At the 2nd MAFIS Prof. Dr. Rasmitadila as the Vice Dean of Research and Innovation, Universitas Djuanda, Bogor, Indonesia delivered a speech with topic: "Operationalising Tawhidic Teleology in Inclusive Education". The participants were all excited to learn new insights from Professor Prof. Dr. Rasmitadila, we are welcomed to share their insight or ask question in this forum:
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Q1) menale jerome : How can non muslim institutions establish integration ?
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Q2) Muhammad Imran : @Rasmitadila Respected Prof. Dr. Rasmitadila, Assalamu Alaikum. According to your slide, education often suffers from "knowledge without ethics" and "inclusion as policy, not practice." How can we practically use the Tawhidic worldview to bridge this gap between policy and real classroom practice? Thank you.
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Q3) menale jerome : how can we practically apply this holistic Tawhidic framework to design inclusive learning without relying on top-down policy mandates?
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Q4) Mohamed Taufik Bin Mohamed Ramlan : Could Tawhidic teleology be operationalised through the framework of Maqasid al-Syari‘ah? For example, could inclusive education be evaluated according to how effectively it preserves human dignity, intellect, agency and social wellbeing?
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Q5) a. hadi : How tauheed teology as philosophy of inclusive education can be applied to STEAM learning Approach ?
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Q6) menale jerome : what practical steps can grassroots educators take to build these skills knowledge, values, and reflective habits without formal institutional training systems?
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Q7) Muhammad Imran : Respected Prof. Dr According to your slide, teacher competence requires a combination of knowledge, skills, values, and reflective action. In many developing Muslim countries, teacher training programs lack these holistic elements. How can we effectively reform our current teacher training programs to embed these specific competencies?
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Q8) Dr. Albert Younas_UZH : May I inquire why, in certain Muslim societies, children with special needs are regarded as a punishment from Allah for the parents rather than being accepted as they are born?
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Q9) Yedi Purwanto : Dear Dr, Rasmitadila ,What competencies are required for inclusive education?
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Q10) Najamuddin Nasuhan UNM indonesia : Thank you Dr. Rasmitadila. This research reminds us that inclusion is not an individual burden, but a social and moral ecosystem. The question for us is: how do we mobilize our schools, universities, families, and faith communities to ensure no child is left behind?_Najamuddin_UNM Makassar
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Q11) menale jerome : Given the critical need for continuous mentoring and professional development, how can grassroots schools provide sustained, practical support for teachers managing diverse learner needs?
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Q12) Dunyati Ilmiah : Thank you Dr. Rasmitadila.. How can Tawhidic teleology be operationalised into concrete indicators and practices in inclusive education, particularly to ensure that the concept moves beyond a normative philosophical framework and produces measurable improvements in educational access and outcomes for students with diverse needs? Dunyati Ilmiah - UIN Sunan Kalijaga
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Q13) Dr. Albert Younas_UZH : How should we consider the approach to what students with learning disabilities can derive from this material? Does it not more directly pertain to educators possessing specialized educational degrees and training, rather than whether the students will learn independently?
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Q14) Alya Farhanah : How can the Maqasid al-Shariah framework be further developed to promote inclusive education, particularly by incorporating the spiritual dimension of education and the diverse spiritual needs of learners?
All audience are also welcome to ask question in this forum. Thank you.
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