Islamic Pedagogy and Embodiment: An Anthropological Study of a British Madrasah

Autor/inn/en	Hardaker, Glenn; Sabki, Aishah Ahmad
Titel	Islamic Pedagogy and Embodiment: An Anthropological Study of a British Madrasah
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 28 (2015) 8, S.873-886 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2014.917738
Schlagwörter	Islam; Religious Education; Teaching Methods; Holistic Approach; Memorization; Spiritual Development; Learning Processes; Higher Education; Educational Anthropology; Sensory Experience; Teacher Student Relationship; Foreign Countries; Religious Factors; Mnemonics; Oral Tradition; United Kingdom (England) + Suchen Sie Ihr Suchwort? Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Holistischer Ansatz; Gedächtnistraining; Learning process; Lernprozess; Hochschulbildung; Hochschulsystem; Hochschulwesen; Pädagogische Anthropologie; Sinnerfahrung; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Mnemotechnik; Oral history; Mündliche Überlieferung
Abstract	This anthropological study of a higher education British Madrasah was undertaken to increase our awareness of the spectrum of sensory experiences that shape Islamic pedagogy. We started our anthropological study from an Islamic premise of the inseparable nature of knowledge and the sacred. Pedagogy is defined as not a matter of simple methods and technique but as a holistic approach that deals with the capacity to form the human person. Islamic pedagogy is represented by the heartfelt interactions between the teacher and learner through orality, facilitating memorization, and the didactic approach towards sacred texts. This research has explored the sensoria of a British Madrasah from a spiritual approach and this provides the foundation for shaping our understanding of the madrasah concept of Islamic pedagogy. An Al-Ghazali's mystical-theoretical approach toward learning is evident in this research in defining the madrasah as a spiritual rather than social construct, and is optimized by the embodiment of learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01