Devising an islamic approach to learning and the teaching through Hadith Jibril. Reorienting ourselves toward educating from within an islamic worldview.

Autor/in	Ahmed, Farah
Titel	Devising an islamic approach to learning and the teaching through Hadith Jibril. Reorienting ourselves toward educating from within an islamic worldview.
Quelle	Aus: Curriculum renewal for Islamic education. New York: Routledge Taylor & Francis Group (2021) S. 199-212 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Routledge research in religion and education
Beigaben	Illustrationen; Literaturangaben S. 212
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; Curriculum; Erziehung; Islam; Lernen; Islamischer Religionsunterricht; Lehren; Lernen; Lehren; Curriculum; Islam; Islamischer Religionsunterricht
Abstract	Imam al-Ghazali is reported to have said, " Useless is the Muslim who is neither a learner nor an educator. " While the authenticity of this statement is not confirmed, it is nevertheless reflective of an accepted maxim for Muslim educators (Guenther, 2009) in considering how to orient themselves and their learners toward learning and self-development. The ethos of this statement is that life itself is a process of learning and teaching. This essential "truth" and the centering of knowledge and learning that it implies was a unique hallmark of Islamic civilizations (Rosenthal, 2006). Moreover, this statement is not referring to teaching and learning knowledge in the abstract, devoid of purpose. In classical Islam, 'ilm (knowledge) was not understood as curriculum content to be examined at the end of a course, testing whether it had been memorized or "learnt." Acquiring 'ilm was for acting upon it and teaching it to others; for establishing Islamic ways of being; for bringing Islam into the world. In this regard, education was an ongoing journey of self-development. Teaching was as integral a part of that journey as learning. They were two sides of the same coin, as is evidenced in the many manuals that refer to ad a b-al' a lim wa-l-muta' a llim ("Rules of conduct for those of knowledge (educators) and those who wish to seek it (learners)") (al-Thani, 2016; Az-Zarnuji, 2003). This approach to life was moreover considered the only way to be. Without learning and teaching, Islam could not be "lived."
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2023/1