Post-Modern Education and the Missing Dimension

The Backbone of a Nation

Education and its role in aiding young people to become good citizens are at the centre of public debate in many western countries. Buzz words like 'standard', 'excellence' and 'performance' are being used extensively by the experts in and outside educational establishments. Teachers and education providers are experiencing more pressure than ever before to come up with better achievements by their pupils. The fear that many western countries may be falling behind a number of developing countries has created a sense of urgency among the policy makers. The concern is rising because of the ever-increasing incidents of bullying, juvenile delinquency, racism in the campuses, drug, alcoholism, teen-age pregnancy, etc. In some countries, this anti-social behaviour is growing in an alarming rate. They are creating a big hole in the confidence of a nation's capacity to tackle these issues.

Islamization of the Curriculum

This paper makes two important arguments. It demonstrates how the curriculum design is important for the moral and social well-being of individuals as well as societies. Having asserted that, the paper argues that curriculum design depends fundamentally on a well-defined philosophy of education. Without a philosophy of education that can give moral purpose to both individuals as well as societies, it will be difficult to identify a core element that can anchor the curriculum design. The paper then proceeds to identify the fundamental elements of an Islamic education philosophy and from it elicits the core concerns of an Islamic education curriculum. The paper also discusses several strategies to integrate revealed knowledge and acquired sciences for Muslim universities and schools.

Problems and Prospects of Islamization of Education in Nigeria


This paper takes a cursory look at our educational system, from the pre-colonial era to the present generation, It observes also the merits and demerits of the system vis-à-vis Islamic education. The paper then concludes that it is time our educational system is replaced with Islamic Education. The paper also steps further to highlight some obstacles the Islamic System is likely to encounter and suggests solutions for its success.


Education is an important factor in the development of any society. The level of development of any nation is usually determined by its level of education. At same time the nature of education available to any community, will depict how that affected community would look like. It is this condition that makes it paramount on Muslims to look inwardly into the situation we find ourselves today politically, socially, economically, and spiritually. Without mixing words, everybody will testify that the nature of education bequeathed to us by our former colonial masters is alien to our culture and has failed woefully to meet our aspirations when one considers the evils that have plagued our society. He will not hesitate to conclude that our educational system needs a reform because it is earthly bound and gives less regard to the spiritual aspect of man. But in a country like ours, it deserves caution and commitment on the part of all Muslims.

Is reflective practice compatible with Malay-Islamic values? Some thoughts on teacher education in Brunei Darussalam

This paper critically examines the compatibility of Brunei culture values with the assumptions of reflective practice. Cultural, political and educational institutions in Brunei are thoroughly embedded within a fusion of Malay-Islamic values. In an attempt to examine the issue of teacher effectiveness, reflective practice and allied concepts, such as action research, have been introduced into the teacher education curriculum at the Universiti Brunei Darussalam. Based on a juxtaposition of Brunei values/culture with the assumptions underlying reflection, the paper discusses why the cultural distinctiveness of Brunei poses serious obstacles to the implementation of reflective strategies in teacher education. The paper also underlines the need for teacher educators in non-western cultures to take cognisance of contextual factors when importing educational ideas and concepts from the `west'.

Demolishing Dichotomy on Concept and Implementation of Education in the Islamic Society: Indonesian Case


In the past, since Fajrul Islam (7th century) till 11th century, there was not any dichotomy between Islamic sciences and non-Islamic sciences in Islamic education. Triggered by al-Ghazali with the publication of his book “Tahafut al-Falasifah” (Incoherence of the Philosophers), which later on, was strongly encountered by Ibn-Rushd through his book “Tahafut al-tahafut” (Incoherence of Incoherence), Islamic society was at once, began to be imposed by the idea of dichotomy. Al-Ghazali, for instance, classified sciences in their respect to superiority among them, Fardh al-kifayah and fardh al-‘ain. The dispute between them could be illustrated as attempts to underline the primacy of ‘dhikr’ above ‘fikr’ or vise versa. The polemic since then contributed a lot in striking feature of Muslim education since Middle Ages until now; dichotomy between two sets of sciences: the ‘religious’ and the ‘foreign’ with subordination of the latter after the first.  

Islamization of Education in the Philippines

Every society, whether it is simple or complex, has a distinctive pattern of transmitting cultural values and norms to its young and potential members. Some people have used the instrumentality of education as the central nerve of a community’s existence not only for the preservation of their cultural values but also to impose such on others. The imposition of alien cultures and values and its impact are still apparent in most Muslim societies. It has directly or indirectly influenced the writings of Muslim intellectuals particularly in the field of education. This is quite obvious in their emphasis on the development and importance of society, politics and law rather than individual, mind or the soul. The characteristics of an ideal society and the foundation of education as envisaged by Islam were challenged by Western theories and philosophies. Not to exaggerate the social realities that Muslim communities are now experiencing, some writers observed that Muslims have enslaved their body and soul to their respective colonial masters. Prior to the emergence of Islamic revivalism in the Muslim world, the basic structures of Islamic education are constantly revised and changed following the popular trends and changes coming from the west.

Islamic Education Movement: Recent History and Objectives

Islamic Education Movement, which is otherwise widely known as the Movement for the Islamization of Knowledge, as a new phenomenon started its journey sometimes in 1977-1978. A group of scholars thought that the educational system in the Muslim World is not fulfilling the needs of the Muslim countries and that it should be thoroughly revised and updated. In this backdrop, the first Islamic Educational World Conference was held in Makkah in 1977 in which more than 300 academicians, scholars and intellectuals participated. The first Conference made certain significant recommendations for the Islamization of Knowledge. Later more such Conferences were held in other parts of the world in which Ulama, academicians, scholars and intellectuals of various countries joined.

Some Basic Characteristics of Islamic Education- With Reference to the Message of Jal«l al-Dân Rëmâ

Yakü bâä o yakü gà o yakü d«ä
Badâä khatm «mad aÄl o far‘ i âm«ä

(See but the One, say but the One, know but the One,
For in this is sealed the root and branches of faith.)

Islam is the religion of unity (al-tawÁâd) which is both the principle and goal of all things essentially Islamic. This truth is most evident in the case of education that in its widest sense is the goal of the religion itself. Islam sees the human being as being comprised of many faculties and possessing levels of existences from the physical to the spiritual. Nevertheless, he possesses a unity and wholeness that all authentic manifestations of the principle of Islamic education have sought to address. In other words the subject of Islamic education must be the whole of man.

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