Description / Abstract: > This essay proposes a philosophical framework in which the second law of thermodynamics, the universal tendency toward entropy, serves as a lens for understanding love, pedagogy, and spiritual practice. Drawing from cosmological origins, quantum mechanics, Islamic philosophical tradition, and the lived experience of special education, the author argues that love functions as a sustained energetic input that enables localised order within systems otherwise tending toward dissolution. The essay positions the special education classroom as a microcosm of this cosmic principle, where the educator acts as a boundary agent, analogous to Maxwell’s Demon, curating sensory and emotional stimuli to create pockets of coherence for neurodivergent learners. Ramadhan is examined as a temporal singularity that disrupts the entropy of unconscious habit, while the Islamic concept of Tajdid al-Khalq (continuous creation) is read as a metaphor resonant with process philosophy. The essay concludes with an existential formulation: love is the constant that permits structure to endure amid rising entropy.
Hazwani Azmi (2026) studied this question.