"[Al-Ghazali] included the mathematical sciences within the class of philosophical sciences (i.e., mathematics, logic, natural science, theology or metaphysics, politics, and ethics) and concluded that a student who studied these sciences would be 'infected with the evil and corruption of the philosophers. Few there are who devote themselves to this study without being stripped of religion and having the bridle of godly fear removed from their heads' (Watt 1953, 34).

“In his great philosophical work, The Incoherence of the Philosophers, al-Ghazali attacks ancient philosophy, especially the views of Aristotle. He does so by describing and criticizing the ideas of al-Farabi and Avicenna, two of the most important Islamic philosophical commentators on Aristotle. After criticizing their opinions on twenty philosophical problems, including the eternality of the world, that God knows only universals and not particulars, and that bodies will not be resurrected after death, al-Ghazali declares: 'All these three theories are in violent opposition to Islam. To believe in them is to accuse the prophets of falsehood, and to consider their teachings as a hypocritical misrepresentation designed to appeal to the masses. And this is blatant blasphemy to which no Muslim sect would subscribe' (al-Ghazali 1963, 249)."

“This situation was radically different in the Latin West. There was sporadic opposition to the use of reason and one attempt to ban the works of Aristotle at the University of Paris in the thirteenth century, but this was of brief duration and eventually failed. There were no later attempts to ban the use of logic and natural philosophy per se, although there could of course be criticism against specific interpretations. "After the 1240s and for the rest of the Middle Ages, attacks on reason would have been regarded as bizarre and unacceptable."

"[The madrasas] had as their primary mission the teaching of the Islamic religion, and paid little attention to the foreign sciences, which, as we saw, were comprised of the science and natural philosophy derived ultimately from the Greeks. The analytical subjects derived from the Greeks certainly did not have equal status with religious and theological subjects. Indeed, the foreign sciences played a rather marginal role in the madrasas, which formed the core of Islamic higher education. Only those subjects that illuminated the Qur'an or the religious law were taught. One such subject was logic, which was found useful not only in semantics but was also regarded as helpful in avoiding simple errors of inference. The primary function of the madrasas, however, was 'to preserve learning and defend orthodoxy' (Mottahedeh 1985, 91). In Islam, most theologians did not regard natural philosophy as a subject helpful to a better understanding of religion. On the contrary, it was usually viewed as a subject capable of subverting the Islamic religion and, therefore, as potentially dangerous to the faith. Natural philosophy always remained a peripheral discipline in the lands of Islam and was never institutionalized within the educational system, as it was in Latin Christendom."

"..medieval theologians can be equated with the best of the secular natural philosophers, such as John Buridan and Albert of Saxony. Some theologians, such as Albertus Magnus and Nicole Oresme, were clearly superior to them. By their actions, theologians in the West were full participants in the development and dissemination of natural philosophy. They made it possible for the institutionalization of natural philosophy in the universities of the late Middle Ages, and therefore its extensive dissemination. Nothing like this occurred in the Byzantine Empire or in Islam."