The normativity in understanding the hadiths of male physical appearances, such as lengthening the beard, isbal prohibition, and wearing a robe, was still debated by Muslims. This issue was evident, especially in Islamic communities with strong progressive and conservative characters at the same time, like Muhammadiyah. This paper aimed to elucidate the existence of contestation among Muhammadiyah members in understanding and practicing traditions regarding physical appearance. This paper discussed three subjects: first, contestation in the hadith of maintaining a beard; second, (...) the hadith of isbal prohibition; and third, contestation of understanding the hadith of a robe. By using a qualitative descriptive method, it was found that: first, four views of Muhammadiyah members regarding the hadith of keeping a beard: mandatory, Sunnah, ittibâ' to the Prophet, and permissible; second, four views of Muhammadiyah members regarding the hadith of isbal prohibition: haram, makruh, permissible and haram only when worshiping; third, two views of Muhammadiyah members about wearing a robe, having virtue and no virtue. This polarization was influenced by the environmental situation, recitation circles, and book readings. The contestation among Muhammadiyah occurred between progressive groups driven by Muhammadiyah activists and conservative groups driven by Salafists. The infiltration of conservative Salafist forces in Muhammadiyah needs more serious attention from its leaders to immediately address this issue to maintain a moderate Islamic character of Muhammadiyah. (shrink)

Personal, creative writing as a process for reflection on patient care and socialization into medicine (“reflective writing”) has important potential uses in educating medical students and residents. Based on the authors’ experiences with a range of writing activities in academic medical settings, this article sets forth a conceptual model for considering the processes and effects of such writing. The first phase (writing) is individual and solitary, consisting of personal reflection and creation. Here, introspection and imagination guide learners from loss of (...) certainty to reclaiming a personal voice; identifying the patient’s voice; acknowledging simultaneously valid yet often conflicting perspectives; and recognizing and responding to the range of emotions triggered in patient care. The next phase (small-group reading and discussion) is public and communal, where sharing one’s writing results in acknowledging vulnerability, risk-taking, and self-disclosure. Listening to others’ writing becomes an exercise in mindfulness and presence, including witnessing suffering and confusion experienced by others. Specific pedagogical goals in three arenas-professional development, patient care and practitioner well-being – are linked to the writing/reading/listening process. The intent of presenting this model is to help frame future intellectual inquiry and investigation into this innovative pedagogical modality. (shrink)

The authors of this article are previous or current members of the Clinical Ethics Consultation Affairs (CECA) Committee, a standing committee of the American Society for Bioethics and Humanities (ASBH). The committee is composed of seasoned healthcare ethics consultants (HCECs), and it is charged with developing and disseminating education materials for HCECs and ethics committees. The purpose of this article is to describe the educational research and development processes behind our teaching materials, which culminated in a case studies book called (...) A Case-Based Study Guide for Addressing Patient-Centered Ethical Issues in Health Care (hereafter, the Study Guide). In this article, we also enumerate how the Study Guide could be used in teaching and learning, and we identify areas that are ripe for future work. (shrink)