Considering human development in islamic education.

Autor/in	Alkouatli, Claire
Titel	Considering human development in islamic education.
Quelle	Aus: Curriculum renewal for Islamic education. New York: Routledge Taylor & Francis Group (2021) S. 181-198 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Routledge research in religion and education
Beigaben	Illustrationen; Literaturangaben S. 196-198
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; Mensch; Entwicklung; Islamischer Religionsunterricht; Curriculum; Mensch; Islam; Islamischer Religionsunterricht; Entwicklung
Abstract	Objectives of Islamic education suggest that Islam ought to be taught and learned across the domains of a young Muslim's life - home, school, mosque, community - to be internalized within the heart, mind, body, and soul, for refinement and application across a lifetime. This chapter thus takes a developmental perspective on Islam as encompassing shared faith-based concepts, principles, and practices, broadly aiming to facilitate the integration of cognition, emotion, and embodiment in consciousness of God. Islamic Education refers to the education of Muslims in their Islamic faith (Douglass & Shaikh, 2004) and being Muslim involves "conscious praxis of the faith" (Zine, 2004, p. 181). Along with unique learning objectives, Islamic education is composed of unique content and pedagogies, as methods of teaching and learning. Taken together, these components suggest a unique type of Islamic human development. Human development generally refers to changes that occur with the passage of time, with changing biological and environmental factors. As educators, environmental factors concern us most because we can alter them. Educators who understand child and youth development may be better able to design learning experiences toward social, emotional, and cognitive development (Schonert-Reichl, 2017). Indeed, the ways and pedagogies by which we engage learners have impacts on accelerating or decelerating their development: "Instruction is not limited to trailing after development or moving stride for stride along with it. It can move ahead of development, pushing it further and eliciting new formations" (Vygotsky, 1987, p. 198). If what we do with learners can literally draw development forward, implications are profound. Employing particular pedagogies in an Islamic classroom may directly contribute to a young person's engagement, meaning making, and internalization of Islamic material and, simultaneously, draw forward their development. Other pedagogies may do the opposite. Educators must understand human development to construct educational spaces and employ pedagogies that draw development forward.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2023/1