• June 1^th, 2023
• Okamoto Masaaki (Kyoto University)

Abstrack:

Our daily lives have been increasingly based on social relationships via the Internet rather than through direct face-to-face interaction. Even if we live in the same house or work in the same office, the communication through SNS with members of our family or colleagues at work can be more frequent. This is even more true at a time when COVID-19 has been widespread as it is today. As a result, it is becoming normal for us to perceive the social relations to be filtered through digital spaces. In this paper, I will try to shed light on this digitalized trend in politics and what it is becoming in Indonesia. read more

• June 1^th, 2023
• Paul Martens (Baylor University)

Abstrack:

Human beings in urban environments today are surrounded by up to 5000 trackable objects, and the number of online-capable devices in existence vastly exceeds the population of the world. As these devices communicate with one another through the Internet of Things (IoT), huge advances in customer service and business management are made possible. And, in the context of COVID-19, IoT-linked devices have been utilized to diagnose, monitor, and define recovery protocols. The effectiveness of the IoT in the context of the pandemic, however, raises serious ethical considerations about what the world ought to look like after COVID-19: (1) who is responsible for or who ought to have access to the personal and health data that has come to define our existence? (2) how do we ensure that we perceive and treat human beings with dignity that is irreducible to data points when it is so efficient and profitable to ignore this difficult question? and (3) can we emerge after COVID-19 as a truly human community, or will we settle for the ease and comforts of the Internet of Things? Despite the nostalgia for a return to a pre-pandemic normalcy, the new world into which we are hurtling is forever changed by COVID-19 and its therapies; precisely what that change looks like is still in our hands. read more

• June 1^th, 2023
• Hamidullah Marazi (Central University of Kashmir)

Abstrack:

Education has to be all-encompassing, and education among Muslims has been a great factor of transformation. Seen from the historical perspective, the early period of Muslim educational circular included the mundane and natural sciences apart from purely religious sciences. To start with, (1) by education, we mean the development and training of one’s mind, character, skills, etc., as by instruction, study, or example (2) Instruction and training in an institution of learning. (3) The knowledge and skills resulting from such instruction and training. (4) Teaching as a system, science, or art. Though to Bertrand Russell advocating only the “utility is certainty” wrong if it is considered an ultimate philosophy. “But the same can be said about an ‘ornamental’ theory of education. But one of the main purposes of education is to increase the number and variety of commodities produced, including medicine and hygienic, but it must inculcate “enthusiasm for literature, art, and philosophy” also. Arnold’s “humbleness of mind,” and production of Aristotle’s “magnanimous man” have remained two cardinal objectives of Muslim education during its golden period both in Baghdad and India. Moreover, the Islamic educational system from Baghdad to Spain remained universal in its scope. In this paper, we will attempt to discuss the scientific culture and technology in the context of Islam with reference to India. read more

• June 1^th, 2023
• HE Sri Astari Rasjid (Artist and former Ambassador to Bulgaria and Macedonia)

Abstrack:

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• June 1^th, 2023
• Zeeda Fatimah Mohamad (Universiti Malaya)

Abstrack:

Citizen Science refers to scientific work undertaken by members of the general public, often in collaboration with or under the direction of professional scientists and scientific institutions. Whilst Place-based Citizen Science (PBCS) is linked to the idea of the public participation in science. It places emphasis on a co-productive or participatory approach, the integration of local knowledge and values, and the application of reflexivity for tailoring environmental citizen science to place. The paper focuses on four substantives ‘projects’ in the preparatory stages of our PBCS programme. Using these examples, we set out an agenda for PBCS as it was applied to our programme for watershed conservation in Malaysia. The PBCS employed incorporated both ‘wide’ and ‘sharp’ dimensions of place. The ‘sharp’ dimension focuses on the role of local meanings, values and knowledge accessed through participatory methods. ‘Wide’ learning, in this case reflects on developments of citizen science in Asia taking lessons from a global knowledge exchange between Japan and Malaysia. We end with the argument that we need to open out a research agenda to address concerns that PBCS is situated at the weaker or softer version of citizen science, focusing instead on how place-based considerations may pragmatically improve the field’s robustness in terms of knowledge and practice. read more