Al Jamiaa

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Yearly academic, cultural and educational journal

Journal of the Federation of the Universities of the Islamic World
Executive Director
Dr. Abdulaziz Othman Attwaijri
Secretary General of the Federation of Universities of

the Islamic world
Issue 8 : 1431 A.H/2010 A.D.
Articles published in this journal do not necessarily reflect FWINs views.
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Yearly academic, cultural and educational journal

Journal of the Federation of the Universities of the Islamic World
All rights reserved
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Higher Islamic Education in the Balkans: A Survey

Ahmet Alibasic, MA, lecturer
Faculty of Islamic Studies, University of Sarajevo
Introduction
The Muslim population of the SE Europe, excluding European part of Turkey,
numbers ca. 9 millions, almost all of them being indigenous save for small immigrant
Muslim minorities of Muslims in Greece and Romania (See Table I). The Balkan
Muslim communities originated with the Ottoman presence in the region and for
centuries their destiny was tied to the fortunes of the Ottoman state. Even nowadays
Ottoman past and legacy determine to a large extent the way the Balkan Muslims
are perceived by their neighbors. They remained part of the Pax Ottomana and lived
and prospered under its umbrella until 1832 (Greece), 1878 (Bosnia, Serbia, Montenegro, Bulgaria, Romania), and 1913 (Sandzak, Kosovo, Albania, Macedonia).
While inside the Ottoman state TABLE 1. Muslim population in the Balkans
Balkan Muslims were integral part of the
Country
Muslim population
Ottoman economic, political, social and
2,400,000
cultural world. Therefore the departure Albania
Bosnia
and
Herzegovina
2,000,000
of Ottomans represented a major cultural
1,000,000
shock. From then onwards Balkan Bulgaria
Croatia
67,000
Muslims were on their own having to
350,000
deal with hostile anti-Ottoman Orthodox Greece
Kosovo
1,800,000
nationalisms of the SE Europe and soon
700,000
after that with equally unfriendly godless Macedonia
Montenegro
150,000
Communism. In the turbulent decades
100,000
that followed almost all things Muslim Romania
300,000
and Islamic became legitimate targets Serbia
48,000
of popular hatred and destructive state Slovenia
actions. Very soon the ties between Total
8,915,000
Istanbul and the Balkans were severed
and the huge network of formal Islamic
educational institutions fragmented and often completely destroyed. Practically all
Balkan Muslim communities experienced breakdown in the system of Islamic
education after the World War II. Ex-Yugoslavia had biggest Muslim population and
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Ahmet Alibasic
softest of all communist dictatorships. Still, only one madrasa was allowed to
continue its operation immediately after WWII while only Bosnia and Herzegovina
had 23 madrasa on the eve of communism. The only institution of higher Islamic
education, Higher Islamic Theological School in Sarajevo was closed in 1946. After
the rapprochement with the Muslim world Yugoslav communist regime allowed
higher Islamic education to resume operating in 1977 in Sarajevo. After the collapse
of communism and the dissolution of Yugoslavia other Islamic institutes were
opened in Prishtina, Sofia, Skopje, etc. Today Muslim needs for higher Islamic
education are serviced by seven faculties with a total undergraduate student
population of 1800 students. We now turn to these institutes.
TABLE 2. Major Institutions of Higher Islamic Education in the Balkans, 2008
Institution
City / Country
Established
No. of students
No. of Graduates
Faculty of Islamic Studies
Sarajevo, B&H
1977
800
580
Higher Islamic Institute
Sofia, Bulgaria
1991
100
285
Prishtina, Kosovo
1992
100
118
Faculty of Islamic Pedagogy
Zenica, B&H
1993
471
597
Faculty of Islamic Pedagogy
Bihac, B&H
1996
172
291
Skopje, Macedonia
1997
80
90
Novi Pazar, Serbia
2001
-----
-----
Ca 1723
Ca 1961
Total
Bosnia and Herzegovina

Bosnian Muslims manage their Islamic affairs through a non-governmental,
country-wide, independent organization called the Islamic Community in Bosnia
and Herzegovina (ICBH) established in 1882 and currently headed by rais al-ulama
or the grand mufti Dr. Mustafa Ceric(1). The ICBH operates six Islamic high schools
or madrasas: Gazi Husrev Bey Madrasa (est. 1537) in Sarajevo, Behram-bey
Madrasa (est. 1626, re-established in 1993) in Tuzla, Elci Ibrahim Pasha Madrasa
(est. 1706, re-established in 1993) in Travnik, Madrasa Osman-ef. Redzovic (est.
1992) in Visoko; Dzemaludin-ef. Causevic (est. 1993.) in Cazin, Karadoz-Bey
Madrasa (est. 1557, re-established in 1995) in Mostar. The curricula of these schools
have changed significantly over the past decade, transforming them from imam and
religious instructor training institutions into regular high schools with additional
(1) For more see Ahmet Alibasic and Asim Zubcevic, Islamic Education in Bosnia and Herzegovina,
in Ednan Aslan (ed), Islamic Education in Europe, Vienna: Bhlau Verlag, 2009, pp. 43-57.
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religious curriculum. Some 400 students (in recent years roughly equal numbers of
boys and girls) graduate every year from these six schools, and most of them go on
to study at public universities in the fields other than Islamic studies. The graduates
of these madrasas, and especially of Ghazi Husraw Bey Madrasa have made their
carriers as politicians, diplomats, business people, academics, intellectuals, writers, etc.
Probably the most famous graduate of Sarajevo madrasa is current member of Bosnian
Presidency and former foreign minister Dr. Haris Silajdzic. Besides, the Islamic Community in B&H operates three major higher educational institutions: the Faculty of
Islamic Studies (www.fin.ba) in Sarajevo (est. 1977), Islamic Pedagogical Faculty
in Zenica (est.1993), and Islamic Pedagogical Faculty in Bihac education into
Bosnian state schools in early 1990s the state Dzemal Bijedic University in Mostar
offered two year program for Islamic religious education teachers (1997-2005).
The Faculty of Islamic Studies in Sarajevo is the oldest and most prestigious
institution of higher Islamic education in SE Europe outside Turkey. It was established

in 1977 by the Islamic Community in Bosnia and Herzegovina. However, like in the
case of other Islamic educational institutions in the Balkans, the Faculty builds upon
much longer tradition of Islamic education in Bosnia and Herzegovina that began with
the building of the first mosques, tekkes and the first primary schools (muallimhana)
in the first half of the 15th century. This tradition continued with the building of
madrasas, haniqas, Dar al-Qur'an and Dar al-Hadith schools in the 16th century.
More recently the Faculty is also a heir to the Shari'ah School for Shari'ah judges
founded by Austro-Hungarian government in 1887
to train Muslim judges. Later the school was renamed
as the Higher School of Islamic Theology and
Shari'ah. It was closed by the Communists in 1946
after the abolition of Shari'a court system in former
Yugoslavia(2). Its neo-Moorish styled building is
contemporary home to the Faculty. In September
2004 the Faculty became an affiliated member of
the University of Sarajevo, which means that the
Faculty is autonomous in developing its programs
but has to abide by university rules regarding quality
assurance, teacher promotion and similar issues(3).
The Faculty has stable source of funding most of
(2) Fikret Karcic, The Bosniaks and the Challenges of Modernity: Late Ottoman and Habsburg Times,
(Sarajevo: El-Kalem, 1999).
(3) Ismet Busatlic, ed., Fakultet islamskih nauka u Sarajevu 2006./2007. (Sarajevo: FIN, 2006), p. 9.
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which comes from the Bayt al-Mal, a special budget of the Islamic Community
replenished by Zakah and Zakat al-fitr since 1970s.
The Faculty of Islamic Studies in Sarajevo offers undergraduate and postgraduate
programs of study and undertakes academic research in the field of Islamic studies
and other closely related disciplines (eg., Arabic language and literature). The undergraduate study offers three major programs: Islamic Theology (Usul al-din), Religious
Education (Al-Tarbiyyah al-diniyyah), and Imam, Khatib, and Muallim training. The
first two programs last for eight semesters while the latter one lasts six semesters.
Islamic theology major offers students qualified instruction in Islamic studies and
introduces them to scholarly research in this field. The graduates are awarded the
bachelor's degree (BA) in Islamic Studies. The program is planned in such a way so
as to offer students, in addition to instruction in traditional Islamic disciplines, an
insight into the most relevant human and social sciences. The program prepares the
students to perform religious and educational duties in the Islamic Community, and
various cultural, educational and social activities demanding education in humanities.
Religious Education Major, introduced in 1992,
offers students qualified instruction in the field of
religious education and introduces them to scholarly
research in this field. The graduates are awarded
the bachelor's degree (BA) in Religious Education.
The program offers to students a combination of
religious, pedagogical, linguistic and general subjects. This program prepares the students for work
in the field of religious education and religious
culture in the Islamic Community, state schools, preschool institutions and the media. The Imam, Khatib
and Muallim training program, set up in 2006,
caters for the need of the Muslim Community for
qualified imams, preachers and religious instructors in the mosques. In the year 2006
the Islamic Community decided that from then onwards imams would need to be
university graduates. Previously graduates of madrasas could be employed as
imams.
In addition to undergraduate degrees, since 1994 the Faculty offers postgraduate
studies in Islamic Studies at both masters and doctoral levels. The faculty enrolls
some 300 full time students and a similar number of part time ones. So far about 580
male and female students have graduated from the Faculty in addition to 25 masters
and 15 Ph.D. graduates. At present the Faculty employs around 40 teaching staff (17
6
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doctors and 10 MA holders), all Bosnian nationals except for a visiting professor of
Arabic language. For several years now the Faculty has enough qualified staff to
satisfy all the university criteria in that regard. They were trained all over the world;
from Kuala Lumpur, Riyadh, and Cairo in the east, to Zagreb, Madrid and Chicago
in the West. The language of instruction is Bosnian although MA theses and Ph. D.
dissertations could be written in Arabic or English. The Faculty does not have its
own dormitory but its construction has started and will take several years to
complete.
The faculty also offers a Diploma in Islamic studies, a three-month non-degree
program in Bosnian and English for laymen and women who want to know more
about Islam in general and Islam and Islamic culture in Bosnia and Herzegovina in
particular. It is designed to provide introductory insight into the knowledge of
doctrine, law, history and culture of Islam with special focus on Islam in the Balkans
and Bosnia and Herzegovina. This program is a part of the Faculty's responsiveness
to the needs of community and challenges of time which over years resulted in a
number of changes and amendments to the program of study and an expansion of
the academic program. In the academic year 2002/2003 a comprehensive reform of
the entire undergraduate program was implemented bringing it closer to the
requirements of the Bologna process.
The Islamic Education Faculties in Zenica and Bihac were established by the
Islamic Community in 1993 and 1996 respectively as Islamic education academies
with two-year programs to meet the demand for Islamic Religious Education
teachers in public schools after the introduction of confessional religious education
in 1991. In 2004 both schools acquired the status of university faculties.
The faculty in the central Bosnian town Zenica (www.ipf.unze.ba) now offers
three different undergraduate programs leading towards BA degrees in Islamic
Pedagogy, Social Pedagogy (since 2005) and Pre-School Teacher education (since
2008). Social Pedagogy is eight semester program while the other two last six
semesters. Since 2009 the faculty offers MA in Quality Management in Religious
Education. In many respects this faculty has proven itself as the most innovative of
all the Islamic faculties in the Balkans. It has managed to cross closed religious lines
and offer training for more general vacations such as social pedagogue and preschool teacher.
The curricula for the three programs are quite different. The Islamic pedagogy
one consists of four groups of subjects: religious (Qur'an recitation, Tafsir, Hadith,
Fiqh, Aqida, and Da'wa), pedagogical, linguistic and general. So far the faculty has
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produced about 600 graduates, most of them in Islamic pedagogy (582). Curiously
enough around 60% of all students and graduates are women. Presently the faculty
enrolls 471 students, now mostly in the Social Pedagogy department (222). These
students are taught by nine Ph. D. holders who are full time employees of the faculty
and another 14 doctors who are part-time lecturers at the institute. In 2004 the
faculty became a member of the University of Zenica. The faculty is funded mostly
by the local authorities (70% by canton), donations and student fees.
The Faculty in the western Bosnian town of
Bihac (www.ipf.unbi.ba), established by the
Islamic Community in 1995/1996, is the
smallest of the three Islamic faculties in Bosnia
in terms of student population but has the best
facilities and dormitory of all Balkan Islamic
Faculties. The building was funded by Saudi
Arabia and opened in 2002. It also started as a
two year Islamic academy to be transformed
later into a three year university faculty with a
program very similar to that of Zenica one. The
Faculty is a member of the local university
since 1997(4). So far the faculty has produced
291 graduates, of which some 40% are women.
Currently the faculty enrolls 172 students (30%
being women) and employs for doctors and an
MA holder. The Faculty is funded by the local Cantonal government but it may
prove difficult to sustain with only one program on offer.
Of these three institutions of higher Islamic learning the faculty in Sarajevo has
the longest tradition and is considered the most prestigious. Rais al-ulema Dr.
Mustafa Ceric has suggested that this faculty together with the Ghazi Husraw-bey
Library (est. 1537) could be a nucleus of the future international Islamic university(5).
Even presently, the importance of these institutions crosses Bosnia's borders since it
attracts students from the neighboring countries mainly from the ex-Yugoslav republics.
(4) For more on Islamic education in Bosnia see Alibasic, Ahmet and Asim Zubcevic, Islamic
Education in Bosnia and Herzegovina, in Ednan Aslan (ed.), Islamische Erziehung in Europa /
Islamic Education in Europe, Vienna: Bhlau, 2009, 43-57.
(5) Mustafa Ceric, A draft proposal for the Gazi Husrev-bey University, ed. Willem B. Drees & Pieter
Sjoerd van Koningsveld (Leiden: Leiden Univerity Press, 2008), 326-332.
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Kosovo
The Republic of Kosovo has one Islamic high school, the
Alauddin Madrasa in Prishtina with two branches in Prizren and in
Gjilan. Both male and female students are currently admitted. The
School was established in 1952 and so far more than 1,300 students
graduated from this madrasa. The curriculum combines religious
and non-religious subjects.
Kosovo's first Faculty of Islamic Studies
(www.fsi-ks.org) was established in 1992 after
the dissolution of Yugoslavia and the abrupt
break of Kosovo relations with the previous
center of Islamic learning in Sarajevo. As the
first institution of higher Islamic learning in
Albanian it has also attracted Albanian speaking
students from Montenegro, Albania, Macedonia,
and Southern Serbia (the Presheva Valley).
Teachers are Albanians who completed their studies either in Kosovo or overseas.
Currently the Faculty offers only a four-year undergraduate program and enrolls some
100 students, 30% of which are female students. In 2008/2009 Faculty admitted 14
regular and 17 part-time new students. By mid-2009 166 male and female students
have graduated from the school.
In terms of the curriculum, of all Islamic faculties in the Balkans this faculty is
the least open for non religious courses. With exception of language and a couple of
Islamic Philosophy courses only courses in traditional Islamic disciplines of Qur'an
recitation, Tafsir, Hadith, Aqidah, Islamic Jurisprudence, Sira, Da'wa etc. are offered.
No courses in Psychology, Sociology, or Pedagogy are included. The Faculty employs
seven doctors and five MA holders.
The Faculty is financed by the Islamic Community and students pay a symbolic
fee. Currently the Faculty is occupying an old building that desperately needs
reconstruction and has no dormitory for students. However plans for a long delayed
new building are finally moving forward. The Zayid Charitable Foundation from the
UAE has committed funds for its construction.
Both the Alauddin Madrasa and the Faculty of Islamic Studies are under the
jurisdiction of the Islamic Community of Kosovo. Despite the fact that the legal
status of religious communities has not been finalized the diplomas of the graduates
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are accepted and recognized by the Ministry of the Education of Kosovo. The faculty
graduates are commonly employed as imams and teachers of Islamic education
inside the Community since no confessional religious education is allowed in public
schools.(6)
Macedonia
Skopje is a home to Isa Bey Madrasa, religious secondary school
established in 1984 and run by the Islamic Religious Community of
Macedonia (IRCM). The Madrasa has branches in the major Muslim
cities around the country such as Tetovo and Gostivar for girls and
Shtip for boys. Skopje division admits both boys and girls. Its teaches Islam as core
curriculum which is not subject to approval by any state agency and as such is not
funded by the state but by the IRCM. However, in 2009 the Ministry of Education
and Science decided that Isa Bey Madrasa will become publicly funded school from
2010 and will be operating under its supervision. The changes will also entail changes
in the curricula, including the introduction of a large number of non-religious courses.
The main higher Islamic educational institution in Macedonia is the Skopje-based Faculty
of Islamic Studies, established in 1997 by the
IRCM (www.fshi.edu.mk). The Faculty is situated
on the outskirts of Skopje in the building of Isa
Bey Madrasa. Students stay in the dormitory. In
2008 Parliament enacted the law on higher education institutions of the religious communities,
providing for the Faculty of Islamic Studies to
be transformed from a private institution to a private-public non-profit educational
institution. This entitles the Faculty to state funding in addition to donations from
other sources, mainly IRCM. In addition to this faculty, Muslim religious personnel
in Macedonia are trained abroad, mainly in Turkey, Egypt, Jordan, Syria, and Bosnia.
Like in Prishtina, the only current curriculum is heavily focused on traditional
Islamic disciplines of Qur'an recitation, Tafsir, Hadith, Aqida, and Islamic law.
Reflecting the pluralistic nature of the country the curriculum contains many
linguistic courses. Arabic is taught in all eight semesters, Ottoman Turkish in six,
English in four, while Albanian and Macedonian are offered in two semesters each.
(6) Xhabir Hamiti, Islamic education in Kosovo in Ednan Aslan (ed), Islamic Education in Europe,
Vienna: Bhlau Verlag, 2009, pp.233-38.
10
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However, the language of instruction is Albanian but students may take exams in
Macedonian. Again, like in Prishtina no social science courses are included. There
are plans to start Religious Pedagogy program. By mid-2008 about ninety people
have graduated while some 80 students are presently enrolled, 80% of them women.
The Faculty currently employs five doctors and seven MA holders. Constant
quarreling within the IRCM has severely hampered the development of the faculty.
Serbia
The Islamic Community in Serbia (ICiS) runs the Gazi Isa Bey madrasa and the
Faculty of Islamic Studies both in Novi Pazar. The madrasa (http://medresa.net/) is
an Islamic high school whose male section was established in 1990 while the section
for girls was opened in 1996. Another girls' section in Rozaje (Montenegro) was
opened in 2001.
The Faculty (www.fis.edu.rs) was established in 2001 as a two-year Islamic
Pedagogical Academy and transformed into a four year faculty in 2005. Today, it
provides training mainly for the future imams and Islamic religious education teachers
in public schools. Programs are offered at undergraduate, MA and PhD levels in six
fields: the Qur'an and Sunnah, Shari'ah, Da'wa and Media, Aqidah and Comparative
religions, Religious Pedagogy, and Orientalism. The language of instruction is
Bosnian. Many of the teaching staff are visiting lecturers from Bosnia and Macedonia. Currently ____ students are enrolled at undergraduate level. So far ______
people have received their BAs at the faculty. In addition to that, the Faculty has
conferred ____ MAs and ________ Ph.Ds. Because of the flexibility of the study
programs some students come from abroad, mainly Bosnia. The curriculum very
much resembles that of the Faculty of Islamic Studies in Sarajevo. The main source
of funding is student fees in addition to the contribution from the ICiS.
In addition to these two institutions, the ICiS runs the International University
of Novi Pazar (www.uninp.edu.rs), which is formally registered as a waqf. It is a
secular university with several faculties and branches in a number of towns throughout Serbia which are attended by both Muslim and non-Muslim students.(7)
Bulgaria
The Islamic education system in Bulgaria consists of three secondary schools,
Qur'anic courses and the Higher Islamic Institute in Sofia. The three Islamic
(7) Svenka Savi_, Some Notes on Islamic Education in Serbia, in: Ednan Aslan (ed), Islamische
Erziehung in Europa / Islamic Education in Europe, Vienna: Bhlau Verlag, 2009, 449-56.
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Ahmet Alibasic
secondary schools are located in Shumen, Russe and Momchilgrad. The graduates
from these schools can serve as imams or continue their education in any study field(8).
Several Qur'anic schools are sponsored by various foreign organizations, but under
the control of the chief muftiate. At the top of this education system is the Higher
Islamic Institute in Sofia.
The Islamic Institute was established in 1991 as a semi-higher institution, and
was transformed into a higher institute in 1998 (http://islamicinstitute-bg.org/). The
Institute's Statute envisages both undergraduate and postgraduate studies but currently
only undergraduate program is offered. The main mission of the Institute is to train
spiritual leaders for the local Muslim community, i.e., muftis, imams, preachers, and
religious education teachers. The graduates receive BA in Islamic Theology. There
is also a possibility for the graduates to sit for a few additional exams and receive
the title of specialist in History and Culture of Eastern peoples from the New
Bulgarian University in Sofia (http://genmufti.net/bg/education/43-vii.html). On average
there are 100 students at the Institute at any point in time, most of them regular.
Imams, muftiate officials and teachers of religious education can attend the Institute
as part time students provided that they are not older than 35 years. Since 1993 the
Institute admits female students as well and currently they constitute more than 30%
of all the students. After graduation they could teach Islam in the state schools.
During the 1991-1998 period the Semi-Higher Islamic Institute produced 123
graduates while 162 students have graduated from the Higher Islamic Institute since
its transformation in 1998.
The curriculum resembles that in Ilahiyat
faculties in Turkey very much. The religious
courses are taught by Turkish professors certified
by Diyanet. Currently there are 22 lecturers all
together, 12 of which are Ph. D. holders and two
MA holders. The Institute makes special efforts
to groom doctors of Islamic theology from among local Muslims. Medium of
instruction is Turkish and Bulgarian languages. The curriculum consists of
compulsory, elective and facultative courses. For the full list of courses please see
Annex II.
(8) About 1,000 imams serve the religious needs of Muslims in Bulgaria in 1217 mosques and 240
masjids. Ina Merjanova, Administering Islam in Bulgaria: Legal, Political, and Cultural Aspects,
Paper presented at the Islam in South East Europe Forum (ISEEF)'s conference Administration of
Islamic Affairs in Secular States: Southeast European Experience, Sarajevo, 17-19 April 2009.
12
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Education for full time students is free, as well

as accommodation and food. In certain cases students
might receive scholarships. During the 1991-1998
period the Institute received aid from a Turkish nongovernmental organization. Since the end of 1990s it
has been operating under the Commission composed
of representatives from the Bulgarian Muslim and
Turkish Muslim communities established by an
official protocol signed by the Bulgarian and
Turkish states(9). It is presently aspiring to accreditation from the state. It is funded
through the Chief muftiate with most funds actually coming from Turkey. State does
not finance the Institute. The institute owns its own premises but does not own a
dormitory for its students. However it provides them with rented flats whose
expenses are paid by the Institute.
Albania, Croatia, Greece, Montenegro, Romania, and Slovenia

Several countries in the Balkans do not have any institution of higher Islamic
learning. These include: Albania, Croatia, Greece, Montenegro, Romania, and Slovenia
of which Albania has the biggest Muslim population.
There are several madrasas in Albania run by the Muslim Community of
Albania and some Albanian and foreign Muslim NGOs. The Muslim Community
operates seven high schools, two primary schools and five other courses. However
there is no institute of higher Islamic learning in Albania meaning that Albanian
Muslims are dependent on outside institutions training their imams and religious
teachers. Since both the Catholic and the Orthodox Church have their institutes of
higher learning, the question of building an Islamic university has been raised in
Albania since 2005. The Muslim Community has repeatedly demanded permission
from the state to open an Islamic university(10). In principle, the government response
has been positive but the university has not yet been established for a combination
of political reasons and the lack of local human resources. When approached by
foreign parties who were willing to support the project the government refused them
all. Given the eagerness of largely staunch secularist Albanian elite to control the
Muslim community some observers doubt that an independent Islamic faculty of
university will be allowed any time soon. Others suspect that Albanian state may
(9) Margot Badran, Finding Islam, Al-Ahram Weekly Online, 20-26 Nov. 2001, no. 552.
(10) Olsi Jazexhi, Albania, Jorgen Nielsen at al., eds., Yearbook of Muslims in Europe, vol. 1
(Leiden: Brill, 2009).
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Ahmet Alibasic
allow the establishment of such a school only to prevent students from going to
study Islam abroad.
The Islamic Community in Croatia has been running an Islamic high religious
school Dr. Ahmed Smajlovic since 1992. In 2006 due to low number of candidates
it was converted to a general Islamic high school. The school's program is harmonized with that of the state high schools. It includes Islamic subjects, but a graduate
does not receive the title of imam(11). Several years ago there were plans for an Islamic
Faculty in Zagreb but little progress has been made and the feasibility of the project
as a whole is questionable. Imams are sent abroad for training, often to Bosnia and
Herzegovina.
In Greece an imam training school is foreseen by the Act 1920/1991 but it was
never established. Most imams in the country are graduates from the two madrasas
of Thrace or from imam hatip schools in Turkey. Some may be even self-trained.
However, graduates of madrasa cannot become imams any more without attending
a university usually in Turkey(12).
Muslims of Montenegro got their first contemporary madrasa on 8 October
2008. The last school of its kind was closed by the Montenegrin authorities in 1918.
The curriculum of the school is similar to the state curriculum, with additional
religious subjects. Currently the school is regarded as the most important project of
the Islamic Community in Montenegro. The school is recognized by the government
but is still in the process of full integration into the state education system. Currently,
it has only two male classes in the 1st and 2nd year. However, the Islamic Community
is working hard to create conditions for admission of female pupils two.
Romania too has no institution of Islamic higher learning. The last Islamic high
school in Romania was closed by the Communists in 1967. It reopened in 1996 in
Medgidia. Today all Islamic theology graduates received their diplomas abroad. Like
in many other ex-Communist countries their diplomas are subject to the recognition
process of the Romanian Ministry of Education after their endorsement by the mufti.
Disputes emerge when mufti denies the endorsement of diplomas obtained in the
Arab world(13) on the pretext of their holders being influenced by an extremist inter(11) See also: Marinovic Jerolimov, Dinka and Marinovic Bobinac, Ankica, Islamische Ausbildung in
Europa - kroatisches Modell, in: Ednan Aslan (ed), Islamic Education in Europe, Vienna: Bhlau
Verlag, 2009, pp. 239-258.
(12) Ziaka Angeliki, Muslims and Muslim Education in Greece, u Ednan Aslan, ed., Wien: Bohlau
Verlag, 2009, 141-78.
(13) Laurentiu D. tanase, Study Rgearding the Muslim Community and the Islamic education in
Romania in: Ednan Aslan (ed), Islamische Erziehung in Europa / Islamic Education in Europe,
Vienna: Bhlau Verlag, 2009, 367-402.
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pretation of Islam in the Arab world. It is worth noting that Turkey too does not
recognize most of the Islamic studies diplomas received abroad.
There are no institutions of higher or high school Islamic education in Slovenia.
Some Slovenian youths attend madrasa Zagreb or Bosnia. Most Slovenian imams
are trained at institutions in Bosnia-Herzegovina(14).
General observations
The combined student population of seven Islamic faculties in the Balkans is ca
1800 students, mostly male with significant part-time percentage among them. The
aggregate number of graduates is around 2000 with Sarajevo and Zenica (both in
Bosnia) holding first and second place. The most common languages of instruction
are Bosnian and Albanian with Turkish used at Sofia institute.
Practically all these faculties are locally oriented, their mission usually being to
serve the needs of the local community for religious cadre. None of them has ventured
beyond regional or linguistic boarders or tried to attract truly international students.
The fact that none of them is commercial perhaps explains the situation in part. Still,
these faculties do not satisfy even the local needs for higher Islamic education and
large number of Muslims students from the region still study in other Muslims
countries. This in itself is not a negative phenomenon having in mind that those
students bring new ideas, skills and literature and establish new connections in the
places of study. (Of course, there are sometime problems with locally unacceptable
interpretations but most of the time local Islamic administrations have managed to
induce transformation of those students in order to fit local religious tradition). It is
however regrettable that not even numerous initiatives form abroad, both Muslim
and non-Muslim have managed to ignite interest in those institutions to develop a
truly international program of Islamic Studies in English and Arabic. At least the
faculty in Sarajevo had the potential to do so. It remains to be seen whether the idea
of the Islamic University in Sarajevo will manage to fly off.
The main obstacle to the more intensive regional cooperation has been linguistic
and political barriers. Most Balkan Muslims do not speak Muslim languages other
than their own except for Muslims in Macedonia and to some extent in Kosovo. In
(14) Christian Moe, Islamic education in Slovenia in: Ednan Aslan (ed), Islamic Education in
Europe, Vienna: Bhlau Verlag, 2009, 475-92; Stefan Schreiner, Seat of Knowledge and
Mediator between the Cultures, http://www.qantara.de/webcom/show_article.php/_c-478/_nr925/i.html. Dr. Schreiner wrote: The Faculty of Islamic Studies in Sarajevo is the most important
institute of Islamic higher education, research and teaching in Europe. It is the living proof that
Islam has its place in the modern academic world.
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Ahmet Alibasic
addition various security and political problems, such as non-recognition of Kosovo

travel documents by Bosnian authorities have severely impaired regional Muslim
cooperation. Political sensitivity of such cooperation also plays a role in the sense
that some Muslim communities self-censor themselves and keep low profile or even
abstain from more intensive cooperation with other Muslim institutions for the fear
of being labeled panislamists. Lately however, there have been some more intensive
contacts between Albanian and Bosnian institutions. Internal communal disputes
also impair institutional development. Finally, one should also not discount the role
of inter-Muslim competition for what is seen as the leadership of Balkan Muslims.
Overall, there has been more (Muslim and non-Muslim) interest from abroad in
cooperation with local Islamic faculties than from those faculties themselves. Several
memoranda of understanding were signed but none of them has led to any significant
and lasting cooperation project.
Practically all of these faculties were founded by local Islamic Communities
and are very often financed by them which to a large extent explains why they are
generally under-funded. All are equally jealous of their independence except for
Sofia institute which receives significant support from Turkish Diyanet. It is peculiarity of the Bosnian faculties to have become (affiliated) members of state universities while still enjoying large autonomy in curriculum development. In principle
states today are cooperative but in some cases like in Albania and Serbia, state remains
a major obstacle in the path of higher Islamic education development. This is a
major departure from previous practice of state meddling into religious affairs. For
instance, the Communist regime explicitly told Islamic religious authorities that they
will not allow the late Bosnian President Alija Izetbegovic to teach Ethics at the
Islamic Theological Faculty in Sarajevo, and he never did. There were other similar
cases. None of the institutes has reached the economies of scale which would allow
it to offer a more diverse program. Library and other research facilities are underdeveloped. Only a minority of the faculties has student dormitories.
While a lot has been achieved in terms of meeting local needs for university
educated religious elite quality assurance generally remains a problem. Practically
none of the institutes has established itself as a center of educational or research
excellence although Sarajevo faculty is considered by many to be a successful model
and a major contribution to European Islam(15) Curricula as well as teaching methods
generally tend to be static and traditional with Zenica faculty being the most inno-
(15) Christian Moe, A Sultan in Brussels? European Hopes and Fears of Bosnian Muslims, Sudosteuropa, 55 (2007), no. 4: 374-94.
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vative. Most of these institutions are still short of doctors among their teaching staff.
A lot has been achieved in the field of gender equality with female students often
representing around half of the student population. However, among the teaching
staff women are much rarer.
Acknowledgement
I take this opportunity to thank many people who helped me gather the information for this paper. In particular I would like to thank Aziz Shakir, Ahmed Topkev,
Xhabir Hamiti, Hasan Cilo, Olsi Yazexhi, Hajrudin Hodzic, and Hasan Music. Any
mistakes are, of course, mine alone.
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ANNEX I: FACULTY OF ISLAMIC STUDIES IN

SARAJEVO UNDERGRADUATE PROGRAMS
BA in Islamic Theology
( U s u l a l - d i n)
BA in Religious Education
( A l - T a r b i y y a h a l - d i n i y y a h)
SEMESTER I
SEMESTER I
Phonetics and Morphology of Arabic

English I
Tilawat al-Qur'an I
Tafsir Terminology
Hadith Terminology
History of Shari'a Law
Introduction to the Study of Aqidah
Bosnian Language
Phonetics and Morphology of Arabic

English I
Tilawat al-Qur'an I
Tafsir Terminology
Hadith Terminology
History of Shari'a Law
Introduction to the Study of Aqidah
Bosnian Language
SEMESTER II
SEMESTER II
Arabic Syntax
English II
Tilawat al-Qur'an II
Usul al-Fiqh
Religion and Law
Sociology: Themes and Perspectives
Intro to the Study of Islamic Civilization
Research Methods
Arabic Syntax
English II
Usul al-Fiqh
Religion and Law
Sociology: Themes and Perspectives
Intro to the Study of Islamic Civilization
Research Methods
SEMESTER III
SEMESTER III
Arabic Texts
English III
Tilawat al-Qur'an III
History of Tafsir
Approaches to Sunnah
Fiqh al-Ibadah
The Early Schools of Kalam
Introduction to Philosophy
SEMESTER IV
Classical Arabic Stylistics and Metrics
English IV
18
Arabic Literature
English III
Tafsir Methodology
Approaches to Sunnah
Fiqh al-Ibadah
The Early Schools of Kalam
Introduction to Philosophy
SEMESTER IV
Classical Arabic Stylistics and Metrics
English IV
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Tilawat al-Qur'an IV
Survey of History of Islamic Civilization
Ethics
Shari'a Family Law
Kalam - Shi'a in Islam and Tasawwuf
Understanding of Hadith
Survey of History of Islamic Civilization
Ethics
Shari'a Family Law
Kalam - Shi'a in Islam and Tasawwuf
Understanding of Hadith
SEMESTER V
SEMESTER V
Arabic Literature
English V
Tilawat al-Qur'an V
Classic Schools of Tafsir
Philosophy of History
Study of Judaism and Christianity
Shari'a Law: Inheritance and Waqf
SEMESTER VI
Hadith Texts
Islamic Institutions
Contemporary Issues in Aqidah
Shari'a Civil and Criminal Law
Classical Islamic Philosophy
Religion and Society
SEMESTER VII
Contemporary Schools of Tafsir
Modern Islamic Philosophy
Islamic Culture in the Balkans
General Psychology
Elective Course
Elective Course
SEMESTER VIII
Study of Genocide
Pedagogy
Elective Course
Elective Course
Practical Exercise
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Arabic Texts
English V
Tilawat al-Qur'an V
Philosophy of History
Study of Judaism and Christianity
Pedagogy
General Psychology
SEMESTER VI
Hadith Texts
Classic Islamic Philosophy
Psychology of Personality
Sociology of Education and Upbringing
Didactics
SEMESTER VII
Modern Islamic Philosophy
Islamic Culture in the Balkans
Developmental Psychology
Education Metrics
Elective Course
Elective Course
SEMESTER VIII
Study of Genocide
Pedagogy in Religious Instruction
Elective Course
Elective Course
Practical Exercises
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Imam, Khatib, and Muallim TrainingProgram

I SEMESTAR
Tilawat al-Qur'an I
Intro to Aqa'id
History of Sharia Law
Sira
Phonology and Morphology of Arabic Lang.
Bosnian Language
English Language I
Sociology of Upbringing
II SEMESTAR
Early Schools of Kalam
Usul al-fiqh
Muslim Societies and Communities
Arabic Language Syntax
English Language II
Development Psychology
Elective course
III SEMESTAR
Classic Aqa'id Texts
Fiqh al-Ibadat
Imamat
Tafsir Terminology
Hadith Terminology
Arabic texts
Da'wa
20
IV SEMESTAR
Comparative religions
Islamic Family Law
Thematic Tafsir
Thematic Hadith
Khatabah, Rhetoric and al-Wa'z
Arabic Language - Conversation
Pedagogy
V SEMESTAR
Tilawat al-Qur'an V
Contemporary aqa'id topics
Islamic inheritance and Waqf law
History of Bosnia and Herzegovina
Religious Instruction Methods
Arabic Language - Conversation
Institution of the Islamic Community
Group Psychology
VI SEMESTAR
Tilawat al-Qur'an VI
Contemporary Ideological Movements
Contemporary Fiqh Issues
Islamic Culture and Civilization
Akhlaq
Practicum
Elective Course
Elective Course
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ELECTIVE COURSES
I SEMESTAR
Branches of Philosophy
Islamic Philosophy
Sociology of Religion
IV SEMESTAR
Tasawwuf
Logics
Genocide Studies
ANNEX II: ISLAMIC PEDAGOGICAL FACULTY

IN BIHAC COURSES
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ANNEX III: FACULTY OF ISLAMIC STUDIES IN

PRISHTINA UNDERGRADUATE PROGRAM
The Compulsory Courses:
1. The Qur'an, 240 hours, 6 semesters
2. The Methodology of Tafsir (Qur'anic exegesis) and Tafsir, 225 hours, 4 semesters
3. The Methodology of Hadith (Prophetic Tradition) and Hadith, 225 hours, 4
semesters
4. Fiqh (Islamic law), 210 hours, 6 semesters
5. Kalam (Islamic Theology), 120 hours, 2 semesters
6. History of Islam, 150 hours, 3 semesters
7. Islamic ethics, 60 hours, 1 semester
8. Islamic Culture, 60 hours, 1 semester
9. Islamic Philosophy, 60 hours, 1 semester
10. History of Islamic Legal Schools, 45 hours, 1 semester
11. Rhetoric, 60 hours, 1 semester
12. Fatwa, 45 hours, 1 semesters
13. Tasawwuf, 45 hours, 1 semester
14. History of Religions, 60 hours, 1 semester
15. Arabic language, 360 hours, 6 semesters
The Elective Courses:

1. Islamic Cosmology, 45 hours, 1 semester
2. Religious singing, 45 hours, 1 semester
3. Religious learning, 60 hours, 1 semester
4. Psychology of Religion, 60 hours, 1 semester
5. Sociology of Religion, 60 hours, 1 semester
6. Religion and society, 60 hours, 1 semester
7. History of Islam in Bulgaria, 60 hours, 1 semester
8. Ottoman Diplomacy and Paleography, 60 hours, 1 semester
9. Ottoman Turkish Language, 90 hours, 2 semesters
10. Pedagogy, 90 hours, 2 semesters
11. General and development Psychology, 60 hours, 1 semester
12. Psychology of Education, 60 hours, 1 semester
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13. Methods of Religious Education, 60 hours, 1 semester

14. Structure and functioning of Religious Institutions, 45 hours, 1 semester
15. Bulgarian language, 60 hours, 1 semester
16. Turkish Language, 180 hours, 3 semesters
17. A western Language, 90 hours, 2 semesters
18. Philosophy, 45 hours, 1 semester
19. Logic, 45 hours, 1 semester
The Facultative Courses:
1. Turkish Islamic Literature, 60 hours, 1 semester
2. Folklore and Literature of Bulgarian Muslims, 60 hours, 1 semester
3. Conational law and Human Rights, 60 hours, 1 semester
4. History of Bulgaria, 60 hours, 1 semester
5. History of Turkey, 60 hours, 1 semester
6. History of Muslim Countries, 60 hours, 1 semesters
7. Computer literacy, 60 hours, 1 semester.
Students are expected to take up to 1100 hours of elective courses and up to 350
hours of facultative courses.
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Prof. Shawyun
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Actioning Strategic Planning

Assoc. Prof. Teay Shawyun, Ph.D.*
Abstract
In the dynamics of planning and quality management, Strategic Planning can no
longer be separated from Quality Assurance, nor can Strategic Planning or Quality
Management work in a vacuum of information. To demonstrate the linkages, the
triangularization of planning-information-quality (Teay, 2008) was expounded in
the QMIPS (Quality Management, Information and Planning Systems) framework
(Teay, 2007). Strategic Planning has a history of developmental excellence but
execution paucity. The key issue is what and how to action on the strategic plan.
The importance of realizing the lofty mission of the HEI (Higher Education Institutions) is a herculean and tough task. To resolve this issue of implementation dearth
and the alignment of the planning and implementation concern, this paper will
illustrate a framework to develop the strategic plan using a simplified identification
and development of a strategic plan based on the position and capabilities
fundamentals of strategic management on strategic analysis and formulation. It will
then illustrate strategic implementation of the plan by the cascading of the vision,
mission, goals and objectives from the Strategic Plan into the goals and objectives
of action plan and its corresponding projects development and budget requisition.
The linkage of the quality management is through the metrics developed to measure
the performance achievement of the projects and its budget. This would resolve the
problem of alignment and the execution of the various projects based on the action
plans to achieve the overall strategic plan and its mission in a structured and measurable approach.
Key words: Strategic Plan and Action Plans. Alignment and cascading of the vision,
mission into achievable goals and measurable objectives.
* Associate Professor in Strategic Planning, Consultant, Quality Deanship, King Saud University,
Saudi Arabia, E-Mail: jerry182122@yahoo.com.
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Assoc. Prof. Teay Shawyun, Ph.D.
1.1 Introduction to Strategic Management in Higher Education

Institution
Since the 90's Education has been viewed from the management lens which is
appropriate in the sense that education must create value to the end consumers,
and education must have a purpose that is normally defined within the quality
means to a quality end. Inescapably, education as looked through the management
lens is built on the management principles of POC3 (Planning, Organizing, Communicating, Coordinating and Controlling), the Quality lens of PDCA (Plan, Do, Check
and Act), the Performance lens of ADLI (Approach, Deployment, Learning and
Integration) and the Results lens of LeTCI (Level, Trend, Comparison and Integration)
of the performance results. As such, education, in meeting the stakeholders' needs and
requirements in its education creation and delivery of value must be strategically
(deliberation of the intent of the institution based on its purpose or mission) managed.
Through the Balanced Scorecard approach, education management means that
management must pervade all levels of the HEI to ensure that the human, information and organization systems that form the base of the capabilities and capacities
foundations of the institution must be competent to utilize the internal education
processes to create and deliver educational value. This educational value when consumed by the stakeholders will strengthen the financial base of the institution, (Teay, 2007).
A key question that all strategic education managers must address is what is
strategic management and what is strategic planning? within the education context.
In addressing the strategic management of a HEI (Higher Education Institution), there
are 3 basic questions that the institution should identify strategically as follows:
Fig. 1.1 Pragmatic

questions of Strategic
Management
Source: Adapted from

Teay Shawyun, (2007), A
Primer on Strategic
Organization Analysis
and Planning Model,
Assumption University
Digital Press, Bangkok,
2007.
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As shown in Figure 1.1 in managing a higher education institution the 3 main

pragmatic questions where answers should be targeted are:
1. Where we are now and where are we going? - This should address our
current and past performance based on the analysis of internal and external
environment analysis to come to an understanding of the current position of
the HEI in the staked out education industry based on its capability. This
current performance evaluation based on the analysis will determine whether
the previously set vision, mission, goals and objectives had been achieved
and where we will be going based on the current resources and capability of
the institution.
2. Where do we want to go or where we could be going? - This question
should address where the institution want to stake out a future position in the
education industry and what product or service offerings and stakeholder
groups that the institution intends to compete in. This would be based on the
internal and external analysis to determine what is deficient or what is needed
in the existing capabilities or need to be created to achieve that future staked
out position. The main issues to be addressed here would be:
- Educational Product and service offering market positions to be staked out?
- Buyers' educational and service needs and groups to serve?
- Education Outcomes to achieve through the educational product and service
offerings?
3. How do we get there? - This will address the resources and capabilities that
the institution needs to create or build to execute its selected strategies to
achieve the staked out position and the outcomes that it intends to achieve. It
also addresses the issue of what to do and how to do it in terms of the
implementation of the strategies selected. It goes into the realms of building
a capable and competitive organization in the education industry through
capability and capacity building to achieve its mission and goals.
The 3 questions highlight 2 main aspects that should be dealt strategically. In
moving forward into the future, the HEI is aiming at a position that it intends to
stake out and achieve in the future. In its strategic intent, it must determine what
position that it can maintain and sustain and that it can perform better relative to other
education providers with the same or similar set of product service offerings targeting
a group of educational offerings consumer market. This would be dependent on its
ability to compete and performance based on its existing competency or to develop
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a new set of capabilities that the HEI can leverage to perform better and achieve a
greater share of the cream of the market. This would inevitably means that the
institution needs a fully understanding of its internal operating environment and its
external market environment.
In basic management terminology, the institution must conduct a situation
analysis of its internal and external environments impacting its present and future
position. Based on this analysis, it then plans and formulates its strategies or action
to perform and achieve its envisioned position in the future. With the strategies
formulated, it must action on the strategies through its implementation of the strategic
plan.
1.2 An Integrated Model of Strategic Management for HEI

In seeking an answer to the understanding of its external market environment,
and to fully understand the institution's internal operating environment, strategic
management would mean that a HEI must both manage its organizational capability
and capacity that needs to be managed and created to achieve its marketplace strategy
that would lead to its position performance in the market place. As shown in Figure 1.2,
strategic management in a higher education institution as an organization calls for:
Fig. 1.2 An integrated

model of strategic
management for HEI
1.2.1 Managing the Marketplace strategy set: This understanding is done through
an appraisal of the Institution's Competitive Position by:
- Reviewing the institution's mission, competitive niche, and significant changes
facing the education industry that has an impact on the institution's posture and
positioning.
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- Understanding where the institution has been (its past position), where it is
now (its present position), and where it can go (its future position) in the competitive education arena.
- Comparing past institution performance with current market happenings and
related environmental trends relative to its competitor in the education industry.
- Identifying where it can stake out a competitive position in the education
industry that its strategic intent is in leveraging its capabilities set to be a key
or lead player.
The key questions that need to be asked are:
- What is the present situation of the institution in terms of its current competitive situation based on its existent vision, mission, goals and strategies relative
to its competitors' performance?
- How effective is the institution competitive approach as indicated by its financial,
market and operational key performance indicators?
- What forces are causing change in the education industry that calls for a need
to reshape its educational product and service offerings?
- What is the condition of the institution resources, its leverage of its competency
to achieve its present position?
1.2.2 Managing the Organizational Capabilities set: This understanding is done through
designing and developing the Institution's Strategies by:
- Analyzing competitive conditions to better understand the validity of the institution's current set of strategies and the set of capabilities and capacities
needed and are defined in terms of leadership, infrastructure, mindset, human,
information and organizational knowledge and skills (capability) and the
amount that is needed (capacity)
- Setting the institution's direction through objectives and goals that prepare the
management and leaders for approaching the future or needed market conditions
- Evaluating the scope of operations in light of developing competitive conditions
and defining the consequences of maintaining or changing the institution's set
of strategies in terms of growth, stability and limited resources and the capabilities and capacities that are needed.
- Identifying the pace of the institution's directions that exploit competitive
advantages or improve competitive shortfalls, maintaining a culture of trust,
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cooperation, and team leadership throughout the enterprise and linking strategic
management to operational decision making by establishing timeframes for
operational accountabilities within the management team
The key questions that need to be asked are:
- What is the institution desired market position in the education industry?
- Does the institution have a clear set of long range goals that is complemented
by its medium term and short term goals and objectives?
- Does the institution have certain deficiencies in its existent capabilities and
capacities that needs to be corrected and does the new strategic intent on a new
envisioned position needs a new set of capabilities and capacities in terms of
its human, information and organization competency set that can be used to
leverage its strategic intent in performance and position achievement?
- Does the institution have an understanding of the impact of market forces and
competitive maneuverings on the firm's ability to develop its needed
capabilities and capacities to capitalize on the opportunities in the educational
industry in its positional and strategic intent?
1.3 Capabilities and Position perspective of Strategic

Management
Strategic Management is based on a few key fundamentals that are generally
established upon by most strategic management exponents (David, 2005; Hitt, Ireland,
and Hoskisson, 1999; Johnson and Scholes, 2006; Mintzberg, H., Lampel, J., Quinn,
J.B. and Ghoshal, S., 2003; Teay, 2007; Thompson and Strickland, 2007; Wheelen
and Hunger, 2004) in terms of a time dimension and the achievement of a staked out
position through a set of capabilities. As noted above, the discussion above on
Strategic Management in a higher education institution revolves around a few key
points of view as follows:
- Past, Present and Future point of view: Strategic Management works on the
analytics of understanding what and how it has reached and achieved its present
position. It also works on the analytics in understanding and striving towards
an envisioned future that it intends to be. As such, Strategic Management has
3 time dimensions, the past, present and future that it must analyze, interpret
and understand before deciding on and plotting its future stance and staked out
position in the industry.
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- Capabilities and Position point of view: Strategic Management works on the

principle of competition amongst equals and un-equals for a staked out
position in the industry. It also works on the principle that the stronger equal
will attain a higher share of the market through leveraging its capabilities and
competencies set. This would mean that the achievement of an envisioned and
staked out position is done through a set of capabilities that the organization
has developed and leveraged over time to achieve its present market position
and its future envisioned position.
Fig. 1.3 Capabilities and Position perspectives of strategic management
As shown in Figure 1.3, the time dimension of the institution performance and
its achievement is denoted in 3 time dimensions of:
- Past to Present timeline of 1999 to 2010: The imperative here is to determine

what past and existing set of capabilities in terms of its key organization
resources of its human, information and organizational utilization to create and
add value to its educational product and service offerings. The difference is not
in having the resources but the degree in capabilities in the utilization of these
resources to achieve the present position in 2010 from a past position in 1999.
- Present timeline as of 2010: The institution will need to determine what are its
present performance and achievement based on key performance indicators of
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its financial, market and operational performance and achievements. This set
of key performance indicators will define whether its existing set of vision,
mission goals and objectives have been achieved and the variance in the
achievement and performance will be a key determinant in its future
positioning.
- Future timeline of 2010 to 2020: As of 2010, once the institution knows of its
present standing in terms of its positioning, it will need to determine what
would be the future position that it intends to stake out in 2020. This would
call for a review of its existing vision, mission and goals for a renewed or
repositioned set of vision, mission and goals based on the understanding of the
new trends and changes in the future environment. This would also call for the
identification of a new set of capabilities to achieve this new position in 2010.
As also shown in Figure 1.3, the capabilities and position dimensions of
strategic management are:
- Capabilities dimension: It is a widely accepted notion that in order to achieve

certain aspirations or performance, it is based on a set of capabilities that
underscore the knowledge, skills and values or the competency set that brings
about performance as opposed to a status quo or mother luck conception.
These aspirations represent its future envisioned position that it intends to stake
out in the education competitive arena. The degree of performance or achievement in this highly competitive arena is contingent on the level of capabilities
and capacities that the institution and its human talent have in the utilization
of the resources and processes to create and deliver on educational value.
Inevitably the analytics of the capabilities leads to the determination of the
internal analysis of the institution as the human, information and organizational
resources and its utilization is internal of the institution. This inexorably means
that the analytics of its internal environment will lead to the identification of
the Strengths and Weakness of the institution in the degree in its competencies in the utilization of the resources rather than in the ownership of the
resources. A full understanding of its capabilities is the key to achieving its
position.
- Position dimension: It is also a widely accepted notion that the human survival
instinct is geared towards a further improvement of its present standing to
aspire to a higher level standing. The institution, which is an organizational
entity, is no different from the human entity in her strive towards a higher and
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better desired ambition from its present positioning. But in its journey towards
these higher ordinates of aspirations, it needs to understand its external
environment that has an impact on its future beings and future standing in its
intended position to be staked out. A full understanding of these external
environmental factors leads to the identification of the Opportunities and
Threats that can affect its strategic intent.
2. Developing the Basic Strategic Plan

In developing the strategic plan based on the capability and position
dimension above, one would need to define the vision and mission statements that
also include the values system enshrined in the beliefs of the institution as an entity.
2.1 Writing the Vision Statement: Write the vision statement by answering the
question "What do you hope for your university, program, school and
students and stakeholders?" Ideally, it should be written in a compelling,
inspirational fashion.
2.2 Writing the Mission Statement: Write a concise description of the purpose of
your university, program, and school. Answer the question: "Why does our
university, program, school exists?" When answering this question, include
the nature of your educational products and the groups of students and
stakeholders who buy or are affected by your educational products and
services. The mission statement should provide continued direction and
focus to your plans and operation in your university, school and program.
2.3 Writing the Values Statement: Write down the important values from which
you want your university, school, program to operate. The values statement
depicts the priorities in how the university, school, program carries out
activities with stakeholders.
2.4 Conduct an External Analysis: Write down your thoughts from an external
analysis. An external analysis looks at societal, technological, political, and
economic trends effecting the school or program, e.g., trends in the economy,
recent or pending legislation, demographic trends, rate of access to trained
labor, and competition. In your external analysis, don't forget to look at
stakeholders' impressions of the school or program, including bankers',
students', stakeholders', community leaders', employment market, parents',
etc.
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2.5 Conduct an Internal Analysis (SWOT): Write down your thoughts from your
internal analysis. Write down the major strengths and weaknesses of your
school or program. Write down the major threats and opportunities regarding
your school or program. Consider trends affecting the university, school,
program, e.g., strength of program, reputation of the school or program,
expertise of faculty, facilities, strength of finances, strength of administrative
offices and operations, etc.
As shown in Figure 1.4, the analytics of the internal and external environmental
factors will result in the traditional SWOT matrix which in reality the SW represents
the Capabilities dimension of the institution, and the OT represents the Position
Dimension of the institution. In the formulation of the strategy, and as noted above,
the performance and achievement of a certain envisioned future position is based on
a set of capabilities to achieve that position. This inevitably means that the envisioned
position must be matched to the capabilities as shown in Figure 1.4, and in the
implementation of the strategies, the capabilities dimension must be built or created
to achieve the position dimension.
Figure 1. 4 SWAT Capabilities and Position Matrix
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2.6 Identifying the Strategic Issues: Write down the major immediate and nearterm issues that your school or program must address. New schools or
programs, in particular, are often better off to first look at the major obstacles
or issues that it faces, and next identify the more forward-looking, developmental goals to accomplish over the next few years. For example, current
issues might be that student admission rate is dropping, there is no research
and development to generate new educational products, faculty turnover rate
is too high, etc. Developmental goals for new schools or programs might be,
for example, build an academic board, do a strategic plan, do a market
analysis to build a new educational product, hire employees, etc.
To identify the key issues identified from your strategic analyses, consider the
following guidelines:
i. From considering the effects of weaknesses and threats that you identified,
what are the major issues that you see? List as many as you can. Consider
issues over the term of your strategic plan, but look very closely at the next
year especially. Many schools or programs have stumbled badly because they
ended up "falling over their feet" while being focused much too far down the
road.
ii. Consider each of issues. Ask whether it's important - that is its IMPACT on
the school or program or how it affects the school or program and occurrence
- that is its probability of happening because if it does not happen, there will
be no impact and its urgency - that normally defines whether it needs to be
dealt with in the short term, medium term or long term. Often, issues seem
very important but its occurrence is negligible when they are only urgent, for
example, changing a flat tire is an urgent issue -- but you would never put
"changing a tire" in your strategic plan. Attend only to the important issues
and not the urgent issues.
iii. Deal with issues that you can do something about. Issues that are too narrow
do not warrant planning and issues that are too broad will bog you down.
iv. Issues should be clearly articulated so that someone from outside of the school
or program can read the description and understand the nature of the issue.
In essence, A key strategic issue is a:
- Future event or trend that may have a significant impact on the university,
school or program (e.g., deregulation of an academic industry, signing the
AFTA trade agreement or various FTA) and that should be closely monitored.
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- Decision the firm is considering making that will have a strategic and dramatic
impact on the university, school or program (e.g., merging with another university, school or program, changing its strategy, focusing on international
operations).
3. A Sample Strategic Plan

The strategic plan must define the following:
- Vision - The vision will define what we WANT to be, a dream that the academic or administrative unit posits itself and would like to achieve that defines
a future POSITION that the academic or administrative unit wants to be.
- Mission - The mission will define what we CAN be, that also defines why
the organization exists, and in order to achieve the dream or position that it
wants, it needs to define a set of CAPABILITIES of what it can do to achieve
that position.
- Goals - Goals are specific accomplishments that will define in broad and
general terms of what we want to achieve and can achieve. This represents
the definition of a set of broad achievable targets that will state the achievement
of its vision and mission to reach that position that it intends to stake out.
- Objectives - Objectives are specific accomplishments that are usually "milestones" along the way designed to measure the achievement of the goal and
mission when implementing the strategies. The objectives will define the
measurable achievements in terms of the definition of what are the measures
of the achievements which defines its measures and targets that are challenging, achievable, and measurable and with a set time frame. Objectives are
the end results of planned project or activity. It must be SMARTER (Specific,
Measurable, Acceptable, Realistic, Time frame, Extending, Rewarding).
The 5-Year or 10-Year Strategic Plan must find an answer to the following
questions:
i. Where are we now (our current POSITION)?
ii. What do we have to work with (our current CAPABILITY and COMPETENCY)?
iii. Where do we want to be in the future (our new POSITION)?
iv. How do we get there (our new CAPABILITY and COMPETENCY needed to
achieve the new POSITION)?
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v. Action planning typically includes deciding who is going to do what and by

when and in what order for the academic or administrative unit to reach its
strategic goals. The design and implementation of the action planning depend
on the nature and needs of the academic or administrative unit. Action planning
may seem detailed and tedious compared to strategic planning which often
seem creative in nature. Therefore, action planning is too often ignored, leaving
the results of earlier stages of planning much as castles in the air -- useless
philosophical statements with no grounding in the day-to-day realities of the
academic or administrative unit as the OYPB which is the action plans are
the day-to-day projects and activities and that supports and achieves the
key activities of the strategic plan. The action plan normally answers the
key question How do we get there (our new CAPABILITY and COMPETENCY
needed to achieve the new POSITION)?
4. Developing the OYPB (One-Year-Plan and Budget)

Actions plans or the OYPB specify the actions needed to address each of the top
academic or administrative units' issues and to reach each of the associated goals,
who will complete each action and according to what timeline.
4.1 Conduct Action Planning (project objectives, responsibilities and timelines):

For each strategy identified in the 5-Year or 10-years strategic plan, write
down the SMARTER (Specific, Measurable, Acceptable, Realistic, Time
frame, Extending, Rewarding) project objectives that must be achieved
while implementing the strategy, when the project objectives should be
completed and by whom and how are they to be measured and assessed -especially over the next academic year.
4.2 Develop an Operating Budget in the OYPB (One-Year-Plan and Budget): List
the resources you will need to achieve the goals in the strategic plan and the
projects identified in the OYPB (One-Year-Plan and Budget) and what it
will cost to obtain and use the resources for each of the project identified.
You don't have to be exactly accurate (as it is a close approximation of the
utilization of resources)-- besides, you may end up changing your final
project budget as you give more attention to the educational product design
and planning in the actual project proposal when you actually start to
develop or formulate it. You should do a budget for each of the project for
each of the years included in the span of time covered by your strategic plan
-- but give particular attention to the immediate first year of the time span
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which is the OYPB that defines the projects that needs to be developed and
implemented and the budget needed to achieve the goals and mission of the
academic or administrative units.
Look at each of your educational product-related or process or work goals.
Think about how much revenue the educational product or process or work might
generate. Next, think about the expenses to produce, sell and support the educational
product, process or work such as human resources, facilities, equipment, special
materials, marketing and promotions, etc. (Note that this action planning or the
OYPB often provides strong input to the overall budget. It will likely convert your
operating budget to a set of project budgets).
In the OYPB there are many different kinds of effects we might seek and that
we might create as follows:
i. What are you trying to achieve?
ii. What are you trying to preserve?
iii. What are you trying to avoid?
iv. What are you trying to eliminate?
This linkage above can be recast into the four questions as follows:
i. What do you want that you don't have? (Achieve)
ii. What do you want that you already have? (Preserve)
iii. What don't you have that you don't want? (Avoid)
iv. What do you have now that you don't want? (Eliminate)
4.3 Specifications of the OYPB: As the action plan for academic and administrative
units identifies what needs to be done and how it is to be done that are
normally defined or created as the projects to be implemented. The project
should identify each major function, each administrator and each faculty or
staff, based on the following key education areas as follows:
i. Mission and Goal of the university, school or program
ii. Teaching and Learning
iii. Student Services and Development
iv. Research
v. Faculty and Staff Development
vi. Academic Services
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vii. Preservation of Art and Culture

viii. Administration and Management covering governance and learning
resources and facilities
ix. Finance and Budget
x. Quality Assurance System
Each of the projects needs to specify:
i. The goal(s) that are to be accomplished
ii. How each goal contributes to the academic and administrative units' overall
strategic goals
iii. What specific results (or objectives) must be accomplished that, in total,
reach the goal of the academic and administrative units?
iv. How those results will be achieved?
v. When the results will be achieved (or timelines for each objective)?
5. Alignment of School and University VMGO and the Projects

and Budget
It is important that the VMGO (Vision, Mission, Goals and Objectives) of the
academic or administrative units be aligned with that of the university. The
alignment is an imperative as what the academic or administrative units do in its
mission, the definition of the academic or administrative units goals, SMARTER
objectives and its strategies and projects and budget, they should be aligned to
support and achieve the basic mission and philosophy of the University.
i. Sample Mission of HEI

HEI exists for the main purpose of serving the nation by providing scientific
and humanistic knowledge, particularly in business education and management
science, through research and interdisciplinary approaches.
To this end, it aims at forming intellectually competent graduates who
- are morally sound, committed to action justly, and open to further growth;
- appreciate freedom of expression, imbued with ethical attitudes and ideologies
through a carefully integrated curriculum of Ethics, Science, Languages and
Business Management; achieve academic excellence through hard work,
critical and positive thinking, and effective decision-making.
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ii. Sample Strategic Goals for Theme 2 on Creating and Strengthening Quality
Teaching and Learning (P1 - Phase 1 and P2 - Phase 2)
It should be noted that in order to fulfill the HEI mission in forming intellectually competent graduates, a key process is the teaching - learning processes, and
to achieve this theme, the strategic goals for this thematic strand of creating and
strengthening quality teaching and learning must be identified. These are the overarching strategic goals for the HEI of which they must be translated into the school's
mission and strategic goals. The strategic goals, its initiatives and metrics are
defined in Table 1, with its corresponding measurement of its annual performance
shown in Table 2. The strategic goals for the HEI are:
P1 2.1 HEI will create a positive learning environment that enables students to achieve
their full academic potential and to cultivate their personal development.
P1 2.2 HEI will create a curriculum meeting the highest standards of excellence across
the University.
P1 2.3 HEI will develop a system for academic advising that meets the needs of the
students and leads to academic success.
P2 2.4 HEI's program develops strong students' competency of knowledge and skills
and effectively prepare students as competent and ethical citizens.
P2 2.5 HEI will continually improve and innovate on the quality of our program
offerings and their delivery and link it to the National Qualification Framework
at all levels.
P2 2.6 HEI will include more international aspects in its curriculum context and
content.
iii. Sample Mission of the School

The School of A exists for the main purpose of serving the society with the
highest commitment through providing high quality educational process with the
best academic resources, using student-centered approach, advanced information
technology and innovations to educate qualified graduates, create body of knowledge through research, and provides academic services to the society.
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iv. Sample Goals and objectives of the School for Teaching and Learning
The university strategic goal is: P1 2.2 HEI will create a curriculum meeting the
highest standards of excellence across the University. (representing the envisioned
position of HEI).
The mission of the school is a high quality educational process calls for
actions by the school to identify its goals, objectives, strategies and action plan to
support a high quality curriculum that leads to the highest standards of excellence.
The strategic goals, its sub-goals, SMARTER objectives, strategies and action plans
for the school that represent the capabilities to be created are discussed in the
examples below:
Strategic Goal 2.1: Providing high quality educational process
Goal 2.1: The teaching-learning processes must be student-centered
SMARTER Objectives:
Objective 2.1.1- 60% of context of the school's curriculum and delivery
process must be student-centered by 2010
Objective 2.1.2- 30% of the school's faculty must be trained in studentcentered pedagogy by 2009 and achieve a 100% rate by 2012.
Strategy:
Strategy 2.1.1- To set up an academic task force to lay down the criteria
and standards of a student-centered curriculum and
delivery process, to review and ensure that the curriculum
and the delivery conforms to the criteria and standards.
Strategy 2.1.2- To identify faculty who needs training in student-centered
approach and develop workshops to train the faculty.
v. Projects for The teaching-learning processes must be student-centered

Project 2.1.1- Details of the project and budget to be used to set up the academic
task force to develop the criteria and standards.
Project 2.1.1- (Project title: Establishment of task force to review curriculum)
Goal: (Strategic Goal # 2.1 to be achieved)
Objective: (Strategic Objective # 2.1.1 to be achieved)
Strategy: (Actions and activities supporting Strategy # 2.1.1 used)
Project details: (Details and budget)
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Project 2.1.2- Details of the project and budget to be used for the training and
workshops to train the faculty in the student-centered curriculum
and delivery.
Project 2.1.2: (Project Title: Student-centered curriculum and delivery
workshops for faculty)
Strategy: (Actions and activities supporting Strategy #2.1.2 used)
Goal 2.2- The teaching-learning process must develop qualified graduates
Objective 2.2.1- The school's Student Competency and Effectiveness Index
must achieve a 10 % increase annually
Objective 2.2.2- 30% of the school's curriculum should use the Student Competency and Effectiveness Index as the minimum standard by
2009 and achieve a 100% rate by 2012 at all levels of the
curriculum
Strategy:
Strategy 2.2.1- To set up an academic task force to lay down the criteria and
standards to ensure that the Student Competency and Effectiveness Index is used as the minimum standard in the school and
in each of the program and subject.
Project 2.2.1- (Project Title: Academic task force to define criteria and
standards of Student Competency and Effectiveness Index)
Strategy 2.2.2- To ensure the Student Competency and Effectiveness Index is
measured in the school and in each of the program and subject.
Project 2.2.2: (Project Title: Measurement of Student Competency and
Effectiveness Index)
Objective: (Strategic Objective # 2.2.1 and 2.2.2 to be achieved)
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Conclusion
In summary, it can thus be said that strategic management is the
determination, matching and creation of the capabilities of the institution to
achieve a future envisioned position based on the timeline from the past to the
present and into the future.
This would mean that Strategic Management as expounded and depicted in
Figure 1.3:
Strategic Management = Strategic Analysis + Strategic Formulation +
Strategic Implementation
Strategic Analysis: DETERMINING the past and present set of
CAPABILITIES that is used to achieve the present position from the
timeline 1999 to 2010 to reach its present POSITION in 2010.
Strategic Formulation: MATCHING the present set and a future set of
CAPABILITIES that is needed to achieve a future envisioned position
from the timeline 2010 to 2020 to a new envisioned POSITION in 2010.
Strategic Implementation: CREATING the new set of CAPABILITIES
that is needed to achieve its new envisioned POSITION in 2020 through
the timeline 2010 to 2020.
Basically, in understanding and applying strategic management to the HEI, a
few key principles as expounded above and that would be used as the framework in
this paper are:
1. In Strategic Management as shown in Figure 1.3, there is a capabilities
and position dimension that must be strategically analyzed, formulated and
implemented on a time dimension of the past, present and into the future.
2. In Strategic Management, the two key determinants of performance is based
on the matching of the capabilities and position dimensions which inevitably means that an institution will not be able achieve a position without a
set of capabilities and capacities that underlies its competencies set. This
strikes to the very heart of successful performance in the realization of the
real strengths and weakness which ultimately forms the competencies set on
which the envisioned position is achieved.
3. In Strategic Management, the performance and successful achievement of its
envisioned position is not in having the resources, but in its capabilities and
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capacities to utilize or leverage its human, information and organization assets.

This inevitably means the creation or the building of a set of capabilities and
capacities which is ultimately its competencies set to achieve its envisioned
position. This most probably is the antithesis of all institutions in not
recognizing its real competencies set of its capabilities and capacities to capitalize on the opportunities and mitigate its threats to achieve its envisioned
position.
But in order for strategic management to be successful, the strategic plan developed must be aligned with the units' strategic plan and actioned on by alignment of
the strategic goals and converting them into the units' actionable goals, objectives
that must be set and measured on an annual basis to ensure that the strategies are
implemented, checked by its measurements and acted upon. This means the following:
1. The strategic plan which is normally longer-term spanning 5 to 10 years must
define the position of the institution that it aims to be and achieve. These longer
term ideals must also be complemented by a set of identified capabilities that
it must further enhance or create to reach and achieve its staked out position.
2. The endemic problem of strategic planning failure is that the plan is not properly executed or actioned on as the linkage with the shorter-term annual
operational plan or their medium term tactical plans are not developed. This
paper tries to show a worked out example to de-mystify the intricacies and
simplicity of the alignment through the institutional vision, mission, goals
and objectives with that of the school's.
3. It also tries to illustrate the development of the actionable one-year-plan and
budget which is the actionable complement of the strategic plan on an annual
basis, which means converting the more strategic aspect of the longer term
mission into actionable annual actions, targets and measurements which
represents the capabilities to be created in order to achieve the position
envisioned.
In conclusion, it is hoped that this paper achieves its objective in de-mystifying
the intricacies of strategic management via its strategic planning mechanism and the
alignment and linkage through the actionable annual operation plan and budget.
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Reference
- Fahey, L. and Randall, R. M., (1994), The Portable MBA in Strategy, John
Wiley & Sons, 1994.
- David, F. R., (2005), Strategic Management: Concepts and Cases, Tenth
Edition, Prentice Hall, Pearson, 2005, pp 14, 50-63 and 104.
- Hitt, M.A., Ireland, R.D. and Hoskisson, (1999), Strategic Management: Competitiveness and Globalization, Third Edition, South Western, College Publishing, International Thompson, Cincinnati, Ohio, pp. 102 and 73.
- Johnson, G. and Scholes, K., (2005), Exploring Corporate Strategy, Sixth
Edition, Prentice Halls, 2006, pp. 24.
- Mintzberg, H., Lampel, J., Quinn, J.B. and Ghoshal, S., (2003), The Strategy
Process: Concepts, Contents and Cases, Fourth Edition, 2003, Prentice Hall,
pp. xiv.
- Teay, S., (2007), A Primer on Strategic Organization Analysis Planning (SOAP)
Model, 4th Edition, 2007, Assumption University Digital press, Bangkok.
- Teay, S., (2009), Strategic Performance Management System: An Integrated
Framework, 1st Edition, 2009, Assumption University Digital press, Bangkok
- Thompson, A. A., Jr., Strickland III, A.J. and Gamble. J.E., (2007) Crafting
and Executing Strategies - The Quest for Competitive Advantage: Concepts
and Cases, 15th Edition, 2007, McGraw-Hill Irwin. pp. 20-30 and 11.
- Wheelen, T. L. and Hunger. D. J., (2004), Strategic Management and Business
Policy, 9th Edition, 2004, Pearson Prentice Hall, pp. 9, 10, 69-74 and 138.
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TABLE 1. Sample of Strategic Goals and Action Initiatives

and defined metrics of Strategic Plan
Strategic Goals
P1 1.2- HEI will develop a curriculum meeting the highest
standard of excellence
across the University
Strategic Action Initiatives
Strategic Outcome Metrics
- A comprehensive review of
existing programs and external
scan will be used to identify
programs to be proposed,
enhanced, or eliminated.
- A comprehensive program
review plan is developed by all
schools by 2010.
- Maintain a program of regular

reviews of curricula, educational
objectives and teaching delivery
by all faculties and departments
so that teaching and learning
reflect developments in the
discipline or disciplines, are
informed by the highest standards
of curriculum design and pedagogy, and meet the requirements
of the graduate profiles and the
needs of students.
- Maintain the breadth and depth
of the curriculum, including
disciplinary and interdisciplinary
studies, within available resources,
at the same time eliminating all
unnecessary duplication of programs and courses.
- Use of the Teaching Competency

and Effectiveness Index and the
Student Competency and Effectiveness Index in all programs
and subjects by 2012.
- Faculty and programs meet the
minimum CHE and national
qualification framework benchmark by 2012.
- Annual % Increase in the Teaching
Competency and Effectiveness
Index and Students Competency
and Effectiveness Index by 2012.
- Faculty and programs strive to
achieve the international benchmark by 2017.
- Create a plan for regular

assessment of student learning
outcomes; evaluate current programs for relevancy, effectiveness,
efficiency and currency by:
* Each academic department
identifies and demonstrates
excellence in one or more areas
by setting improvement goals,
program and external review,
assessment of outcomes and
available resources by 2010.
* Monitoring and assessing
quality of an enriched core
curriculum based on student
learning outcome by 2012.
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TABLE 2. Sample of Strategic Goals and metrics outcomes achievement of Strategic Plan
Strategic Goals
Key Measures
2006
Result
2007 Result
2008 Goal
Unit of
Responsibility
P1 1.1- HEI will create a

positive learning
environment that
enables students
to achieve their
full academic
potential and to
cultivate their
personal
development.
1. Stakeholder
Satisfaction
Index
2. Au Service
Quality Index
3.50
3.51
3.50*
VPAA, Deans, Aca U
3.51
3.51
3.50*
VP Adm, Directors,
Adm. U
P1 1.2- HEI will create a

curriculum
meeting the
highest standards
of excellence
across the
University.
1. Curriculum
Development
(inclusive of
development,
new, accredited
and closed)
61/45
45/56 = 80 %
70 %
VPAA, Deans, Aca U
P1 1.3- HEI will develop 1. Established

Advising
a system for acaSystem:
demic advising
- % utilization
that meets the
- % effectiveness
needs of the students and leads to
academic success.
Nil
Nil
1. Student Competency and effectiveness Index

2. Teaching Competency and
Effectiveness
Index
3. % graduates
employment
4. % graduates
starting salary
5. National Qualification Framework Plan
Nil
P2 1.4- HEI's program

develops strong
students' competency of knowledge and skills
and effectively
prepare students
as competent and
ethical citizens.
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VPAA, Deans, Aca U
80 %
50 %
Nil
Expectation: 7.88
Perception: 7.45
Variance: - 0.43
Expectation: 8.12
Perception: 7.68
Variance: - 0.44
Expectation: 7.50* VPAA, Deans, Aca U

Perception: 7.50*
Variance: - 0
Expectation: 8.00*
Perception: 8.00*
Variance: - 0
60 %
53 %
1 % increase
Off. Stu. Affair
100 %
100 %
Maintain
Off. Stu. Affair
Nil
Nil
Start initiative
VPAA, Deans, Aca
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Dr Wael Ahmad
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n psud l jr nn a } : J dG b EG dP
eY f (`g
,ffEG ,VjQ ,W) G dG e GSG e dEG gP e EG
NGO ee OHCGh jDhQ gGh GhO EG ,UNh e ge GP (...YLG
dG MdG Le N e hG dhfi OH Gg c ,d eT jMJ jDhQ
SCG Y d jdG LdjjCd GRhh IUG dG eRCG e JGQTEGh
fG QKBG e Jh ,L e d GSGh XdG IOL e J ge
aG IQGOEG Xh Y J jMJ jDhQ VGaG dH a .dG d ddG
H dG G e ed VGaG g ,fh eGSGh SCJ dG
fGh IMhh ,JMhh dG c j SCGQ H EGh ,eh e aCG
fdG ge Jh jd gGe Y d aCG QdG CG a .Xh
gG g Mj dG SCGdG QdG EG ,dP LdjjCG NGh dG
c dDJ e UGe GP kGOHCG gQYH dG fdG ge J gG
IMhh dG IMd HJ IQhdH g EG dGh jhMdG g CGh ,ee GMGh
: jeCG Y KCG j CG fCT e H Ggh .dG IMhh dSdG
: hCG eCG
dCJ dGh d jMdG jhdG J ah dEG GQe dG dG ge CG

fEa ,MGh eeh Ije OHCG e EGh UN fGbh e Y e
g e edG ee GAGLEc dGNG j CG `` dG dG ge CG ``
.79 jBG ,IdG IQS (1)
89
edG OdG ,eG
Dr Wael Ahmad
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OdG dU N MCG FGh .O
ffEG Y e eh fEG H QGOEGh JG dG YdG IQhV

.iNCG L e ,VjQh W Y e eh dG Hh ,YLGh
MUG dG dGO : kHGQ
YdG dGO e NGJ bH JJh dG fdG ge He gh

dG fCH dGdG g Y WH dG h .d jMdG jDhdG NGO UdG
Y ,YLG a fL e hCG ,FdG e b hCG dG e T fL e G
CGh H Jj EG UG dG Ggh .eGSG ch dG G Uh
fYG GPEG Gg .IG jW c H Ge Y hj j e Ggh ,SdG IM
ja ad UCG hdG UG G dG dEG gP e Y
ddGh meaning G H dG Lh e INCG a L.Wittgenstein
c N e J ,IG jW Y GJ fH G NDj CGh reference
language- jdG dCH j a jdG g id jdG ed GSG
dG edGh dG e j Y J fCH jdG dCG g NDJh games
IG YVGh bGdG GQTEG a dG eCG .G gh dG
G Y IG d G dG jh .dG dG edG hCG d
d UG a ,aNG ieh dG dCG H jdG ed Y G
.(1)family resemblances (FdG HG) ja
UGdG dGO gQYH M UG fEG dGO C H dG , Y
Y H ,dEG jMdG jDhdG d YLG dG e fEa YLG
,Gdh .iNCG dG e aCG H JGH Fb YLG Y hCG YLG c jDhQ
dG OHCG bH e d jMdG jDhdG OHCG e c eJ dGdG g Ea
db dP Y j h .dG aG IQGOEH UG dG iNCG GhdG
.(2)| GoaQn n npd npFnnbhn kHo To rocnrn nLhn } : J
.(3)| ropfGrn dGnC hn ropnrp dGnC onpNG
r hn p VQr nCrdGhn pGhn n dG
s orNn ppJnjBG rpehn }
Ludwig Wittgenstein, Philosophical Investigations, Translated by G.E.M.Anscomb, Oxford, : LGQ (1)
1953, II, p.226.
.13 jBG ,GG IQS (2)

.22 jBG ,hdG IQS (3)
edG OdG ,eG
88
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hCG CG gCG SGQH hCG dG jh ,observing systems fCG g M

Jh H FdG fEG GgCG SGQH dG dG j H models PdG
dG IQGOEG Ve fCG SGQH hCG dG jh ,P dG hCG CG
autonomous G fCG SGQH dG dG j H controlled system
dGh YLG fCG jf SGQH hCG dG jh .fEG gh system
.(1)Gh QaCG H NGdG YdG SGQH dG dG j H
dG Y dG dG c iNCG Y Y Y g GC e CG Vj Gg
Y K b GC e g ,dG fdGh jdGh G Mf e fEGh YLG
dH dG dG e NG dG G EG e VdG CG hj M GhL
IUG jdG G e H hCG d IQhV dG J UCGh fEG
observer (bGG b) db ch fg id e dG a
.paradigm (G PdG)h
dG JG Y J EG g IQcG H UdG YdG dGO EG
,aG IQGOE jQhdG GOG MCG `` dG JG Gg CG `` QYH dG f
aJ dG UdGh dG dG jdG ddG IQb EG dG gh
Y BGdG dG G a a dG JGQTEGh dG BGdG HY
GSG c ah d G dG dG JbSh signs JeY
fEG dH G fBGdG GQTEG g CG h .d IG BGdG
An Sr nC G n OBn G sn Yn hn } : J db e j a jMdG jDhdG QWEG d JGh
.(2)|
n pbOp Un r oo c GE p ADo `gn An Sr nCpH pfpo fGnC n
n an pnpFnrn dG nYn r o Vn n Yn os K sn co
J dGh ATCG Y d eRdG bdG EG J b g ASCG PEG
dG g g G c GPEGh .kUCG a IQhc Y g dG dG Y H
G jdG bdGh dG e ec M OB ah b fEa J
id Y e Y e hCG g OBG CH AYOG e Jeh ASCd
fCG ke Y j ,perfect language e G dG dH jUG
Y cDjh ,L e FGdG ffEG d jQdG GQdG ah FGH C f
S.A.Umpleby, The Science of Cybernetics and the Cybernetics of Science, Department : LGQ (1)
of Management Science, Georg Washington University, 1989, pp. 4-5.
87
edG OdG ,eG
Dr Wael Ahmad
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OdG dU N MCG FGh .O
UdG dG dGO : kdK
Ud dG AGLEG EG J fCG EG ,UdG fdG GE HG dGdG gh

Igd IOe kGOHCG fH UdG `` UdG g CG `` J j IMGdG G
j YLGh f Y Ya UdG YdG j e gh .IMGh M hCG IMGh
dG dG H dG bCG H ,dG aG Ve gGdG OH ,fEG H
as dG HdG GP jDhdG jCGh ,UdGh AGLCG Y bdGh dG SCG Qj
J jdG GAGLEG g ch .eGdGh jGh cdG N e gGd systems
Hh ,eeh cQe ATCG M gdG gQj dG dG e
HdG e e Gg dh .eh LP H XdG gQhO ODJ CG Ff c
CG QYG Y d jMdG jDhdG Hh QcG dG Y UdG YdG g H
IQGOEG jQfih SSCG GY dH g EG Y Ya g UdG YdG
dG Y H d JG fEG c JKEG EG fhj Ggh ,Jh dG aG
eRCG jj CG `` VGaG S Y `` fCT e Ga .dGh JG Yh ffEG
VjdG H JGH eY dh Y TCG fH ffEG dH G
CG ,dP f G RdG e a ,a SdGh bdG LQO d ,FjdGh
Y eh eh JGH Fb eY fc e ffEG dG EG jDhdG J
jMJ jDhQ GH fH jDhQ EG ,VjdGh dG dG Yh dG H
dG aG IQGOEG XdG QhO d dG Gg CGh , c dG aGh d
jDhdG QWEG e eG iNCG OHCGh Ghd IG XdG QGhOCG fH
Y H d JG fEG dG Y jG Ve G e dh .jMdG
dG IQGOEG Y QJ OG dG dG EG IQTEH dPh ffEG Y
e f CG IQGOEG dGh dH G dG QYH (1)(cybernetics fjS)
e fjdH j fG g dG Ggh .dG M h dG M
e fjdG gh Y eh e YCG f EG first-order cybernetics hCG dG
fCG SGQH FdG g hCG da ,Second-order cybernetics dG dG
FdG fEG SGQH a dG dG eGC observed systems JGH YVG
cG fCG d IOG OG SQj dG dG g jdG M e cybernetics fjdG (1)
.FXd FGOCG H hCG G j H fCG g e dCJ a j gh ,Complex systems
F.Heylighen, Cybernetics and Second-Order Cybernetcs, Encyclopedia of Physical Science : LGQ
& Technology, 3rd ed.,Academic Press, New York, 2001, p 2.
edG OdG ,eG
86
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Page 85
JGdG jdGh jG dG dGH Qda ,d jMdG jDhdG f QWEG

dG dG e eY gch ,LQG adG dGH dh ,d dG
dG EG j kbGhh Gk je Gk H VjdG G j CG fCT e Ggh .Qd
.c H dG EG dG e eJh jdG
: O e ddG UdG e LQG adG dGO b e QYG h
.(1)| h
n o onJ r fo GnC hn nr Yn r ap Bn G rn brn ZGnC hn or cn r n nCan n
r rn dG oo pH rn bnn a Pr GE p hn } : J b
iS dG a j jfi Y fb hCG YVe Y S K d g

.dP H J dG NJ
so fGE p o n Mr dG
s sdGE p s oo p r jo en n pr r jn hn msaUn r no bnr a p r sdG ndGE p Ghr n jn nr d hn GnC } : J dbh
.(2)| l p Hn Am r Tn ou pH
p dhn
p dhn r go
.(3)| en Qn qn dG s `n
n r en Qn Pr GE p
n r en Qn en hn r no nn b qn dG s `n
o ro nJ nr an } : J dbh
MdG e dG AdG VjdG dG bGh e `` g IQTEG dc
a dPh .dG Hh dG H bJG JQG a dO EG `` syntax cdG
pn nr d iQn n dG
s pndnbhn Am r Tn nn Yn iQn n dG
s pn nr d O
o o rn dG pndnbhn } : J dH cP OQh
nr nj ro nrnH oornj oqdna rppdnr b nrpe nno r nj n njsp dG nnb npdncn nnrp dG nornj rgo hn Am r Tn nYn O
o o nrdG
(
4
)
p
p
p
p
p
. | non r jn a Gr ofnc
n a en n rp dG
db LQG adG dGOh jG dG dGO H G EG IQTEG gh
soc Arn dG npe nrn nLhn n go nrnnan kJr Qn nnfnc V
n Qr nCrdGhn pGhn n dG
s sGnC Ghno cn njsp dG n nj rnd hGnC } : J
.(5)| x Mn Am r Tn
adG dGO EG IQTEGh ,| kJQ fc } jG dG dGO EG IQTEa
.| ga } LQG

.19 jBG ,G IQS (2)
.17 jBG ,fCG IQS (3)
.30 jBG ,AfCG IQS (5)
85
edG OdG ,eG
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Page 84
OdG dU N MCG FGh .O
bj dh `` (1)Oj e EG fG LJ LJ LQG adG dGO dh

e EG J LQG adG dGO CG dPh .d dG dG CG jG dG dGO ``
dG Rhj e EG J fCG CG ,Jh JYJ IgdG QN e JCj
dG W a SSCG GY dP gh ,dG Fd JGdG
.FGSG dG e fL CG d jG JGdG fG e eJ d aG
aO dO g Ea ,(2)|
n pgGn Hr EGp nYn enk Sn hn GOk r Hn pfoc Qno f jn rn bo } : J dG j ea
GYh GH dG g dh Qd GMEG JGdG dG J LQN
dG eCG j H dG e hj b eCG Ggh .QdG e FLh GMGh
CG `` PEG dGdG a .Y j Y g eh Igd e FL g e fQ EG
,a e hCG NGO dh gGdG a j Y g QJ `` LQG adG dGO
UG Yh VjdG dG gL gh YCG eY Qe Y SG g CG
WSG G Gg H jh j dG analytic apriori dG dG
d dDG JGdG gUY QYH EG IgdG a j fCG a .Vjd
EG IgdG g a dSH dG dc ,NGdG dG Jh JYJh
L EG L d dG Gg Qj Y j KDe e gAGQh hCG ba e QYH
jDhdG d VjdG dH Y dG e gh ,JGdG dG UY e
JGH Fbh e VjQ Y hCG Y OLh VGaG Y H dPh dEG jMdG
VjQ c dO Hh LQG adG dGO H JQG Qe JCjh .e H
edG ie hCG edG Y GO jdG CG H e dG aG Ve Igd
a ,personalization dG ie hCG dG Oj dG symbolization
gh G Gd edG ie Y f Ea (fEG) dG G Y f
Y jM hCa ,H (GS) hCG (fi) dG Y f e H ba ie
EG SG Shh .jfih e UN g Y jM dGh ,QG e Y g
dGh dG ie EG SG Shh ,VjQ e Y edG ie
,NGO e g eh QN e g e : jG H bGh PEG eda .j M
eCG ,(kM eEGh ke eEG) b e kFb eCG H GPEG dG MCG aQ IQhV j ke bdG (1)
HCG) e eJh bJ e jOG AH g a UCG H gMC adG dP j a OdG
.(OSCGh
.69 jBG ,AfCG IQS (2)
edG OdG ,eG
84
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IQGOEG Y g EG dG Gd jMdG IAGdG MdG QOe EG LdG

JG Ea .a dG dG hCG dG G dh hCG G dG ad
fc edG fdG GE e GSG e b e g jDhdG e dG Gg Vj e
jDhdG Sd iNCG Oe e ej MGh d GE e EG Ie ge jDhd HJ
M jG dG dGH GE G Gg Y UG h world view edG dG
dGH OGh .dG aG IQGOEGh jMdG jDhdG VdG Gg e j
YdG bY g (LQN GKDe hO JGH g M e CG) jG dG
LQN NJ hO JGe e Je hCG dG Lh e Lh NGO JGdG dGh
.Y QN g e M e ,g M e KCG CG ,JGdG dGh YdG J
CG event OGMh Fbh e j e ad YVG MG fL dP jh
dG dGO g jG dG CH dH dP Lf CG h .dG gGX e IgX
dg CG g d eCa ,dG dG Jh e Y H dPh ,d dG
ah dG aG IQGOEG Y j e gh dG YV k W Gk QJ hCG kee
dG aG YV g CG NBG fL e j Ggh .d jMdG jDhdG
dG dG eh QJ CG ,jG dG dGO e eJ iNCG Gk OHCG hCG kGhO
.fi Y jG JCS e gh .d
bd YdG jG dG dGH f c GPEa ,G Gg eh
QG iMCa ,dG aG Ve IgdG OhM JGdG dGh
nnNn sp dG n go } .(1)| Qm nn pH onrnNn Am r Tn soc sfGE p } : J db e fBGb Uf dd
.(2)|
l p Yn Am r Tn ou pH n go hn mGhn n Sn n r Sn s gGo s nn a An dG
s ndGE p in n SG
r os K kp Ln p VQr nC G pa es ond
J NGO ejOh JGP aO dBG bG OhCG J dG CG Gg e gdG
.Y AdGh YGbh HGK EG SGh YVe GJ Y OSH Ad
: LQG adG dGO : kfK
IG gG dG P VhG fdG GE MUG HG gh

dG dGO e eJ Y dd (LQG adH) dGdG g EG fTCG bh .dc
.dG aG IQGOEG jMdG jDhdG d FfG jG
.49 jBG ,dG IQS (1)
83
edG OdG ,eG
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OdG dU N MCG FGh .O
c SeK dG dG AHh dG dG IQGOEG EG eCG fG eYh

dG paradigm (GOGQdG) hCG dG PdG GJ jf j Thomas Kuhn
dG dP Y e fl jH UG KHCG Y hgj AdG CG c J
AdG J dGh ehO IjG jDhdH j e gh ,b e dEG j Gfc dG
GG gh (PT Y) EG Normal Science (S Y) Me e Ie IQH
aGdGh FdG H jdGh ddG j d AdG dM SG dG jDhdG EG NGdG
.(1)dGhO Ggh iNCG IQJ PhdG j K S Y EG iNCG Ie eCG d
IQGOEG UY ad Gh Md IMdG feEG CH dG ,Y
L g ,VQCG J Vd fih eh T f Y dG aG
Yh .OLdG N J dG c fH dG BGd dG G dP LG
KOM hCG dM hCG FL c e j c J g ffEG hDd dG CG QYG
aG IQGOEG SSCG VGaG c g e .dG GP dG dG JQG
(dGh BGdG) dG MdG QOe e edG g fih IQH dG
dG SdG jOMCG e jM ch dG BGdG jBG e jBG c e fH
G OGG UYh dG dG System d jGh OG Meta System bdG
dJG j EG System dG Ggh .dN e d aG dG IQGOEGh H
jMdGh dGh dG U f HV ba f gQYH MdG QO
jMdG jDhdG d dDG OG QJ h .bdG dG dd dG ddG
CG dG T g logic G function dGdG CG QYH `` GhO g Y dG
dG L g a gQhO a ,S OJ CG EG ,JGH G e Z dG
jMdG jDhdG dG OHG g Y dG c Gd ,eh ee
ODJ fCGh ,dG H Y JGH OHCG g SG Y Y jc ,GhdH
: j e Y GhdG g Jh ,kjOa dh kL keJ AGOCG Xh
: jG dG dGO : khCG
EGh Ic keY dh MGh Y dg j CG fOQCG GPEG fEG dP dG

OG CGh ,IMGh IgXh MGh d IOe OHCG H g EG IdG g
,hCG dG ,hH ,Ld HdG G ,YSEG M QM : LJ ,dG GQdG H : c SeK (1)
.115-112 U , 2007
edG OdG ,eG
82
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.fGdG g Ve gGdG IMh ZQ dG fGdG g IG gGG e

p
r rn dGhn u rn dG pa O
o nn rdG n nn X } : J dG d c e Gf e dP AGL e dh
.dG dG MGe c e dPh .(1)| SdG
s pjr GnC
r n nn c pn H
d jMdG jDhdG Oe J (O
GPh U JGP g VY dG GQdGh gGG EG dG
d J EG IFdG Jh dG g dh ,dG dG QJ Ic IFa
eR Uh G bGh e gT Gg ,iNCG Y IM Y jDhQ hCG ge
OG fEG OLd U fCG CG ,c L hG Z fEG d
CG G e fCG Gg e f CG d h .JGdG JGQbh Y dG H
Ggh ,dG fdG Jh QJh a gG d HG VdG jd j
f jd J IMGh c jDhd UdG H gGG g c J CG g HG
dG jDhdG J QWEG Jh eJ dh ,NGO OHCG OJ eT GMGh
J fEG dG UNh W fRh GPEG EG j d IQhdH Ggh
dG UG J ,dG YVG Yd fG jhGR jh jDhdG
GQOEGh QdG ceh M Vhh UdG H fG Y Qj dG Gg
UdG H GHEGh fGh SEG J UG J EG H ,MGh bh fGh
N ch ,j FfG Wh UN fCG CG ,bG edG dG
Sg feOG e HhQhCG IUG gG L id AL e g Gg Y J
S CG jd QJ M Phenomenology (LdedG) JGgdG d SCJ
g OG fEG Yd jDhdG jhGR LJ Y AH one sidedness G dG
CG (YdG jb) GC Sg aY dGh fEG dG d IQhdH eR S
Yd j Ggh .(2)(f ) hCG (f j) fCG , e AH Yh g YdG CG
gGdG dG e hj e CG CG dL H jDhdG Ve IgdG j CG EG
,TG jEGh d j e a g , dG YVe h YdG eCG
aVEG gh jhCd a ,dG J G IgdG OHCGh MGf bH eCG
.e H J b dGh IgdG dMG dO OHCG
.41 jBG ,hdG IQS (1)
Edmund Husserl, The Paris Lectures, translated by: Peter Koestenbaum, p.13 (2)
81
edG OdG ,eG
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Page 80
OdG dU N MCG FGh .O
Lh fCG geh dG fdG j HQCG gGG g e hj

(dG) Q Y dG e b e a ,IMGh IOe f
d kGRh UG dG Y G QG gh ,Gh dG hCG gestalt
a VH IgX CG Y j e CG Vjh ,S. Freud jha SQ dG
dh jGhdGh OHCG NGO OJ b dG dG jDhdG Yj CG H h
jDhQ id G L J dh iNCG gGMEG dH J a qOJ Q EGh ,bJ
cCG bh .jNCG Y UN d hj e SSCG g OHCG e e H hCG
dG Md IOe fGL dg CH QJ dP N.R.Hanson fg
EG H ,VjdG EG aVEH dG TCG jW Y M h JGP M
EG j h Y G e BGj kjCG gh JGP AdG jj MG
IjG jdG dJ g eh ,MGh AH J Yh Y fCG e ,f dG
IMGh J Md EG MG e OY Gj e dP eCG e dh .(1)jCGQ
MG f Yd hCG fG jhGR jd LJ a AH iNCGh e Me
dH MdG Y a He Lh a iCGQ ,AdG MG SEGh G
gd AdG MG f G e eCGh `` HG LdG Md CG `` IQhdH
Md CG `` IQhdH dH jd MdG a Qgd AfEG a ia ,AGOdG hO hCG
EG IMGh IgX CG IMGh Md f fc ZHh U jDhdG ch `` QgdG AfEG
e hCG references ddG Mf e AGS H HGQ h NG fl fCG
dBG J M fEG ed eCG J GPEG G Ggh meaning G Mf
g MCG J dG dBG Y e cGQOEG Igd IOG QGSG Lh O dG
AG CG hj e G TCG dM a ,e cQe IOe LdG
cQe b g dG Ff L Y GLY j ij e j dG edG e
e dZh .ILG cQG dG M QGb PJ NBG b EG FdG J Q H
dG dH a IgG IQdG Ve Y jZ YGb EG QGdG Gg j
f fCH QgdG AfEG GQOEG hCG He Lh fCG Y MdG GQOEG H YdG
hD dGh fG j e Ggh .(2)Ib T Y HdG KQc
jdG OLd Qj eCG ,Iae FL EG cGQOEG ch dG f dG IdG NGO
N.R.Hanson, Patterns of Discovery, Cambridge University press, 1955, p. 11 (1)
.166 U ,1987 ,hCG dG ,jQS ,dG QGO ,VjdGh f : IOdG a ja (2)
edG OdG ,eG
80
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Imposed Law : VhG fdG : kfK
H LQG bdG J Y dG fdG g QdG Gg j

J OLe CG a H ,dG Ff gGL g dG GOLG
dG IQhdG g GOLG g Y Vhe Y gh ,e NBG OLe CG Y
dG P Jh .dG iNCG FdG efG e bY NJ
bdG FW Y dG G Z e d ,dG fGb g VhG Ud
FW J dG fGdG cG fCG c ,JbY fGd SGQO CH
G GC eh YVG Ia VhG fdG ge j GH .inspections
N bdG G J a ;L Gg aQ j c ATCG H bdG
IQd G j G OSG Ea iNCG L eh G fdG Y dO
.(1)dBG Ia OSh dEG
Descriptive Law : UdG fdG : kdK
gGd IHe g EG dG fGb e fb CG CG ij gG dP

gG Gg Vjh .Uh O g EG fdG Ea SSCG Gg Yh .J
ATCG HJ aG g ,ATCG HJ ITG aG Rf fCG UdG
HJ VGh ATC VGh Me d ITG ae dh .MG
cGJ PEG aa ,HG Md fQe ae jCG J EGh a
e S N HK Pd Xe je e cCG d dG fGdGh fQeh
AT h MG ATCG e AT Y dj fda ddh , fQG MG
.(2)dP e cCG
Law as conventional interpretation : MUG J fdG : kHGQ
eCdH dG J EG SGH d f dG AGLEG Y gG Gg j

Jh ITe Me CG Y ke khe j QaCG e ef f H G
.(3)G V
.65-64 U ,HdG LG (1)
.69 U ,HdG LG (2)
.78 U ,HdG LG (3)
79
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Page 78
OdG dU N MCG FGh .O
S eh .AGdG Y HdG bdG dG c XdG G dG MdG

e G G dG NGdG dG J g G Gg SSCG Qc dhJ
d MdG QdG J TGh QhdG XdG OG gQYH MdG
Hh dG Ffh e dG dG gG e IOG IOaEG dP h
.dG Jh jhCJ dG dG IQG jdG
MdG dG jJh dG ad HdG (MdG) bdG dG YGb (

d
Qf OdG UG G dG hM Ia f CG eCG Q
g G dG N e Y dG hCG MjEG (1)(A.N.Whitehead) jGh
jGh eb dhfi gh .dG Sa id dG fdG Mh g dG
Y dG fdG J AdG eCG MG FGdG e G Y g
aG ddG fb jW Y FGdG g H QNG AGLEG j H ,ge SCG
QNa ,IQhdH FGdG g c H G QJ PEG elddim dedulcxe
G GQd jGh J e G Gg .iNCG j H hCG gMCG
: j e Y g dG Ggh .dG fdG g MGh
Immanent Law : edG fdG : khCG
OLh VGaG gh ic Fjae IQOe Y fd QdG Gg jh

CH dG dP Y JJh ,JcQeh fEG Y Y e GOLh LQG dG
j CG MdG Yh ,ATCG je g dG G dG fGdG
GY ,gG Gg H YVG dG Ea K eh ,Y d dG
CH aGYG j CG hj fGdG MCH e IgX J CG QYG Y dG eg
.(2)e f Y gOLh Yh IgdG S g fdG
J ,KG bGdG QH j e JCG e ,Ue G VjQ Yh a (1947-1861) jGh..CG (1)
G .1 : gh JM Y dG dGh jdG VGG Y J bCG KK EG IOdG dYCG
,SQ fGJH e VjdG UCG : JdDe gCG .AjaG .3 ,dG dG hCG dG a .2 ,VjdGh
.QaCG Gee
,1983 ,hCG dG ,hH ,dGh Y`d j`dG QGO ,`dGh `dG H `MGh IQh`dG : Of `dG (2)
.56 U
edG OdG ,eG
78
Dr Wael Ahmad
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dG data eG e e M signs edG e Y Y IQY g

IMGh IMh dH d relations bdG e bO H H a JJ
LNCG GPEG H ,dEG J dG dG Gg S ge Ia c a ,Se
dOh e EG bGdG dOh RdG ge J LQN JeY e eY jCG
,dG IgdG hCG d dG M Gg c AGS ,NBG f d J jNBG
Mh .dG dG ie Y G d GSGh XdG M c hCG
eY e dG e jW f Ea ,AGHG dG e Y f
GJ dG gG Jh NH IjGh G dOh ge NCJ dh
jf Einstein jjCG eCG) hUG MW e QGZ Y dPh ,jhCJh
G Lh e (INCG dG a Wittgenstein jah ,dG
EG H NCG ,IgdG dMh ge Y G OH QhdG e fEG db
Hh ,dG ie Y H G UG edGh fG adG JGOfi
ah TCG e gZh FdG e b hCG dG e d IG hCG jW EG
.G dG ie Y YLG
G TCG g orders dG e Y Y dG j e dZh Gg
.NGO UdGh bdG Jh JGh J dG Y j dG
FGOCG d HdG dG edG a meta-system bdG dG eCG
efe aVEH IMGh IMh YVG fCG e OY H hCG Xd
.(1)a LfEG dGh dG UH j a dEG eYh ce
QOe H f Ea IQcG JUG ba f EG f g c GPEa
,e f d Gh HdG LG a ,jdG dGh BG dG e MdG
fC MdG QOe iS ba f e K d fCG S e Y g Vfh
dG d dP cCG K e jd e a ,kNGO kbJ j dG dG dG
NCG Ea ,Yh ,dG jg dH AYOG MC M h bdG dG
.H J dh iNCG UdG aH NCG Lj ,e dG e H
FdG G dG a NGO fCG e dDG gh dH f e eCG
QOe ,PEG .QdG dP UY fCG Jh d XdG MdG QdH
.5 U ,HdG LG (1)
77
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Dr Wael Ahmad
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OdG dU N MCG FGh .O
,jjCG H G dG G H f GPe g G GDdG UCG EGh dG

.H aG Y QbG Rhj dG G aGJ e dG CG
H j fC ,JGH OG dG dG Y j CG e g GDdG Ggh
H EG j hCG Oj dG edG gh dG hCG VQCG QYEG dCe SSCG
fCG f dGh IQGOEG g eeh UY g eh dG aG jf d QJ
UCG L j e QhH Ggh .dG J dG jB HdH dG e
dG G bCGh Jh ad SG FH HGQ OLh ,IQhdHh
.eeh IMeh c Y M Y jG MG bd dG j
H f GPe j dG UG dG GDdG EG dG PEG
ITe eCG Oj
q dG GDdG gh ,dG jJh QYEG dG FM Xf ch
Yj e BG M Cj fCG a .jdG dGh dG BGdG f jb IQHh
e JCG fCG MC j da ,J dG hO e dG Gg dN fCG dOh OSEH
hO e (dG MJ) IMGh IMh dG F HGdG GG dH Yh f AJ
M c Ea (dG H) A priori hCG hCG b c O M EG LdG
gG Y Fjae VGaG gh `` bh c c O M EG LdG
e dG MdG EG dG H O M K a `` jOGh jdGh VdG
.U e Y MH GdG
gh fdG a J dG d
q
e EGh cCG j dG e bGh hCG e d c GPEG fCG dG h
jd Qe K Oj a ,acG e aCG IQH Xjh jj CG dG
eh .L e Gg ,SEG OHh HhQhCG H dG dG Y e jQM Ig Y
jdG jEG eEG dG aG IQGOE fCG g Y Jj b iNCG L
.IG LhCG ac Y dG jd dG
d aG dG bdG dGh dG e (
Igd edG d dG dG SGQO g system dH OG
hCG type dGh substance gG Y GOYG organization of phenomena abstract
dG CG dP jEGh .(1)feRh UN OLdG Je hCG LQH j e Y
jdG GQGM S ,jQG /aG dCG ge OH jG fjdG f he ,N MCG FGh (1)
.5 U ,G jdG ce ,(1)
edG OdG ,eG
76
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d jMdG jDhdG jd e Vha

MdG Le Y Gk OYG
(@)
OdG dU N MCG FGh .O
dG QdG (CG
IMGh IMc dG aG e edG g d jMdG jDhdH OG
dG dG cM OGWG CG gda .jd cGQOEG OHCG OCG hCG ,gOHCG OJ
e Le e fH hCG e dO Le Y O H G c
G RJ EG dP iOCG b gQb KCG j hCG Y Ie hCG IOhfi dh
c OGORG ch dG H Y Ua WCG g QL IQU Y Jh dG
iOCG jdG e OCGh YCG LQO OjORG Gg MU ,JGeh dG cG
j H fdG dG G e a e J EG UG bGh
d dG jMdG jDhdG hCG d dG GQOEG Gg Qa dG H cGQOEG e
Sh U IQH edG M jUG e dG Sa dEG j M
WSG IUG dG SSCG GDda .fdG dG G g e
J dG MG Yh VG c GPEG fCG ,XdG FGLEG dG g Y
e : g hG GDdG Ea ,dG fCG Y dfGh dG Jh fG
jdG AH c QNH hCG ? YG Jh geh dG dG M g
gPCG dG IQU Hh UG bGdG e CG hjh .d jdG
OG jdG dG e e fdG gGd IjG dG jdG AGL AdG
GH GhCT ZH H dG G GWCG L g (edG AjdGh dG Aja)
dG dG GAGLEH G dG H ,dGh dGh dG Yh
G ge J g G GDdG j h ,dG e G G bQ JGh
.WG ,WdG HdG eL ,BGdG RYEGh aG SGQdG e ,Qe PSCG (@)
Prof Ibrahim Med
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jR fi gGHEG .O .CG
f NCG b GdG g dG dG efH ch ,HQCG GdG HGb eSEG

j CG eCG e ch ,MdG c K ,hCG W aG eSEG c
edG CT jW AYEGh ,eSEG G CT dG H bhQdG
dG dG GH kjJh kT cCG Y Ph UJ UdGh dG H G
.dG hG dP e J CG hO M G MQ d ,jG
G OYCGh ,T FGhO b e aG eSEG Kd h f Lh d
W QcdG QUCG dG dG dG jdG a dG eSEG d dG
J f bhQdG Y H dG SCG dh ,d SFQ HEG GdG HL
,FGdG dG hG dP Beh eGe f M dG IOYEGh eCdG J KdG
dG bhQdG h SQO HQo e GPEG LdGh dEG Y IQdG d GJ a
IQH dG bhQdG fEG dG IOYE VGh IYO bG Gg h ,qc
GMEG dh ,dG J e VdG d MGe EG dG eSEG F Yh ,c
J a IQY fCG Y SGQOh ,Me c CG e H Y b
edG dG CT Jh dG KGe e IOSG fOQCG Ea .MG
.MGe c dG Yhe EG dG e Ha ,G
edG OdG ,eG
74
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G edH Uh bhQdG Y dG jf
Jh ,dG dG f j YLG keYh ,G IMh EG Je dG

G edG Gd j M d ,ffEG IMh GE eh IG IMh GE Je
QWEG c f Y adG e H ,T UY H J O dh ,YGHEG U
ce J dGh ,bG cdG GMEG g J dGh ,eSEG dG jDhdG
G LdG dP QWEG AL ffEG e iJ K ,khCG eSEG eCG
VdG a NOCG dG G bRCe e ffEG GNEG QYG j dG
b ZU eCG j a ,G edG S eCG ;fdG ffEG jDhdGh ,jOG
.jdGh UdG Hh dG H j h ,Y ffEG
UN
a ASG Gh ,bQdG d dG VdH UG g J M
H dP HQ iQCG ,G edG Hh ,dG bhQdG jf H dG
dG CT dG bhQdG he jGH EG : bCa ,bhQdG id jdG jQG
dG M
q Y bJ b Gh fEGh jdG JJh HhdG
f M eGSG bhQdG OYCG ,dG CT Y jf fCGh ,jdG
Hc h ,aG eSEG CT Gk NCGh ,FGSEG e a h ,G NCG
WCG GH ,LhR Hh H e L g dG Hc K ,(1)MdG Y
.1986 Y LhRh OSG H G e N dGh ,SEd dG
eSEG he QJ VGh KCG 1986 Y bhQdG Md c d
dG dP H ,WG e S HCG dG HQO aQ H a ,aG
SCJ IOYE hH aOh ,SfCG OSG e YS S HCG d ,LG
G aG eSEG he QaCG SSCG Y jd dG eSEG eG
d dG G SCJ H bhQdG H d .(2)G edG iYO
LH MdG Y Hd dCJ b bhQdG b d Ismail Raji al-Faruqi, Al Tawhid, IIIT, Herndon: 1998 (1)
CG qEG ;MdG Y dG UJ bhQdG LJ NG ZQh ,jEG dG EG gdG Y H fi c
kitab al-Tawhid, LH b dG dG dch ,dG Lh Y J HG dD kY kY Gk jJ j bhQdG
.Shaykh Mohammd ibn Abd al-Wahab, Translated by Ismail Raji al-Faruqi, IIFSO, Riyadh:1998
MCG fi H HCG gCG dG GQcdG dSQ g G edG Ve dhJ dG SGQdG eCG e (2)
FSdG S V ,eSEG d dG G H a gf K ,jde ,dG eSEG eH
.eG
73
edG OdG ,eG
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jR fi gGHEG .O .CG
JQ VGh e a hJ G QG dG EG : dG IU
g HUCG dG Gh ,VdG G aBa ,dG dH G edG
YLG Y Ad Sh ,jdG dG h dG H dG dhM b fCG
J dP c d ,jdG dG G Y SG e QGZ Y
CG H obh ,dG CT b SSCH g dGh ,VdG dG jDhdG e dG
ddh .dG adG JGQN Y dG J o
u J CGh ,dG d kGQe fEG j
e Y oJ dGh ,IG IMh Y cCdG EG EGG Gd fH bhQdG S
fEGh ,Jc d QNG jM eh ,fEG YOhGoC dG dEG feCG
j ga ,UGh edG IG H dG Rj h ,VQCG e dc
dG J CG e cDj IG d jQG d dG Ggh ,jQG d
PEG ,g g J YLG hCG OdG G JJ CGh ,G OLdG EG J
G bNCG YdG CG SSCG Y EG H hO dG Y cM g
.dG YLG G bNCG YdG Y j ,OdG
hCG bdG d j M ,ffEG IMh GE GC G Gg bhQdG Hj K
,Y ffEG Y Fb Y a ,YLG dG g ZU CG edG
G OG g CG Y cCdG e dc d Hh .dG CT jf H
.G iG Y dG eSEG jDhd SDd H a eJ G
,ITdG IG CG kVGh hj dG N Qfi EG bhQdG j Mh
dGh eSEG dG GdG H dGh ,bG dG cdH oJ dGh
edG dG CT SdG He g eSEG dG jDhdG QWEG IUG
jf Y fG dG G edG j CG gMh dG a ,G
b cH dc bhQdG b bh .eG dG g f j dGh ,dG
j dG fGdGh dG K ,IYG GG dch ,jQhdG GG g
.eH dG N J S CG
NGd VGh e SJ ,gH dG jdH G edG jb jJ kGPEG
edG g S NGdG dP CGh ,e g eh b g e H ,Gh G
dG GH oSGh ,dG dG M kFZ j G eda ,G
e eJ GMEG jW Y eSEG dG jDhdG j dG G d d
VGh jf W keY dG a ,aG h dG H
edG OdG ,eG
72
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dG dP H dG dG QG j K eh .dG eSEG jDhdG

? dG eSEG jDhdG g e e g d VGdG
H edG fEG M ,IUG dG ''SCG'' EG dG Lj `g
j dPh ,aG SCG e REG j e ,d M
q e
n m oc jae ef
e cCG Gk M T bh ,kJ QhG cCG gh ,ddG QG dG `` dH ``
g CH cdG e Hh ,G H G iNCG QhH fQe dG
bhQdG CG g dGh .HhdG c d dG CT gcP OQh b OG
j c G dh
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q
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jg gCG Y cCd fCch ,IG IMhh ,G IMh aVEH b b g d
bh ,jdG g NdG hO iNCG KdG OG H cP H ;jCGG
.iNCG OG e gZ hO jCGG jg dG jH
C Yj EGh ;dG dH g j fCH dc dG d jh
eJ j CG jj fCG CG ,G G dG e kUCG Gk AL dG j
QG G Hh ,IgdG Uh H ,dGh OdG H e
cJ e Y adH EG dP j h ,dGh UdG H CG ,Igd
ZU CT dG jf dhCG kVGh hj gh .dGh UdG H
dGh UdG H cdG dhfi J Mh ,eSEG aG G
CGh ,ffEG g Y dG IMh CG bhQdG H
q a ,bNCG dG L
,bWEG dd gh ,G OLdG EG J fC ,fEG Y e dG
GC a ,gZ hO SdG e d UG YG hCG ,Gh edH Ie dh
fEG Veh ,dG d dG jDhdG H Gk c j G IMh Qj dG
.dG Hh dG fCG H HdG j dHh ,dG J e
ffEG g eSEG ffEa ,fEG Y kLQN dG Qe c h
jce e DhMEGh ,dG ATC jM a aJ Se m c efh dG
NOCG a ,IG IMh Qj dG GC G eCG .LCH dG eJ EG J b ffEG
dG bNCG dG K eh ,YLG dG dG jDhdG H
.dG g fEG M H NCG j
71
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jR fi gGHEG .O .CG
dG H dG EG iOCG dG jdG IOdGh SdG IOdG H dG K ,IdGh

,dGh dG H W f g dGh ,jdGh adG FdG Gk NCG K ,dGh
dG FdG J EG eCG fG ,H Mj
u dG G GdG JG e ka
Hfi fdG jW gCG QUh ,dG INBd jWh fd jW Y
Y Hfih ,Ud ISCG jdG IOdG QUh ,jdG IOdGh dG QGfCG Y
.dG SQG
J IOYEG e H jdG G iYG dG G QdG e hdh
J K eh ,dG eSEG jDhdG dG g eY Oe Y G AdG
ae J dN e oJ dG aGh ,dG jDhdG J e Hf G g
G O J H dG j K .dG eSEG jDhdG J e e
g K jb Y J dGh ,G IMhh dG fGMh : gh ,G eSEG
dGh ,IG IMh K ,aGh G IMh K ,dGh Gh ,dG dG
IMh Gk NCG K ,ddGh ,aGh ,dE G feC G g K jb Y J
EG j dGh ,dG H G NCG QG dG dG jo K .ffEG
j M H QFG j dG jQhdG GG Y j b : bCG KK
Y j dG dGh ,IN IY KG Y IQY gh ,aG eSEG
YGdG Y j dG dG Gk NCG K ,aG eSEG d IYG GG
.(1)G g J M YGJ CG j dG fGdGh
SSCG jdG Y Cf CG d j dG j dG VdG Gg H
GQTEG dG OQh d ,GDdG Gg Y HLEd : fh ,G edH G
Ff g EG ITG GQTEG g d ,G edG jb jd ITe
jJ T HLEG J q GC j dPh ,GQTEG J Y fG HS d
Ea ,SDG dG dP G edG jQfi d EGh ;jdG d Mh
dG CG T : f ,H AadG CG g dG g CG Y JG
CGh ,cG SGoC g dG LGhORG e CG EG jo d dG eb dG
dP j h ,ee MGh f edG H edG jW Y EG j gRh
g J jDhdG IMhh ,jDhdG IMh Y FdG G edG S Y EG edG
.Ic MUG ANCG bh b HdG LdG CG MCGh ,EG f dG jd Y J Gg (1)
edG OdG ,eG
70
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,M c fih ,hVdG Sjh ,GdG HL Wh ,f dG Yh ,TCG

.aG eSEG Ia aOh jJ Yf b GP eSEG d QU jdGh
eSEG Id FdG G Vh b fCG qEG ; (1)dG M U ZQ f
LJh ,dG SEG M d jd e Me Y dc iMGh ,aG
IOd kVGh k QG Fb dG eCG GPEGh .dG QdG Gd G
eG MQ DG OfG H dP c Qh ,cdG eSEG dG
cdG fc dG dG dG H dc Qh ,OHBG SEG eSEG
HdG Gh e e c dc jh ,OdG Gg jdG IQdG Th
.(2)jdeh jQSh jOdG
g e K ,G J : g FQ Qhfi HQCG Y dG iMG d
hj .KdG MG EG aVEH ,dG N K ,G e K ,Y G
m H e NOCG H dh ,FdG QhG g H G HGdG kVGh
gCG Y VGh cCJ G J a ,jb Hh ,G edG Ve
G SSCG G fEG a Ojo dG G g dG CGh ,dG fG
dG dG dM j G SGoC Ea ;Yh ,dG jDhdG Ga
dG e fEG OSh ,ZG IFGdG e f d MUEG j a ,eSEG
dGh ,G Ea ,dc dP c Ea .G dG c Y iNCG J Ie eSEG
e dGh ,dG f MJ EG IYdH dG QG VGh e hJ
eSEG dG f ,jRGe J ef OLh e ka ,dG LGhORG
jDhdG Y j MGh f gMJ e H ,jG G dGh ,dG
dG SC dGh ,eSEG IQG SGQO j dPh ,dG eSEG
Jh ?IUG dG ''SCG'' he j CG c GDdG Rj K eh ,jdG
,jdG G QdG LhCG H dPh ,aG G dG HLEG
fEG e iYG dG OGh ,eSEG dG QJ bO f Y iMG dGh
e dG QdGh OLGh dH J jb dG cJ bh ,dG dP
dG Y jb dGh dG H G LGGh ,jOhfih dG SdG
Ismail Raji al-Faruqi, Islamization of Knowledge: General Principles and Work Plan, IIIT, Brentwood: 1982 (1)
.55-54 U ,HdG LG (2)
69
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jR fi gGHEG .O .CG
b a dG JCj a ,bhQdG OL Y cdG j G c h

IH bhQdG JQG C dP ,jdG e b IAVE QWEG dP S HCG H
OdG Gg G bhQdG GREG CGh ,S HCG jW Y aG eSEG
c AjEG e CdG Gg Hh .S HCG Hh H e L M fc
H 1982 Y Ie hC oW b dG EG : fh .UN gCG aG eSEG
HCG bQh e Dd eb dG bQh J Y bhQdG a Yh ,ITe DG
dP hG eCG UQ Y IQY g dG dG jH b bhQdG d ,S
QU b SSCG dG SEG CG Y cCdG e dEG UJ dG FdGh DG
Y WG e CG Th .S HCGh bhQdG e c H J dG bQdG Y
HCG eSEG Hh ,dG JeSEG H jo CG j b e bhQdG QaCG
dP Y j `` bhQdG OSG H `` fdG W dG c Qh .S
,hCG dG kM d ,S HCG H b dG eSG e AG
dG eRCG Hc aG eSEG M FGQBG YH b b S HCG Ea ;dch
HCG QaCG Hh ,bhQdG QaCG H CG G Qd dP c a ,G
De H bhQdG gQM c aG eSEG Id SDG dG Gg S
.1982 Y OHBG SEG
dG dG B WJQGh ,G edG jb CT dG gCh
Y EG IYdG EG `` eY Mf e `` fh ,a dG e H bhQdG Y
edG b a KCG dGh ,1977 Y e D W f g OHBG SEG De
e jdG GNE eSEG dG ge UEG EG IYdGh ,fdG fh ,G
HdG G dG J gCG bCG iNCG jbh ,G bRCe
DG M bh ,Dd G dG AYCG V e bhQdG c dh ,jOdG
Sh bhQdG e c VG dh ,S HCGh ,SdGh ,f M S e c
Ea ,c dd ;DG e REG e QGhOCH S HCGh SdGh f M
AdG e d M dGh ,1982 Y aG eSEG M OHBG SEG De
CG Y dj ,SdGh f M S e c Y Zh ,1977 Y e De M
HCGh bhQdG e H Je dG JOb QU k Lh G b aG eSEG QJ
b jdG AGS OdG Gg jNBG eSEG e dG j dPh ,S
Y Sh ,QH deh ,jQOEG T L e gcP Oj jdG dhCG hCG ,gcH
edG OdG ,eG
68
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j gh dG Ia Gk c bhQdG OaCG b FGdG dG dG Gg .dG

eh ,eSEG dG UEG CT dG JYbh dG JGhOCG Xd jdG
h ,edG eSEG jdG f dG JGQe bhQdG Lh fdG jGH
,FGSEG e f JHc LJ dG Y eG dG jGH NR KCJ
dG G Gg e gCG dh
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q
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LEG Lh Y ffEGh eSEG eCG jb
q LG eSEG dG MS
cM CG ZQh ,1982 Y OHBG SEH aG eSEG De hG J g
f e DG dP hGe CG EG DG dP Y HS fc aG eSEG
gCG e gf CG ,ja cM d dG ah ,dG EG dG
q
AY egG S fCG hjh ,dG Y eG dG jdG cG
e ffEG GNEG EG S dG QdG aCG Qh ,dG Gg GW G
.G bRCe
G edG jbh d dG
aJ bh ,eSEG dG FGQ Y kYGQ f bhQdG Lh d
S HCG c d ,S HCH G U gCG e d
q ,eCG dd IY eGY
dG eRC G eGdG EG f Lh da ,eSEG dG OcdG dH keH
GME ZU IOYEG khfih ,eSEG g e H kc bhQdG c H ,G
dG jdG bGdG CG EG LdGh G NG ZQh ,eSEG dG
b CG j dPh ,G VGh a QJ Oe SCG b H L
c H b dG jdG GOG EG OJ CG G edG hCG ,aG eSEG
L a dG Gg e EG jdG cG OQ O Ea ,S HCGh bhQdG e
S HCGh bhQdG e
k c CH dG j dh ,jdG cG Af H qH
ea ,OG G UEG GMEG dV dG QdG Gg GLh b
jGH jeCG IG jdH Jh ,eSEG d dG G SCH
EG ,R HV ,d b aG eSEG Ia CG dc j dPh .fdG
QU gYJ SDe QWEG Id Y ZU EG GTCG CG j H ;SDe
CT d ,hNBG OGaCGh fl L REG dP gS bh .d Ke M
.OdG Gg S HCGh bhQdG e c EG Lj IOjdG
67
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jR fi gGHEG .O .CG
dG IUG eSEG cG NGO dG J e Gk AL bhQdG QU dH

dG SDe UEG SSCG Y j ae eSEG e OjEH OJ
fch .G Y dG ge UEG SSCG Y j dP c bh ,FdG
YLG dGh HhQhCG KGG LG L IQH Je UEd IYdG
eOe ZQ eSEG dG dG SDe SQoJ QU dGh ,JCG dG
KMCG dG dG Gg Gk PEG .IGh fEGh d eSEG jDhd jdG Je
egG Lh 1977 Y e D LoJ dG MdG GQdGh ,1967 g
HdG G f EG IYdGh ,eSEG dG ge UEG f dG bhQdG
,fdG ffEG Y J dG bNCG dG H hj eSEG e e
e fEG he g eSEG ffEG H ,HQhCG jcG EG fCGh
.dG bWEH OJ b
q e e jh ,jdG c Y
a ,edG eSEG jdG f k VGh k LJ fdG jGH T
J e dG ah CT IdG dG JQb GSH bhQdG
dG eSEG Gh ,(1)FGSEG keSEG kb ka a ,jdG
Gh (2)IdG dCe bhQdG f Y eG dG dG Sh ,
bhQdG Xh dDG jg h .dG d dH Y J dG
d jhGR Hh ,edG eSEG jdG dG dG CT HdG J
.dG eSEG dG Lh e jdG d dG Yh ,dG aGW a hJ
dG CT dG bhQdG cCG bh ,dG M fG d : dG IU
,jdG Lh Y HdG edGh ,edG e a dY eSEG f Lh e
K ,fd UN jY hCGh ,HdG dG Y dG dG jf EG a fh
CG G N SGh ,Gh jOdG e c dG dG f
fdG ffEG gG e N Y QGM N e dG J
RGJ GMEG gCG Y qdO b G bG dPh ,HdG IQG jdGh
dh ,dG eSEG jDhdG SSCG Y j dG G edG Y Fb e
dP j h ,ffEG M dG dG GG e IOSG feEG j
fGMhh ,ffEG IMhh G IMh SSCG Y FdG G dG jW Y EG
Ismail Raji al-Faruqi, Islam and the Problem of Israel, the Oxford Press, KL: 2003 (1)
Ismail Raji al-Faruqi, The Hijrah, ABIM, KL: 1983 (2)
edG OdG ,eG
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EGh ;d LQG UdG jW Y SGQO jdG Igda ,jdG IgdG

kae kfRGJ oj e OjEa .QG WH EG PdG d dG dG j
b bhQdG CG j Ggh ,OdG Gg bhQdG GREG gCG e c jG H
jDhdG g g H OJ e dh ,QG Gg S dG dG G e OSG
.G RGdG dP REG aGh H SCG dGh ,e fG dG edG
H CG dG aG GhOCG GP SG b bhQdG CH dG Gk PEG
IYdG K eh ,G NCG d e QGM f Nd dG jf
d jL e QN Vhh ,b e SSCG Y G NCG UE
b dG IAGda ,jdG UEG dP GMEG SSCG Y j G Y HOG
UdG SCG H j keJ kjW fG b G NCd bhQdG H
G NCd SGQO bhQdG c h ,ITQ fY QWEG jQGh
Y VSG J b g OLd YHdG dG Ea ,dG iG
QWEG dEG dG fCG e dG jdG IgdG SGQO Vd OLd FK H
.b HQCG bCG J FK b
d GH bh ,dG CT ee jf QW
s b bhQdG CH dG e H
jDhdG QWEG gQW dG dG jf H dG G VGG k VGh
jO QhL d dG J fcCG AGS HdG IQG dG jfh ,eSEG
e dc Hh .fdG ffEG jDhdG Y J dG J hCG ,jOj hCG ,e
jdGh jdG GQdG Y e J jf Qj bhQdG CG Y cCdG
,Y IVM fc dG CT dG e CH dG H ,dM e dG
gQW dG J hCG ,HdG IQG JQW dG d dG eCG dG GhOCG CGh
.d dG XH b dG jdG JY fc G
dG j PEG ;bhQdG Y IjL ja M jGH 1967 g fc d
QGGh G hCG jOdG dc J h ,d dH a m CG HdG edG
dG UEG gh ,e L
q b dG aCG H H ,ZdG g e
,eRCG fEG jo QU dG dG dG g G dG Qha ,eSEG
,eSEG dG jHdG G SCG J QU dG LGhORG gh
AY OG b a ,CdG Gg hGd G AY e d fG K eh
,1977 Y eSEG d e D dP Jh ,1972 Y eSEG LG
65
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jR fi gGHEG .O .CG
iG gh ,dG iG EG j K ,OdG Gg Gh jOdG QOd

(1)Transvaluation `H bhQdG gSCG dhfi Y UCG iMG dGh ,JgdG
Lh hCG G J dH H b OdG Gg bhQdG QTCGh
j Y JgdG jhCdG G Gg QJ K ,UG HQ K ,jQfi de
,OdG Gg ZhCG H b ch Kd j Y UEG cM GdGh ,ZhCG
Hh QH Qc e Jg Qc f BG Y e EG G QU K eh
OQh c jQdG G gh ,G e H dG Ga .gZh J
GC e Y YG dG G Hh ,VGh IQH KdG LfCG c Hc
G J H bQG d Gk e kY kbe bhQd ah
s .Transvaluation
J Hh ,G AHBG Y c e Hh ,dG Y G GbCG Y IG
ah J CT aG jf SG K eh ,MdG JgdG G
Oe g jdG b e Oa ,(2)''jdG b e'' O gSCG dG jdG IgdG
OG e L Y fYG GPEG EG H dG dGh ,jdG IgdG d
f Y fYG fCH dG dG Hh ,khCG jdG IgdG a fdG
QG iG H dGh jdG IgX e Ie IgX a YVe
bhQdG qH dG LdedG G g Ggh .MGh f G iGh
jf CG jo Gh .G NCG SGQd Hc e hCG dG e
J QGM f Gk c SCG b HhdG c e H dG dG
b QGG dG Ggh ,jOdGh G e jdG IgdG dG CT
K eh ,HdG IQd jdG SCG a H b QWEG NdG dhfi e fG
dP CG OdG Gg IH eCG Y j h .a jdG dG fG H
G NCG c a ,NBG eJ U Y dG jf CT d Gk OGeG
e H bN cJ a jdG IgdG SGQd Y e OjE UCG dhfi
Oeh b e SG e Hh ,IgdG J SGQd dG QG dEG UJ
edG dhG g a jG jg H a ,jOCG UCG Y jQe
aG IG fCG dG fdG QG e IOSG feEG J dG
Y J dG jQG NGdG dG QJ dch ,jdG IgdG EG dG
Christian Ethics, pp. 157-192 (1)
.32-11 U ,HdG LG (2)
edG OdG ,eG
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fc be C dP ,WY b
gh ,b
q g dG
q
q IQH jo kde kGOLh
HdG C dP ,Y qb g fc Y qda ,fdG Hh qdG H Hj
dG g CG ij bhQdG d ,Y mHh M
ifi Y Y ffEG
k
.b WY mH Y kjCG ffEG HdG CG PEG ,OHCG d eT d
f Lh e dG jf Hd dhfi bhQdG CH dG j
L
q fQe AGHEG e dG CT eSEG GdG H YGHEG IQH W
q eSEG
jf H j eT cJ QWEG N e jOdGh Gh SEG H b
Y j ddh ,eSEG jdG bGe Hh ,IUG HdG dG dG
dG CT hCG YGHEG GQOG e J
q g dhfi CG G XdG
N e YGHEG jdG cdG J OjEG hM b fCG T .''aG eSEG''
IOYE dhG a ,OdG Gg eSEG dG Lh Hh dG V e
QWEG Gh jOdG jQd eT J OjEG N e eSEG GdG IAGb
cd dG IUG dGh dG GhOCG QSG K ,eSEG jDhdG J
ffEG'' Oe Y dG dN e f dG CT eSEG j f
dH Shh ,INCd Se f Jh ,''fdG ffEG'' db ''eSEG
ICGe Y b fEG Y IQOdG gMh g ''eSEG ffEG'' CG Hh ,bNCG
G edG CT dG jGd VGh ee dP c dGh ,tdG e
dG Jeh HdG IQG e dG QGG IQGOE eCG dG fH
jdG H bhQdG J a ,dG M QGG Gg UCG c h .dGh aGh
Qjh EG dG M QaCG jQJ Hj MCG e eh ,dG Yhe IG
QWEG CdG dd bhQdG e AL K eh ,edG CT dG jQfi
jJ jQGM dL QWEG edG SSCG Y G S Ho d jf
.dGh aGh SdGh jdG cdG JGOe J ,eT
dH f ,dG CT dG bG Gg Be Y dG fOQCG GPEa
CT e f e dEG UJ e QSG bhQdG SG a ,MdG JHc
dG G NCG c g dDG g gCG e dh
,MdG JHc dG
q
jQdG iG ,je G NCG d Ie cJ dhfi a b
q
bG dGh ,jOdG NCG M a dGh ,jOdH G HQ N e
bO SGQO Y bhQdG Qj dP c h ,dG Y G H b dG UEG
63
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jR fi gGHEG .O .CG
G hCG ,dG a CT dG g bhQdG gJG dG dG EG

dG gG dG dch ,G Gd uc a J Y UM d oJ dG
U .dG e kUCG Gk AL J CG d OGQCG dG dG G J Y afG
dG J CG joJ `` e M EG `` hCG G ASH gcP dG gG CG
dP CGh ,kde Gk OLh gd CG b dc jJ h ,G OLdGh gG H
dd kJ EG d g dG dP dh ,Ofi bGh j CG G OLdG
.H G OLdG dh ,OLdG
,fEG OLdG Y m e OLh dG j dG bhQdG G EG
fCG `` e M EG hCG G iS `` iNCG gG H G SdG dh
q
,d bhQdG a CG kVGh hjh .Y SJ fCG hCG ,fEG e Hf dG
Hh H HdG fQhe j ,G OLdG ie bWEG g gAYEGh
,keY jdGh dG H dG dG j CG jJ iNCG gG H ,MdG IY
e dG OLdG IMh IY J fCG T .MdG IY UG Lh Yh
kHGU c fEG Y QU a ,NCG GdGh Cd kSe fEG
J bNCG dG Y J dG bNCG dG Ma ,e bh fC kbNCG
MG H eCG .bhQdG JG dG jaG dH Je e Mf e
bdG EGh ,jG e ie CG bNCG dG Y hG e d qM a
AT C dGNG H dG CH dG Y dG hCG ,dG WZCG
AdG dP g Cf CG j fC ,Y QN AT CH o
s J CG fCG CG ,NBG
h H dG CH dG EG G Gg iCGQ bhQdG Ch , CG M
.ffEG IOGQEG j Y JQb gh ,a e e e dG Oj dGNG
,dG ae ie gh ,dG jf Ad NBG ie EG bhQdG fG d
ae EG dG H GDdG Gg Y HLEG hM bh ? dG ae eEH g CG
e G bG Gg dh
q ,fEG SGH oJ CG dG CH dGh ,dG
Y beh ,fEG Y e dG eGO a ,dG AGREG HdG OLdG b
e a dG CG dP Y Jjh .kde kGOLh d CG Ha ,bGdG J
e dG dP RM gd hCG d g dG G OLdG dP a dH
d CH dH Y j d ,d f (1)fc e ke bhQdG hjh ,OLdG
.262 U ,HdG LG (1)
edG OdG ,eG
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,(jQT hCG ja dM eEG) dM Y IQY dG j dG CGdG : fK

YdG c Ea ;bNCG YdG f H OJ AGQBG e L CGdG Gg Qjh
M j dG f Ea ;AL ffEG hCG aK YL hCG ,OdG g bNCG
Y f jQbJhdG SH ahG bNCG da ,bNCG YdG f NG
aK YL g bNCG YdG c EG adG dGh ,Oa g bNCG YdG CG
j K .AL ffEG g bNC G dG c EG ffEG dGh ,H
Oj `` dc `` d KdG GfCG e f c be G E G H bhQdG
iNCG dG GfCG e HPL cCG fCG jh ,ffEG dG Td cCG Me
g fEG QUh ,fEG M Gk Qe dG SQO L fCGh ,WH H
a ,fEH bGGh aCGh ATCG bY a ,dM e ATCG d SG
ffEG bNCG dG b bhQdG gjh .dG J dG
g CH da ,dG Hh fEGh ATCG H bdG H dG gCG EG
Y Ie bdG J M kL dG jh .bdG J H dG Z bY
,dH Uj CG Oa .Ofi eCH Y d dG a ,e eCG
.UdG dP Y j G d
FM Y Fb J hCG ge Y IQY fCG dG hCG dG J : dK
e gj gh ,dG OLdG ie dG j G Ga ,YVe hCG JGP
Gfi e bNCG TdG j EG j G Gg dh ,cdG G b
.G Y Fb W NCG g `` G Gd dH `` NCG Jh ,QG
h ,dG WZCG FW j fCG G Gg G H bhQdG j
be H bhQdG j `` dP H `` K .dG OLdG Ve dG j
H dGh ,OLd YHdG dG J e j dGh ,dG CT dG
dG G OLdG dPh ,jdG fCH Jj dG jaG G OLdG
dG L bhQdG cj K .dG ge iNCG OLdG je
dP JQGh ,dG Jh dG H a dGh OLdG e dG iG dP a
d G OLdG Ga ,dG e OLdG fEG beh fEG dH dG
.fEG dG hCG dG jQdG dG J Z g bhQdG Y cDj dG
G CGh ,Gh G H dG e Ha ,dG H Je dG eGOa
.e G dG g G CGh ,JJ MCG dh ,G d g
61
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jR fi gGHEG .O .CG
L Y j dGh ,dG OLdG a OLd dG iG eCG ;G aG

jae OLh g dGh ,G OLdG JCj K ,bdGh gG e
gh dG OLdG Gk NCG K ,dG e oJ dG nr dG fCG dG OLdG
fCG j OLh dP CG G OLdG Hh H dG d ,dc e OLh
g H NGdG Y bhQdG cCGh S bh .bNCG e OLh Ggh ,jdG
NCG OLdG Gg Y cdG e dG d dG jj d H d JGG
bNCG jdG CG c Hh ,iNCG JGG e NGJh OLh dSG d
jOLdG JG a eEG CNCG b b J e bhQdG dEG gP dG
.bNCG Fc fEH bY hCG ,iNCG JGH U hCG ,d
dG a j dG IOG dG g G gGe dG fc a
kgQ d G gOLhh ,IOG J Y e dH a ,b bNCG
AYEG IQdG d d bNCG Fc fEG EGh ,a J dG IOG J OLH
a J dG J j CG QOb S jW Y dG g EGh ;b dG J
CG `` da ,ge e Y IQdG d dh Y e da Gk PEG .bNCG
e g bNCG a dG J dh ,kffEG ka d `` b dG AYEG
dG g `` d HdG bhQdG gP c `` da .j CG fEd
.dEG IOGQEG U g dEG NGh ,dEG
J AHh dG a CT G jdG bGG (1)bhQdG f
dP : khCG : bCG KK EG bGG J H bh ,dG dP e Me bNCG
,e HCG g e EG dGNG H c fCH dG
u jo dG G
BGQ dG jdG Gg j bhQdG d ,GdCG GP ATCd dH dG e gh
e dG a J GNG Yh WdG c EG H G j Gk Ub
fe K dh ,bdGh YdGh IOG e ATCG U c Z iNCG c
gCGh .dG c EG J CG e kH dG g EG dG J CG e
Y IQdG jd dG dG c c H e IMdG g dG CG dP c e
QhO fEG hCG d eEG J dG c H H ,dG hCG fEG j
.Y FVEG
.256-254 U ,HdG LG (1)
edG OdG ,eG
60
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IOGQEG NdG QNG CGh ,OdG Y QNG jM aJ j bNCG

NGdG dG Ga ,kbNCG ka dG dP e j bNCG ffbh dEG
dH dGh ,dG dP J h f
s j M YGdG QNG Ggh ,OdG
iG Y dG dd a bdG Lh d dG LG QWEG
dH Jj b cG a .kbNCG ka dG dP j ,YLGh OdG
H ,ffEd eCG J M ,eCG ie EG OdG ie e bNCG
EGh ;dEG AfG e jNBd feh f Y e ffEG YL d fEG
CGh ,IdH a Y gh EG SdG e Oa e eh ,ffEG c Y e g
Gk PEG ,dG M EG IdG M e jdG J j
q dG g a NdG QNG
hT SG a g eSEG d OLdG QG bNCG dG j
eCH G bNCG dG bGe EG Gh ,OdG bNCG dG bGe
bNCG b g gj dG bNCG dG Ea ddh ,edG fEG ge
.Y ffEG
Hd NCG dG jf dG J j CG bhQdG iCGQ e eC
jQdG Hd d IK dG dP j CG OGQCG fCG dP dG c Q
a YdG YCG K Gh jOdG JJh d OLdG Qd
Ic SC eSEG IQG KM dG SfG K ,SEG dG
Y H a dG dG jh ,j OLdG QG dd dG YdG L
dG Jh ,BGdG d Lh ,YdG dP OG G ae
eCG e d G NCG a NGh ,jdG dG e H gY
NOh ,MdG NCG jOa NCG Y dGh ,dG ffEG gOHCG
e e Mh
Hf EG QeCG Oa
q
s J HG AL CG EG OLdG IMh de
.GdH bYh dG
,OLdG dG Veh dG g jdH dG J bhQdG GC H
dGh ,H H JJ jG g d ,(1)HQCG JGe EG j Y OLda
.f Y e Z Jje H OLdG ae Mf e kehO fEG LGjo
e Jh ,SGH cQf dG G OLdG dP g hCG Ge OLda
.253 U ,HdG LG (1)
59
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jR fi gGHEG .O .CG
G dH KGJ (1)edG dG d bhQdG VJ a ,GdH

,bGG d aCG dG jdG aGhdG h ,Gh uG e d jaG
L Ea ,fEG a j CG J GdG CG MdG IY SG b c h
CGQ M `` TCG G HCG JG dG G bGh ,dG j G
d kGLf kM j d ,dG CT Gh G H Sh `` bhQdG
c a dH dPh ,J HG dG ge EG gOQ dGh ,jdG edG G
dCe d HdG dH dhCG jdG aG SCG jdG hCG QdG e Y
qG be CG J HG sH d .dG hCG dG TEG bdG hO dG
GL ddh ,dG GgJ fCG Y j d jhCJ O CG PEG ;J Y j
EG gOb GdG EG dG qOQh G jdG dP d .dG RCe e hd jhCd
CT dG e L Y bdG H ,HjEG IQU C
s H `` dc `` dG ae Y
KEGh ,dEd jOdG IMdG cCJ EG TCG G HCG be aCG a ;dG
IMdG J cCd J HG gP a ,jaG bG dP QWEG jG dG
.jdG IMdG J QWEG dG IdH j Y jae QWEG
G gh ,dG g ffEG aG IFGO j dG G Ea ,K eh
OGe fEG aqY b dEG IOGQEG C dP `` bhQdG CGQ M `` bdG J dG
FW NdG JOYh dG fi Jh YdG ddG e L k Mh dG
GdG aeh ,dEGh fEG H Hj dG g dG G kGPEG ,eGhCG G JOGQEG
dG J h ,b GQOEG Y J aG gh ,dG ae jW Y J
dGh GdG H dG d J HG sM dG dG dG g Gg .e a
Ic Y cCdGh ,jOdG IMd IRhG jdG jaG IMdG e QWEG
,dEGh fEG H Hj dG dG dG CGh ,IMdG J QWEG dG
dEG dG Y QJ dG dG H jh dEG IOGQEd j dG fEG a
G J qM b J HG CG c bhQdG iCGQ IQdG H .jOY d kfi
.HdG e hCG G Y c e e j kah edG
fG dG Y jf dEG dG dCe jQfi bhQdG H
s CG H
dG CG iCGa ,(2)d OLdG QG Y j dG bNC G G d
.220-211 U ,HdG LG (1)
.259-235 U ,HdG LG (2)
edG OdG ,eG
58
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H ,H a G eb ffEG kb cG b jOdG jdG J

c ,bNCG dG J c cH SEG AL K ,jL b sSo ah dG J
,MdG IY e J G Gh G jOda ,MdG Id kah dP
,a dG H SEG AL ffEG b cG jaG dG dP N eh
bNCG fb EG ffEG j Y fEG b b UCG g dGh
.H a j fOCG hO c
HhdG dG `dG à V`dG G`g `d `g `dG `c CG `ZQ
fG GH WMEd OaGoC b `` dG e NCG dG `` e SOdG dG CG EG
j HhdG HdG CH Qj dG a h .Jje c dG
,bNCG dG jhGR J SEG hH HdG e`dG CH `dG EG `j
bNCG OHCG d j K .(1)f`fEG b`NCG `dG d
u EG P`dG `J h
IQ`Y `g `dG G`g CG `T .`SEG J` IhQP `H `dG Hh`dG d
,HhdG d Hj CG bhQdG iCGQh ,dG H Y
,dG ej dG IGOCG d G dP QNG kae `j `HQh
dG jQJ a` ÈG `fOCG d ,Q`NG dP Q`dG d ` CG j`f h
`f Y `dG `M e e`d `c e ij `bdG dP QàCGh
`Y `fEG ` `G
`G dP bhQ`dG GQ dh ,e`dG h`dG Q`WEG
u
bhQdG ifG da ,HdG M EG edG IYO H QfG ,HhdG è
dG dG fEG G Hh ,QVhCG e H Y HhdG e d
j dG dG Gh e j dG jaG OHCG Hh ,Y j
.(2)d
bhQdG jf AS HhdG c e NCG dG d dG H LQh
dP JQGh ,dG CT d edG eG bhQdG H
q CG H .dG CT
d fG ,SEH dP bYh ,d OLdG QG hCG ,Hhd e dG
JQG bhQdG a j
q dG hCG dG Ca .jdG UJh dG dP ifi
WJQGh dG b dG e j IOd bNCG d OLdG QG
.198 U ,Urubah (1)
.126-121 U ,HdG LG (2)
57
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jR fi gGHEG .O .CG
keb kdEG Lh ,dEd G jdG b Y jOdG afG c bhQdG H

q
fGdG afG c HG h ,NCG Y GE V K eh ,FGSEG d
d dG jQdG Nj dEG HG Lh ,jdG ie HdG T
CG PEG ;fEG fL e bNCG dG dSG K eh ,hCG G e jdG
j .fEG e bNCG dG j CG feEG dH QOoJ uG dEG Ia
Y afG fCG ch ,Gh jOdG em c dG f H bhQdG
QG SSCG jdG ,ffEG NCG Yh dEd G jdG e
;a bh dG G qHh ,HdG edG EG IYdG fG dc d ,d OLdG
d OLdG QG e AGj CG j dG HhQhCG edG d OGeG fCG PEG
dG bNCG iG hCG ,dEd G jd SDj dG jaG iG Y
.ffEG NCG Y GC e jh Y j
hdG bhh (1)dG e Gk c HhdG bhQdG GSG QKCG d
IYO e bhQdG GhYG PEG Ma de bhQdG MhWCG dG Gbj
GYCG e G H M Y dG CT e AYEG Oj fCGh ,HdG edG
ij HhdG e bhQdG dEG gP a dG bj dG d ,iNCG
NBG EG dhCG e dG f GC j e EG : dG EG gP Qh ,eJEG J e kT
e dEG GgP a QdG ADd c Q gj dO fOCG eJEG d j
EG IYdH dJG H HhdG e a
`` dG f IAGb b `` UJ
s
Gg bhQdG SEG j L dG LhCG H dGh `` HdG edG
e Y
s b bhQdG EG j G dh ,HdG edG dG e Ac OdG
H Je Z Y HhdG EG H ,edG UEd dfl `` a je `` IQH
c j d dG IjL e Qj fCG U ,jae OLh Qe a Ofi
J aGL Mf e a ,HdG j EGh SEG npbn hCG ,HdG e
FN d EG M e fEG he dc gh ,SEG T dG dG c
baG dG a ,ffEG IMhh G IMhh dG fGMh Y Fb dG
kYhe J CG ,FdG dG M dGh HhdG SSCG bNCGh
HhdG CG c d S b bhQdG EG H .e aGL bH Gk Ohfi keb
a IQH NBG HT Y eCG Gg QJ K ,bhQdG e jdG U ZQ MdG a G Gg bh d (1)
.bdG Y e c
edG OdG ,eG
56
Prof Ibrahim Med
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j e H fEa ;dG jf Be e g EG G ed bhQdG IYO

edG EG IYdG Y JJ ch ,dG jd aG SCG dG
.H a G
dG HQh NCG Y c bhQd dG jdG CH dG e H
Hc Y Yh ,dG kJe dG Yhe j CG OGQCG K ,(1)jdH
e ch ,1962 Y e hCG G of ,G HQCG HhdG Y YSe
M 1965 ,1964 ,1963 GYCG kYJ bdG KdG GG f VG
K ,dGh HhdG GY M dG Gh ,jdGh HhdG hCG G GY c
INCG KdG GG d (2)fEGh HhdG NCGh ,Gh HhdG ddG G
g SEd dG WCG NCG Hc CG YRCGh .(3)dc oJ fCG hjh ,oJ
e IQM HhdG e Y VSG fCG hjh ,hG dd qde f
Y d edG e SG b HhdG Y Hc fCG ZQh ,jaGdG H
.bdGh dG G Y j jL e d OLdG QGh ,HhdG U
e Ha ,HhdG H JQG b dG dG Yhe jGH fc h
.dG dP dG CT dEG gP a dG e H dG
bhQdG Y d dG Beh jGH

,jdGh HhdG Hc dG dG GC H b bhQdG CH YR d
jQJ J gQYH SEGh Gh jOdG H HQ b dG dP h
bh .OLdG QG dH YCG YdG g SEG CGh ,(4)d OLdG Qd
Ismail Ragi A. al-Faruqi, Christian Ethics, Mc Gill University Press, Montreal: 1967 (1)
Ismail Ragi A. al-Faruqi, On Arabism Urobah and Religion: Djambatan, Amsterdam: 1962 (2)
YSe CT eCG Gd qhQ b bhQdG eJ FGhCG e gh ,jRSG CG Y VGh dO JQTEG Jg (3)

YR .NBG Qe NBG HT a bh dG E d c Qh ,NBG HT IQTEG OQh K eh ,HhdG Y bhQdG
Oxford Encyclopedia of ModrenGH gQM dG YSe bhQdG Y c dG de jRSG
CG .Islamic World, John L. Esposito, Editor in Chief, Oxford University Press, 1995, Vol. 2, pp. 3-4
.jCGL HhdG c CG YR dG NBG HT dc fG .qH C N dPh ,YSe e AGLCG J f bhQdG
Shabbier Akhtar, The Quran and the Secular Mind, Rout ledge: London and New York, 2008, p. 368
fi .O CG EG IQTEG e H The Arab stream of being bhQdG LJ g d OLdG QG (4)

.bhQdG OGe Y dG fCG fCG MGh ,LdG g bG dG g hG gdG
55
edG OdG ,eG
Prof Ibrahim Med
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Page 54
jR fi gGHEG .O .CG
Y JJ dGh ,dG iG jOdG aGfG Y Gk e d OLdG

Y JJ dGh ,dG gGe fGdG GfGh ,NCG Y GC e QGgEG
U AH IOYEG g G dSQ SEG H AL dGh ,bNCG dG dSG
Jj dG MdG EGeh ,gdCd edG jdG SSCG Y dG Y gGHEG qe
.fGdG GaEG hCG jOdG jJ bdG hO NCG Y GE
J dGh jaG iG SEG H AL a bhQdG iCGQ d
SJ dh ,fGdGh jOdG aGfG e QdG d MJCG dG bG cdG
GE e Y cQ M G NCd SGQO J edG bGe H bhQdG
,keY jOCG SQd Ldea f ah NCG Yh MdG H RdG
dG Je bhQdG W dh .UG Lh Y KdG jOCG IgX SQOh
eh SEG Hc eSEG dG Lh e FGSEG e a Y J
e bNCG jaG jdG dG IFGO e dP d ,FGSEG
.KdG jOCd GGh SdGh jdG hGdG M e Gk AL QU jQJ
J f M dG Yhe gCG jZ IN bhQdG N d
jae f ah fGdGh jOdG SGQO e d aJ dG dG QG
dG ge UEG EG NCG Yh MdG GE e SSCG Y Fb b
iNCG Ie bG cdG AL dh .aG eSEG EG IYdGh UG eSEG
H d ,d OLdG QG d fGdGh jOdG H d e GE c
jaG da ,IUG HdG IQG fCG dG dGh GdG Y
he Ea K eh ,bG cdG REG a j dG QWEG g eSEG dG
c hCG jGH fc jW ja MQ Vfl g bhQdG Y G edG
Hh H a Y IK gh ,''SEd dG WCG'' HH fG K ,d Y
G QJh G edG CT a IQY qe ,bhQdG e LhR
fG dG aG SCG Y cdG S dG Gg .SSCG eG d
e dEG OCG eh ,dG jf H dG d dG Yhe bhQdG e
.G edG CT Be
dG bhQdG jf H HdG h bQdG g SSCG MhWCG
e fG dG aG SCG dG jW Y G edG CT deh
CH YJ `` dc `` MhWCG fc h .dG jf SCH b K eh ,bhQdG
edG OdG ,eG
54
Prof Ibrahim Med
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(@)
jR fi gGHEG .O .CG
fc b dG jf CG EG bhQdG QaCG SGQO MdG f d e H

HhdG c EG : b EG GdG f dh ,CG Y dDe hCG SSCG QG
G hCG AG CG b fCG ZQh ,dG dG LH jd oc b
IjL GQe JG b dG LdG Gg e CG EG ;dG J e `` a `` jdH
IdGh ,dGh IG KCGh MdGh G NCG e MdG JdDe
WCG JdDe NBGh ,aG eSEGh ,FGSEG eh SEGh ,ebEG IQhVh
.SEd dG
Hc dG CT kee ka kbe U b bhQdG EG dG jh
OLdG gh ,G OLdG : dhCG ,JGe HQCG EG OLdG b fEG M HhdG Y
QdG J gh ,gdG OLdG : fKh ,SGM jW Y Y f dG OG
dP gh ,G OLdG : dKh ,OG OLdG Y fEG dG fj dG IOG
Hh H dG d ,e OLh gh ,dG OLdG : HGQh ,jaG OLdG
d .NCG Y g dGh ,(gdG) dG Y H jo hCG CG jaG OLdG
NCG CT f M FK b YHdG dG J NG b bhQdG
jdG b e e YGbh SCG Vh Mh ,SGQd Y e aJh G
CG f M ah hCG GE c b EG j OLdG CG GE e OYG IQhV iCGQ
bdG GP d jh ,FdG bdG e kdN kjae kef f
.bNCG dG hCG dG WZCG bGf e IQe ,dG jf USG
b fCG ij ,HhdG c bhQdG dEG gP a eCG XdGh
QG Y d G dSQ SEG Y ifG dG bG cdG H
.jde ,eSEG dGh IQd dG G Y (@)
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e jQOEG .O
N
bY Y IcG UG e L Y bf CG bQdG g jf
: MdG Y W HG dG Y aG f AH bNCGh dG dG
aG eG Z bNCGh dG dG H UdG : khCG
.dGh dBG H d fdG
OG dG H e a g ,JG dGh G dG H e a : kfK
.dH UG eDG dGh TG
dG gH ,OG dH GC J ,H a H JGeh LQO dG : kdK
.jDG dG gYCGh ,OG
J cDJh ,OLh h jMGh J d UN dG KdG : kHGQ
.ad ddG bNCG dG fH aJGh dLh
dG jUeh bNCG Xh J d dBG XdG : keN
.dH Jh ,dGh G H G ,fEd eOG
.d G CG fGYO NBGh
edG OdG ,eG
52
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MdG Y W QcdG Y dG SCJh aG AH bNCGh dG dG H
bNCG jUGh dG dBG

dG fH eSEG HdG KGJ d dBG XdG
dG dGh ,dG gh CG dG H Ca bNCG UG a J dG
: Lh KK Y W QcdG H J dBd
e j d dBG c e c PEG : dG H dBG J : hCG
UN d dBG CG Y j ''dG''h ''dG'' H GbG Ggh ,Y H
''AGLEG'' c CG Jh ;GAGLEH SSCG JJ dBG c UG g Jh ,Y
Q Sj e ch ;H JCj dG FGdGh Y JJ dG FdH b OJ
LH e UH ,dBG a ,dG UH JG HK j ,IFdG
.dG e ,AGLEG
dH dG Y dBG Xh J : dGh G H dG : dG
.dGh G H dH dc EGh ,jdG dG CdG g c dGh dG H
.NCGh dG J b dGh G CG eh
HdG eCG GJ aG FdG d : dH dG J : ddG
YH FGO dG c Gdh ,dH dG J e H YCGh H dCG hR eSEG
CG H ,af Y ae a ,H JG M dG c ch ,dG Y
hCG d fc dh H cdG dG ie EG dG dG O ie e J
,MhdG dGh dG G dEG J ,dG Gg H ,fC ,HM hCG e
fCdGh OG dG SCH gh ,QdG dGh G dG he a
.(1)G
.86 ,GdG J G j :MdG Y W (1)

51
edG OdG ,eG
Dr Driss Maqboul
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e jQOEG .O
Gd cEG Y EG IQhdG g OG dG OhM e jdGh

e Y g dGh ,dG Hh OG dG H HdG N e j Ggh ,dG
dG Y OG f ebEGh dG Y G QGbEG N e , dEG dG
dG e Y dG e dGh dG fj CG EG bCG Y h ...G
CGh OhG AL YCG fCG g YdG da ,Gg Yh .SCG dEG
.(1)OdG aQ FSdG
c h ,''OG dG'' g W QcdG Y dG SGH G dG jh
Uh J NCj ,e Y LJh dG Y jJ H OG dG
CG W QcdG iCJQG ,YCGh aCG Y UH JG EG d UCG dG
.(2)''OG dG'' SH Sd Ojh dG Oj dG dG Gg j
Me EG j ,Y ehGGh dG UNEG N e ,OG dG Ggh
Vj dG G HdG Y jJ H ,OG dG c h ,''jDG dG''
GjL fY Uh d UCG dG Uh j ,aUhCH jCJh fEG
jDj dG jG dG Gg Y j CG W QcdG QNG ,aCGh cCGh e YCG
.(3)''jDG dG'' SG bhdG cdG HdG Y FdG dG
dGh ,ATCG aCH OG dGh ,ATCG UH OG dG j dHh
j CG j OG dG c GPEG{ fCG W PSCG j M ,WdG jH jDG
j CG j OG dG ch ,''eSQ'' UH hCG IgdG aUhCG ATCG e
,j e N Y jDG dG Ea ,''dYCG'' hCG LQG daCG ATCG e
hCG ATCd NGdG aCGh WdG UhCG ,YCG Jh SdG g EG aVEH
.(4)''jg'' b hCG ,g g AdG j H e ,''GdG'' `H OGGh ,''JGhP''
ij c d fG ,aG GH KdG dG JGe JG GPEGh
.? bNCG jH dG dBG bY MdG Y W dG
.53 ,dG jh jdG dG :MdG Y W (1)

.f (2)
.116 ,f (3)
.121 ,f (4)
edG OdG ,eG
50
Dr Driss Maqboul
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e ,Sch HH H b dG ''G cGdG'' Y j ''dG KdG'' CG ``

Y jf e e fU Y CG ,''fdG GC e'' Y cGdG b M
W P`SCG `j e gh ,''K`dG'' dEG `j dG GC `G d`j cQ `gh ,H`S
hCG HjEG ATCG KDj CG a UCG ''KdG'' a CG j dG ''LGG GC e'' `H
dG GC G dj cQ gh ,''IOjdG GC e'' Y j ''G cGdG'' CG c ,S
UCG CG ''dG GC e'' `H W PSCG j e gh ,''KdG'' Y j dG
,H e H j IOe T IQU IOjdG a J CG G KdG
Vjh ,dH EG IMGh d cS AYOG EG Qj h ,IMGdG dG IQU
cCH jGJ FG CG Y Jd ,GMGh jW S d KdG CG W PSCG
NBG e G GO e ,S H OaCG cCH J fCG h ,b P e H jGJ
;MGdG jdG Gg jf G G EG UdG M ,gCGh GOY bdG
aBG a J GJ PEG ,ffEG aG bGH e G QdG Gg iYO d
eG G EG UdGh ,HJ EG OGOJ SCG a dJh ,J EG OGOJ
.(1)kjU kghh Gk H kYR hj
K Q KK Y
g ,SSCG je KK EG dG YdG J Y W QcdG j
dG''h ,''OG dG'' d ge KK Hjh ,dG dGh ,dGh ,jdG
.''jDG dG''h ,''OG
(IQG OL jf) VjdG G CG Y dP W Qc`G J`jh
CG U GPEG ,ddh ,''bGdG Y IdG fCG IQb'' d OhM OLh j
hCG Y fdG dG AVEG GdH g (fQdG hCG) jd jQdG ZdG
fCG ,JGP dG OhM g ZdG g OhM CG k jCG e U ,''Y''
c h .J e FG e g GO e ,ec d bGdG NEG
FM QO Y Qb d j J ,dG Gg Y g OG dG
.(2)k HK Y
.26 ,GGh dG : MdG Y W (1)
.43 ,dG jh jdG dG : MdG Y W (2)
49
edG OdG ,eG
Dr Driss Maqboul
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e jQOEG .O
Yd hCG G CG dH OGh ,adG dG EG Kj fCa dG eCGh

bdG fEG W e J ja J OJ UN gh ,G W g jdG
d Ha ,b GPEGh ,J EGh ,j CG dG Y c PEG ,j h j
EG d S h ,JH Jj EG d fG fCG gXh ;fG EGh ,H j e j CG
Ue d J CG dG LGh PEa ;J IOjdG j EG JdG JQG Gg
.LBGh LdG hCG ,ITG Zh ITG e Y g UG g J CGh
jdGh dG : dG FH U Kd W QcdG QJh
WTh GZ QJ fEG ;cCG d hCG ,fi Ueh UCG QJ ,dGh
LdG jg HOCH S N e T Z e W QcdG OSG bh ,BG f
NOCG PEG W PSCG Y dG j LhCG e Lh gh .UGh UCG Y
e IOSG M e dh ,dG G dG g ,UCGh dG a
G CG Gh .dGh dGh dGh TdGh SG geh YdG FGW
jZ a a d dUCG c dGh jdG Fe UJ Y
.(1)aGdGh SdG jZ AGQBGh bdGh jdG
H jh ,''dG''h ''aG'' : g je EG KdG e W PSCG Ljh
e e ,dGh dG aG jQJ jb geh ''dG KdG'' e
EG jh ,''JdG OdG''h ''dG ddG''h ''G cGdG''h ''G OdG''
S Y e FfEGh aG QJ edG jdG UG H SG
: G
IdG GC dG G OdG e e JG EGh ''dG KdG'' CG ``
G dG j fc Y j fEa ,aGh cGQOEG FSdG
H j jCG Wf dPh ? Ic CG IMGh f g g ,eG
J ,e d fCG ''IdGh IMdG f GC e'' : gh ,G OdG
CG ''IdGh IMdG jQYG GC e''h ,dG G hCG G dG NH
c fCG H ,M Gk MGh AdG j a ,ke M IQhdH d IdGh IMdG
.kGQYG MGh d ,M Gk c j b fCG c ,QYH
jDhdG gKCJh eSEGh HdG KGdG SQG dUCGh edG dG jDhdG EG VJ CG S (1)
,HQEG ,jG dG Y ,jS Y dG d dhGdGh LdHEG SCG : Hc dG fdG
.2007 ,OQCG
edG OdG ,eG
48
Dr Driss Maqboul
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: kch kc jOYG hG G H W QcdG h

j dG OYG hCG dG OYG G c a : kc eCG
dG OYG G H ,ATCd VJ C J dG OGGh gGdG Me
EG H hGh jOG OGGh gGdG g QSEG e fEG j j jdG hCG
.dG dGh MhdG G Aa
j GL EG Lj dG OYG M c a : kc eCGh
H ,a UGj GL Lj dG OYG M CG M ,se fH
Gbd e S fC ,e j h GHCG j se C ,IT jGj jCG
.(1)Gh G e
aG AHh dG KdG
c GMGh d ad G dG CH dYCG e c W QcdG j
ee udn oj ''GGh dG'' Hc h ,HdG dG HOCG e c SJ
W QcdG jh ,''dG KdG'' e fEG ,NGh OdG Gg Y H d GjL
J O e j e L e ''KdG'' Y j Y UN KdG CG
,je hCG jOe ,aUhCG fc e Fc AT c g ''KdG'' se EG PEG ,Jh
; (2)dG EG Kj a ,Y a EG ''KdG'' j M ,eee hCG IOfi
H jh GhdG Y Oj EGh ,M Y j dG CG W QcdG Y OGh
YdG a ,gL fCG e fdG Y e SG e Z Y Ya c PEG ,fG
KCG OLH Lj j e ch ,j CG dG e C Gf ,GhdG Y J CG
.FfH jh
aJ jNCG U W QcdG cj ''KdG'' bdG U fL EGh
.''dG''h ''jdG'' fEG ,Y dG e d
hCG G CG dH OGGh ;UdG dG EG Kj fCa jdG eCG
ie Y f jdG Y f M fh .jdG YdG g dG Yd
.fhO e ddG J f W e hGJ
.239 ,dG NG eSEG G : MdG Y W (1)
.21 ,dG KdG hCG ,GGh dG : MdG Y W (2)
47
edG OdG ,eG
Dr Driss Maqboul
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e jQOEG .O
e hCG{ C ,VQe dGh IgdG CG H ,b c e J dG gGdG

.(1)zLGdG L e fdGh ,bGdG L
dG c G jdG NGe MCG CG Y FgdG hG jh
jBG H HdH CG ,JG dG EG G dG e H fG aG fEG
Uhh ,EH dG Uh e j HQ ,dG Gh G fEG dGh
.H SdG Uh GNCGh ,IdH adG
CH OYG j e JG dG EG G dG e fG j h
ae fC OCGh TCGh ShCG G jW e G aG KQJ dG aG
GQOEG Y H G gGdH G oG TG dG OhM QN LJ
.IG G
,dG EG QOj b c GLdG jd e aOGe d JG EG EG
j c dG aG j b OYG C ,bWEG j OYG g H
Jj OYG ,dG aG jQJ QJ c ,dG OYGh ;jdG
: W QcdG H jH
O dG jeh FGTh eMCG Y M a ;dhj dG G gMCG
dG YGH LdHEG Y QG H ,e Z g eh e g e
.UG
dG dG JGjJh JacG QW a ,a j dG QdG dG dGh
,jOhfi QX hCG a fH Qd J dG QGWCG EG H dG ij b
,fH dG Qe j CG (2)QTH SZ SCGQ Yh dG Aa H QNG M
Y Jj ;dG ANC J hCG ,UGe jJ Qe EGh ,jGe jJ Qe
,dG iYdG Y hj PEG ,X hCG f GOYG EG j dG OYG CG Gg
Gd Gh ;QGWCG Jh G J e Y dG NO MG ,fc e Fc
.(3)dG dG gL MG
.51 ,dG NG eSEG G : MdG Y W (1)
.1984 ,HdG ,IjG QG e ,QTH SZ Y aG a : fi bh : LGj (2)
.238 ,dG NG eSG G : MdG Y W (3)
edG OdG ,eG
46
Dr Driss Maqboul
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bd SJ ,W QcdG Y ,CGh fdG dGh dG M EG

a bQe Y j G Ggh ,HdG ed bCG Y hCG ,jdG HQhCG
WEG Gch ,IOd Hh IOGQEd AeEG ,dG Y dG Ue e Y j Y
dG fdG e iYH dP c ,OLh Y HMh eGd b ,fhDT dG
.(1)e e e NCG h LCG fCG Gh ,aJ dG ffEGh J
g ah e f c CH YGh Zh Zjd f c W QcdG EG
j CG a dG g j CG OGQCG a ,ca e j c d SQ
.JSh S J d j M dG gh dG Gg f
JnG aG EG oG aG e
IS g dG dG bGdG QfGh OdG SCG MCG CG W QcdG j
FdG CG Gf fCG Gh ,dGh jBG H J ae geh a
e dG GMCG j CG EG Y J dG N dG JH fEG
dEG h ;gGdG iJ GQTEG dM ij gh ,bGh Rh O dM
EG LH j Y b hCG IH e ,G GQTEGh bdG dG g
a J dG QGWCG d fCG Gh ;ah Y daCG JEGh H AGgG
fEG id dG G Gg dN QW{ W QcdG gj c ffEG IQG
CG j h ;jBG OLH j d ,dG OLH j a ;d dG bGdG dfl
fc hJ jBG CG dP ,J H ,YU j AGLEG dGh jBG H dG
,dG g e YfG bh jBG g EG gGdGh ,dG H J bh Y gGdG
dG YVG e hCG a J dG OGG e dG j EG ODj GfG Ga
,G Y fCG H Yj b ,gPCG EG d OLh Y Vh K ,
.(2)zIOG QdG EG hCj Y CG
j Y gh ,fY W GP jOe Y oG dG j W QcdG Y
g ,gMh gGdG dH j Y gh ,J dG EG d jBG Y
.299 ,dG a : MdG Y W (1)

.48-47 ,dG NG eSEG G : MdG Y W (2)
45
edG OdG ,eG
Dr Driss Maqboul
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Page 44
e jQOEG .O
j f CG e a CG C ,d Y aGO dG dG MQ Y G QcdG
j aG Y G PEG ,eT hCG FL Y AGQh jh ,e a EG
QfCGh ,OQh NCG Ve fCG e bCG a ,dH a eCG M b j EG dG Y
QG Y e fc dG bdG e Gc CG dP ,NCG QfCG e cCG a OdG
''jdGh bGdG H bdG'' f ,jUG dG Aa Y a ce QU b
H bdG''h ''jdGh jdG H bdG''h ''jdGh MG H bdG''h
''OYGh bGdG H bdG''h ''Gh bGdG H bdG''h ''cdGh dG
gcCG ''dGh bGdG H bdG'' fc bh ;''jdGh QdG H bdG''h
.(1)H Nh Y GQeh SdG QfC HSG
ZjdG dG c
d j fEG H ,Zjg JQe CG dH HYEG W QcdG j
,CG dG NGO e dG Y QGbGh dG KCdG jW Y Me
,d UdG j W QcdG EG PEG ,oj CG eCG c Hh soj CG MCG G dh
HfH K QTh ZH f YEG QG fcj dG W eCG gh
.dGh dH Y
,fCG dGh dG Y CG dG e gCG MCG W QcdG fG
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QH de .O
LGG
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approaches to the study of social behaviour, World Psychology, 1 (4): 47-78.
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Dr Malik Badri
12/09/10
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Dr Malik Badri
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Dr Malik Badri
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Dr Malik Badri
12/09/10
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Dr Malik Badri
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Dr Malik Badri
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Press
- Mc Minn ed. Care for the soul: exploring the intersection between psychology and
theology. IVP Academic Press.
- C. Young (2005). Spirituality, Health, and healing. Boston: Jones and Bartlett
Publishers
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de) fEd MhdG MdG gCG EGh jOCd bG dG beh cdG
.(2008 ,QH
d GVj CG eG GQG VGhh dG Y IJSCG Y j PEG
JG dGh GdG Y J dG cdG dG J
q GSG H dG
dG G Hh ,CdG Gg Mh ZdG bGG LGe QdH
dG Gg J NO C
q G fdG dG d a .dG e SCG Gd
Gd dG dG N CG e SdG H j e G gh .dG e
.dG WdG Y jQdG hCG HG cG UCG GhYjh ,J
d gGc ZQ LdG GG Gg eGdG fDhWCGh fDh Y bh
.dGh
HGVG e HT eh VG G Y M ZQ ,cdG dh
Y jd WG GQdG e J dG cG Y a X b ,H
dG a Y e JCJ dG IG cG CG ,cG e Hh f
P ZU dG QaG J ,QTh NGdG JfGh JgGh
dG ''OSCG hdG'' e JCJ dG HGVG J CG ,dG HSGh G
qGC Y cDJh Yh QT dG d Ld aG IQdG Aa ,cdG aQ
dG hCG reflexes G aCG M qEG kFJ JC J H SG
SGQO G a Th NGdG dG c dG FG qeCG .IQG
.f e G jM Yh f Y QJh HdG JGNh JfGh OdG QaCG
BG SG EG d JeJhCG cG e fEd dG Y QJ qa
j e e Y j eh keyboard JG Md J M JdG hCG
NGdG G dG e central processing unit dG jh H fEd
monitor VdG TT Jh ,SG HSG Qd GG dG
hdG f e dG Y OL
q CG H fEG a .HSG e OdG jj
G FGZ aJ kfGM eEq G UCG soul L H dG f eh dEG
H ''Wr `T''
n O a W O dG g dG H d W qfCG hCG fGhdGh
j a jOG HdG fG IN
q W hP g hCG S-R HSGh G
edG OdG ,eG
20
Dr Malik Badri
12/09/10
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Page 19
ah Yeh NGO S hCG fEd HK Ia e HSG j e eCG ,SGH

WdG g Y jh .dG cdG SQG h jdG d e a
h ae dG Black box ''OSCG hdG'' UG aG NGdG
QN PEG a ,SGH ITG Igd f CG f fC ,d j
OLh GhfCG dG Gg e kbfGh scientific psychology dG dG Y f
fEG id QdG OLH G`SG K , b e hdG OLh Gh fCG c , dG
Y Y edG e b d Behaviorism cdG Qe gh consciousness
phobias VG hd LY dSCG e k jb k aO Lhh ,Yha H dG
e c HSGh G db Vh dG dG HG VGh
.G dG hCG ZdG YLG bGG e G hCG ddG ceCG
GG e VG aN Y GdG dG j VG c CG a
SG qCH gj X dG dG dH G gY hCG GFdG cQ hCG
GSH qEG Ld S qfCGh gQT X J VGeC G
VGYCG e dG e ADg ,YdG EG QTdG e G IY gY
adG WdG dG Y j dG cdG dG e b HSCG H
a jeQ QeCH hCG ,YhdH dG VGYCG Hd k S ij dG SEGh
dhh Eysenck fjCG e e cdG dG SD dG Vda .Te H
J conditioned response WT HSG qEG g e Meyer eh Wolpeh
g Vda .VGYCd TG dH Oe H e dG h jG
HGVG d dH e j b G OYG Gg CG T .VG
.Jh Ie a dG GH J d dG HSG
dG b
q a .G Gg dG JGN e kH Qd fCG CG `dh
q
fEG qCH d cDhCG c dh LY dSCG e Jh OGhdG ADg Ad
.LQN G HSH a j dG AGd JeJhCG Rc d
Journal of Psychology jeCG dG Y jQhO Jf H dP Vhh
q
Meyer SCGQ Y fdG e c a
q (Badri, 1967) S HQCG e cCG b
.G dG EG aG cdG e dG dG d hG FGhCG e MGc
jeCG e FNCG a cdG dG UCJ IFGdG g fjH fch
dP H Gfc Gh dG fdG dh cdG dG d HhQhCGh
19
edG OdG ,eG
Dr Malik Badri
12/09/10
13:56
Page 18
QH de .O
dG jdG PdG HE fGhYh fEG ffCG Y QJ cCJ EG jha YO

GhAL b dReh RLhQ e fEG dG UCG qdh eR KCJ e H d c
e d Yj eh jdG Y kGc Q b HhQhCG G GhLa jW IH H
WGdG Gh aG jGh fdG ffEG a GJ a Gd KGG H NCG
.d fc dG dG H h h f Y e HdG fEG GLa
q
a qCH d bY YG G Gg qCG EG ,H qN fEG qEG db e ZdHh
j CH JGP j CH fEG dG j dG dG bEG a .jO hCG bNCG
jTd fEG d dG Gg e j CG j .kee kL kGPT hCG ''kU'' Gk oè
.dEG fTCG dG QaCG Gdj M kjbh kVGh G dG
dG
G Y dG Gj CG eG GQG VGh Y j dc
q
jeEG fjdG a Y ga H dG Behaviorism cdG SQd
dG dG g .SQCG jZEG dG EG gQhL LJ dG British Empiricists
John Locke d L dG c dGh ,Y edGh Y HdG fdG gORG
HCG dG e dj a KhQe W fEd d CH eDJ ,SDe qgCG e
e h d j OdG T a GN e d j e qJ dG g dGh
jOCd bG jOG
dG G H .Association JQG jW Y j
q
kj kY kJ dG Y e CG jZ eQY IQH cdG AL
dG jf e a ,AMCG Yh AdGh Ajdc bdG dH j
QTdG dEG dSGh ,fGhdGh G aGhOh QTdG Y gcJh dG
ZU MdG edG g hj c dG qC ,dGh dG dEH Gg jhdG
dG eJ e H fJ ghCG qEG AHBGh WhCG fih FdGh jdG eh ,dG
Positive and S hCG HjEG YJ e fj e hCG ,Yh GK e IQGh
IT e S aL bQh qEG PEG gf fEG eh negative reinforcements
a .HK M hCG jO hCG Md e a AT M EG d dG jQ H J
qCG JGQe GSQj CG dG Yh ,MhQ GMG qCG cdG a
EG jOG jW qEG RLhQ ffEG h jjhdG dJ fY cdG
.hG G j c ehQ EG ODJ dG ch ,MhdGh jdG FG QfEG
,dG G HSEH JCJ dBG EG g e cdGf fEa
Jge dG IgdG JHSGh GG e Sb e Y gca
edG OdG ,eG
18
Dr Malik Badri
12/09/10
13:56
Page 17
qC ch MCG jha dSCG dG dG GJ jdG j

h .fGhdGh G jQTdG aGhdG Y M gdG Wfh fEG dG
CG k MGU a j Hc dG dG SD CG G ADg cCG j
FY e Gk c .jOCG jOY e jdG d AL JSQh Jjf
WH JCj Y fCch G dG Gg EG hj jdG VG fdG
e e FY HcCG bCG JS e T EG GC bG .N e h jj H e dG
h .dG Y OGhQ
q e Gfc ch fl h OjdG Ofih QjR e QcdG
bCG dG UN eSEGh HdG JeL e dG ddG q GC d SDj
QaCG Y d Kj IJSCG GR a .dG Y jQJ ge e J
q
kee c eY jG SGQdG iMEG J c g qS dG qdG G jha
.(Thornton, 1983) aCG Y
jf
Y hcj LdGh dG OTQEG Ge FNCG c dch
q
Y FY J jT eh dG Carl Rogers RLhQ Qc ah
IOSGh bNCG hCG jdG h MhdG fGG cP hO (GdG ) JJ
jOLdG dG g Y gH b LdG SQG g SDe C Gg ,e
EG GYJ dG ch secular humanism fdG ffEGh existentialism
hH JGP d hCG J e EG Ud L J EGh G OdG jM
Y jG dG dG Y GeM
q b qfEG H .jO RGh hCG KhQe bNCG Ob
qa .G dG jTG IJSCG dP a ,FY e jdGh jdG
neutral and OM SCG dG OTQEG
q C H d QG gcCJ JJSCG e f
e HW hQj GdGR eh Gfa ,a QhO NCGh jd d nonjudgmental
eCG Cch afih
ae fc EGh M jdG JGeh FY QaCH SG
q
Qj dc .eG e VCG dG FSdH M G Y dGh hH
H JGP j CG dG QNG GPEG bNCG CGQ C
q G AGHEG e dG OTQEd SQGdG
TG Nj h VdG G aC fl hCG Qc dG Qj Cc bNCG
Ea ,HdG fd dfl H JMW j CG dG OGQCG GPEG qEG dH dG
h .dG Nj dP a dGh dG a hCG dGh bdG a dG OGQCG
G JQK QfG d e dG g SQG g q GC G e Qj
S gQKBG AbG qCGh ,J e ehdG Y c e a dG dfGh IUG
.hAj e Gd bNCG GQG G dG j
17
edG OdG ,eG
Dr Malik Badri
12/09/10
13:56
Page 16
QH de .O
d fej a ,fEG W Y IOfi acH d GLd dG QdG

KCJ e Mh JQM KCJ eh gQaCG H e j CG hj VG Gg
f fEG g e ,e .dG ce e h d FHBG HJh dG JM
fGhdGh G FGZ a J fCG H fEG qCH jha Qb ? jha
cG V j CG H EG dJ fEd G dG qCGh YGhdG
qfC H jG a j dG VG dP (Freud, 1917 as quoted by Burns, 1980)
IQdG g jha c
q GP .Y e gCG d ej e j qfC Hh fdH e
Od gGd dG HhQhCG j U e c qfC ? fEG Y FG
SdG Vh dG VG Lh h jO ch G dP a ,d gQMGh
IdG GHCG Jh dKdG cQCG J ee f jH JEG Ua H
Ad HQfih dG Wh dG dH k YQP bV d eG
q
dP fEG d QJ e Sa .dG cfi AdG B eGYEGh
Gg superego dG GdG h id fGG fdG GdGh ego GdG H FGdG GdG
ae f g H j f ch ,b EG fEG e e GC j dG GdG
.QT e JCJ e hCG VGh fGhY hCG L IjH
kSCGQ G IdG jha b fEd fGG dG g Y cCHh
G d jh ,hCG OBG KQGh fEG dj G a .Y Y
d jha Aa .G SCGQ qfCch G EG j h a e Y dGh QSGh
S g dh fGhdGh G JGhf aJ ffCG JH fCG Sd
d J dP fCa L YCG fG GPEa ,dG g d
p ho fCG YJ Ea HCG EGh fGG
YadG FSdG efe e `g
.IUG G IQd G CG jha j dd .je H G J dG
QaCG cCG Lh dG dH JCG dG HGh hdG dG QOCG GPEG
HT eh dG Mh jOhCG IY Y dG Gj a ,M dG GKCJ
.JJSCG e JCG dh M SGh dH qEG G jha QaCG e
jdG dG e dG e JJSCG e dG Y OGhQ
q qCG d SDj qfEG
HUEG SCG FYh gV hj GdGR eh Gfc UG jQJ Mh
jhdG dG dG ge e LY e Mjh dG HGVH
c .jQTdG dGh dGh GdG Y adG efeh G dG e e
edG OdG ,eG
16
Dr Malik Badri
12/09/10
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Page 15
Jh dG Y H kV kjT EG SGQdG e FdG a ,FMEG

Y j e hCG IjG VQCG H a ,bdG FMEGh jdG dG
Gk c J h ,J hCG UCJ c EG b a No man's land jEH
.IG g QhOh fEG d jOEG HZ GQJ Y
j CG fGL e c hj dG Gd FdG dG e J e d
fYh fEG d aG JGQJh HdG KGG d Jh jf
q
M ,dG e Y Y g e S hCG qLh Y
q dG OLh QfEG Y FdG
e qfC Aj e j cJh `dG `N `dG `SQCG dEG `fCq ch `jd eCG
dG dG Gk gX kba IUG dG IQM a !dL eCdH
jG fEG e b da .jG e qfEG j eh dH eDj qfCH j
G YCG b dGh .fEG YHG fb d j GPEG Aj e d edG
g e SCH d QJ dG jdG dG ,fdG AYCG ZCH ,cG
.AdG Mh e H hCG ,KhQe NCG EG dG hO e ''GM'' g eh ''M''
dG VGeCGh WdG V MdG bh VLEGh GG Th fdG HoC a
g .gGg dEa fCG TG e ch dG N Jh MQCG LCJh d Y
gh dG AY id dG dG J dG g HdG Gh YLG dG
ge e Gk AL J CG b WJh UCJh SCG EG dG ddG MG
,JSQh HdG dG Y jf
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q
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H hdG GVj CG JJSCGh dG Y GQe VGh Y k eGd c dd
j e H h M j KEG EG j e Hh d AYOG g eh Y g e
,a d kVJ dP j CG QhdG eh .LdG AGgCGh VdG dG Y
Y H jh dG OGG f Y Qjh bdG e ddG id J
q M
CG jh .b EG Nj Y dCH b c e g e c b
f SQGe hCG ge e HdG dG Y WSCG Qj e q GC SQGd Vj
d fEG d QdG Ggh .fEG W Y UG JGQJ Y EG J
.dG JSQh Jjd
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H a Geb j Gfl GNj dG SQGGh gG UCG
15
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Dr Malik Badri
12/09/10
13:56
Page 14
QH de .O
Zh HdGh GdGh G VdGh bNCG dG Y hcj fEa ,IUG

W f qEG g e YH ZQ FG g d .SEG HCj dG dG e
fdG .JGT Gfa fCG gfCG dG d fdh jOdG fd
MQh dY qdGh J dH qdG ASh dG e ICWh qNCG G Th GdGh
| Aj dP hO e j h H j CG j dG qEG } .eMCGh jT U h
.G VG Gd dG Gg kGc kGAL N a dd .(48 jBG ,AdG IQS)
gJ dG HdG dG Y ha a ddG Y J dG GQG q GE
KGQdG SCGh LdG eRh G
q GQOEGh SMEG SGQc jdG HCG
jfh
fEd e
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q QJ Y EG J dG J e ,dG dH HUEd
ah ddG IY Y Nh bY S ,dG QdG
Gg J qoe
q
jh jha db e GC j dG dda .Hd ef e GC SCG d Ggh .SEd
G dG Mh dG q CH KCG b dG dG q GC a cDj PSCG IVfi EG
Y IdG EG ZQ fdG Y eG b gh dG VG EG MH ODj S
C N j eh SEG H GU f j S ,d SEG LCG e
e dG j
q dG hdG J e M dG Gg JCj bh .KCG b ''jG dG'' q GC
dG Y hCG LddG dG Y IOe dda .j Y fCH SQGdG
qCG Y Y dOCG g qCH fHh GQhR J dG HdG LGG CGj dG KGQdG
d dP H ODj b ,feQdGh G KGQh kSCG GdGh G Phd
JfeQg kNGh KQeh L fEG J dG j c .dEG dG
.!? G cS Y dG TC
q G bj K
q ,G PhdG EG kM H ODj
Z jdG HCG J dG dP : dG Y T H jdG Gg dh
q
jdG IJSCG H Y M Y
eCG d ,Qg o L
q
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dG Y qC dP .dj c HdH HG a NG b OGe Hd ej
jQdc ,IOG dG GP YLG dc d a ,ja J HdG
Qo
n J c jJ dG bdG jdG dH dh ,SCG J dG ,ke
qGE H ,eSEG dG H SG Y N hO e dG VjdGh AjdG
W P H d qfCH bG EG fYd jG HdG dG d bdG IdG
dG jdG dG SGQdH dG Y a eG dG fGG a .IMGh
dG Yh G
q GQOEG SGQOh ,AjadGh LddG dG Y e e
edG OdG ,eG
14
Dr Malik Badri
12/09/10
13:56
Page 13
JGQJh HdG dG Y fdG fGG d SCG : khCG

.jG jdG dG gj dG fEG d ''jdG''
MGdG e fEd J dG N RYEG QXE dG Y SCG : kfK
.kfEG GhOGOa dG N Ghd d IYO dP jh .MhdGh dGh G
ZCG J b eSEG UCJ hO e qfCG M KE SCG : kdK
,IFdG Y MCG H h H ,IFdG b dG HdG dG Y SQ
fdG d LdG G AdG Y QGVCG H b M hCG
.GQSG hCG d
j M eSEG Qe e dG Y jQJ Hc IOYEH SCG : kHGQ
jdG HdG dG jhJ Gjh eGdG FWCGh FY eSEG Y dG
j a GC dh .Va L Y hCG mJ h b Y G AY eSEG GgCG
: hCG dG Y cCG H
HdG dG Y j
q f f dG fGG c : hCG dG
: fEG d G ah JJh
ZQh ,f ah dG BGd JAGb ZQ ,dG Y IJSCG e dG if
d Vj a W J fEG qEG Hd dj jdG jH eEG
CG qeEa ,fGhdGh G fdG JGP aGhd Y ,dG EG G e qfGC hCG ,H
ITe Z jH d jh H f j hCG ,jdG H d j
qfEGh .eG eMCG h jQTdG daCG jedH hCG adG ef
gh OEGh jdGdG Yh MdG H Y d j f Te e JC
NdG H eCj dG dG OTQEG ''dG'' SQ fCH e kqX kcS j
OG Gg Y LGj GhCGH dG AdG qCG Qj h Fd bNCG fGG
J dG f dG hdG Y fJ dG IdG fGAdG jBG jCG .bNCG
a dG IdG gP jCGh ? ffEG dG fMhQ jCG h ? e N dG W
IdG Y dj Ode c qCH fj dG jdG jG jCGh ? Y SdG J dG
? IdG g j jdG g AHBG dh JOYh dG MJ EG OJ dG
Tj b SCG Y qC ,gNCGh gC
q G g SCG e GG Gg c dd
JQMh dG KGM G dG
q Lj ea .jd ah ddG IY Y
13
edG OdG ,eG
Dr Malik Badri
12/09/10
13:56
Page 12
QH de .O
d dG JOH dH dG ja .UCdG Y IQbh Y cCG SQG c

dG Y jf
e c jR c Jh
jPSCG LQO EG Uh c
q
q
fCG HdG dG AY H QaCG QJh GOfG Y WGh JSQh
Y J dGh .eSEG dG Y Sfi RGHEG OLG Y Yj
J c d jdG UCGh eSEG SGQdG hCG LQO f CG H dG
j CG H j jQGOEG e J dG e dGh .jO UCG ae Y SGQO
AdGE Y Y bG c d IJSCG g H j CG hCG gG Z U
.GVG
? ''SCG'' J Y p `JG
o e hCG eSEG UCdH f GPe dh
à ,`gè `j` à A``dG `NG `dG g`G `cCG e ''`SCG''

è èh ,`fh `SEd IY`dG d`SCG e j`M `SCc `Y `j è
`cCH `HdG f`fEGh Y`LG `d e`SEG UC`dG Y `SCG `j
`LGè `J `H àCG Y H`bdG `c k`è
``SCG `j
q
q e `èh
Y M j H ,`f `SEG VQ`j e c e ''à'' e`G GQe
Y j`H `G Gg `J i`NCG F`Wh .eG SGQdG OGe e cCH dG
VQJ d dP ,e e`SEG dG Mh dTCG H jdG a`G `SCG
J dG SCd NCG Q`dG Gg `dh .j`G QG dG e QG g
G Gg `Z
q dG g jW Gd LCG e Yh eSEG d dG G
jdG gG hO e dG YE JYdh G YJ VdH
SCG G fCch Q`G `dG `gC J`dh eSEG YdG UdG
kH SEG d eCG jf ODj S `G G`g qEG he b M ,Id
dG Y SC eG QJ bCG CG LQCG fEa dd .! fdG SCG Y
dGh IG CGh edG
FG Y a cQCG ,eG JGQe ZUh
q
.UCd Y eCG J e SdG
? UCJh eG dG Y GQe SCG UY

e e Y c ODd SCd ge hCG UY HQCG Y QdG j
: JBc gh ,G UCdG fGL MCG
edG OdG ,eG
12
Dr Malik Badri
12/09/10
13:56
Page 11
KCJh dG Y J KDJ dG eGdG gC

q G qCG Y dG Gg cDj
dG Y a qEGh .QbCG e d dH dG dG dP fe Y j b qCG
Gg H g ,ce M
q Y ddG dH j a edG hdG IYe HdG
dG d qò`dG jdG qEa dd ,HdG hdG h GdG g H SdG dG
,HhQhCG fGH M dGh dG e e ie d d dG HdG
UCG b jeCG qEG .bNCG Z Y g ,edG hdG d ,HK Qe UH
dG gQeh ,Re hO dG dG dG QJ j Y G dhdG
hdG hd eAe d dhfi hO dG AfCG L EG QqJ JSGQOh
dG e eOdG dG Y IJSCG jQH HdG hdGh jeCG J c ,edG
HdG dG dG d fGH L SQqj e eAe dG hO e ddG
.hdG g d jG dG QSG H dG Gg Y QGSG j
"...the most important factor shaping psychology in the international context
continues to be power inequalities between and within nations. The inability of psychology to contribute to Third World development arises in large part from these
inequalities... and surely this is an unethical issue. Putative psychological "knowledge" which is of highly questionable reliability and validity even in the Western
context is being exported wholesale to Third World societies, as part of a large
exchange system ultimately driven by profits.
the United States has established itself as the only psychology Superpower...
Psychology continues to be exported from the U.S. to the rest of the world, with little or no serious attention given to the appropriateness of what is being
exported...Similarly, Third World psychologists are trained in the U.S. and in other
Western countries, without regard to the question of the appropriateness of their training. Indeed, the continued exportation...and inappropriately trained personnel
from Western to Third World societies strengthens ties of dependency and continues
exploitative traditions established through colonialism" (1995, pp. 53-54).
G fdG Y Va eSEG UCdG

f c Y Va dG d eSEG UCdG q GC cP S f
`b H`d `LJ hCG H`dG `dG e JOe SQà H `j
e qCGh ,`è
q
HdG dH gKCJ H HW e dG j e KEG j
Qh kKBG `j
q
c dhDG OGOJh .JKEG cCJ dG `dG Q`WEG kH`c `d eb
q dG `dG
11
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Dr Malik Badri
12/09/10
13:56
Page 10
QH de .O
QdG dh
.fEG S EG Gh GdG Y jdG HCG Ff J
q
d World Psychology jQhO f dG Eysenck, (1995) fjCG H GC j CG
.VGYG g H Y
Y kXM HdG dG dG f GaQ b qdGh ShdG c Ea
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dG Y jf S
q ròè dG HdG KGG a Hd f G dG
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q
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a ,a NO bNCG MGd h ,YH ,jd a ,jdG dG e c
fGG H dG a X EGh ,dG hCG d fEG ej b IGOCG dG c
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Al Jamia

Yearly academic, cultural and educational journal

Secretary General of the Federation of Universities of

Issue 8 : 1431 A.H/2010 A.D.

Articles published in this journal do not necessarily reflect FWINs views.

Yearly academic, cultural and educational journal

All rights reserved

Legal deposit number : 86/1999

Higher Islamic Education in the Balkans: A Survey

Faculty of Islamic Studies

Higher Islamic Institute

Faculty of Islamic Studies

Faculty of Islamic Pedagogy

Faculty of Islamic Pedagogy

Faculty of Islamic Studies

Faculty of Islamic Studies

Novi Pazar, Serbia

Bosnia and Herzegovina

Higher Islamic Education in the Balkans: A Survey

institution of higher Islamic education in SE Europe outside Turkey. It was established

Higher Islamic Education in the Balkans: A Survey

Higher Islamic Education in the Balkans: A Survey

Higher Islamic Education in the Balkans: A Survey

Higher Islamic Education in the Balkans: A Survey

Education for full time students is free, as well

Albania, Croatia, Greece, Montenegro, Romania, and Slovenia

Higher Islamic Education in the Balkans: A Survey

addition various security and political problems, such as non-recognition of Kosovo

Higher Islamic Education in the Balkans: A Survey

ANNEX I: FACULTY OF ISLAMIC STUDIES IN

Phonetics and Morphology of Arabic

Phonetics and Morphology of Arabic

Imam, Khatib, and Muallim TrainingProgram

ANNEX II: ISLAMIC PEDAGOGICAL FACULTY

ANNEX III: FACULTY OF ISLAMIC STUDIES IN

The Elective Courses:

Higher Islamic Education in the Balkans: A Survey

13. Methods of Religious Education, 60 hours, 1 semester

Actioning Strategic Planning

Assoc. Prof. Teay Shawyun, Ph.D.

1.1 Introduction to Strategic Management in Higher Education

Fig. 1.1 Pragmatic

Source: Adapted from

Actioning Strategic Planning

As shown in Figure 1.1 in managing a higher education institution the 3 main

Assoc. Prof. Teay Shawyun, Ph.D.

1.2 An Integrated Model of Strategic Management for HEI

Fig. 1.2 An integrated

Actioning Strategic Planning

Assoc. Prof. Teay Shawyun, Ph.D.

1.3 Capabilities and Position perspective of Strategic

Actioning Strategic Planning

- Capabilities and Position point of view: Strategic Management works on the

Fig. 1.3 Capabilities and Position perspectives of strategic management

- Past to Present timeline of 1999 to 2010: The imperative here is to determine

Assoc. Prof. Teay Shawyun, Ph.D.

- Capabilities dimension: It is a widely accepted notion that in order to achieve

Actioning Strategic Planning

2. Developing the Basic Strategic Plan

Assoc. Prof. Teay Shawyun, Ph.D.

Figure 1. 4 SWAT Capabilities and Position Matrix

Actioning Strategic Planning