Education

Education

Lecture of The Eminent and Distinguished Scholar Sheikh Muhammad al-Ghazzali : International Conference on Education

In the Name of Allah, Most Gracious, Most Merciful. "Glory to You: of knowledge we have none, save what You have taught us, in truth, it is You Who are perfect in knowledge and wisdom".

I allude here to a Quranic fact which caught my attention. I have noticed that the term education or sanctification comprises one third of the Islamic message. The first third being the study of the Quran or the exposition of the method or recitation of the book. The second third is education in most verses, while the last third is the know ledge of the scripture and wisdom "A similar (favor you have already received) is that we have sent among you a messenger from amoung you to instruct you in Scripture and Wisdom and in new knowledge; (2:151). As I understand it, reciting or rehearsing i. e. rehearsing the Quran or studying the method is the presentation process of the work and program, as an introduction to two endeavors linked to each other: education and then instruction, although in Ibrahim's call it was instruction and then education. Anyhow, according to grammarians the Arabic conjunction waw(and) does not denote order or sequence, but mere conjunction. Thus, the arrangement in "He instructs them mere participation or partnership. He instructs in scripture and wisdom and sanctifies them" or he sanctifies them and instructs them in the scripture and wisdom "and sanctifies them" or "He sanctifies them and instructs them in the scripture and wisdom" makes no difference. What matters is that I have noticed two points in the above versa: the word "sanctification" (Ar. tazkiyah) is the best word for the concept of education in our time. In an invitation by Dr. Muhammad Zafir to lecture on education at Medina, I have traced the word "tazkiyah" or sanctification in the Holy Quran and discovered that it means to purify human nature from dross and make man clean and purified and superior. Instruction, then comes to refine man's mind. However, both processes must accur together. Elsewhere in my writings, I have noticed some gaps in Islamic history.

Conference Trends and Future Aspirations

A conference on the theme: "Towards building a contemporary Islamic Theory of education", was held in Amman Jordan, in cooperation between Islamic Researches and Studies Society, the Yarmouk University and Mu'tah University in Jordan, and the International Institute of Islamic Thought in the United states of America. The Conference lasted for four days (2-5 Muharam 1411 A.H. = 24-27 July 1990) in the hope for fulfilling an urgent need for developing a distinct Islamic theory of education that would help purify educational systems, institutions, applications and curricula.

 The conference activities and .papers revolved around three topics:

  1. Revising available literature on Islamic educational thought, and analyzing and evaluating it.
  2. Contemplating the contemporary Islamic vision of the learning process elements, which include: goals, learners, curricula, teachers, educational bodies and evaluation.
  3. Building the Islamic theory of education and emphasizing its necessity and its relations with sub-theories on the elements of the educational process, and the approach to be followed in building such a theory, its main pillars and the Islamic research methods as correlated with research methods in general.

Reformed on the Discipline of Education

Md. Abdur Rahman Rakib
Lecturer, Darul Ihsan University, Dhaka.

Paper presented at a Follow-up Workshop on Curriculum Reform
9 November, 2008, Dhaka University

Course: PC Philosophical Foundation of Education Need to Add:

Course Objective: To help students to realize- 
- the reflection of faith in education. 
- role of faith on human activities. 
- role of faith on reconstruction of life and civilization. 

New Horizons in Muslim Education

New Horizons in Muslim Education - S. A. Ashraf
The Concept of an Islamic University - H. H. Bilgrami and S. A. Ashraf
Islamic Sociology: An Introduction - I. Ba-Yunus and F Ahmad

The three small -average 100 pages -introductory books under review form a piece and are the first volley from the Islamic Academy at Cambridge. The Academy’s Islamic Monograph Series is attractively produced and easy to read. The guiding genius of the Academy is Professor S. A. Ashraf. He was also one of the key figures, as organizing secretary, of the First World Conference on Muslim Education in Makkah in 1977. That Conference greatly accelerated the present trend in Islamic scholarship. Today we hear of Islamic Economics, Islamic Sociology and so on as one result (see my Towards Islamic Anthropology: definition, dogma and directions published by the International Institute of Islamic Thought and Defining Islamic Anthropology in the RoyalAnthropological Institute News, London.) The two books on education are linked by the authorship and ideas of Professor Ashraf. In the one on education he clearly plans out an Islamic syllabi, training courses (for both students and teachers) and conferences.

Islamization of the Discipline of Education

  1. The Concept of the Discipline of Education

    A Fields of knowledge are diversified, and touch upon almost every aspect of life and the universe, including the physical, societal, spiritual and material aspects. Various theories of knowledge are proposed by man to deal with its classification, acquisition and use in life situations. The discipline of education deals with the question of teaching and learning of various disciplines of knowledge by teachers and students with the hope of changing the behavior of the learner to adapt to society and develop the capabilities necessary to become an effective human being.

Towards Understanding Islamic Paradigm of Education

Islam represents a comprehensive code of civilization encompassing all the dimensions of human thought and life. A civilization experiences both rise and fall. It rises and enjoys continuous growth as long as it manages to lead its members to grow intellectually and morally. It falls when intellectual as well as moral growth of man reach the point of stagnation. Both growth and stagnation are indicative of the education system adopted by society. Similarly, Islam considers education a very essential tool to mould human thought and life. Its education system, as the history stands witness, has the potential to lead civilization to the pinnacle. Islamic system of education is composed of a clear objective of human recognition of God the ultimate reality and development of man at both intellectual and moral level. Fundamental principles of this system are: 1) unification of so called secular and religious curricula, 2) rational and critical approach in teaching and learning, 3) continuous process of research and development based on three point formula-----acquisition of available knowledge, application of observation and in-depth enquiry into the validity of the ideas incorporated in the existing knowledge and development of new form and substance of knowledge, 4) refurbishing and reorientation of disciplines of study, and 5) teacher-student close relationship governed by love, respect and other basic human values.

Islamic Education in the United States: An Overview of Issues, Problems and Possible Approaches

This article, which I intend to be one of a series, will provide analysis of major issues and problems arising out of attempts to implement Islamic educational alternatives to American public schooling. The discussion begins by offering a brief overview of the current dilemma - a triumvirate of historical, theoretical and practical enigmas confronting Muslim schoolmen. A primary question that is common to Muslim-American school planners is scrutinized through a sub-set analysis focussing on some relevant and critical concerns to Muslim educators. From this starting point, future installments in this series will look at  practical cases that are representative of contemporary &orb in alternative Muslim school planning, design and implementation.

Conference on Knowledge across Cultures: Universities East and West

9 -12 Rabii al Akhir 1413 / 7-10 October 1992, Toronto, Canada

This conference was organized by the Ontario Institute for Studies in Education (OISE), Toronto, Canada. Approximately 166 participants, representing various disciplines and different countries, attended the eight plenary and twenty concurrent  sessions. Its purpose was to bring together Eastern and Western knowledge through culture via an exchange of ideas and deliberations, an exposition of theories, and an examination of the contributions of various cultures-mainly China’s-to human civilization.

The papers presented and the discussions that ensued were extremely enlightening and concentrated on the following issues: a) the contributions made to knowledge by specific cultures (mainly Chinese, Indian, and Muslim); b) knowledge transferred from the West to the East does not consider the attributes of the East; c) the East is responsible for finding ways to adapting its cultures to imported knowledge; and d) social science knowledge is better generated when social science –hers abandon natural science methodologies (i.e., realism and positivism) and recognize that the social sciences should be based on qualitative research.

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