"Philosophical Considerations of Islamic Education–Past and Future Interview with Seyyed Hossein Nasr." In Philosophies of Islamic Education Historical Perspectives and Emerging Discourses. (original) (raw)

Islamic Education Today and Yesterday

Advances in Educational Technologies and Instructional Design, 2020

The chapter will offer a literature review of principal themes to be found in contemporary and earlier sources concerned with distinctive features of Islamic education. It will be found that, among a number of themes, those concerned with the teacher-student relationship and the holistic balance between intellectual and spiritual/moral ends stand out as dominant. Explicit in much contemporary literature and implicit in some earlier sources lies a critique of Western education as more instrumental and so narrower regarding these two features. The chapter will conclude with a summary of the distinctive contribution that Islamic education can make to a Western education contemporaneously in search of a renewed holism and fortified moral component.

STRATEGIZING ISLAMIC EDUCATION

This paper attempts to put forward a formulation of a strategy in realizing Islamic education. The scope of Islamic education here does not confine to Muslims per se, but instead goes beyond ethnic-religious groups to entail with universally virtuous human beings and system of life, benefitting all, not only the Muslims alone (rahmatan-lil-alamin). With such a premise, this paper tends to emphasize on two fundamental requirements in strategizing the Islamic education. Firstly, on the nature of Islamic educational institutions. Secondly, on the strategy in enhancing the Islamic education itself. The discourses of the former come with the conviction that an Islamic educational institution has to be embedded firmly within Islamic philosophical and epistemological underpinning, reflecting by all of its deeds, from management, teaching-learning method, and research methodology. In the later, mission of an Islamic educational institution is stressed to be accomplished via innovative endeavors, by doing away with emulation from, benchmarking, and competing with other existing socalled Islamic and non-Islamic education. The aim is to become a real pioneering and leading institution, leaping forward beyond the typical follower image of many contemporary existing Islamic educational institutions nowadays.

Iqbal and Modern Islamic Educationists Part 2: The Perceived Objectives of Education and Practices on the Ground – A Comparative Analysis

Journal of Education and Educational Development, 2021

Nations design their education systems to prepare youth for achieving national goals and objectives as perceived by that nation. The education system reflects nations' epistemological, ontological and axiological assumptions. Accordingly, the secular west has designed its educational intervention based on their assumptions and is diametrically opposite to Islamic belief and culture (Asad, 2005). Our contemporary education system is largely developed by the west on secular assumptions of life and as such is leading our children to develop the Western secular perceptual framework. Iqbal explicates that a dynamic education system based on Islamic percepts is a prerequisite for developing an Islamic individual as well as an effective Islamic ummah. The first part of this research article, Iqbal and modern Islamic educationists, part 1: Perceived Aims and Objectives of education – a comparative analysis, focused on the comparative analysis of aims and objectives of education from a...

Classical Foundations of Islamic Educational Thought

Mohammed Umar , 2020

A Literature review of the Classical-Modern Philosophies of Islamic Educational Thought—with special reference to the three notable dimensions within the Islamic educational system: ta ‘līm, ta’dīb and tarbiyah.

EDUCATING MUSLIMS: A BRIEF EXPOSITION ON TRANSLATING THE PHILOSOPHICAL CONCERNS TO CURRICULAR DECISIONS

The term "Islamic education (IE)"does not just refer to "Religious Education (RE)" by itself at the expense of intellectual, psycho-social, natural and physical sciences. The term "IE" indicate to the process of "educating" or nurturing the mind, body and soul, i.e., the psychic, physical and spiritual dimensions and faculties of man. That is, education is considered as "a purposeful activity" directed at the development of the totality of human life in a progressive and balanced manner (Al-Attas, 1979;. That is to say that Islam is not just a belief system by itself; rather it is a way life. Since the very early age, children are instructed on the fundamental of religion so that they are ingrained in faith. Faith in turn is to be realized in their character, behavior and actions, at individual, family, societal and civilisational levels. In turn, this inevitably demands that the bases of the education and thereby its curriculum be founded on the genuine but definitively certain principles of faith. This article elaborates on the conception of Islam as "faith and way of life" and on what that would imply to the curricula of educating Muslims, in terms of its foundations and principles. Secondly, it briefly explores the implications of these conceptual deliberations to the process of educating Muslims, in terms of the contents and structures at vertical and horizontal levels. The paper concludes by suggesting that through such serious thoughts and intellectual endeavours (ijtihad), Muslim scholars (ulama) could come into consensus (ijma) and work together by collectively formulating a comprehensive framework for the curricula of IE and thereby to revive the Muslim education system.

Islamic Education: Imagining New Possibilities

This essay will highlight the vibrant intellectual history of Islamic education and its impact across the world, as there is a significant lack of historical research on Islamic educational traditions. First, through an analysis of the foundational theories and virtues of the attainment of knowledge, the cosmopolitan character of early Islamic knowledge and its holistic pedagogies become evident. Further, the critical evaluation of the role and impact of Islamic Lastly, examining the interaction between Islamic education systems and non-Islamic education systems sheds light on the contemporary challenges to Islamic approaches that threaten its continuance.