
Dr Solehah Yaacob was formally terminated from academic service at the International Islamic University Malaysia (IIUM) on 27 April 2026, although the university only issued a prominent public clarification of her status on 23 August 2026. IIUM stated that she is no longer a professor at the university, does not represent IIUM, and may not use titles, positions, departments or other affiliations connecting her with IIUM in publications, publicity, social media or other public communications.
What makes this especially interesting from a history student’s perspective is that the controversy is no longer merely about whether her individual claims are right or wrong. It raises questions about academic freedom versus academic responsibility, disciplinary expertise, standards of evidence, peer review, and whether a university should discipline an academic for controversial scholarship.
Academic freedom is one of the foundations of a university. Scholars must be free to question accepted interpretations, challenge established narratives and venture beyond the conventional boundaries of their disciplines. Many important intellectual breakthroughs have occurred precisely because someone was prepared to ask a question that others had not considered.
But academic freedom must always be accompanied by academic responsibility.
This distinction is particularly important when scholars venture beyond their own fields of expertise. There is nothing inherently wrong with a linguist conducting historical research, just as there is nothing preventing a historian from engaging with archaeology, anthropology, epigraphy or linguistics. Interdisciplinary scholarship is not only legitimate; it is often essential to understanding the past.
However, crossing disciplinary boundaries does not mean that the methodological requirements of those disciplines can be ignored.
A scholar trained in Arabic language and linguistics may possess an important advantage in reading and interpreting classical Arabic texts. Such expertise can potentially uncover sources that historians or archaeologists unfamiliar with Arabic might overlook. But the ability to read a historical source is not the same thing as possessing expertise in historical methodology, archaeology, archaeometry, maritime archaeology or ancient Mediterranean and Southeast Asian history.
Each discipline has its own methods for determining what constitutes evidence and how that evidence should be interpreted.
This becomes especially important when making extraordinary historical claims.
If one proposes, for example, that Roman shipbuilding technology was derived from the Malay world, it is not sufficient simply to identify a passage in an old text that appears to suggest such a connection. A historian must first establish the provenance, date, authorship and context of the source. The reliability of the author must be considered. The terminology used in the document must be understood in its historical context rather than through modern meanings.
More importantly, the claim must then be tested against other forms of evidence.
What does archaeology tell us?
What does the chronology tell us?
What evidence exists for contact between the societies concerned?
What do surviving shipwrecks, harbour remains, inscriptions, maritime technologies and material culture tell us?
Are there intermediate societies through which knowledge might have travelled?
And perhaps most importantly: does the proposed chronology actually make such transmission possible?
This is where disciplinary expertise becomes crucial. Historical research is not simply the collection of old texts. Archaeology is not simply the discovery of ancient objects. Linguistics is not simply the comparison of similar-looking words. Each discipline has developed methods precisely to prevent researchers from drawing conclusions that the available evidence cannot sustain.
There is another important safeguard: peer review.
Before a major historical proposition is presented publicly as a credible reconstruction of the past, it should ideally be subjected to scholars who possess expertise in the relevant fields. A claim concerning Roman and Malay shipbuilding, for example, could reasonably require scrutiny from historians of the Roman Mediterranean, Southeast Asian historians, maritime archaeologists and specialists in ancient ship construction.
Peer review does not guarantee that a proposition is correct. Nor should it be used to suppress unconventional ideas. Its purpose is much simpler: to expose an argument to people capable of identifying weaknesses in its sources, methodology, chronology and interpretation.
A genuinely revolutionary hypothesis should welcome such scrutiny.
Indeed, the more extraordinary the claim, the greater the evidential burden upon the person making it.
This is why the controversy surrounding Dr Solehah Yaacob raises questions larger than one individual academic. Her recognised scholarly background is principally in Arabic language and linguistics. That does not disqualify her from researching ancient Southeast Asian history. But if she chooses to enter that field, her historical propositions must be subjected to the same evidential and methodological standards expected of historians and archaeologists working within it.
Academic titles carry authority in the eyes of the public. When someone speaks with the title “Professor” or “Dr”, most members of the public understandably assume that the statements being made carry scholarly weight. Academics therefore have a responsibility to distinguish carefully between evidence, interpretation, hypothesis and speculation.
There is nothing wrong with saying, “I have encountered an Arabic source that raises an intriguing possibility.”
The problem arises when a possibility becomes a conclusion before the intervening stages of verification have been completed.
This distinction matters particularly when discussing the ancient history of Malaysia and the Malay world. There is already abundant archaeological and historical evidence demonstrating that early Southeast Asian societies were sophisticated participants in long-distance maritime trade and possessed considerable technological and cultural achievements. Their importance does not need to be established by attaching them to spectacular claims that cannot yet be supported by evidence.
In fact, poorly supported claims can have the opposite effect. Instead of strengthening appreciation for Southeast Asian history, they risk allowing legitimate scholarship to be dismissed alongside sensational assertions.
Academic responsibility therefore does not mean discouraging bold ideas.
It means having the courage to propose them, and the intellectual discipline to accept that evidence must ultimately decide whether they survive.
That is how scholarship advances.
And that is where the distinction between history and mythology must always be maintained.













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