Conceptions of Islamic Education: Pedagogical Framings. Global Studies in Education. Volume 3

Autor/in	Waghid, Yusef
Titel	Conceptions of Islamic Education: Pedagogical Framings. Global Studies in Education. Volume 3
Quelle	(2011), (142 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-4331-1204-1
Schlagwörter	Foreign Countries; Muslims; International Education; Islamic Culture; School Role; Educational Philosophy; Role of Education; Misconceptions; Role of Religion; Educational Practices; Politics of Education; Ethical Instruction; Religious Education; South Africa + Suchen Sie Ihr Suchwort? Ausland; Muslim; Muslimin; Internationale Erziehung; Islam; Kultur; Bildungsphilosophie; Erziehungsphilosophie; Bildungsauftrag; Missverständnis; Bildungspraxis; Educational policy; Bildungspolitik; Ethics instruction; Teaching of ethics; Ethikunterricht; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	"Conceptions of Islamic Education: Pedagogical Framings" argues that "madaris" (Muslim schools) cannot exclusively be held responsible for the cultivation of extremism. Islamic education can most appropriately be framed according to three interrelated concepts: "tarbiyyah" (rearing or nurturing), "ta'lim" (learning/ instruction), and "ta'dib" (good action). These three phenomena are explored along the lines of a minimalist-maximalist continuum that guides practices and institutions differently. A minimalist understanding of Islamic education does not necessarily produce uncritical citizens, but a maximalist understanding engenders an ethical democratic community and cosmopolitan beings concerned about their responsibility towards others. By looking specifically at South African Muslim schools, "Conceptions of Islamic Education" undermines the misconception that such schools perpetuate Islamic radicalism. The following chapters are contained in this book: (1) Conceptions of Islamic education; (2) Islamic education and practices; (3) Islamic educational institutions; (4) Towards maximalist notions of Islamic education; (5) Islamic education and cosmopolitanism; and (6) Towards a "madrassah" imaginary: Cultivating a maximalist view of Islamic education. A bibliography is also included. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10