1ST InTERnATIonAl conn.

etncr
on ISlAmIC EDUCATIon 2010
(I C lED 2010)

"Administration and Management in Islamic

Education: Good Governance"
"Pentadbiran dan Pengurusan dalam Pendidikan
Islam: Urus Tadbir Baik"
By

The Hon. Professor Dato' Dr. Aziuddin Ahmad

Rector
Kolej Universiti Islam Antarabangsa Selangor (KUIS)
Selangor, Malaysia
 )d I1lTERflflTIOflfll COflff9UlCC
on rsuunic £DUCATIon 2010
DISCUSSION POINTS
(I C I "E D 2 0, J., 0 )

Administration and Mimagemefit"

, 'in Is'ia:~i~Ed'ucatio'n?i<~::'
Good· G9v~rn_a,~¢~:f::;;,

luIucldin Ahmad DS/S.

PhD {lmptrlol Colkg~}.
Profesor & Rector,
Kole) Unive.,itj Islam Antarabangsa ~langor tKUlS)
11124110

(1) About Governance Administration & Management

Governance is essentially about ;0- .~~~.~ '.";""'~. ~ir-i-.,.

__

DECISION MAKING
" '" .•./ r
Involves DEClsra.']iMAKING-~.;.~.~.tj
",,,,~
by whom

for whom. and

Decision -makinwr]quires a -r- -;t~ "
.::t~~. ("

structure/framework ,-
with what resources decisions
are made Administrators & Managers must go
Reminder,
beyond merely adhering to process &
If governance is a PROCESSthen it ls only about being logical procedures into higher order objectives
NOT about thinking /' ," , ' 4
 Governance of University Gov~n(:1I1C~.f[91J1.!hg-,sl~mtc;..Y.ie.WP9int

:. ~~ ;;:, \'.::-- -rl.- ;? .' WISDOM (HIKMAH) ALWAYS THE UNDERPINNING

r>.
R~:;
-r~'
,'-T
I
~..~~..
;,
~
f..lUil}1ii.
li\'J~.ljt;t
~
-~ ~~.
: • idarat al-hokm (pSeJl 0.../)1)- governance
~',
I '/',
\ ..,..,.~ ~ • al-hokm al-jayyed (~I pSeJl) - good
r'<, ,-f,
<.::» ~--.J ~
~~t-t-~~ governance
• al-hakimiya (~bJl) - governance

Involves the interplay/dynamics of the • al-hawkama (<i..oS~I) - governance

organisation (UNIVERSITY) and the individuals • al-hokm ai-saleh (cJl...a.lI pSeJl) - virtuous
making up the organisation (INSAN) governing
11/24/10 ;1/i!hpokm ar-rasheed (~)I pSeJl) 6"wise

(2) Worldview
Administration
of University
& Management
for
Purposes
~
Zff!>
Worldview of REALITY
1\
But a network of relationship
Not a collection of betweeninsan

•
objects

. Worldview of REALITY
. What it means to be
HUMAN

11/14/10 11/24/10
 MOVE FROM Social Science View of Reality NEED TO QUESTION WORLDVIEWS
TO THE REAL World
- The model used for decision making

C---S~ci;lsc;en~~~
Model of Reality . '------

• Equilibrium • Volatility
• Deterministic • Uncertainty ISLAMIC EDUCATION
• Non-complex • Complexity
MUST NOT PROPAGATE
• Certainty • Ambiguity
, THE FLAWS & CORRESPONDING
INFRASTRUCTURE SUPPORT
e.~_J...1I2~,12_••_ l~ c_ ••.UL\4J..!.2.u..-.;-(l'~
SY?TEM1o

WORLD VIEW
ISLAM & WESTERN (SECULAR) Question
(9 months)
Predominant Underlying
00
(1140 mooth> I
ili iill > Eurocentric worhlP.hitffiOphVastructure
I'+ffe~t:f
support systems
World
Womb

Financial: Debt-based regime & money

i Eurocentric Model ! creation

Legal: Caveat emptor & privity of contr

~---cs (8.¥-'~) tCK food ~

Empiricism & reason over intuitive

SOENCE - THE UNIVERSE IS" T MOST ONl Y ABOUT 4% MATERIAl.

AI. least 8O'lI, cI Wor1d PopuIatlOn ""'" Rdigious 6eIoef Knowledge-enquiry over wisdom-en
Ell.( the R£MAINIHG AT HOST 2O'Vo are .lIowed to shape
tne codes & struc:ures that proOfera~ the WO<1d today

C__
._
I. •••••••
_.I?'~
IT WAS NEVER MEANT TO MANAGE SOlJt2•• ~~?tcl:owards thinking over feeling ~? «
 Question
Need to Redefine the Problem
The Role of The Teacher
A Problem Well-Defined is Half The mediocre teacher tells.

Solved The good teacher explains.

"I would like you to go
forth and build Q bridge..

-rGl!lsoconf-.l

7$ ~
"But we learned 1txrt rrry heDd hlrt.r
..:
---S;;'k· :i'~
aOOUIPron~~ ,g)/ ~iotIYd"

,.,f,

<~~ \ 1~
-/
/'L J\... ~
•... 13
4f//J

Question Question
".-Sc~.I1ctCl\rtf.ant
Methodology Current Reduced-Meani
Experience reduced to
Teacher no longer teach,
experimentation
they 'deliver' curriculum
Reality was only the
Equates education with
observable world accessible to
'postal service'
the senses

~.
!.~
I•• !.~." , Deliver 'pre-packaged
Truth was that which could be
.......-
J ••••• ~ ••
parcels' into 'letter-box
brains'. Teachers
verified by measurement ;:a.:: -

,.••...
,.,-,... .! 'degraded' to postman .-~
..-....-.~ #9

••• ,...,....... -> .•

Mind became externalised, ...
~
~ __ ..•.•.. _L Je
15
A. ll/~sed only on observable
 Question Question
Quantity Masquerading as Quality Human a Resource?
The demand always to comply

...
~
The reduction of the notion of
and how to conform to the
'quality' to that of mere quantity, is
lifeless labels in which they are

$J
a necessary consequence of the
blatant secularism which "admits of ~ ~~r
;, v:
framed

nothing divine, has categorised all Our impoverished view of

aspects of our life by negating the .#~,t human faculties and human
human spirit (ruh) and the heart •••• potential
(qalb), which are the essence of our
inner being, and in so doing "has Utilitarian code reduces

created a society in which life is 17

education to churnin~ out
1:......-; .•..•.• -1 •••.•.•..•. I .•.L., •..•_ ...•...J •• _; __

Question Question
What is 'Education' Currently? Neglect of Education of the Soul
Education is and remains the
absolute number one Characterized by an over-
priority for the country emphasis on
because without a quality "competencies" and
education system _andan "tools"
educated'~orkfor~e, we
Imbalance puts national
cannot succeed --
economic development
>
.; economicolty ~
goals over individual
human development, and
11/24/10 19 negaros the educational 20
 Our Necessary Journey
Return to original
educere, to "draw out"
our innate potential as
human being
Revive an authentic
notion of qualitative
education based on the
educere of the higher
faculties
Restore teaGiler to not
Propagation of Fasad
Not only limited to external and observable
More profound danger isjosod in:
- the mould of education (teaching & learning)
teleological, ontological & epistemological stance
philosophy underpinning the meaning of human
assumptions in the infrastructure support systems
. economics, accounting & finance (eg: caveat
emptor, debt is an asset)
lU14/10 23
Reclaim the higher human faculties, the
true nature of human Intellection. Western
culture has ensured that the Intellect is now
associated not with a quality of Intellection or
spiritual Intelligence, a perceptive, intuitive,
contemplative faculty of direct insight, innate
and common to all human beings, but with the
processes of intellectuatisinq, thinking,
conscious deliberation and logical reasoning
which have been so good at solving analytic and
!!;~4~1~""'ll'"'\l"Ti,..":)1•..••..
,....hlornr 22
Contribution to Flawed Worldviews
Disenchantment of Nature
Social Science underpinned by Scientism
& Positivism
Machine language had replaced human
language
Governance: Rule-centric
11/24/10 14
 THE ORIGIN OF SOCIAL SCIENCE
THE BIRTH OF SCIENCE POSITIVISM &SOclAL.g. Huf.tA&~cJ£f.iC~,
20th C 4@i~enchCJ'Tf1tment ajeNmture 16th C
Comte (French) (1798 -1857)
. Epistemological French sociologie - sociology
Teleological measureless
Ontological Society has gone through three phases: Theological,
subjective
EschatologiCdI! Mind Metaphysical, and Scientific - must follow science
--NAplRAI _I .. Positive philosophy introduced the important relationship

i
- PHilOSOPHY ~Matter between theory, practice and human understanding of the world
'- - •. -------. Heft~tnoty cbjecnve

I·
~
. Personal

Purposeful "'easurable
based on rationality only (human follows physical laws of
inanimate objects)
ONENESSwithE~ics& _
Positivism: Human is central- belief system/ religion of
Good Governance as
. underpinning
value-free
humanities (removal of God) ~ -.1.
Human as "sociot atom H

Q.l? ~ack into origin in order to prepare ~or the future 11/24/10 26

(3) Role of Islamic Education Philosophy of Islamic Universities

Why Education?
~tualisation of true essence of Islam
- Develop Insan Ta'dibi

OR Islam NOT just as slogan

Develop skill set/competence STUDENTS NOT AS CUSTOMER BUT LEARNER

only
I Not factory to produce graduates as finished
What is Islamic Education?
I products
- Western education in Islamic robe

OR
11/2~/IO 11/24/10 28
 Mould of Universities Charting New Directions for Muslim Universities:
«,11
)~
DECO Model

Middle East & North African (MENA) Model

.•..
,.
~
, ~

Y#-.....,'"
'
Free ourselves from the Western ideological &
philosophical constructs
Islamic Universities based on Western tradition?
Shape the future of the ummah based upon a
- Id:>",;,- Iln;\lprcit;p< :>,-,-nrrlingto Isl~ trae¥tii)fI? new thinking and mindset without being
Secular Universities Model __ ~ ~ 't
- Complete Western tradition ') .r " , influenced by Western mould

Must recognise the need for ummah to be

Malaysia's Islamic Universities MOde~ I ,~
educated through a route which is different
-Islamic in true essence? -. ",V
Western conventional
- West in Islamic robe? / .""-'
V
11/24/10 29 30

~-&J:XCii!AlJJiJj:iliiiQfi~iZ;ll).fft1B
DECISION MAKiNG
& Govemance of HUMAN
~
WORLDVIEW OF HUMAN
More external legislation
to address the shadow?
FOG
Interior GUIDE?
Compliance- compared
to values-based?
Rules-based compared
to principle-based?
Should address the
essence - man?
11/24/10 3J ~--LIIJ..Y&lE.__ 1:'.
 Governance Language Inner Faculty

Mechanistic KPI -legacy of Industrial Eras Ghariza (Instinct & Urges)

Occidentosis the paradigm Ma'rifa (Intuition)

External Control Basira (Insight)

But subjectivity is a reality Wahi (Inspiration)

Not Everything That Counts Can Be Measured, Fa Reference: Ibn 'Ata' Allah AI-Iskandari
& Not Everything That Can Be Measured Kitab al-Tanwir fj Isqat al-Tadbir

Counts (The Book of lIIuminotion)

Translated by Scott Kugle
;'/MMst move to Interior Guide 33 11/24/1

Human as the Lens LEADERSHIP IS ABOUT BEING HUMAN

to Capture Values & Create Meaning

Connotes stewardship & vicegerency - at once

trustee/custodian to self, community & universe
NEED TO CAPTURE
ONENESS· . VALUES
I ANTHROPOCOSMIC
~~--------------------------------~
I EMPHASIZE ESSENCE
.j

j~~~.
NOT LABELS
GO BEYOND RULES
RULES ARE NEVER
ENOUGH TO
! ,. ENFORCE MORALITY

e «

35 c. .•••••... 11/24/10
• __ .:t:~ 36
 Faculty/Device for decision Making
LEADERSHIP
BABIES TO
WOMB ADULTHOOD OLD AGE
· Is about the heart TOQQU,RS

· Is about BEING what you are, BEING HUMAN

H H
PHYSICAL H
E E
E
· Is about balancing the oneness - balancing the A
A SENSES & A
R
obligation to corporation, obligation to people & R T THE MIND R
T T
obligation to universe .HEART

Is about living the spirituality, the interconnectedness NOT THE PUMPING HEART
Is about accepting participatory universe - Qalb (MALAY) &/L' Xin (Chinese)
/
The Heart has its Reasons which Reasons know not - Pascal
< __ }}L~~H!._"_=, 37 CAJ~.J.}j2Yi!!..- ~ 10=. 38 11

LEARN TO TRUST THE HEART

NOT THE PUMPING HEART
(INTUITION) BASED ON SCIENTIFIC
-C...'-\.\Ir:n\.I __ ,_- -----~-.---. The Muslim Qalb & Chinese Xin'L'
8r.Iin _100 b. newons (1(P10,000
connections) •• Hnrt _ 40.000 newons The source of emotion. courage & wisdom
(JIeMMath 1A.tiiUU)
Acts as though has a mind of its own - neurocardiology
Heart Bectrical field (ECG reading) is abcct - Brain in the Heart
60 times greater in amplitude than brain
Profoundly influencing clarity of perception & response
W~ (EEG measure)
The magnetic component of the heart's effectiveness
fieki too is found to be SOOOtimes Heart affects intelligence & awareness
stronger than that prcduc~ bv the- brain
~arr"s EM fieid pe~~tes aA P¥ts oJ
A thinking & feeling organ

~y~~-
human body & emanates up to 10 feet Heart transplant is more than just transplanting the heart.
Heart initi.ltes communation between 1. cel' .. 1_- - - . '_11 .
lndividu.a1s. then onfy detectable in bntn

~,- ...",,-,- Heart ptays a major ro~ in forming own

experience and can inftuence others too
Presence of "heart brain·
39 •••.••l.l/2Y.12 __ ,_ '0
 THE DECISION MAKING QUADRANTS INNOVATION-
- WHAT THEY ARE -&CRtA ttVITY

Ambr;" Analytical
'~;-. ""dt':_··"'ir;"
rEI~V1"fY Inspiration
Intuition
Illumination
Insight
Instinct

Behavioral
Certainty

~., __
11/2'/10
,""-~',,,~;,l.ot•• X"
Rational lmuif'i>.'e 41 .•.
__ •.._ ••..•..~ =~

THE DECISION MAKING QUADRANTS Some Paradigm Shifts

- HOW THEY should be
the World has experienced
Ambig uiry
1
-, ./ Ptolemy to Copernicus

Newton to Einstein & Quantum

fI ~lftIPi'QliOftQI-
Heart as pumping organ to sentient heart!
Qalbu
;"" ./ I
;L! '"
FlInpr;pnt;;,1 ;~ FIINnAMFNTAI
I
C ertaintv
--~I c:J ="" - What is the contribution of
Muslims in Education?
11/24/10
Rational Intuitive
'3 11/2.1110 ...
 TAKE AWAY
~ E'·'-

l
MESSAGE
~ TO PLEASEALLAH

:; Organisation must serve INSAN

too

Administration & Management

requires BALANCING the tight
measures that assure
accountability, with respecting
the professionalism & self-
accountability
4S