Sitting, debating, memorizing, and discipleship. Considering historical patterns of islamic pedagogy for contemporary islamic studies.

Autor/in	Zaman, Mujadad
Titel	Sitting, debating, memorizing, and discipleship. Considering historical patterns of islamic pedagogy for contemporary islamic studies.
Quelle	Aus: Curriculum renewal for Islamic education. New York: Routledge Taylor & Francis Group (2021) S. 213-226 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Routledge research in religion and education
Beigaben	Literaturangaben S. 223-226
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-0-367-22773-9; 978-0-367-77644-2; 978-0-429-27681-1
DOI	10.4324/9780429276811
Schlagwörter	Erziehung; Lernen; Curriculum; Islam; Islamischer Religionsunterricht
Abstract	Language is not merely the vehicle of meaning it is also its driver, the philosopher Ludwig Wittgenstein reminds us. Since entire worldviews have the potential to be made in the words of our choosing, language is the first frontier of any educator. The teacher is entrusted in making sound use of their potential (and privilege) to ensure that the worlds which words enhance learning. In this regard, "education" is itself a term which harnesses the possibilities and ideals of learning more generally. Derived from firstly, educere, that which is drawn or "led out" in Latin, and educare to "nurture" from within (Rost, 1979, p. 53), this etymology relates to a complex process which involves the external (zahir) forms of learning and the inner (batin) actuality for the learner. In making use of this inner and outer trope, the present chapter attempts to draw out the possibility of meanings which emerge from historical pedagogic practices from Islamicate civilization. In other words, what are these outer forms of learning and how may they inform us about Islamic education. In order to do so, the forms of pedagogy are reexamined in relation to the meanings and relevance for pedagogues, jurists, and spiritual guides across Islamic history have given them in order to consider their possible efficacy in today's institutional milieu of Islamic studies. These I identify as sitting (on the ground), dialectic, memorizing, and discipleship. While not exhaustive of pedagogic accounts in Islamic history, these patterns, pentimentolike, emerge as a means, as shall be considered here, for deliberation in accordance to their merits within the present secular circumstances of teaching Islam in schools.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2023/1