Seerah (prophetic history). Curriculum realities and ideals.

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Autor/in	Bakali, Naved
Titel	Seerah (prophetic history). Curriculum realities and ideals.
Quelle	Aus: Curriculum renewal for Islamic education. New York: Routledge Taylor & Francis Group (2021) S. 63-76 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Routledge research in religion and education
Beigaben	Literaturangaben S. 75-76
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; Islam; Islamischer Religionsunterricht
Abstract	The biography of the Prophet Muhammad serves as a foundational aspect of belief, creed, and spiritual life of Muslims. This point was eloquently emphasized in the Prophet Muhammad's final address to the Muslim community in what has been referred to as the khutbah hajjatul widaa', or the sermon of the farewell pilgrimage. This was a sermon delivered by the Prophet Mohammad in the 10 th year after the hijrah, or migration to Madinah, shortly before his death (Musnad of Imam Ahmad Hadith 19774 has provided the most complete version of this sermon). In this address, the Prophet Muhammad mentions all the essential qualities, beliefs, and practices in Islam with acumen, concision, and eloquence. Before closing his address and asking the people to convey his message to those who were not present, the Prophet stated, "Reason well, therefore, O people, and understand words which, I convey to you. I leave behind me two things, the Qu'ran and my example, the Sunnah and if you follow these you will never go astray." As such, Muslims believe that the example and life of the Prophet Muhammad, in and of itself is a form of guidance for Muslims. This idea is reinforced in the Quran (3:31), "Say, if you love God, follow me (i.e. Prophet Muhammad), and God will love you and forgive you your sins" (Nasr et al., 2015, p. 140). In other words, according to Muslim belief, true devotion to God can only be achieved through following the example of the Prophet Muhammad. It can be inferred from these examples that the study of the life and example of the Prophet Muhammad is an essential discipline in any type of formal Islamic educational curriculum. Learning about the life of Prophet Muhammad can broadly be approached through: The science of hadith, which are comprised of the Prophet's sayings, actions, and his tacit approvals; the shama'il, which are descriptions of the Prophet's appearance, manners, and life; Khasa'is, which are the descriptions of the virtues of the Prophet; as well as through the seerah, which is referred to as the biography of the Prophet Muhammad documented in volumes devoted to this topic. The focus of this chapter is to examine the seerah as an Islamic academic discipline for K-12 curricula. The purpose of this chapter is to provide educators with a sense of why the seerah is an essential discipline, the sources it is derived from, and how it has been approached through various Islamic educational curricula, specifically examining the "I Love Islam" educational series, which recently has been rebranded as "My Islamic Books," however they are still being published as "I Love Islam," and the Islamic educational curriculum employed in the United Arab Emirates (UAE). The reason it may be useful to examine these two Islamic educational curricula in parallel, is that the UAE employed the "I Love Islam" curriculum for its non-Arabic Muslim expatriate community until 2018. Thereafter, the UAE began to use a translated version of its revised Arabic Islamic education program. Furthermore, the "I Love Islam" curriculum has been used in various other contexts around the world. As such, critical analysis of this curriculum is useful for both domestic North American educators, as well as educators in different nations who employ this curriculum. Both the "I Love Islam" and UAE Islamic education curricula employ different approaches to the teaching of the seerah. The "I Love Islam" series discusses the seerah through a chronological approach, whereas, the UAE Islamic educational curriculum employs a thematic approach to addressing the seerah. In addition to examining these Islamic educational curricula's teaching of the seerah, this chapter will also examine how the topic of seerah has been assessed and evaluated, to better understand the learning outcomes and objectives of learning the seerah through various Islamic educational curricula. This chapter concludes by discussing possible ways forward in the teaching of this discipline. The chapter now turns to discuss why seerah has been and continues to be studied by Muslims all around the world and its traditional sources.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2023/1