5D
5D
Istanbul 5D Thinking Workshop: Strategic Partnerships for Global Expansion
Ms. Uzma Ahmed
Piloting the 5D Learning Management System (LMS)
Ms. Roshilawati Razlan
Integrating 5D Thinking with Parenting: A Holistic Approach
Ms. Jamila Samian
From Raindrops to Rivers: Integrating Faith, Knowledge, and Character
Ms. Lukreiza Abdulla
THINKING
M A G A Z I N E
January - February 2025 | Issue 7 w w w . 5 d t h i n k i n g . o r g
The 5D Thinking Model: A Paradigm Shift in Education and Spirituality
Ms. Rabia Bibi Mia
Fibonacci Numbers & The Golden Ratio
Ms. Betul Koser
5D THINKING: GLOBAL IMPACT & INITIATIVES
5D Thinking in Malaysia: January 2025 - Ms. Uzma Ahmed
Prof Dr Alparslan Açıkgenç Appointed Chairholder of the Syed Muhammad Naquib al-Attas
Chair on Islamic Thought at UTM - Dr. Necati Aydin
5D Thinking at the 13th Annual West Coast Education Forum - Ms Nadine Kamal
5D Thinking Workshops in Istanbul: A Transformative Journey in Education - Dr. Saba Ansari
Istanbul 5D Thinking Workshop: Strategic Partnerships for Global Expansion - Ms Uzma Ahmed
5D Thinking takes root in North America - Ms Uzma Ahmed
The Existence and Meaning Program – A Landmark in Higher Learning - Dr Saba Ansari
CONTRIBUTIONS
Piloting the 5D Learning Management System (LMS) - Ms. Roshilawati Razlan
Reflections of a 5D alumni - Ms Nazma Akhtar
Integrating 5D Thinking with Parenting: A Holistic Approach - Ms. Jamila Samian
From Raindrops to Rivers: Integrating Faith, Knowledge, and Character – Ms Lukreiza Abdulla
The 5D Thinking Model: A Paradigm Shift in Education and Spirituality - Ms. Rabia Bibi Mia
SCIENCE & MATHS IN 5D
Does a Magnet Attract? (Part 2) – Dr Ali Mermer
Fibonacci Numbers & The Golden Ratio - Ms Betul Koser
YOUR WORDS, YOUR WORLD
Beyond ‘Mother Nature’: Signs of the Divine carer - Ms Uzma Ahmed
ANNOUNCEMENTS
5th Istanbul Workshop for Transformative Teaching
5D Science Fair
EDITOR’S LETTER
Dear Readers,
Welcome to the seventh edition and the first issue of 20 transformative impact of 5D Thinking, featuring insights and upd as they apply the model in diverse educational and professional s
The impact of 5D Thinking continues to expand across borders Uzma Ahmed shares updates from 5D Thinking in Malaysia in January 2025, while Nadine Kamal and Dr Saba Ansari document the impact of 5D Thinking at the 13th Annual West Coast Education Forum and 5D Thinking Workshops in Istanbul: A Transformative Journey in Education. Additionally, Ms. Uzma Ahmed highlights the role of strategic partnerships in the Istanbul 5D Thinking Workshop: Strategic Partnerships for Global Expansion. These initiatives showcase how 5D Thinking shapes global educational discourse and fosters international collaborations.
Ms Roshilawati Razlan discusses piloting the 5D learning management system (LMS) and showcases the platform Ms Jamila Samian offers a fresh approach to parenting through Integrating 5D Thinking with Parenting, while Ms Nazma Akhtar shares her journey in Reflections of a 5D Alumni. Meanwhile, Ms. Lukreiza Abdulla reflects on the interconnectedness of faith, knowledge, and character in From Raindrops to Rivers, practically demonstrating how the 5D Thinking Model is a fun way to learn science. Ms. Rabia Bibi Mia reflects on the Paradigm Shift in Education and Spirituality through the 5D Thinking Model.
Delving into the beauty and structure of the universe, Dr Ali Mermer returns with Does a Magnet Attract? (Part 2), further unraveling the wonders of magnetism Ms Betul Köser’s Fibonacci Numbers & The Golden Ratio highlights the elegance of mathematical design, revealing the harmony embedded in creation Finally, Uzma Ahmed’s ‘Signs of the Divine Carer’ invites us to question the conventional narratives of nature and recognize the more profound signs of divine wisdom woven into our world.
As always, we appreciate your engagement in this journey of conscious learning, reflection, and transformation. Thank you for being part of the 5D Thinking community, where knowledge and meaning intersect to inspire new perspectives
Warm regards,
On behalf of the 5D Thinking Team, Aisha Alowais
5D THINKING IN MALAYSIA
JANUARY 2025
Ms. Uzma Ahmed
The momentum for 5D Thinking continues to grow in Malaysia, with several significant training sessions and cohort completions taking place in January 2025 The month saw three major programs, each demonstrating the increasing engagement and enthusiasm for this transformative educational model.
A Multi-National Learning Experience at UKM
- Cohort 9
From January 22-24, 2025, the 5D Thinking for Transformational Teaching Program was successfully conducted at Ballroom UKMShape, marking a significant collaboration between the Institute of Islam Hadhari (IIH), UKM, and the Institute of Integrated Knowledge (IIK), USA. The program brought together a diverse group of 40 participants including professors, teachers, students, and educators from Bangladesh, India, and Malaysia.
Day 1 was a panel discussion on what integrated knowledge is with Prof Emeritus Dato’ Dr. Mohd Yusof Othman, Prof. Dato’ Dr. Fariza Md Sham (Director of IIH), Prof. Emeritus Dr. Alparslan Açıkgenç (President of IIK), Prof Dr Necati Aydin (Founder of the 5D Thinking Model), Dr. Colin Turner (Head of Academic Research and Co-Founder of the International Foundation for Muslim Theology, University of Durham) and Prof Dr Sahliah Abd Mutalib, principal research fellow IIH. A key highlight of the event was the signing of a Letter of Intent (LoI) between the IIH and IIK, which signifies a commitment to implementing the 5D Thinking for Transformational Teaching program and integrating its principles into the development of Tawhidic Science modules
Days 2 and 3 focused on the Level 1 5D Thinking training modules. These sessions were facilitated by Ms. Uzma Ahmed and Dr. Saba Ansari, alongside Prof Emeritus Dr Alparslan Açıkgenç and Prof Dr Necati Aydin Participants engaged in interactive sessions, discussions, and hands-on activities, deepening their understanding of 5D Thinking and its application in education.
A Hybrid Completion and Final Presentations at USIM - Cohort 7
Expanding into Local Schools in Shah Alam Cohort 10
On January 25th, Cohort 7 celebrated the exciting completion of its hybrid training, culminating in a final online session hosted by Universiti Sains Islam Malaysia (USIM). With 25 passionate participants successfully completing the course, the session was filled with energy as they delivered their 5D Thinking topic presentations, showcasing their application of the model. Their presentations brought 5D Thinking to life in primary science education, proving that this transformative approach is making a real impact in the classroom!
A vibrant new batch of 35 enthusiastic educators from local schools in Shah Alam and surrounding areas came together for an engaging 5D Thinking training session. The program was hosted by Little Caliphs and the energy in the room was contagious teachers were actively involved, exchanging ideas, laughing, and fully immersing themselves in the experience. Their excitement and dynamic participation reflected the growing embrace of this transformative model, showing that 5D Thinking is not just a concept it’s becoming a movement in education!
Final Presentations: Showcasing
Understanding
In early February, both Cohort 9 and Cohort 10 presented their 5D Thinking topics online, demonstrating remarkable progress and comprehension Their presentations reflected the participants' ability to think critically, reflect deeply, and integrate interdisciplinary perspectives hallmarks of the 5D Thinking approach
Sri Ayesha – Malaysia
One of the highlights of the trip was a visit to Sri Ayesha School, an IGCSE institution, where Ms. Uzma Ahmed and Dr. Saba Ansari presented the topic of cells to students from Grades 7 to 10 The session introduced the analogy of a cell as a factory, helping students grasp its intricate functions in a relatable way.
What truly resonated with them was the integration of Divine Names and character lessons, linking scientific understanding with deeper reflection and moral insights The
With the successful completion of these programs, Malaysia has proven its readiness for 5D Thinking. The dedication and enthusiasm of educators, academics, and students in embracing this model indicate a promising future for its expansion and implementation across various educational institutions in the country
The success of the 5D Thinking programs in Malaysia was made possible through the dedication and teamwork of the local 5D team Rasheedah Zakariyah, Coach Rizwan, Hifdzi Zaim Zamri, all alumni of Istanbul Cohort 2
(Summer 2024), played a crucial role in facilitating the sessions and mentoring participants.
Meanwhile, Roshliwati Razlan and Lukreiza Abdulla, from Cohort 3 (December 2024), were instrumental in organizing and managing the programs onsite, ensuring smooth coordination and participant engagement Working alongside them, Ms. Uzma Ahmed and Dr. Saba Ansari contributed their expertise and guidance, further strengthening the delivery of the training Their combined efforts demonstrated the power of collaboration in expanding 5D Thinking across Malaysia.
PROF. DR. ALPARSLAN AÇIKGENÇ
APPOINTED CHAIRHOLDER OF THE SYED MUHAMMAD NAQUIB ALATTAS CHAIR ON ISLAMIC THOUGHT AT UTM
Dr. Necati Aydin
It is with profound gratitude and joy that we celebrate the recent appointment of Prof. Dr. Alparslan Açıkgenç, President of the Institute of Integrated Knowledge, the institution where the 5D Thinking Model was developed, as the new chairholder of the esteemed Syed Muhammad Naquib al-Attas Chair on Islamic Thought at University of Technology Malaysia. This recognition is truly a blessing from God and reflects his lifelong dedication to Islamic philosophy, the Islamization of knowledge, and the integration of revelation and reason in academia.
Syed Muhammad Naquib al-Attas, a distinguished Malaysian scholar, philosopher, and pioneer in Islamic thought, has made transformative contributions to the fields of knowledge and civilization, most notably through his work on the Islamization of knowledge, the concept of adab, and the study of Islamic culture His legacy continues to guide and inspire generations of Muslim scholars and thinkers around the world.
Prof. Dr. Açıkgenç’s appointment as chairholder is a testament to his deep commitment to advancing Islamic thought and philosophy His scholarly journey, built on decades of intellectual rigor and devotion, has significantly shaped academic discourse and continues to inspire new generations This achievement is a recognition of his contributions to the field.
5D Magazine team congratulate Prof Dr Açıkgenç on this remarkable milestone, a clear blessing from God, and look forward to the continued positive impact of his leadership and scholarship on the global academic community.
5D THINKING AT THE 13TH ANNUAL WEST COAST EDUCATION FORUM
Ms. Nadine Kamal
On January 17–18, 2025, the Islamic Society of North America (ISNA) hosted the 13th Annual West Coast Education Forum at the Hilton Orange County/Costa Mesa in California. With the theme “Promoting Justice & Spiritual Resilience Through Education,” the forum brought together 177 attendees, including educators, administrators, and board members from Islamic schools across the US.
Ms. Nadine Kamal from the 5D Team conducted a workshop titled “Integrating Justice and Meaning through 5D Thinking ” This session introduced the 5D Thinking framework to embed justice and spiritual resilience in education.
Through the lens of ecosystems and food chains, participants explored through Analytical Thinking, in the first step of 5D, how justice in the animal world is not about equal power but about balance and interdependence.
In ecosystems, justice is not defined by uniformity but by harmony and purpose Each species is given precisely what it needs to contribute to the system’s overall stability. Predators are created to prevent overgrazing and ensure ecosystem health. Herbivores are required to aid in seed dispersal, through which plant life will flourish.
Scavengers and decomposers role helps break down organic matter, returning nutrients to the soil If any of these roles were removed, the ecosystem would fall into disorder, demonstrating that justice lies in the right balance, not in absolute equality of power.
In the second step of 5D Thinking, through Analogical Thinking, inadequate food distribution in a capitalistic world was compared to highlight the need for the correct distribution of resources. Ms. Kamal highlighted the following points.
• The world produces enough food to feed 10 billion people, yet over 735 million people face hunger due to inequitable distribution!
• 30% of food Is wasted globally: About onethird of all food produced is wasted, amounting to 1.3 billion tons per year, enough to feed the world's hungry four times over
• Even in wealthier nations, low-income communities often live in "food deserts," areas with limited access to nutritious food.
• In conflict zones, food is often used as a weapon or withheld from marginalized groups, exacerbating hunger and inequality
In the third step, through Critical Thinking, Ms Kamal explained that the flow of energy in ecosystems cannot be an independent or self-operating process. Just as the distribution of wealth in a country requires careful planning, effort, and knowledge, the flow of energy in ecosystems demands infinite wisdom, precise regulation, and intentional design
Discovering that only Allah can design these ecosystems and the seamless energy flow, ensuring life can thrive, was discussed in the fourth step of Meditative Thinking This divine design by Allah highlights how energy from the Sun is harnessed and distributed through ecosystems, benefiting all living organisms and maintaining the balance of the Earth. The interconnectivity and interdependency within ecosystems show that the Creator of one species is the Creator of all, Al-Khaliq, creating a perfectly balanced system where every living being relies on another in a harmonious cycle of provision and sustenance provided only by Ar-Razzaq
Just as ecosystems thrive through carefully designed interconnections, human societies also function best when individuals fulfill their responsibilities with wisdom and fairness. In this sense, justice is not about identical treatment but about ensuring that every being whether in the animal world or in human society receives what it needs to grow, contribute, and flourish
The importance of maintaining balance in all aspects of life, as mentioned in Surah Ar-Rahman
"And establish weight in justice and do not make deficient the balance."
Surah Ar-Rahman, 55:9
Ms. Kamal concluded the session with a beautiful example of justice from Islamic history during the rule of Khalifah Umar ibn Abd al-Aziz when the Islamic State experienced a period of great prosperity. After distributing all the wealth in the treasury fairly among the people, ensuring that the poor, orphans, and widows were cared for some surplus remained Umar
5D THINKING WORKSHOPS IN ISTANBUL: A TRANSFORMATIVE JOURNEY IN EDUCATION
Dr. Saba Ansari
The city of Istanbul, steeped in history and culture, hosted two significant educational workshops again, Alhamdulillah: the 3rd and 4th Istanbul Workshops: 5D Thinking for Transformative Teaching. These intensive training programs, held between 21-26 December 2024, and 30 December 2024 - 4 January 2025 respectively, welcomed participants from across the globe The Istanbul Foundation for Science and Culture graciously provided hospitality. The gathering was amazing, with educators and scholars from Canada, Australia, Japan, Sri Lanka, South Africa, the United Kingdom, Iraq, the Netherlands, Pakistan, India, Egypt, Oman, Malaysia, Singapore, and Iran.
From the outset, the energy and enthusiasm of the participants were palpable. For many, the workshops were more than just a professional development opportunity; they were an awakening.
Some described it as "an eye-opening experience," while others found it "truly transformational and practical."
The Structure of the Workshops
Alhamdulillah, both workshops were meticulously planned with lectures interspersed with quizzes, Kahoot games, group activities, and discussions to enhance engagement. A highlight of the experience was the daily Quranic reflection session. This 30-minute period at the start of each day allowed participants to connect Quranic wisdom with the day’s learning objectives, enabling a deeply integrated and spiritually enriching experience.
The interactive nature of the program reached its peak during the final assessment, which comprised a comprehensive exam and a 5D topic group presentation. Each group showcased remarkable presentations, innovatively showcasing their ideas, making the session both intellectually stimulating and enjoyable.
Participant Reflections and Testimonials
The impact of the workshops was best captured in the feedback provided by attendees Their reflections underscored the profound and far-reaching influence of the 5D Thinking Model on their personal and professional outlooks:
Ms. Jamilah Samian, Malaysia: "An eyeopener to how anything and everything I see, hear, feel, experience can be connected to the Creator "
Ms. Afrah Zahid, Japan: "I will definitely be sending another member from my team, most probably a Board member, so that we can agree on this approach to implement it school-wide "
When asked what they liked most about the program, participants responded with deep admiration:
Dr. Colin Turner
Ms. Roshilawati Razlan, Malaysia: "EVERYTHING, I kid you not... MashaAllah! TabarakAllah. Please, Allah, accept from them and repay them generously for their dunya and akhirah." However, when prompted about what they disliked, she humorously noted: "Too short! But I must not be greedy "
Ms. Noor Zarina, Malaysia: "The Quranic reflection is an important starting point for each topic as it connects the reflection on the verses with each step of 5D It is important to help adjust the lens through which we see ourselves and the world around us and think of the purpose of our existence in this world."
Anonymous: "Alhamdulillah, the program was full of activities. It has inspired ✨ to connect with Allah at every moment And the most beneficial step is to start it right now with our kids, either at home or in school, to help them connect with Allah and to know that no one loves us like Allah and no one can create anything in the universe. After this program, I started to speak and regard everything to Allah I liked the Quranic reflection after Al-Fajr Alhamdulillah,
Implementation in the Classroom
For educators, the key takeaway was the application of the 5D Thinking Model within the classroom. The reflections of experienced teachers highlighted the potential for transformative impact:
Mr. Ghasem Barjesteh, Iraq: "As a dialogic teacher, I found this program incredibly enriching. It provided me with valuable tools and methods to foster a sense of spirituality during golden moments in the teaching process, such as the 'aha' moments, discovering new concepts, or making sense of ideas in math class. The program has given me the confidence to integrate my methods, like classroom dialogue, alongside 5D Thinking. It has also helped me find practical ways to nurture students' consciousness and support their moral and character development throughout the 5D process. "
Fazeel Arain, Australia: "I believe the program is highly beneficial and is an important requisite for teaching at an Islamic school. It practically promotes the foundation of Islam on which our teaching is delivered."
Principal Redzuan, Malaysia: "I benefited a lot from this workshop as it was not just an eye-opener, but it was full of strategies on relearning all the secular indoctrination that has been with us for too long. As for me, since my schooling years back in 1983 onwards. However, if you need to revamp the whole education system in a school so that no secularism subjects are taught, work with a school or be part of the owner of the school so that the 5D team can monitor, learn, and be the exemplary school for others around the world Not just science subjects That’s what we offer the 5D Thinking team to be part of Showtime School in Malaysia as a Board of Governors/advisors, and also shareholders. So, it may complete the whole school system from kindergarten until secondary school."
Success is from Allah
As we reflect on the success of these workshops, we extend our deepest thanks to Allah (SWT) for blessing us with several means to help us conduct it
Alhamdulillah, three significant MoUs were signed with Islam-wise, Netherlands, MS Education Academy, India, and Cool Mum and Super Dad, Malaysia.
3rd Istanbul Workshop
4th Istanbul Workshop
5D THINKING TAKES ROOT IN NORTH AMERICA
Ms Uzma Ahmed
The 5D Thinking Cohort 8 marked a pivotal step in expanding this transformative educational framework across North America, engaging a distinguished group of educators from Omar Bin Al-Khattab School (Canada), Muraqaba (Dallas, US), and Bayaan Academy, a globally recognized US-based online learning platform. This diverse participation underscores the growing recognition of 5D Thinking as a powerful pedagogical tool, adaptable to a range of educational settings, from traditional classrooms to online and hybrid learning environments.
The Level 1 training provided an enriching exchange of ideas as educators explored the depth and applicability of 5D Thinking in fostering critical inquiry, ethical reflection, and interdisciplinary connections in their teaching practices. In Early February, Dr. Necati Aydin was invited by the Council of Islamic Schools in North America (CISNA) to deliver a keynote address on "Transforming Leadership Through 5D Thinking" at a prestigious three-day event.
His session set the intellectual tone for the gathering, offering profound insights into educational leadership and institutional transformation This was followed by a specialized session on "The Butterfly’s Secret," which introduced the Grade 1 book and LMS resources, exemplifying the practical integration of 5D Thinking into early childhood education With approximately 100 educators in attendance, the discussions sparked deep engagement, reflecting a strong demand for pedagogical frameworks that integrate intellectual, moral, and reflective dimensions of learning
One of the attendees, after attending the session, remarked, "Now I understand that we do not have Islamic schools. We have secular schools teaching about Islam. I believe 5D Thinking Model aims to transform our schools into real Islamic schools."
We would like to thank Ms.Sufia Azmat, the Executive Director of CISNA and a dedicated advocate of 5D Thinking, for organizing and facilitating discussions on 5D Thinking. Her leadership and commitment to transformative learning have been key in promoting 5D Thinking as a powerful framework for educators and school leaders across North America
THE EXISTENCE AND MEANING PROGRAM – A LANDMARK IN HIGHER LEARNING
Dr. Saba Ansari
Alhamdulillah, the Existence and Meaning Program, jointly organized by RINAP, Uskudar University, Istanbul, and the Institute of Integrated Knowledge, USA, has successfully concluded the Fall 2024 cohort, leaving a profound impact on scholars and seekers of knowledge from around the world. This year ’ s cohort saw an overwhelming response, with 65 participants representing Canada, France, Finland, Iraq, Jordan, Brunei, Indonesia, Malaysia, North Macedonia, Pakistan, India, UAE, Colombia, Uganda, Nigeria, and Singapore.
By integrating deep philosophical inquiry, academic rigor, and spiritual reflection, the program continues to serve as an amazing platform for higher learning Spanning nine weeks, the program was meticulously structured as a hybrid program, offering 8 ECTS college credits through its three intellectually enriching courses.
The first eight weeks (October 21 –December 14, 2024) consisted of online sessions via Zoom, followed by an on-site learning experience from January 20 – 25, 2025, at RZS-CASIS, UTM, in Kuala Lumpur, Malaysia. The on-site component was a resounding success, fostering an environment of scholarly engagement, rigorous discussion, and deep intellectual exploration.
A Stellar Faculty of Renowned Scholars
The Fall 2024 cohort benefited from courses delivered by distinguished scholars, Alhamdulillah:
Dr. Colin Turner conducted 'Reading Said Nursi, Reading the Creation' (RNKPHIL 544)
Prof. Alparslan Açıkgenç delivered the course 'Science: Philosophy and Meaning' (RNK-PHIL 561)
Dr. Mustafa Tuna and Dr. Necati Aydın co-taught 'Knowing God in the Secular Age' (RNK-PHIL 565) Each course fostered critical inquiry, philosophical depth, and intellectual reflection, equipping participants with tools to navigate contemporary intellectual challenges in compliance with the Tawhidi worldview.
On-Site Week at CASIS: A Transformative Experience
With the grace of Allah, the on-site week at RZS-CASIS, UTM, in Kuala Lumpur proved to be a highlight of the program. Scholars and participants gathered for high-level discussions, immersive brainstorming sessions, and direct engagement with instructors.
Prof. Alparslan Açıkgenç, Dr. Colin Turner, and Dr. Necati Aydın joined for face-to-face sessions, enhancing the learning experience significantly.
Participants treasured the hybrid format, as reflected in an anonymous survey:
"Hybrid mode stands out because it combines the advantages of both inperson and online formats. It allows for face-to-face interaction, fostering better engagement and collaboration, while offering the flexibility of remote participation for those unable to attend physically. This balance makes it versatile, inclusive, and adaptable to diverse needs "
"I opted for the hybrid mode because it provides the opportunity to build stronger connections with professors and classmates while still offering the convenience of online learning. It’s the perfect mix for a more engaging and fulfilling learning experience "
"As an international program, it brings together learners from all corners of the world, which is generally possible online. However, the on-site sessions introduce a new dimension through personal contact with professors and fellow learners."
Participant Testimonials: An Impactful Learning Journey
The success of the Existence and Meaning Program was echoed in participant reflections:
"I feel that my understanding of the course material has been enriched by the hybrid learning mode The combination of traditional face-to-face instruction and online learning elements has provided me with a flexible and engaging learning experience."
"I've thoroughly enjoyed the learning, and the course has impacted me positively Both online and in-person sessions were sources of great knowledge. Of course, in-person learning gave an opportunity to meet everyone face-to-face and interact more closely "
"The reading material provided helped us enormously."
EXPANSION
Ms. Uzma Ahmed
The Istanbul 5D Thinking Workshop, Cohort 3 (December 2024), was a landmark event that solidified its global expansion through the signing of three key Memorandums of Understanding (MoUs). These strategic agreements reinforce international collaborations and mark a significant step toward broadening the impact of 5D Thinking in education, parenting, and teacher training worldwide.
1.Integrating 5D Thinking into Parenting Education
Ahmad Fakhri Hamza and Jamila Samian, widely recognized as the Super Mom & Cool Dad duo, formally signed an MoU to integrate 5D Thinking into parenting education This collaboration signifies a pivotal shift in extending the model beyond formal schooling into family life.
By equipping parents with structured methodologies, the initiative aims to enable families with tools for critical reflection, character development, and intellectual engagement.
2. Expanding 5D Thinking in Europe through Dutch Translation and Teacher Training
IslamWise, Netherlands, represented by Asma Claassen, entered into a partnership to translate 5D Thinking resources into Dutch and introduce the model into teacher training programs across schools in the Netherlands This initiative will significantly enhance accessibility to non-English-speaking educators and learners, enabling wider adoption of 5D Thinking across European educational institutions.
3. Establishing a 5D Thinking Hub in India
Muhammad Latif, representing MS Education Academy (India), announced the establishment of a dedicated 5D Thinking office in India. This initiative will facilitate the structured implementation of 5D Thinking in multiple schools, offering comprehensive teacher training and institutional support. Additionally, the collaboration includes publishing 5D Thinking resources tailored for Indian educators and students, ensuring that the model is effectively adapted to regional educational needs.
These strategic agreements underscore the growing global momentum of 5D Thinking, reflecting its demand across different educational and cultural contexts. The workshop’s success further highlights the leadership of Dr. Necati Aydin, Vice President of the Institute of Integrated Knowledge (IIK), who played a key role in cultivating these partnerships and driving the expansion of the framework into new academic and professional spheres.
With new collaborations, enhanced multilingual accessibility, and an expanding global network, 5D Thinking is rapidly evolving into an essential paradigm in education and parenting. These partnerships mark a significant step in shaping the future of learning, ensuring that 5D Thinking becomes a transformative force in intellectual and character development on an international scale.
Mr. Muhammad Latif, representing MS Education Academy
Ms. Asma Claassen, representing Islam Wise
PILOTING THE 5D LEARNING MANAGEMENT SYSTEM (LMS)
Roshilawati Razlan
Malaysia - Istanbul Cohort 3
As a seasoned homeschooling mother and teacher trained as a mechanical design engineer, 5DT is the answer to my yearning for a robust framework that harmoniously reconciles science and the deen and brings real meaning to learning. After going through an immersive week-long training in Istanbul in December 2024, I can see how 5DT managed to encourage students to think critically and analyze information rather than just passively receiving it. This is crucial for navigating the complexities of the modern world bombarded with constant and confusing information while staying grounded in Islamic values
As soon as I discovered the LMS, I knew that I had to have it. The team customized it for my Homeschool, Seed Tauhidic Science. To date, my class has gone through 5 lessons through the 5D LMS
Feedback from students
"One of my first lessons with the 5DT method was about the butterfly life cycle Learning about the caterpillar through the 5D Thinking framework, I can clearly see how Allah gives it what it needs throughout its life cycle. How Allah transforms it into a butterfly showed me that you don't have always to be the person you always were Changes happen. Everything that happens shapes us. I have learned the life cycle of a butterfly many times before, but never like this. 5D Thinking makes me realise that knowledge should never be separated from its Originator All knowledge comes from Allah, so why do we not attribute it to Him? 5D Thinking is a beautiful lens to look at the world and to learn with."
- Raeessa Nur, 14 years old
"I have been a student of Seed Tauhidic Science for 5 years. My most challenging thing about learning with 5D Thinking is the character lessons. I like doing the character lessons because it's a tad bit hard, and the easy way is rarely the best way For example, one character lesson that I drew from learning photosynthesis through 5DT is that I used to think bad things are just bad. But from the photosynthesis process, I learned that even the negative can turn into the positive, just like the plants help turn carbon dioxide into oxygen Now, I think that not necessarily the negative stays negative. We can try our best to transform the bad into the good; make lemonade out of lemons!"
- Sharmeen Afiya, 11 years old
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The effect of ending every lesson by encouraging students to think of the character lessons from the observed scientific phenomena truly brings meaning to the learning. The regular whine of "What is the purpose of learning all these?" from our children will soon be a thing of the past This is just one of the many benefits I foresee my students will gain through applying 5D Thinking. I look forward to more discoveries in my students' learning and growth. Overall, 5D Thinking has the potential to transform education for Muslims by providing an academically rigorous and spiritually enriching framework.
REFLECTIONS OF A 5D ALUMNI
Ms Nazma Akhtar
Istanbul Cohort 3
5D Thinking Ambassador in Malaysia
Since returning from Istanbul, I have been actively engaged with the 5D Malaysia team Together, we organized a webinar and assisted in hosting Dr Necati and his team on a week-long tour. I also enjoyed my facilitator role during the Shah Alam workshop on February 26th and 27th. My next project involves expanding the reach of this amazing new model through my vast network With the support of the Malaysia team, I am spending February on the road in West Malaysia, eager to share and introduce 5D Thinking to more people.
Ms Nazma Akhtar reflects after the Istanbul December workshop. She has since organized a webinar to inform homeschoolers about the dangers of hidden secularism and the 5D thinking model. I believe the 5D thinking approach is an enlightening, exciting, and more truthful way to explore the world around us It has the ability to spark an awakening in the next generation of learners and thinkers in regards to how to best apply this knowledge for the betterment of oneself and humanity, as opposed to seeking knowledge for the sake of passing a test and getting a salary.
Understanding secularism and its dangers has been a subject I have explored for the last two decades. Before the 5D thinking training, I felt I understood its roots and branches well. However, I have been pleasantly surprised and enlightened by the entirely fresh outlook of 5D on how to desecularise mainstream academic subjects!
I feel the veil of hidden secularism and its dangers has been lifted from my eyes, and I have a clearer perspective on how to view these subjects and learn them from a Tawhidi lens. It has made me question and reflect on how secular ideas have affected many other areas of my life without my knowledge It has made me want to grab the Tawhid axe of Ibrahim (as) and break the idols of secular ideology in my life further by scrutinizing in detail how the society around me and I are affected by this. I have a new energy to warn others of the dangers of gaining knowledge that is not connected to the Creator and show them how 5D offers a solution to the crisis in education today
Integrating 5D Thinking with Parenting: A Holistic Approach
Ms. Jamila Samian & Ahmed Fakhri Hamza Malaysia - Istanbul Cohort 3
Ahmad Fakhri Hamzah and Jamilah Samian, founders of Cool Mum Super Dad Consultancy (www.coolmumsuperdad.com), are parenting authors and speakers with a deep passion for raising future leaders who share their vision for 5D Thinking for parents. We have written several books on parenting, spoken to diverse audiences worldwide, and conducted leadership workshops to help youths recognize their gifts Our work with parents and educators focuses on blending Islamic principles with contemporary, practical parenting strategies to nurture confident, compassionate, and purposedriven children.
By integrating 5D Thinking into parenting, we believe we can raise a generation that is intellectually capable and morally and spiritually grounded. We look forward to seeing the 5D Thinking framework transform families and communities worldwide for the better
Our journey with the 5D Thinking framework has been both enlightening and transformative. As parenting authors, speakers, and consultants, we have spent years researching and guiding parents and educators on how to raise responsible, resilient, and value-driven children When we were introduced to the 5D Thinking approach, we saw its potential to enrich the parenting landscape. We spent an incredible week in Istanbul with educators from around the world and the 5D team
Signing the MoU with 5D Thinking
The logical step was signing the Memorandum of Understanding (MoU) with the 5D initiative. The 5D Thinking framework resonates deeply with the principles we advocate in parenting Home is the first madrassah or school for the children, and parents are their first Murrabis or educators. Raising children is about managing behavior and nurturing their ability to think, reason, and make ethical decisions in an increasingly complex world We believe integrating 5D Thinking into parenting will help families raise children who are intelligent, capable, and morally and spiritually grounded. Their Tarbiyah will continue seamlessly for schools adopting the 5D Thinking as a teaching method
Integrating 5D Thinking with Parenting
Parents today face an overwhelming amount of information and societal pressure Many struggle to balance discipline with kindness and authority with connection.
The 5D Thinking model provides a structured yet flexible approach that can help parents navigate these challenges while advancing deeper, more meaningful engagement with their children to connect with the Almighty Creator.
5D Thinking in Parenting
Analytical Thinking – Parents should objectively assess their parenting methods based on observation and evidence, developing critical problemsolving skills in children 1
5D THINKING IN OMAN
3
Analogical Thinking – Children learn best through relatable examples, so drawing parallels from stories and experiences helps instill values like responsibility and patience.
2 Critical Thinking – In an age of information overload, parents must teach children to question, analyze, and assess information rather than accept it blindly.
4.
Meditative Thinking – Encouraging reflection helps children develop a connection with the things around them and understand the interconnectivity and interdependency of the Universe.
Moral Thinking – Instilling core values such as honesty and kindness through the study of the world around them ensures children grow into ethical, responsible individuals 5.
By integrating 5D Thinking into parenting, we believe we can raise a generation that is intellectually capable and morally and spiritually grounded We look forward to seeing the 5D Thinking framework transform families and communities worldwide for the better.
The first-ever 5D Thinking session in Oman was nothing short of exciting and inspiring! With over 30 curious and engaged participants, including a lively mix of men, women, and youth, the atmosphere was buzzing with energy Ahmad Fakhri Hamza and Jamila Samian, the dynamic ‘ super mom & cool dad’ team, introduced 5D Thinking in a relatable, thought-provoking, and engaging way. With limited time but so much to share, they put extra care into designing the presentation, ensuring that key ideas were delivered clearly and effectively.
Ms Jamila shares : “Our goal was simple: plant the seed of curiosity. We wanted attendees to leave inspired ready to explore 5D Thinking further, apply it in their own lives, and introduce it to their children. From the Q&A session to the many conversations afterward, it was clear that the message had struck a chord. Parents, educators, and professionals alike saw the immense potential of this approach and were eager to learn more.This session would not have been possible without the tremendous support of Dr Youssef who secured the venue and gathered a fantastic audience. His dedication, along with his hardworking team, made this event a reality. A heartfelt thank you to Dr. Youssef and his team your efforts are paving the way for 5D Thinking in Oman!”
FROM RAINDROPS TO
RIVERS: INTEGRATING FAITH, KNOWLEDGE, AND CHARACTER
Lukreiza Abdulla
Malaysia - Istanbul Cohort 3
I am an educator and Principal at Alhazen Learning Center, an after-school learning hub that goes beyond traditional tuition. We focus on integrating character development, Islamic values, and hands-on learning, ensuring that students not only excel academically but also grow into wellrounded individuals.
With a background in education and a passion for making learning engaging, reflective, and transformative, I continuously seek ways to bridge faith and knowledge in a way that resonates with young minds. My recent experience at the 3rd 5D Thinking Istanbul Workshop has been a game-changer, deepening my commitment to applying this framework in my teaching and curriculum development.
When I first encountered the 5D Thinking model, it felt like a missing puzzle piece in my approach to education. I have always believed that learning should go beyond textbooks and exams, it should shape character, inspire reflection, and connect us to something greater The 5D framework gave me a structured way to integrate these ideas, transforming not only how I teach but also how I view the world.
One analogy introduced at the 3rd 5D Thinking Workshop in Istanbul has stayed with me—the difference between a welldecorated cake and a good-tasting cake. It made me reflect deeply on whether we are truly integrating Islamic values into education or merely Islamizing it with superficial elements Are we just sprinkling Islamic quotes on top of conventional education, while the core remains unchanged? Many institutions pride themselves as “Islamic”, yet the essence of their teachings eliminates the need for a Creator This realization was both eyeopening and unsettling, pushing me to rethink how I approach my role as an educator.
Attending the workshop in Istanbul was a turning point for me Surrounded by passionate educators from around the world, I realized that this approach wasn't just theoretical it was practical, transformative, and deeply needed in today’s education system The discussions, hands-on activities, and site visits in Istanbul reinforced how science, ethics, and spirituality could be woven together seamlessly. One of the most profound moments for me was exploring the idea of the universe as a ‘book’ filled with signs to read and reflect upon It was a humbling reminder that education should nurture both intellect and soul.
Bringing these insights back to Alhazen Learning Center, I started applying 5D Thinking in ways that made learning more meaningful for my students During our school holiday program, we explored the theme "Raindrops to Rivers," which is also one of the topics in the 5D Thinking Workbook As part of this, we took students on a nature excursion to a local river reserve Rather than simply identifying plants and testing water quality, we delved deeper into the meaning behind the river’s existence, using it as a lens to read the universe as an elegant book
We reflected on how a single raindrop joins others to form streams, then rivers mirroring the way small, consistent efforts shape our character and actions over time. The steady flow of water reminded us of patience, while the intricate balance of the ecosystem highlighted our responsibility as caretakers of the Earth There is profound wisdom in Allah’s creations such as the way water must flow through rocks to absorb minerals and vitamins, becoming a means through which Allah provides for all living things.
This exploration also revealed the interdependency and interconnectedness of all elements in the universe, teaching students that every living thing is part of a greater system. We learn that our actions have consequences on the world around us, and that everything is interconnected, from the smallest raindrop to the largest river.
These reflections transformed a simple outdoor activity into a journey of scientific discovery, moral insight, character building, and spiritual awareness. This is what it truly means to read the universe like an elegant book deriving character lessons from the signs around us. It was incredible to see young minds engaging not just analytically, but also morally and spiritually
In my classroom, I've also been using the 5DT approach to deconstruct secular biases in education. Many science textbooks present facts in isolation, without acknowledging the deeper purpose and wisdom behind them. Through 5D Thinking, I help my students recognize how scientific concepts connect to their daily lives and values.
For instance, when we study the water cycle, we don’t just memorize evaporation and condensation; we reflect on how water is perfectly designed for us and why we must protect it as an Amanah from the Creator.
Education should not merely fill minds; it should awaken hearts As I continue developing Alhazen Learning Center, I am committed to embedding this approach even further, ensuring that our students grow up with an education that nurtures both their intellect and their soul If a single raindrop can join others to become a mighty river, then every small effort in reshaping education will one day flow into something greater a generation that reads the universe as an elegant book and finds meaning in every sign, InshaAllah
THE 5D THINKING MODEL: A PARADIGM SHIFT IN EDUCATION AND SPIRITUALITY
Ms Rabia Bibi Mia South Africa - Cohort 6
Ms. Rabia, a Level 1 5D Thinking certified educator from South Africa, reflects on her transformation through 5D Thinking
I encountered the transformative 5D Thinking Model at the 3rd GAIS conference in Malaysia. Initially, I assumed it was just another sensory addition to our conceptual analysis. However, I was profoundly mistaken. The insights I gained were enlightening, igniting a desire to deepen my understanding and redefine my learning journey. Alvin Toffler's words resonate with newfound significance: “The illiterate of the 21st century will not be those who cannot read or write, but rather those who cannot learn, unlearn, and relearn.”
Understanding the 5D Thinking Model
To grasp the 5D Thinking Model, we must first contrast the secular worldview with the Islamic Tawhidi worldview
The global Muslim community is currently grappling with challenges that test the very core of their faith, values, and identity. How did we arrive at this juncture?
Professor Necati Aydin aptly articulates this crisis: “The current global crisis facing the Muslim community isn’t merely an interruption in the Islamic system of values, akin to a virus affecting a computer system
Rather, it is an existential threat replacing the operating system. The Tawhidi worldview, which once functioned as the central operating system of Muslims around the world, has been supplanted by a secular one, resulting in profound effects on the community’s faith, morality, culture, family, and identity.”
This seismic shift in worldview has been systematically integrated into modern education systems, both in secular and Islamic schools While the secular model aims to equip students with skills for a global capitalist economy, it often neglects a child's development's essential moral and spiritual dimensions This neglect can be traced back to the early separation of God from science during the rise of modernity, a stark contrast to Islamic teachings, where the Quran asks us to ponder on the universe to affirm the existence of a Creator
The Secular vs. 5D Thinking Model
The secular worldview aligns closely with the 4D Thinking Model prevalent in educational institutions worldwide.
Holy ghost Son
This model incorporates three spatial dimensions and one dimension of time, focusing primarily on the physical realm. It omits the metaphysical or Malakuut (spiritual) dimension, as seen in the 5D model (explained later) This framework mirrors the Christian trinity but is a scientific trio that excludes the Creator from discussions about scientific concepts
As a science educator, I believed I was adequately crediting Allah for the creation I discussed in class However, upon analyzing the 5D Thinking Model, I realized how deeply entrenched secularization was in my educational approach What I was practicing was "Islamization" a term that has gained traction over the past three to four decades. While Islamization has its merits, as Sister Uzma Ahmed explained in a recent interview on Channel Islam, it often layers additional concepts on top of existing ones instead of addressing the foundational methods that lead learners to understand the role of the Creator in creation.
Secularization employs terms like metamorphosis, photosynthesis, evaporation, and scientific laws to attribute creation to nature, material causation, and random chance, effectively sidelining the role of the Creator.
The 5D Thinking Model introduces a fivestep process encompassing five dimensions of thought. Unlike the secular model, which focuses solely on physical dimensions, the 5D model incorporates a "Malakuut" (spiritual) dimension
The five dimensions of thinking within this model are:
1. Analytical Thinking: Explore the world around us without secular biases.
2 Analogical Thinking: Draw parallels from human-made inventions to enhance understanding.
3. Critical Thinking: Question and comprehend that nothing can create itself, negating the secular trios.
4 Meditative Thinking: Reflect on the interconnectedness and interdependence within the universe, recognizing the attributes of Allah.
5. Moral Thinking: Cultivate appreciation and gratitude towards Allah and integrate character lessons into learning
This framework eliminates the deistic ideology that attributes creation to a Creator, urging us to recognize Allah's role at every step of creation.
The Role of the
‘Shahadah’
in the 5D Model
The methodology is anchored in the principle of Shahaadat The first step, “Ashhadu” (I bear witness), encourages exploration and observation, emphasizing the importance of firsthand experience in understanding belief.
The second and third steps, encapsulated in “Ila ha-” (there is no Creator), guide learners to realize that nothing is the result of “chance,” “natural processes, ” or “material causation.” Steps 4 and 5 ‘illalAllah,” show that instead, they must recognize that an intricate balance and purposeful creation imply a deliberate Creator at work (except Allah- The Creator)
The secular educational system often prioritizes material gain and tangible rewards in this life We must remind ourselves and our children that our ultimate destination lies beyond this world—in the hereafter. To uphold this truth, we must recalibrate our educational goals to align with a spiritual vision, encouraging our students to strive for excellence without compromising their moral and spiritual integrity
As products of a secular education system, the urgency to relearn through the lens of a Tawhidi worldview has never been greater
The 5D Thinking Model offers a pathway to achieve this transformative understanding, allowing us to reclaim a holistic perspective that integrates intellect, spirituality, and morality.
(I wish to acknowledge my mentors, Professor Necati Aydin, Sister Uzma Ahmed, Sister Saba, and the rest of the team)
PROF. ALPARSLAN ON THE PRINCIPLES OF EDUCATION
Safeena Lakdawala UAE - Cohort 5
Dr Alparslan visited the Sharjah International Foundation for the History of Arab and Muslim Sciences (SIFHAMS) in the UAE as a speaker at their 6th International Graduate Winter School (2024) I was honored to engage in an informal brunch discussion with him and a group of likeminded home-educating mothers.
Dr. Alparslan asked us to read an article by the late scholar Muhammad Hamidullah on the “Educational System in the Time of the Prophet,” which gave us a good introduction
to the linguistic richness of the Arabic language, the Quran’s emphasis on seeking Ilm and its subsequent flourishing of knowledge and scientific inquiry, and the teaching methods employed in the Muslim world We gleaned remarkable insights from Prophet Mohammad (saw)’s Suffah school system – the subjects deemed paramount in the curriculum, the mandate that town leaders be the most erudite in Quran and Sunnah, the mechanism of inspectors to uphold the teaching standards, and so on.
Safeena Lakdawala UAE - Cohort 5
Dr. Alparslan began his discourse by discussing that the educational journey of all scholars started with memorizing the Quran at a young age Islamic pedagogy has historically been anchored in Quranic scholarship, which helped to develop mental capacity and understanding Our scholars have always given the Quran its due throughout the Golden Age of Islam.
Secularism and modernity have yielded an educational paradigm bereft of the spiritual, religious, and social dimensions that the earlier Muslim education was rooted in.
Dr. Alparslan proceeded to list his Seven Principles of Education, which has had us mothers all pondering and making changes in our home education system. He explained that before we start engaging with any of the seven principles, we must adhere to foundational prerequisites: Begin with wudu (ritual purification), Start with Bismillah (everything in the name, with the name of and for Allah (swt)), Make Tawbah (seeking forgiveness).
Another important prerequisite for the educator is to be able to model behaviors as our Prophet (saw) was an embodiment of the Quran and so a genuine embodiment of Islamic principles is indispensable.
The Seven Principles of Education listed by Dr. Alparslan were as follows:
1 Patience: Exercise patience while teaching; remember that guidance comes from Allah alone.
2.Supplication: Make consistent dua throughout the teaching process
3.Endurance: Maintain perseverance and endurance in education.
4.Consider Level: Adapt teaching methods to match the student's level of understanding and experience with the material.
5.Consider Capacity: Consider each student's individual capacity and customize accordingly
6.Digested Knowledge: Only teach what you have thoroughly comprehended and internalized yourself Superficial understanding can be detrimental for the student.
7.Follow-Up: Regularly follow up and reflect on progress
Dr. Alparslan explained that traditional Islamic education recognized the pivotal role of the extended family in a child's Tarbiya, where grandparents and other family members contributed to the rich layers of wisdom through their personal experiences and traditions.
This multi-generational approach to education imbues children with a multiplicity of perspectives, emotional resilience, and a strong sense of identity and belonging through family stories and shared values However, contemporary society's secularism, capitalism, and modernism pose formidable challenges to maintaining this traditional family structure
We explored various solutions, recognizing our unique position as home educators who have the flexibility to spend more time with our children, free from the constraints of propaganda-based state curricula and rigid school systems. To preserve the essence of traditional Tarbiya, families can collaborate to build strong community networks that serve as vital support systems.
Technology can play a crucial role in maintaining connections with distant relatives, while opportunities can be created for grandparents to share their stories and wisdom. Preserving family histories and traditions for future generations, organizing meaningful gatherings, and prioritizing quality time during holidays and special occasions all contribute to strengthe familial bonds.
Dr Alparslan also emphasized that goals should not simply be knowle dissemination, but we must prioritize transmission of values that profou shape our children’s actions, interacti and worldviews.
We often see that Islamic knowledge has been passed down, but it hasn’t resulted in a significant shift in a child’s ethics, behavior, and attitude, and we must work on this.
We also discussed our difficulty with regard to higher education, as our children grow older, we experience mounting pressure to integrate them into the formal educational system Dr Alparslan explained that this might not be a major problem if Islamic studies and Tarbiya programs are continued to the university level along with mainstream education. He advised postponing enrollment in Western universities until they are mature enough to fight against the negative influences
He assured us that our concerns are like a supplication for our children and that Allah (swt) would protect them as a reward for our efforts. He wished us success leaving us with profound reflections and much to contemplate Many of us have taken his guidance seriously and have already started changing how we home-educate our children. May Allah (swt) always keep us and our children on As Siratul Mustaqeem
BEYOND ‘MOTHER NATURE’: SIGNS OF THE DIVINE CARER
Ms. Uzma Ahmed
Close your eyes for a moment and feel the rhythm of life around you the whisper of the wind, the cool embrace of shade beneath a towering tree, the golden hues of a sunset melting into the horizon. The world is not a chaotic accident nor guided by an unconscious force called ‘Mother Nature’. Every breath, every drop of rain, every ray of light is a carefully placed sign that should not be veiled by secular science
The concept of ‘Mother Nature’ attempts to capture the awe-inspiring beauty of the world, but it falls short of explaining the precision, harmony, and endless mercy woven into existence Nature is not an entity; it does not give, plan, or sustain. It is merely a stage upon which the delicate artistry of the Most Compassionate, ArRahman, and the Most Wise, Al-Hakim, unfolds The world around us is filled with divine signs, each phenomenon a reflection of a Divine Name, calling us to recognize the hand of the One who grants all things their purpose.
The Atmosphere: The Shelter of Al-Hafiz (The Preserver)
Above us stretches an unseen shield, designed as a guardian to protect us from the sun ’ s fiery wrath and embraces us with the air we breathe If the proportion of gases shifts even slightly, life would become impossible. Like a protective canopy, the ozone layer is placed to filter harmful rays while allowing the warmth and light essential for life to pass through Is this the mercy of ‘Mother Nature’? No This is the care of Al-Hafiz, The Preserver, ensuring life is cradled within a delicate embrace. The heavens above us are not just an empty expanse; they are a sanctuary of mercy, a celestial sign of protection and precision
“It is Allah Who made the earth a place of settlement for you and the sky a canopy. ”
[Surah Al-Ghafir, 40:64]
Water: The Gift of Ar-Razzaq (The Sustainer)
Imagine the desert dry, cracked earth, yearning for relief. Then, the sky darkens, clouds gather, and rain drops gently, soaking into the thirsty soil Life is awakened: seeds buried in the dust stir, rivers swell, and the Earth wears a new garment of green. But this is far from the myth of ‘Mother Earth’. Ar-Razzaq, The Sustainer, creates Life within the dead soil and sends it down in due measure, neither too little nor too much.
“And it is Allah who sends th they stir the clouds, and We d dead land and give life thereb after its lifelessness. Th resurrection ”
[Surah Al-Fatir, 35
Consider its astonishing prop exists in three states, how it h action that helps it move from reach the highest leaves, and h dissolve nutrients and be pur magnificent cycle This is not natural process but is provisio wisdom, a reminder that su not come from the clouds or from the One who comman being
Trees and Photosynthesis: T Al-Muhyi (The Giver of Life)
Trees are not silent observer are servants of Al-Muhyi, The exhaling oxygen so that we m tree is a whisper of mercy, off the weary traveler, fruit to th beauty to the soul. But is a tre sustainer?
A small and fragile seed hold secret to split the earth, rea sky, and become a towering patience and generosity. How ‘nature’ possess such foresi nature that gives life, nor sustains it It is the work of brings forth life from the unse it with delicate precision.
“Indeed, Allah is the One Who causes seeds and fruit stones to sprout. He brings forth the living from the dead and the dead from the living. That is Allah! How can you then be deluded ˹from the truth˺?” [Surah Al-Anam, 6:95]
Beyond Mother Nature: Reading the Signs of Al-Basir (The All-Seeing) and Al-Alim (The All-Knowing)
Looking beyond the illusion of ‘Mother Nature,’ we begin to see a different world of profound meaning, careful design, and endless mercy. We refer to systems, cycles, and processes, but everything we observe is a testament to Al-Basir, The All-Seeing, and Al-Alim, The All-Knowing The world does not sustain itself The rain does not fall by accident. The sun does not rise without a command. Each is created with wisdom, sustained with care, and presented as signs for those who reflect
A Call to Gratitude: Walking the Earth with Awareness
Our hearts soften when we recognize that the blessings around us are not from the mythical ‘ Mother Nature’ but from the Most Merciful, Ar-Rahman We begin to walk the Earth with awareness, knowing that each breath, each bite of food, and each sunrise is a personal gift from the One who sees, knows, and cares.
This gratitude is not passive it calls us to action We are not mere consumers of this world; we are caretakers To waste, exploit, and harm the balance of the Earth is to turn away from the mercy woven into creation. Instead, let us be mindful. Let us cherish. Let us reflect Every leaf, every drop of water, every creature is a sign reflecting a Creator whose wisdom, mercy, and generosity know no bounds. Let us open our eyes to the signs. Let us open our hearts to gratitude, follow his commands, and live by his Shari’ah to enjoy eternal life in Jannah
DOES A MAGNET ATTRACT?
(PART 2)
Dr. Ali Mermer
The continuous nature of creation often leads to the misconception that matter sustains its own existence. We observe phenomena like magnetism and assume the attraction and repulsion forces are inherent properties of matter of the magnet itself However, this is a misunderstanding rooted in inattentiveness and ingrained assumptions. In reality, every entity in the universe undergoes constant change, receiving a new existence at each moment within a continuous, immutable act of orderly creation Attributing existence to the imagined inherent qualities of things mistakes the effect for the cause.
Even if we accept that matter inherits qualities from pre-existing matter, we cannot explain how this transition occurs in an orderly fashion, resulting in similar yet distinct forms. What drives this change in matter, leading to a different existence?
To give existence to something that did not exist before requires absolute independence. Only an Absolute Being, free from any needs or limitations, can create. Those who accept that the universe and everything within it lack the inherent capacity for self-creation logically conclude the necessity of an Absolute Being as the Source of Existence.
This logical conclusion necessitates belief in an Absolute Creator possessing infinite qualities However, due to our limited human experience, we cannot fully comprehend or imagine such an Absolute Being. The concept of "Absolute," implying infinity, transcends space and time constraints. Therefore, the creative act of an Absolute Creator is also limitless, even though the universe and everything within it are necessarily finite, as they depend on this Creator for their existence.
If the Creator is Absolute, His act of creation must be continuous and uninterrupted This ongoing creation can lead to a misunderstanding among those who don't observe, mistakenly attributing the continuation of existence to the inherent qualities of things themselves. This misperception further fuels the misconception that matter possesses inherent properties and can somehow sustain and govern its existence.
This flawed understanding gives rise to baseless claims, such as matter possessing the ability to change itself or generate nonmaterial entities like life, consciousness, and emotions. It overlooks the fundamental truth that creation necessitates a Creator who is independent of change, free from need, and unbound by the limitations of time and space
In contrast, matter is demonstrably subject to change, lacks free will, and is confined within the boundaries of its existence It cannot act independently or possess the qualities necessary for self-creation Careful observation reveals the intricate order within the universe, where even unconscious entities, lacking the capacity for foresight or free will, maintain a harmonious existence despite continuous change This order cannot be attributed to the entities themselves, as this would introduce inconsistencies within the universal framework. Attributing this perfect order to a vague "natural order" is merely a convenient label that avoids addressing the true source of creation Materialistic interpretations, while claiming matter and energy as fundamental, fail to explain their origins, relying on speculation rather than logical reasoning
These flawed perspectives arise from a resistance to acknowledge the existence of an Absolute Being, the ultimate source of this intricate creation.
While the human mind fails to grasp the essence of such a being just because there
is nothing in the universe that is absolute so the mind may compare with it, this does not justify denying its existence The observable evidence of continuous, orderly creation points to the logical necessity of an Absolute Creator.
In our daily lives, we instinctively recognize the need for a cause behind every change We understand that a table originates from a conscious designer, not from random events acting upon its raw materials. Human logic compels us to seek an agent behind purposeful existence We attribute a broken window to a conscious act of a human being or an unconscious external force, but we would never ascribe the existence of a perfectly functioning window to mere chance Similarly, the intricate order and continuous creation within the universe point towards a conscious and powerful Creator.
In conclusion, the magnet itself does not possess inherent powers of attraction and repulsion Rather, it is continuously brought into existence at each moment in a similar but not exactly the same way, appearing to have the power to attract and repel intrinsic to it. This appearance is simply the way the magnet is brought into existence by its Creator We merely observe the unfolding of this continuous act of creation The magnet which has no quality to act independently; it needs to be created. The magnet consists of an unconscious matter. We easily understand that it cannot function within the orderly universe without being in harmony with all other parts and maintaining the perfect balance.
It would be inaccurate even to claim that God endowed the magnet with inherent qualities at the beginning of creation, leaving it to operate independently. Such a notion implies a transfer of divine attributes, granting the magnet autonomy. Continual observation reveals that magnetism, with its apparent attraction and repulsion, is a mode of creation, consistently manifested This observation of such apparent regularity leads to the mistaken assumption that the magnet possesses intrinsic properties.
Closer examination reveals that the magnet is merely a creation, devoid of independent authority or power to influence its existence within the universe. Every part of the universe is continuously created in a manner that reflects the attributes of its Creator, yet lacks the power to sustain itself or influence others No element possesses consciousness, knowledge, will, or any inherent capacity for self-continuation. Claims that cells within a sheep, nourished by grass and water, intentionally decide to produce milk are misunderstandings rooted in materialistic thinking Such claims disregard the continuousprocess of orderly creation and rely on uncritical, secular expressions.
The Qur'an warns against such misconceptions, emphasizing that God does not produce anything that shares in His divine attributes with the metaphoric description of the verse "He does not beget" (Surah Al-Ikhlas, 1:3), emphasizing that God does not produce anything that shares even the smallest fraction of His Divine attributes
The attributes we observe in creation merely reflect the Creator's qualities without granting any power to the creation itself. Attraction and repulsion are not properties of matter, but aspects of God's creative method, referred to in the Qur'an as "Sunnatullah " All observed attributes ultimately belong to the One who brought them into existence at every moment of their ever-changed existence.
The Creator cannot be defined in terms of His creation and is thus called "Wajib alWujud" - the Necessary Existence This signifies the One whose existence is logically necessary to explain the universe and everything within it. The One whose Existence is Necessary for any human mind has to acceptin order to be able to explain the existence of the entirety of the universe together with each and every being that exists in it. Belief in such a Being is the logical conclusion derived from observing the continuous and consistent creation of the universe
To illustrate, imagine a conscious entity within a table contemplating its creator. Bound by its created nature, it cannot fathom the Creator's existence beyond the confines of the table This analogy highlights the human inability to comprehend the essence of the Absolute Creator Such comprehension is beyond human capacity, therefore not required. Our responsibility lies in logically recognizing the Creator's incomprehensibility and affirming His existence as a logical necessity
FIBONACCI NUMBERS & THE GOLDEN RATIO
Ms. Betul Koser
Let’s look at this fascinating mathematical concept through the 5D Thinking lens.
First Step: Analytical Thinking - Explore
The Fibonacci Sequence is one of the simple recurrent sequences that has appeared in many places in the universe. It is a series of numbers where each number is the sum of the two preceding numbers. It starts as follows: 0, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144, 233, 377, 610, etc
The Golden Ratio
The golden ratio, also known as the golden number, golden proportion, or divine proportion, is a ratio between two numbers that equals approximately 1 618 This ratio is closely related to the Fibonacci sequence: as you move along the sequence, the ratio of each number to the previous one gradually approaches 1.618.
The Golden Ratio in Geometry
The Golden Ratio (Φ ≈ 1 618) is an intriguing mathematical proportion that appears in various patterns, from the spirals of seashells and galaxies to the arrangement of leaves on a stem
Scientists and mathematicians have observed its recurrence in biological, physical, and even cosmological structures.
Fascinating Facts:
1
The golden ratio frequently appears in the universe, from the arrangement of leaves on a stem to the spiral patterns of sunflower seeds, pinecones, and hurricanes
2
The human body exhibits the Golden Ratio in various proportions, such as the ratio of the length of the forearm to the hand or the division of the body at the navel.
3
Many spiral galaxies, such as the Milky Way, have arms that follow a logarithmic spiral pattern, which is related to the Golden Ratio.
4.
The golden ratio is widely used in modern design, from logos to layouts, to form aesthetically pleasing compositions
5
The golden ratio is used in technical analysis tools like Fibonacci retracement levels to predict market trends and price movements.
Second Step: Analogical ThinkingCompare
Let’s compare the use of the Golden ratio in two examples: a human-made object and a created one. Both show how the Golden ratio is used purposefully for aesthetics, structure, and balance.
The Golden Ratio in the Taj Mahal
This masterpiece of Mughal architecture shows the use of the Golden Ratio in its design, adding to its beauty. The size of its central dome, the front, and the placement of its minarets all reflect proportions close to the Golden Ratio, causing a sense of harmony and balance. The rectangular shapes of the main structure, including the position of the entrance and decorative arches, follow this design principle, improving its visual appeal The Taj Mahal’s use of the Golden Ratio shows how mathematical ideas have been used to make lasting elegance in human-made structures. Its timeless beauty continues to amaze visitors, showing the deep connection between art, math, and design
Golden Ratio in Seashells
Many seashells, like the nautilus shell, grow in a spiral pattern that follows this special ratio. As the shell grows, each part becomes larger while the overall shape and balance are maintained. This pattern is pleasing to the eye and helps the shell grow strong and functional
Both the Taj Mahal and the seashells exhibit proportions based on the Golden Ratio, through which we formulate the sense of harmony and balance. In the Taj Mahal, this is seen in its architectural symmetry, while in seashells, it is reflected in their spiral growth. Observing the Golden Ratio in both correlates with aesthetic appeal. In the Taj Mahal, its meticulously crafted structure commands attention with its elegance, while in seashells, flowing spirals make a beauty that captivates the eye
Third Step: Critical Thinking - Question
In this step, we question the source of the golden ratio observed in seashells. Where did the harmony, beauty, symmetry, and elegance observed in the golden ratio originate? To understand this, we will use the comparison and examine the source of a man-made object where the golden ratio is also observed
Could the Golden Ratio Occur Naturally?
Did the Taj Mahal just appear by itself, or did it have designers, engineers, and architects to work to make it a timeless and beautiful structure? Could the Taj Mahal be aesthetically beautiful and alluring by itself, or did the workers who built it have to follow a certain plan to make it perfect?
Then, is it possible for a seashell to occur in the universe by itself? Can it happen in that its design and shape is natural? How does The Golden Ratio appear in living organisms, plants, and formations of objects? How do the growth patterns of plants, such as the arrangement of leaves or the shape of flowers, follow this ratio and follow the most efficient or optimal way to grow? Can spiral patterns in seashells, galaxies, and hurricanes resembling the golden ratio happen by themselves? How can so many different types of phenomenon exhibit the Golden ratio and be replicated without a knowledgeable maker?
Could the Golden ratio be explained by mathematical laws?
Is it possible for the golden ratio to occur through purely material processes without any inherent purpose or design? Can the patterns we observe in the universe, such as the shapes of seashells or plant growth, be explained solely by physical and mathematical laws that are recurring? Mathematical laws do not create anything; they merely describe relationships and patterns that we observe in the universe.
The laws of physics and mathematics do not possess any power of agency they do not will things into existence Instead, they serve as models that help us understand recurring phenomena.
Can the appearance of the Golden Ratio in biological organisms, like the arrangement of leaves or flowers, be the result of material processes? How might purely material explanations account for the recurring appearance of this ratio in different forms, such as spirals in seashells, galaxies, or hurricanes? How would these patterns be the outcome of random processes if they are replicated again and again?
A common mistake in modern scientific reasoning is to personify natural laws, treating them as if they have creative power However, laws are merely human descriptions of consistent patterns they do not generate those patterns themselves.
We know that mathematical patterns don’t just happen without design These ratios are deliberately used by architects and artists to achieve beauty and functionality. This shows that behind every use of the Golden Ratio, there is knowledge and intention.
The mathematical harmony in the universe suggests a purposeful Creator who established these patterns as signs for us to reflect upon Thus, the Golden Ratio is not a product of chance nor a self-generated property of material laws. Instead, it serves as an indicator of the deeper order woven into the universe an order that points beyond itself to a deliberate and purposeful design
Further, suppose the perfect proportions in the Taj Mahal always come from a designer with knowledge, sight, and purpose. Who could be the ultimate Designer behind the perfect use of the Golden Ratio and Fibonacci patterns in the universe? Why do we see these same patterns in things like seashells, galaxies, and hurricanes, where no human hand has shaped them? Who is the Powerful Knowledge Creator?
Fourth Step: Meditative Thinking – Connect
The Golden Ratio and Fibonacci numbers are deeply woven into the fabric of the universe, appearing both in our universe and in human-made objects
These mathematical patterns are part of a larger, interconnected system and demonstrate a deeper connection between mathematics and the universe
They show how the Golden Ratio is embedded in the very structure of reality, highlighting the interdependency between all things, from the smallest living organisms to the vast expanse of the cosmos
When everything works so perfectly together from tiny atoms to giant galaxies we realize that it has to be designed on purpose This kind of order and balance tells us that the One who made it must be very wise, powerful, and able to see everything. The Qur'an tells us that this Designer is Allah, who creates everything in the universe in harmony The symmetry we see is a sign of His power and wisdom From the smallest things to the biggest, it all fits together perfectly, just like a well-made piece of art. This interconnected balance is a testament to the greatness and glory of Allah, who is the Master Designer of all
What can we know about Allah through the Golden Ratio?
Every pattern in creation, from sea shells to galaxies, shows the Creator who designed them in the most beautiful way is Al Musawwir
Proportion in all forms of life shows that the Creator sets everything in perfect order and balance tells us that he is The Just.
The Golden Ratio found in the universe shows the elegance and perfection that the Creator crafts with beauty, so he must be Al Jameel
The continuous balance of the universe shows that the Creator not only designs but also sustains everything in perfect harmony is Al-Qayyum.
Fifth Step: Moral Thinking - Appreciate
Imagine life without the Golden Ratio and Fibonacci sequence These mathematical principles are essential, adding order and harmony to both our world and humanmade things.
What If There Was No Symmetry?
Seashells: Without the Golden Ratio, the spiral shape of seashells would not grow in the most efficient way, affecting their strength and form.
Plants: Without the Fibonacci sequence, plants’ leaves and branches wouldn’t be optimally arranged to capture sunlight, impacting their growth.
Art and Architecture: Without the Golden Ratio, many architectural masterpieces, like the Taj Mahal, would lose their harmonious proportions, making them less visually appealing
The Golden Ratio and Fibonacci Sequence are a Gift through which we can recognize the signature of an all-knowing Creator who designs everything with perfect knowledge, wisdom, and beauty
Let’s appreciate these blessings and give thanks through Dhikr, Fikr, and Shukr. Through Dhikr, we remember that the Golden Ratio and Fibonacci sequence exist because Allah creates everything with precision and care. Fikr means to reflect on how these patterns in the world, in art, and in the universe reflect Allah’s perfect design and wisdom Consequently, we make Shukr for the blessing of these patterns that bring balance, beauty, and functionality to everything around us.
We can learn Character Lessons from the Golden Ratio.
Aim for Growth: Just as the Golden Ratio helps the growth of plants and other patterns, we should aim to grow in knowledge, character, and good deeds in a steady, purposeful way Appreciate Beauty in Order: The Golden Ratio reminds us that beauty often comes from order and proportion. In our lives, we should value organization and strive to cause beauty through meaningful and well-planned actions.
The Qur’an beautifully describes the harmony and balance Allah created in the world, which is closely related to the concept of the Golden Ratio
“And the sky He raised, and set the balance (of justice).”
Surah Ar-Rahman, 55:7
The Qur’an describes how Allah intentionally created and perfected the human form.
O humanity! What has emboldened you against your Lord, the Most Generous, Who created you, fashioned you, and perfected your design, moulding you in whatever form He willed?
Surah Al-Infitar 82:6-8
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
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