A Comparative Study of Embryology in the Holy Quran and Modern Medical Science

Authors

  • Naimat Ullah Khan ,Yasmeen ,Muhammad Hamaad Khan,Najeeb Ullah Khan Author

DOI:

https://doi.org/10.63878/qrjs1046

Abstract

This study presents a comparative analysis of embryology as described in the Holy Qur’an and explained by modern medical science. The research explores the stages of human development from conception to fetal formation, examining Qur’anic terminology such as nutfah, ‘alaqah, and mudghah alongside contemporary embryological stages including fertilization, implantation, organogenesis and fetal maturation. The objective is to identify conceptual parallels and methodological differences between the two frameworks. The Qur’an provides a concise, stage-based description of human creation emphasizing gradual development, order and divine purpose, whereas modern embryology offers detailed explanations based on microscopic observation, genetic regulation and experimental science.The study finds that while the Qur’an does not employ technical scientific language, its descriptions broadly align with key developmental stages recognized in modern embryology. Both perspectives agree that human life begins from a minute biological origin and progresses through systematic, well-ordered stages within a protected uterine environment. However, differences remain in methodology: the Qur’an presents a theological and interpretive framework, while science relies on empirical and measurable data. The research concludes that the relationship between Qur’anic embryological descriptions and modern science is largely complementary at the conceptual level, though distinct in epistemological approach. This comparative perspective encourages interdisciplinary dialogue between religious studies and biomedical science, contributing to a broader understanding of human development.

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Published

2025-12-26

How to Cite

A Comparative Study of Embryology in the Holy Quran and Modern Medical Science. (2025). Qualitative Research Journal for Social Studies, 2(4), 884-895. https://doi.org/10.63878/qrjs1046