A Field Observation on the Philosophy of Teaching Islamic and Arabic Studies

Autor/in	Yaakub, Muhamadul Bakir Hj.
Titel	A Field Observation on the Philosophy of Teaching Islamic and Arabic Studies
Quelle	6 (2009) 3, S.40-49 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1548-6613
Schlagwörter	Foreign Countries; Islamic Culture; Role of Education; Higher Education; Educational Policy; Curriculum Design; Instructional Effectiveness; Semitic Languages; Educational Practices; Teaching Methods; Educational Philosophy; Muslims; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Islam; Kultur; Bildungsauftrag; Hochschulbildung; Hochschulsystem; Hochschulwesen; Politics of education; Bildungspolitik; Lehrplangestaltung; Unterrichtserfolg; Arabisch; Hebräisch; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsphilosophie; Erziehungsphilosophie; Muslim; Muslimin; Saudi-Arabien
Abstract	Implementation of educational policy in designing curriculum details stands as a basis of conceptual educational practice. It is for sure involved time and space factors to become comprehensive and constructive, especially for teaching Islamic and Arabic studies within modern educational challenges where its uniqueness values in nature should be remained untouched, while its methodological approaches should be updated and dynamic in addressing the peculiarity of modern society increasingly. Consequently, it's application and implementation in needs of some re-activation and adjustment to become more effective, productive and relevant. Popular and authorizations beliefs regarding educational contain have resulted in de facto Islamic and Arabic studies which largely reflect politically, rather than academically, realistically and effectively. In such a situation, it is vital to analyze the development of these policies and their implementation at a higher education. (Contains 1 footnote and 1 table.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10