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Education has always been an important pursuit in Islam. The Prophet Muhammad enjoined his followers to “seek knowledge, even unto China.” Within the religion, educational theory and practice were founded on the work of itinerant teachers who taught the fundamental tenets of the faith in exchange for lodging and other services; Qur’anic schools where masters of the Qur’an tutored pupils; and centers of higher learning in Baghdad, Damascus, Alexandria and elsewhere, where Islamic theology and jurisprudence were developed and taught. In this volume, Bradley J. Cook, with assistance from Fathi H. Malkawi, has drawn together and introduced selections from the writings of eminent Islamic thinkers on the subject of Islamic educational efforts, presenting the original Arabic texts alongside their annotated English translations.
"This ground-breaking book is one of the most significant contributions made in recent years to Islamic education."—John M. Hull, University of Birmingham, United Kingdom New Directions in Islamic Education is a radical rethinking of Islamic education in the modern world. It explores the relationship between pedagogy and the formation of religious identities within Islamic education settings that are based in minority and majority Muslim contexts. Abdullah Sahin, PhD, directs the Centre for Muslim Educational Thought and Practice and is the course leader for the MEd program in Islamic education at MIHE in Leicestershire, United Kingdom.
Islamic Thought is a fresh and contemporary introduction to the philosophies and doctrines of Islam. Abdullah Saeed, a distinguished Muslim scholar, traces the development of religious knowledge in Islam, from the pre-modern to the modern period. The book focuses on Muslim thought, as well as the development, production and transmission of religious knowledge, and the trends, schools and movements that have contributed to the production of this knowledge. Key topics in Islamic culture are explored, including the development of the Islamic intellectual tradition, the two foundation texts, the Qur’an and Hadith, legal thought, theological thought, mystical thought, Islamic Art, philosophical thought, political thought, and renewal, reform and rethinking today. Through this rich and varied discussion, Saeed presents a fascinating depiction of how Islam was lived in the past and how its adherents practise it in the present. Islamic Thought is essential reading for students beginning the study of Islam but will also interest anyone seeking to learn more about one of the world’s great religions.
Motivated by the intellectual historian Shahab Ahmed’s observation that “the history of Islamic paideia has yet to be written,” Islam as Education explores multiple forms that the search for knowledge and the transmission of wisdom have taken in Islam, focusing on the classical period (800–1500 CE). Ghiloni draws on a wide range of Islamic primary source material, ranging from sacred texts and parables to neglected pedagogical literature and paintings. He depicts three Islamic religious practices—pilgrimage, prophecy, and jihad—as modes of pedagogy: embodied ways of defining, defusing, and defending sacred knowledge. Islam as Education’s educational heuristic not only aids in understanding Islam, but also provides guidance for intercultural and interreligious relations. Ghiloni argues that Islam’s grand (knowledge) tradition serves as a bridge between Muslims and non-Muslims, and compares it with the educational theory of John Dewey, the celebrated American pragmatist. Based on this discussion, a final chapter develops practical tools for learning from cultural and religious difference.
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.
This Handbook traces and presents the fundamentals of Islam and their history and background, and provides a global and holistic, yet, detailed picture of Islamic education around the world. It introduces the reader to the roots and foundations of Islamic education; the responses of Islamic educational institutions to different changes from precolonial times, through the colonial era up to the contemporary situation. It discusses interactions between the state, state-run education and Islamic education, and explores the Islamic educational arrangements existing around the world. The book provides in-depth descriptions and analyses, as well as country case studies representing some 25 countries. The work reflects the recent series of changes and events with respect to Islam and Muslims that have occurred during the past decades. The globalization of Islam as a religion and an ideology, the migration of Muslims into new areas of the globe, and the increasing contacts between Muslims and non-Muslims reinforce the need for mutual understanding. By presenting Islamic education around the world in a comprehensive work, this Handbook contributes to a deeper international understanding of its varieties.
Within the field of Islamic Studies, scientific research of Muslim theology is a comparatively young discipline. Much progress has been achieved over the past decades with respect both to discoveries of new materials and to scholarly approaches to the field. The Oxford Handbook of Islamic Theology provides a comprehensive and authoritative survey of the current state of the field. It provides a variegated picture of the state of the art and at the same time suggests new directions for future research. Part One covers the various strands of Islamic theology during the formative and early middle periods, rational as well as scripturalist. To demonstrate the continuous interaction among the various theological strands and its repercussions (during the formative and early middle period and beyond), Part Two offers a number of case studies. These focus on specific theological issues that have developed through the dilemmatic and often polemical interactions between the different theological schools and thinkers. Part Three covers Islamic theology during the later middle and early modern periods. One of the characteristics of this period is the growing amalgamation of theology with philosophy (Peripatetic and Illuminationist) and mysticism. Part Four addresses the impact of political and social developments on theology through a number of case studies: the famous mi?na instituted by al-Ma'mun (r. 189/813-218/833) as well as the mihna to which Ibn 'Aqil (d. 769/1367) was subjected; the religious policy of the Almohads; as well as the shifting interpretations throughout history (particularly during Mamluk and Ottoman times) of the relation between Ash'arism and Maturidism that were often motivated by political motives. Part Five considers Islamic theological thought from the end of the early modern and during the modern period.
Knowledge and Education in Classical Islam: Religious Learning between Continuity and Change offers fascinating new insights into key issues of learning and human development in classical Islam, including their shared characteristics, influence, and interdependence with historical, non-Muslim educational cultures.
"Tells the stories of Chinese Muslims trying to create coherent lives at the intersection of two potentially conflicting cultures. How can people belong simultaneously to two cultures, originating in two different places and expressed in two different languages, without alienating themselves from either? Muslims have lived in the Chinese culture area for 1400 years, and the intellectuals among them have long wrestled with this problem. Unlike Persian, Turkish, Urdu, or Malay, the Chinese language never adopted vocabulary from Arabic to enable a precise understanding of Islam's religious and philosophical foundations. Islam thus had to be translated into Chinese, which lacks words and arguments to justify monotheism, exclusivity, and other features of this Middle Eastern religion. Even in the 21st century, Muslims who are culturally Chinese must still justify their devotion to a single God, avoidance of pork, and their communities' distinctiveness--among other things--to sceptical non-Muslim neighbours and an increasingly intrusive state"--