning: “My Lord, indeed I have been touched by hardship, and You are the Most Merciful of the merciful.”

Surah Al-Anbiyā’ 21:83 This was the duʿā of Prophet Ayyūb ‫عليه‬ ‫ السالم‬when he was ill, and Allah cured him with His mercy. ‫ اْش ِف َأْنَت‬، ‫ َأْذ ِه ِب اْلَبْأَس‬، ‫الَّلُه َّم َرَّب الَّناِس‬ ‫ ِش َف اًء اَل ُيَغ اِد ُر َس َق ًم ا‬، ‫ اَل ِش َف اَء ِإاَّل ِش َف اُؤ َك‬،‫الَّش اِفي‬ Meaning: “O Allah, Lord of mankind, remove the illness and cure [him/her]. You are the Healer; there is no cure except Your cure — a cure that leaves behind no disease.” Ṣaḥīḥ al-Bukhārī & Ṣaḥīḥ Muslim

34 MAGAZINE

5D THINKING

5D

WHO WE ARE THE INSTITUTE 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.

Explore the IIK Website here!

THINKING

THE TEAM Chief Editor Dr. Necati Aydin

Managing Editor Aisha Alowais

Content Editor Uzma Ahmed

5D Columnist Dr. Saba Ansari

Graphic Designer Said Duran

Motion Designer Mustafa Oztas

Explore the 5D Thinking website here!

35 5D THINKING

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