An Analytical Study of Educational Philosophy and Practices in Islam PDF Download

Author: BadarulIslam Mohammed Akbar
Publisher: Prakharpravachanyt
ISBN:
Category :
Languages : en
Pages : 562

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Book Description
INTRODUCTION Education is some thing men argue about. It is praised and more oftenly blamed too, for what happens to man, nation, and humanity at large. We often listen the words, 'ought' and 'must' in educational discussions, this brings education on top of our agenda. One feels that something different must be done from what is being done. The entire humanity today is in an earnest quest for such way of life, which can save it form the dangers of being wiped out completely form the surface of earth, mainly due to invention of deadly weapons of mass destructions and materialistic philosophy of life, which is divide of morality. The unplanned scientific and technological advancement on one hand makes human life luxurious, but on the other hand its drastic effects on environment in the form of global warming, green house effect, erosion of ozone layer etc. are proving fatal for human life. Industrialization and urbanization also has added to the peril of humanity. This alarming situation prevails due to those dualistic life philosophies which have not only cut the very root of faith, but also breeding behind materialism, individualism, hedonism, egoism, etc. Moreover these philosophies have created strong apathy towards moral values. As a matter of fact no society can survive without moral values for a long time. Due to complete materialistic approach of life, the thirst for material luxury of human beings has no limits nowadays. Consequently we are witnessing an unending chain of social and moral evils surfacing with such a speed that human intellect is amazed at it. Today at this juncture of human history, where it has gained a lot of experience of its past, and has tried and tested various ways of life. (Isms of life) propounded by a number of individuals, humanity stand at the cross road astonished. Man today is in need of such a way of life, which cannot only elevate individual human beings; but can also transform the whole society. He,

Author: Mujadad Zaman
Publisher: Routledge
ISBN: 1317657640
Category : Education
Languages : en
Pages : 270

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Book Description
The study of Islamic education has hitherto remained a tangential inquiry in the broader focus of Islamic Studies. In the wake of this neglect, a renaissance of sorts has occurred in recent years, reconfiguring the importance of Islam’s attitudes to knowledge, learning and education as paramount in the study and appreciation of Islamic civilization. Philosophies of Islamic Education, stands in tandem to this call and takes a pioneering step in establishing the importance of its study for the educationalist, academic and student alike. Broken into four sections, it deals with theological, pedagogic, institutional and contemporary issues reflecting the diverse and often competing notions and practices of Islamic education. As a unique international collaboration bringing into conversation theologians, historians, philosophers, teachers and sociologists of education Philosophies of Islamic Education intends to provide fresh means for conversing with contemporary debates in ethics, secularization theory, child psychology, multiculturalism, interfaith dialogue and moral education. In doing so, it hopes to offer an important and timely contribution to educational studies as well as give new insight for academia in terms of conceiving learning and education.

Author: Muhammad Abid Ali
Publisher:
ISBN:
Category : Islamic education
Languages : en
Pages : 594

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Book Description
The education system for any nation is designed to realize the nation's philosophy of life and to prepare human resource for achieving its objectives. The Islamic Republic of Pakistan won its independence more than sixty-three years ago, yet its education system continues to be largely secular. Even after the mushrooming of various Islamic schools in recent years geared towards formulating an Islamic based education system, a consolidated education system to cater to the ideological nature of this country is still lacking. The purpose of this study is to qualitatively explore the conceptions of ten educators, from ten different Islamic schools across Pakistan, about the Islamic based education system and to analyze the outcomes of their efforts. Another goal is to derive the aims and objectives of education from Muhammad Iqbal's thoughts and philosophy for developing an alternative model for Islam based education, and finally to conduct an analytical study between the two. Iqbal was selected, as he is considered to be the ideologue of Pakistan and has lucidly presented his educational philosophy. The methods used in this qualitative study are interviews as the primary method, and field observations, class observations, documents review, curriculum review, and photography within the campuses as the secondary methods. Exploring Iqbal's educational thought includes drawing hermeneutical interpretations from his Persian poetical works of Asrar i khudi (Secrets of the Self), and Ramooz i bikhudi (Mysteries of Selflessness). Thematic deduction is used to draw the aims and objectives for education from Iqbal's aforementioned works. The research findings reveal that the basic thrust of efforts by the educators is towards the inculcation of Islamic values and character development in the students. The main approach is the integration of Islamic concepts into the contemporary education curriculum. There is little consideration to the compatibility aspect of the prevalent education structure with Islam's approach to education. Conflict was observed between the conceived aims and objectives and the material being used for education. All the schools strictly followed the prevalent factory model of schooling. There were no collaborated efforts among the educators for the formulation of Islam based education. However, they all agreed on the need for a model of Islamic education. Although there was unanimous agreement on the relevance of Iqbal's thoughts and philosophy to Islamic based education, the educators differed in the methodology of adopting the same. A significant discrepancy was observed between the salient features of Iqbal's educational approach and the practices of the ten educators. The results also revealed that Iqbal's concept and methodology of the development of self or individuality conformed to the approach of modern critics of contemporary education, who claim that the prevalent system is at odds with the natural human faculty of creativity. In Iqbal's educational thought, the God ordained position of His vicegerent cannot be achieved without a highly developed self; and creativity is the basic element of human self and vital for its growth.

Author: Nuraan Davids
Publisher: Springer Nature
ISBN: 3030300560
Category : Religion
Languages : en
Pages : 123

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Book Description
This book examines how democratic education is conceptualised by exploring understandings of emotions in learning. The authors argue that emotion is both an embodiment and enhancement of democratic education: that rationality and emotion are not separate entities, but exist on a continuum. While democratic education would not exist if it were incommensurate with reason, making judgements about the human condition could not happen without invoking emotion. Synthesising Muslim scholarship with the perspectives of the Western world, the book draws on scholars such as Ibn al-Arabi, Ibn Sina (Avicenna) and Fazlur Rahman to offer an enriched and expanded notion of democratic education. This engaging and reflective work will be of interest and value to students and scholars of educational philosophy and cultural studies.

Author: Saeeda Shah
Publisher: Routledge
ISBN: 1135052549
Category : Education
Languages : en
Pages : 242

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Book Description
Educational institutions are undergoing complex and sensitive changes in the context of immigration, international mobility, globalisation, and shifting economic scenarios, making highly challenging demands on educational leaders. Leadership is increasingly being perceived and theorised as pivotal to students’ achievement and institutional performance. In this book, Saeeda Shah considers educational leadership from an Islamic perspective to debate theoretical positions underpinned by Islamic texts and teachings, and the resulting conceptualisations and interpretations. While educational leadership literature and research have flourished in recent years, this is predominantly informed by Western ideologies, concepts, theories and practices. Education, Leadership and Islam focuses on contemporary educational settings and practices, drawing on research and empirical evidence from multicultural contexts in order to enrich theory and inform policy and practice in relevant frameworks, particularly in relation to the growing Muslim population in the West. Chapters also discuss gender in Islam, educational expectations and Islamic faith schools to comprehensively explore education in relation to Islamism. Situating Muslims within contemporary societies, this book extends debates regarding educational philosophy and leadership, endorsing diversity and plurality through an appreciation of difference. Education, Leadership and Islam will appeal to education researchers as well as social and political scientists attempting to understand Muslim educational issues in contemporary life, both in the east and in the west. This book offers critical insight into educational theory and practice, and as such will be key reading for policy makers and educational leaders.

Author: Yusef Waghid
Publisher: African Sun Media
ISBN: 1928357776
Category : Education
Languages : en
Pages : 196

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Book Description
In this book, Yusef Waghid constitutes his argument in defence of ta’arruf (associational knowing) as an expanded conception of ta’dib (good education). In the first part of the book he elucidates Abu Bakr Effendi’s position on a Muslim educational philosophy which can be couched as rational, pragmatic and critical. As a backdrop to this, in the second part of the book, he argues for a notion of Muslim educational philosophy according to ta’arruf (associational knowing) on the basis that it enhances the notion of an autonomous self and its capabilities; summons different people to engage in deliberative encounters; and provokes the self to be reflectively open towards that which remains in becoming. This leads him to posit that ta’arruf (associational knowing) has the potential to cultivate humanity. His notion of ta’arruf extends practices of tarbiyyah (rearing), ta’lim (learning), and ta’dib (good education) associated with Muslim educational philosophy.

Author: Yousef Rahath House
Publisher:
ISBN:
Category :
Languages : en
Pages : 524

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Book Description
The ultimate purpose of this study is to contribute a new perspective to the Islamic educational philosophy that is rooted in the socio-political dimension of Islam in order to actualize the notion of empowerment in the Islamic educational practice. In line with this view, the present study examines the colonial and post-colonial Islamic educational philosophies with regards to their capability to empower Muslims to act in and on the world. The study's central concern is to highlight aspects that have been neglected in Islamic educational practice and suggest new dimensions that should be adopted. The procedure employed is philosophical and historical analysis, attempting to develop a new conceptual framework which can be called philosophy of engagement or the notion of empowerment as acting in and on the world. The notion of acting in and on the world represents two dimensions of social action; act in means to make an effort to understand the society in order to transform it whereas act on refers to the attempt to use this understanding to transform the social conditions into a more just one. Hence the conceptual model of evaluation suggests that education should be viewed as a social process that helps students gain control over their own lives by being allowed to act on issues they define as important. Education must be viewed as a process that provides fundamental freedom and resources to understand the world and grants the ability to change that world. The study provides Islamic justification for the relevance of the notion of empowerment as acting in and on the world in the Islamic education. Based on this, colonial and post-colonial philosophies of Islamic education are evaluated to see to what extend these philosophies correspond with the conceptual framework proposed by this thesis. The study indicates that a number of changes are needed in Islamic educational practice which would emphasise the notion of act in and on the world in order to change the Islamic world. It has been suggested that by making a close link between social realities and educational process, the notion of empowerment can be realized.

Author: Mohammad Alamgheer
Publisher: Ahsan Publication
ISBN:
Category : Religion
Languages : en
Pages : 69

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Book Description
The education system of the Islamic World needs almost a thorough change. It is because the education-contents and machineries are still infested with foreign thoughts and elements. Plagyarism and piracy to confuse the Muslim Ummah have also been getting upper hand in it slowly and cunningly. Also a studied glance over present education centent and system of world as a whole now horribly exhibits that ‘Education’ instead of becoming back-bone of a nation has been assuming the appearance of ‘Death-Penalty’ on Man on the Universe. To get rid of this, the entire Muslim-world has recently awaken from slumber and till now it has held “Three World Confernces on Muslim Education” in Makka, Islamabad and Dhaka in the years 1977, 1978 and 1981 respectively. The present work has been designed to publish some critical articles with a view to help the educationists and the scholars discriminate the thoughts and findings of these conferences along with some rarequality of essays and writings of the reputed thinkers published in different monthlies, weeklies and periodicals time to time.The aim is, in other words, to help promote and achieve the unity of thoughts and actions among the Islamic Scholars, Researchers and Educationists of the globe in attaining reality and spirit in reformation-work in the field of Islamic education and research. However, it is sure that the Third World Conference of Muslim Education would have a profound bearing upon the on-going system of education in Muslim countries provided its recommendations especially on Curriculum get fair play and sincere opportunity for implementation by the unhypocritic Muslim Governments having profound faith in Almighty Allah’s grace, help and bliss. Also it is fairly believed that the book will surely add some new dimensions to the scholars and educationists’ thought for exploring more substantial Islamic visions and values to be instituted to the practical field of Islamic education and research with more accuracy, skill and objectivity. Specially three articles (excluding the rest eight articles written by me, the author) on “Muslim Women’s Education,” “Co-education movement, An interview report by the author and The growth and flourishment of the present reformation in Muslim world’s Education” have been included to make the judicious readers and reformers think and do what changes are to be brought to the existing world-education for better future of the progeny. Lastly, I am much grateful to the scholars whose findings and recommendations have immensely enriched the contents of the work and also to the publisher for extending help to the book carefully and nicely see the light of the universe, and for all these helps and cordiality, I ask to Allah for granting all of their toil and efforts graciously rewarding here and the world next. Ameen.

Author: Mohd. Nor Wan Daud (Wan.)
Publisher:
ISBN: 9789839379105
Category : Islam
Languages : en
Pages : 507

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Book Description
The topic of Islamization of contemporary knowledge and education of the Muslims was debated at the First World Conference on Muslim Education in Mecca in 1977, but no serious attempt has been made to trace the history of the ideas and to study and evaluate some these matters in practice.

Author: Paul Smeyers
Publisher: Springer
ISBN: 3319727613
Category : Education
Languages : en
Pages : 1456

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Book Description
This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of thought addresses 14 stances including Eastern, Indigenous, and African philosophies of education as well as religiously inspired philosophies of education such as Jewish and Islamic; Revisiting enduring educational debates scrutinizes 25 issues heavily debated in the past and the present, for example care and justice, democracy, and the curriculum; New areas and developments addresses 17 emerging issues that have garnered considerable attention like neuroscience, videogames, and radicalization. The collection is relevant for lecturers teaching undergraduate and graduate courses in philosophy of education as well as for colleagues in teacher training. Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline. Combined with different conceptions of the purpose of philosophy, it discusses various aspects, using diverse perspectives to do so. Contributing Editors: Section 1: Voices from the Present and the Past: Nuraan Davids Section 2: Schools of Thought: Christiane Thompson and Joris Vlieghe Section 3: Revisiting Enduring Debates: Ann Chinnery, Naomi Hodgson, and Viktor Johansson Section 4: New Areas and Developments: Kai Horsthemke, Dirk Willem Postma, and Claudia Ruitenberg