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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.
A comprehensive reference work covering all figures of the earliest period of philosophy in the Islamic world. Both major and minor thinkers are covered, with details of biography and doctrine as well as detailed lists and summaries of each author’s works.
In light of the growing phenomenon of Islamic schools in the United States and Europe, this compelling study outlines whether these schools share similar traits with other religious schools, while posing new challenges to education policy. Merry elaborates an ideal type of islamic philosophy of education in order to examine the specific challenges that Islamic schools face, comparing the different educational realities facing Muslim Populations in the Netherlands, Belgium, and the United States.
The first comprehensive survey of Islamic philosophy from the seventh century to the present, this classic discusses Islamic thought and its effect on the cultural aspects of Muslim life. Fakhry shows how Islamic philosophy has followed from the earliest times a distinctive line of development, which gives it the unity and continuity that are the marks of the great intellectual movements of history.
This book provides an understanding of pedagogy rooted in the developments of Islamic Education. It is the first book to explore this in the Madrasah context. The focus on Islamic pedagogy provides a way to explore knowledge, spirituality and education that is shaped by a universal approach to personalised learning.
Islamic Philosophy has unusual origins. Originally a hybrid of Greek philosophy and early Islamic theology, its technical language consisted of a number of words translated from the Greek. This book studies how Islamic philosophers of the ninth century AD, such as al-Kindi, al-Farabi and Ibn Sina, developed an indigenous set of terms and concepts. Their Books of Definition influenced the revision of the Arabic language to incorporate these new fields of knowledge. Books of Definition in Islamic Philosophy: The Limits of Words uses the work of these philosophers as a basis from which a comparison with their Greek precedents is enabled. The book presents a framework for incorporating an Islamic and historically contextualised philosophy into a continuum of world philosophers. At the core of this framework is Ibn Sina's Kitab al-hudud which the author has translated into English and situates it in its correct geopolitical framework. In establishing a historical and literary context for the writing and circulation of Ibn Sina's definitions, the book breaks new ground in the integration of Islamic philosophy within a general history of philosophies. This fascinating and comprehensive study will be of interest to scholars and postgraduate students of Islamic Philosophy.
This book demonstrates why and how it is necessary to redesign Islamic Education curriculum in the K-12 sector globally. From Western public schools that integrate Muslim perspectives to be culturally responsive, to public and private schools in Muslim minority and majority contexts that teach Islamic studies as a core subject or teach from an Islamic perspective, the volume highlights the unique global and sociocultural contexts that support the disparate trajectories of Islamic Education curricula. Divided into three distinct parts, the text discusses current Islamic education curricula and considers new areas for inclusion as part of a general renewal effort that includes developing curricula from an Islamic worldview, and the current aspirations of Islamic education globally. By providing insights on key concepts related to teaching Islam, case studies of curriculum achievements and pitfalls, and suggested processes and pillars for curriculum development, contributors present possibilities for researchers and educators to think about teaching Islam differently. This text will benefit researchers, doctoral students, and academics in the fields of secondary education, Islamic education, and curriculum studies. Those interested in religious education as well as the sociology and theory of religion more broadly will also enjoy this volume.
This series of critical reflections on the evolution and major themes of pre-modern Muslim theology begins with the revelation of the Koran, and extends to the beginnings of modernity in the eighteenth century. The significance of Islamic theology reflects the immense importance of Islam in the history of monotheism, to which it has brought a unique approach and style, and a range of solutions which are of abiding interest. Devoting especial attention to questions of rationality, scriptural fidelity, and the construction of 'orthodoxy', this volume introduces key Muslim theories of revelation, creation, ethics, scriptural interpretation, law, mysticism, and eschatology. Throughout the treatment is firmly set in the historical, social and political context in which Islam's distinctive understanding of God evolved. Despite its importance, Islamic theology has been neglected in recent scholarship, and this book provides a unique, scholarly but accessible introduction.
A comprehensive overview of the Islamic philosophical tradition. AIslamic Philosophy from Its Origin to the Present offers a comprehensive overview of Islamic philosophy from the ninth century to the present day. As Seyyed Hossein Nasr attests, within this tradition, philosophizing is done in a world in which prophecy is the central reality of life—a reality related not only to the realms of action and ethics but also to the realm of knowledge. Comparisons with Jewish and Christian philosophies highlight the relation between reason and revelation, that is, philosophy and religion. Nasr presents Islamic philosophy in relation to the Islamic tradition as a whole, but always treats this philosophy as philosophy, not simply as intellectual history. In addition to chapters dealing with the general historical development of Islamic philosophy, several chapters are devoted to later and mostly unknown philosophers. The work also pays particular attention to the Persian tradition. Nasr stresses that the Islamic tradition is a living tradition with significance for the contemporary Islamic world and its relationship with the West. In providing this seminal introduction to a tradition little-understood in the West, Nasr also shows readers that Islamic philosophy has much to offer the contemporary world as a whole. Seyyed Hossein Nasr is University Professor of Islamic Studies at The George Washington University. He is the author and editor of many books, including Islam: Religion, History, and Civilization.