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Islamization of Education

The Islamization of education leads to changes in structure, curriculum, teacher training, and performance evaluation. It incorporates Islamic concepts like ilm (knowledge), eemaan (faith), ikhlaas (sincerity), and amal us salih (good deeds). Moral values, ethical behavior, and social justice are emphasized. Teacher requirements include being suitable educators who follow ilman nafi'an - useful knowledge. Supervision and social criticism and concepts like brotherhood and courage are important. Islamization considers processes, concepts and moral/social considerations in establishing correct teaching and learning. It can be implemented through tarbiyya (development), ta'lim (information flow), and ta'dib (character development)

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81 views3 pages

Islamization of Education

The Islamization of education leads to changes in structure, curriculum, teacher training, and performance evaluation. It incorporates Islamic concepts like ilm (knowledge), eemaan (faith), ikhlaas (sincerity), and amal us salih (good deeds). Moral values, ethical behavior, and social justice are emphasized. Teacher requirements include being suitable educators who follow ilman nafi'an - useful knowledge. Supervision and social criticism and concepts like brotherhood and courage are important. Islamization considers processes, concepts and moral/social considerations in establishing correct teaching and learning. It can be implemented through tarbiyya (development), ta'lim (information flow), and ta'dib (character development)

Uploaded by

prof.tariq.kahn5420
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ISLAMIZATION OF EDUCATION

Leads to the following changes in

Structure,
Curriculum Teacher Training,
and Pedagogy Performance
Evaluation (1)

(1),(2)

Processes and Concepts


2

Educator
Requirements
1 Ilm (knowledge),
Eemaan (faith),
Ikhlaas
Three E’s (sincerity),
Educator – suitable Amal us salih( (2) (1),(3)
teacher. good deeds )
Education - material (1)
being taught . 3
Educated- student.

Moral Values,
Ethical
Behaviour,
Social Justice
(2),(3)

Mohamed Tariq Ekeramodien Kahn


Considerations
In establishing a correct teaching and learning modality

Ilman Nafi’an
-USEFULL
(2)
Knowledge Supervision
and social
criticism,
Brotherhood, “Be sure that knowledge alone
Courage, is not the only support.... If a
man reads a hundred thousand
Rights of
scientific subjects and learns
Others them but does not act upon
(3),(4) them, his knowledge is of no use
to him”
Imam Ghazali

(2)
Science,
(2) Technology,
Engineering & Mathematics
(STEM), can be more beneficial to humanity
by following these considerations .

Solutions unique to Islam


ISLAMIZATION, bearing in mind The liberal educationalist will discuss
individual development and the
the processes, concepts and development of personal and moral
considerations looked at above, autonomy.

can be implemented around the Islamization is in terms of the balanced


Three T’s of Knowledge growth of all sides of the individual's
personality, spirituality and morality,
transmission in Islam in an leading to a higher level of religious
holistic approach. understanding and advancement in all
areas of life.
Tarbiyya .

The liberal educationalist will see the


Ta’lim (2),(3),(4)
Ta’dib most justifiable of society as an open,
pluralist, democratic one.

The development of Islam teaches that the he best society


is one that is organized in accordance
potential per learner. The
The flow of Character development with the word of Allah and the
nurturing process and example of the Messenger of Allah.
information and process and learning
guiding the learner to (4)
know-how, and process.
assess matters with
passing of knowledge A proper foundation for
understanding.
by means of formal moral behaviour.
training or instruction The principles to be
inculcated on a
community basis.

THE CALL TO A BETTER TOMORROW IS ONLY REALISED BY THE SINCERE EFFORT IN THE NOW.
References and Bibliography

1. Bilal Philips, Islamization of Education : The Dilemma , transcription of notes


2. Mark Halstead, 2004, An Islamic Concept of Education, Comparative Education, Vol. 40, No. 4,
Special Issue(29): Philosophy, Education and Comparative Education , pp. 517-529
3. Sarfaroz Niyozov and Gary Pluim, 2009, Teachers' Perspectives on the Education of Muslim
Students: A Missing Voice in Muslim Education Research, Curriculum Inquiry, Vol. 39, No. 5
pp. 637-677
4. Bradley J. Cook, 1999, Islamic versus Western Conceptions of Education: Reflections on Egypt,
International Review of Education, Vol. 45, No. 3/4, Learning, Knowledge and Cultural
Context, pp. 339-357
5. Selections from Hadith in electronic format from Musnad of Ahmad, Sahih Bukhari, and Sahih
Muslim and others.

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