(with Kamaruzzaman Bustamam-Ahmad, eds.) "Islamic Thought in Southeast Asia: New Interpretations and Movements" (original) (raw)
Related papers
Discourse of Development of Thought and Islamic Education Form in Southeast Asia
2017
Education is one of a center of attention in Islamic society. From the arriving of Islam till now on, Islamic discussion never ends, because education is the key to civilization. Southeast Asia is a maritime zone and becomes trading center track from Arab to China. In its development, maritime zone in Southeast Asia becomes a place of transit and finally becomes "an undercover mission", it is spreading of Islam. Many theories and evidence that declare the arriving of Islam in Southeast Asia, yet the point is the spreading of Islam will not be developed without education. The Islamic education is developed fastly because Muslim in Southeast Asia is intellectually open-minded and receptive to the continuous process of Islamization. Then, it is strengthened by Islamic preachers that are fought for Islamic teachings through education. Because of the development of Islam in every segment of society, makes the thought of Islamic society divides into two sections; traditionalism ...
The Dynamics of the Development of Islamic Education in Southeast Asia
Borneo International Journal of Islamic Studies, 2019
This study illustrates the dynamics of the development of Islamic education in Southeast Asia which includes several states such as Indonesia, Malaysia, Brunei Darussalam, and Southern Thailand which have different and unique features of Islamic education as a characteristic of each country. This research also not only explains the differences in the style of Islamic education but analyzes the various dynamics of development that occur behind the formation of a pattern of Islamic education as the grand design of Islamic education in Southeast Asia. The research methodology used is descriptive qualitative data collection techniques in the form of observation, interviews, and documentation. The results found a variety of features or models that became the grand design of Islamic education in each country, namely: (1) Indonesia has a grand design of Islamic education with patterns (2-6-3-3-4); RA 2 years, MI 6 years, MTs 3 years and MA 3 years, and PT 4 years; (2) Malaysia has a grand ...
The millennial advent of a Global War on Terrorism (GWOT), pursued by the United States of America (USA) in the wake of devastating terrorist attacks on the World Trade Centre in New York and the Pentagon on 11 September 2001 (hereafter 9/11), cast gloom on the prospects of inter-cultural and inter-religious dialogue in an increasingly interdependent world. The USA’s conduct of GWOT has been subjected to various censures by analysts for being over-militaristic, neglecting ideological warfare and uncritically aggregating disparate trends of terrorism. As a long term measure, the sphere of education has emerged as the most crucial battleground in the endeavour to foster democratic development, political pluralism, religious tolerance and respect for human rights in the Muslim world. Many Western-based accounts attribute a vital role to religious schools in spreading Islamist ideology and maintaining radical nexuses. The present study is a modest attempt to redress the jaundiced perspectives found in writings which deal with Islamic education in Southeast Asia in the GWOT era. In arriving at a conceptual understanding of Islamic education, the author utilises paradigms considered autochthonous to the Islamic intellectual tradition and vernacular sources which appeared to have eluded foreign-based studies of Islamic education in Southeast Asia. A more nuanced picture of Islamic education in Southeast Asia will hopefully emerge from the present undertaking.
Alternative Education or Teaching Radicalism? New Literature on Islamic Education in Southeast Asia
Journal of Current Southeast Asian Affairs Warnk ,Holger (2009), Alternative Education or Teaching Radicalism? New Literature on Islamic Education in Southeast Asia, in: Journal of Current Southeast Asian Affairs, 28, 4, 111-132. ISSN: 1868-4882 (online), ISSN: 1868-1034 (print) The online version of this article can be found at: <www.CurrentSoutheastAsianAffairs.org> Published by GIGA German Institute of Global and Area Studies, Institute of Asian Studies and Hamburg University Press. The Journal of Current Southeast Asian Affairs is an Open Access publication. It may be read, copied and distributed free of charge according to the conditions of the Creative Commons Attribution-No Derivative Works 3.0 License. The Journal of Current Southeast Asian Affairs is part of the GIGA Journal Family which includes: Africa Spectrum • Journal of Current Chinese Affairs • Journal of Current Southeast Asian Affairs • Journal of Politics in Latin America
Globalization of Islamic Education in Southeast Asia
Southeast Asian Muslims in the Era of Globalization
schools in Malaysia and Indonesia. 4 Recent reports produced by the International Crisis. Group on southern Thailand and Indonesia also seemingly substantiate the proposition that secondary-level Islamic schools do provide a mainstay for militant Islamists. 5 To many international observers, Malaysia has often stood out as a bright spot amidst the generally dismal portrayal of the ummah (global Muslim community). Singer mentions Malaysia's exceptional success "in embracing globalization,"6 and even newly elected USA President Obama acknowledges Kuala Lumpur's "astonishing progress."7 Nonetheless, Malaysia'S embrace of modernisation and an open economy is said to have opened floodgates for the importation of transnational Islamist personnel and ideologies, including the radical variety. Caution has been drawn to the fact that Malaysians figure among the most wanted terrorists in Southeast Asia, g and that the Malaysian state's weak security controls has rendered it susceptible to exploitation by terrorist networks as a host for radical Islamist web sites and front companies, a haven for regional terrorist suspects and a conduit for illegal trafficking of terrorist accoutrements. 9 For example, disproportionate hue and cry has been raised over the role of two private religious schools, Al Tarbiyah Luqmanul Hakiem in Johore and Sekolah Menengah Arab Darul Anilar in Kelantan, both of which have been closed down, in serving as recruitment hubs
Southeast Asia’s Muslim Intellectuals as educational reformers: A Review Essay
Southeast Asia has been the birthplace of many important intellectuals; one the most prominent and well known is Jose Rizal from the Philippines. Whilst some remain private intellectuals, others became prominent public intellectuals and their ideas stimilated debates that led to social and educational reforms. This review essay turns its focus to Rosnani Hashim’s edited volume that selected a few Muslim intellectuals and that narrated their stories. Each of them left behind rich legacies and the chapters in this volume illustrated to what extent and in which way each of them made a difference to the education arenas in which they operated. This review essay thus seeks to reflect upon each of the chapters.