Akhlaq (character). curriculum realities and ideals.

Autor/in	Trevathan, Abdullah
Titel	Akhlaq (character). curriculum realities and ideals.
Quelle	Aus: Curriculum renewal for Islamic education. New York: Routledge Taylor & Francis Group (2021) S. 77-92 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Routledge research in religion and education
Beigaben	Literaturangaben S. 90-92
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; Schule; Curriculum; Islam; Islamischer Religionsunterricht; Koran
Abstract	All schools recognize the importance of developing behavior and character in students. Muslim schools frequently lay claim to this as a predicted outcome of the education offered (Donohue: 2000). Whether these are in reaction to teenagers portrayed as essentially "wild, irresponsible, immoral, violent" (Bostrom, 2001; Ipsos MORI, 2006) or in a desire to cultivate human potential? Whatever the case may be, Muslim educators are clearly struggling, (see IHRC, 2017; Laeheem, 2018; Omer, 2019; Skerry, 2013). ".. Muslim society is faced with a problem of youths lacking ethics, and it has long been a chronic problem that is frightening in its complexity and has become increasingly more severe because it is a problem that no one can completely solve...." (Laeheem, 2018: 526). While the blame may lay with the "global youth culture" yet some responsibility must also lay at the feet of educators and parents. In addressing the subject of Muslim schools, Omer (2019) states, "From the very beginning, youth are subjected to rigid socio-political and educational systems which aim to produce blindly loyal, albeit credulous and gullible servants." In the light of the above, the intention of this work is to explore a different approach in imparting the notion of, and opening the possibility of, what is called here, an "akhlaqial disposition" in learners. It will be at odds with the contemporary educational discourse in challenging basic educational, even social, conventions by questioning the idea of morality and replacing it other values. With education in thrall to a "global management discourse" (Schuerkens, 2012), characterized by the constant barrage of new methods and systems, no series of prescribed pedagogical steps to "improve" the "teaching" of akhlaq will be provided. Instead, it will plead for a different mindset out of the management paradigm. An introduction to akhlaq will be embarked upon by means of an etymological breakdown, followed by an argument made for the inclusion of hudur (aware presence) and adab, (courtesy) as the means of expressing of akhlaq. With these in mind, a brief review will be embarked upon looking at various curricula, syllabi, and resources currently used for teaching akhlaq from the Muslim homelands to Muslim schools in Europe, North America, and Australasia. Thereafter, in the central argument of this work, a proposal for Muslim education to shed aspects of theorized moral and ethical approaches will be presented and an alternative of obligation put in its place. In the final section, practical suggestions to impart some notion of akhlaq will be put forward based on the preceding ideas.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2023/1