The Islamic Perceptions of Knowledge vis-à-vis the Western Perceptions as the Bedrocks of Educational Systems (original) (raw)
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The Islamic Concept of Education Reconsidered
AMERICAN JOURNAL OF ISLAMIC …, 2006
Some authors have analyzed the Islamic concept of education in parallel to the assumed contrast between Islam and the liberal tradition. Hence, given the latter’s rationalist tendencies, an almost indoctrinatory essence is assumed for the Islamic concept of education. However, we argue that rationality is involved in all elements of the Islamic concept of education. There might be some differences between the Islamic and liberal conceptions of rationality, but these are not so sharp that the derivative Islamic concept of education can be equated with indoctrination. We suggest an Islamic concept of education that includes three basic elements: knowledge, choice, and action. Then, we show that, according to the Islamic texts, these elements have a background of wisdom.
Islamic Perspectives on Western Education
2017
: Islam has, from its inception, placed a high premium on education and has enjoyed a long and rich intellectual tradition. The important of education is repeatedly emphasized in the Al- Qur’an , whether such knowledge is Islamic or Western e ducation. Meanwhile, m any people believed that Islam against W estern education, because a significant number of people who are non-literate in Western e ducation bear Muslim names. This paper , therefore, looks at the Islamic concept of education, its aims and objectives, history of Islamic e ducation , and the contributions of early Muslims to the development of e ducation. I n Islamic educational theory, knowledge is gained in order to actualize and perfect all dimensions of the human being. From an Islamic perspective , the highest and most useful model of perfection is the Prophet Muhammad SAW (peace be upon him). In this context, its ultimate goal in education is the abode of permanence and all education points to the permanent world of ...
IIUC Studies, 2015
In Islam education is endemic to humanity and to the Muslims talabul ilm, acquisition cum research, is imperative, whereas by being bounded within the four walls of husulul ilm, acquisition of knowledge, education of the present-day Muslims has became epidemic by dint of their enthusiasm especially for chewing the cud of the foreign nations in the name of modernization of education which practically throws the Muslim elites out of the global Ummatic social arena turning them into supplanted personalities. Hence, in order to catching up with the dynamic spirit of Islamic education the Muslims are required to suitably overhaul the mentality and aims and objects of education. Preamble In the light of the Quran, no sooner had Allah created man than gave him education in the science of identifying and naming things. The first revelation of the holy Quran urged the Prophet of Islam to read in Nature, to observe, to write, to calculate with a view to knowing the unknown, which is knowledge. This direction virtually covers all categories of knowledge in depth and level.
Education in Islamic Perspective
Social Science Research Network, 2018
Education is an ultimate source of transmitting and preserving the cultural and moral heritage of any religion. Education has always been of prime importance in Islam. Islam is a complete code for better life which gives instruction regarding all aspects of individual’s life: social, political, economic, material, ethical, national and international. The first verse of the Qur’an begins with the word “Read” which highlights the significance of education in Islam. The verse states, “Read! In the name of your Lord, who has created (96.1) Has created man from a clot (96.2) Read, and your Lord is the most honourable (96.3) who taught with the pen (96.4), taught men what he did not (96.5)”. Qur’an and Sunnah forms the basis of education in Islam. Teaching and learning Qur’an are among the noblest and the best of deeds. The Qur’an gives superiority to educated over uneducated. Islamic Education is amalgamation of knowledge (Ta’lim) with upbringing (Tarbiyyah) and mannerisms (Ta’dib). Islam considers education with no mannerisms as useless ta’lim. One who is sincere in his responsibilities towards Allah is the man of ‘adab’. In educational system, Islam aims to produce one who applies the knowledge of the Qur’an and the Sunnah in all fields of his life. This paper deals with the concept of education in Islam, dimensions of Islamic education and its various aspects such as aims and objectives of education, curriculum, method of teaching, discipline and the teacher. Keywords: Islam, Qur’an, Sunnah, Islamic Education
2014
The major aim of this paper is to highlight the general characteristics of Islamic philosophy of education. The basic assumption of the paper is that the Islamic philosophy of education is relevant to the needs of globalizing society, due to certain factors. For that purpose, the four basic educational questions on the recipient, the content, objectives, and the method are discussed. The major problem of Islamic education, according to the paper, is that there is lack of awareness on basic characteristics of Islamic educational philosophy; therefore, it was hard for Muslim intellectuals to deal properly with results of educational problems such as religious extremism and secularism in the Muslim communities; let alone to attract the attention of global community to the advantages of Islamic education system as an effect method to produce a balanced personality. For example, the steering committee of the First World Conference on Muslim Education, which held in Makkah in 1977, emphasizes that: It is strongly felt that it is necessary for the Muslims to have a truly Islamic education. And education can be truly Islamic only if Muslim scholars can produce Islamic concepts for all branches of human knowledge and Muslim countries disseminate these concepts among Muslim intellectuals and students by getting their mind purified of all non-Islamic ideas and by making them more and more conscious of the significance and utility of these concepts through research projects, textbooks and teacher training programmes (Proceedings of Makkah Conference, p 10) 1. More than four decades have passed since this statement was, but our students of the higher learning, especially in science and technology, are still depending only on textbooks which produced by others. So, the important question is what is the problem? This paper has attempted to answer this basic question.
Classical and Contemporary Approaches to Education: An Islamic Perspective
ICR Journal
The gap between the classical and contemporary approaches to education in Islam is a theme which has not yet met with adequate response and solution. To fully comprehend the nature of classical education demands no less than a thorough understanding of its characteristic features as distinct from the modern methods of education, yet appreciating how later developments brought about its eclipse. This article charts the historical trajectories of education in Islam, surveying the scriptural, philosophical, and institutional foundations and examines how they have been affected by reforms following the advent of modernity and its attendant philosophies. The discourse begins with an enquiry into the ethico-religious basis of learning in the Quran, Sunnah and juristic doctrine, as well as the spirit that guides them, such as academic freedom, classifications of knowledge, and teaching methodologies. The discussion proceeds to consider contemporary challenges to Islamic approaches to learn...
Classification and Integration of Knowledge: The Qur'anic Educational Model
Journal of Science and Revelation, 2013
The contemporary Muslim Ummah undeniably has been swimming in the ocean of educational dilemma which henceforth contributes to spiritual, social, economic and political confusions. Disunity, disintegration between Revealed and non-Revealed knowledge integrally and immensely contributed to this dilemma. The scriptural manual of guidance, the Qur'ān has been neglected from being the basis of educational policy and curriculum among a vast majority of Muslims. Early 1970s was a turning for an intellectual discourse to get rid of these dilemmas that affect all facets of Muslim Ummah's endeavours. Several studies such as: Abdullah (1982); Abu Sulayman (1994); Rosnani (2008); Sidek (2009); Ahmad & Awang Mat (2011) etc. have posited that for Muslims to get rid of these challenges, their educational system must be formulated on the basis of Islamic philosophy of education more essentially putting more emphasis on the Qur'ānic paradigm and unification of religious sciences (ʽIlm naqlī) and non-religious sciences (ʽIlm ʽaqlī). Various scholarly studies such as Osman have examined the classical works on the classification and integration of religious and non-religious knowledge. Little focus of attention is given to deeply explain the classification and integration of knowledge among the contemporary Muslims by considering the Qur'ānic model and tawhīdic paradigm. This paper primarily aims at examining the classification and integration of knowledge from the Qur'ānic model view-lens. The paper is library-based whereby both primary and secondary sources are extensively analyzed. The methodology used in the paper is document analysis, descriptive and analytical approaches on the Scriptural Book, chapters 62:2 and 96:1-5 are painstakingly analyzed. The epistemological and philosophical issues relating to the classification and integration of knowledge are also explicitly elaborated. The finding from the Qur'ānic model of classification and integration of knowledge with particular reference to Q62:2 and Q96:1-5 compartmentally identified three divisions of knowledge namely: religious, pure and natural sciences. The identified divisions specifically are in relation to the signs (ayātu manzūr and ayātu mantūq) which form the epistemological foundation of Qur'ānic and tawhīdic paradigms of integration of knowledge among the contemporary Muslims. It is thereby recommended that, for Muslims to revive the intellectual success of classical Islamic civilization and contributions of contemporary Muslim scholars to all branches of knowledge, it is essentially paramount to be cognizance of creative ideas embodied in the Holy Qur'ān.
Critical Review: The Concept of Education in Islam
Mohammed Umar , 2019
For this critical review, the chapters by Abdullah Sahin (2013) and Wan Mohd Nor Wan Daud (1998) will be assessed. The opening chapter, by Sahin, is titled “New Perspectives on Islamic Educational Theology and Philosophy: Tarbiyah as the Critical-Dialogical Process of Becoming”; followed by the chapter “The Educational Philosophy and Practice of Syed Muhammad Naquib Al-Attas”. The review will commence with a summary and examination of the aims, objectives and main arguments of each chapter. Following this will be a review and comparative analysis of Sahin’s concept of Islamic educational process as ‘tarbiyah’; in contrast to Al-Attas’s concept of ‘ta’dīb’. In the conclusion, the chapters’ observations and findings will be summarised, and critical and analytical remarks will be presented.