Education In Islamic History

  education in islamic history: Knowledge and Education in Classical Islam: Religious Learning between Continuity and Change (2 vols) Sebastian Günther, 2020-07-13 Knowledge and Education in Classical Islam: Religious Learning between Continuity and Change is a pioneering collection of essays on the historical developments, ideals, and practices of Islamic learning and teaching in the formative and classical periods of Islam (i.e., from the seventh to fifteenth centuries CE). Based on innovative and philologically sound primary source research, and utilizing the most recent methodological tools, this two volume set sheds new light on the challenges and opportunities that arise from a deep engagement with classical Islamic concepts of knowledge, its production and acquisition, and, of course, learning. Learning is especially important because of its relevance to contemporary communities and societies in our increasingly multicultural, “global” civilizations, whether Eastern or Western. Contributors: Hosn Abboud, Sara Abdel-Latif, Asma Afsaruddin, Shatha Almutawa, Nuha Alshaar, Jessica Andruss, Mustafa Banister, Enrico Boccaccini, Sonja Brentjes, Michael Carter, Hans Daiber, Yoones Dehghani Farsani, Yassir El Jamouhi, Nadja Germann, Antonella Ghersetti, Sebastian Günther, Mohsen Haredy, Angelika Hartmann, Paul L. Heck, Asma Hilali, Agnes Imhof, Jamal Juda, Wadad Kadi, Mehmet Kalayci, Alexey Khismatulin, Todd Lawson, Mariana Malinova, Ulrika Mårtensson, Christian Mauder, Jane Dammen McAuliffe, Maryam Moazzen, Angelika Neuwirth, Jana Newiger, Luca Patrizi, Lutz Richter-Bernburg, Ali Rida Rizek, Mohammed Rustom, Jens Scheiner, Gregor Schoeler, Steffen Stelzer, Barbara Stowasser, Jacqueline Sublet, and Martin Tamcke.
  education in islamic history: Philosophies of Islamic Education Mujadad Zaman, Nadeem A. Memon, 2016-03-31 The study of Islamic education has hitherto remained a tangential inquiry in the broader focus of Islamic Studies. In the wake of this neglect, a renaissance of sorts has occurred in recent years, reconfiguring the importance of Islam’s attitudes to knowledge, learning and education as paramount in the study and appreciation of Islamic civilization. Philosophies of Islamic Education, stands in tandem to this call and takes a pioneering step in establishing the importance of its study for the educationalist, academic and student alike. Broken into four sections, it deals with theological, pedagogic, institutional and contemporary issues reflecting the diverse and often competing notions and practices of Islamic education. As a unique international collaboration bringing into conversation theologians, historians, philosophers, teachers and sociologists of education Philosophies of Islamic Education intends to provide fresh means for conversing with contemporary debates in ethics, secularization theory, child psychology, multiculturalism, interfaith dialogue and moral education. In doing so, it hopes to offer an important and timely contribution to educational studies as well as give new insight for academia in terms of conceiving learning and education.
  education in islamic history: Pedagogy in Islamic Education Glenn Hardaker, Aishah Ahmad Sabki, 2018-11-19 This book provides an understanding of pedagogy rooted in the developments of Islamic Education. It is the first book to explore this in the Madrasah context. The focus on Islamic pedagogy provides a way to explore knowledge, spirituality and education that is shaped by a universal approach to personalised learning.
  education in islamic history: Lost Islamic History Firas Alkhateeb, 2017-11-15 Islam has been one of the most powerful religious, social and political forces in history. Over the last 1400 years, from origins in Arabia, a succession of Muslim polities and later empires expanded to control territories and peoples that ultimately stretched from southern France to East Africa and South East Asia. Yet many of the contributions of Muslim thinkers, scientists and theologians, not to mention rulers, statesmen and soldiers, have been occluded. This book rescues from oblivion and neglect some of these personalities and institutions while offering the reader a new narrative of this lost Islamic history. The Umayyads, Abbasids, and Ottomans feature in the story, as do Muslim Spain, the savannah kingdoms of West Africa and the Mughal Empire, along with the later European colonization of Muslim lands and the development of modern nation-states in the Muslim world. Throughout, the impact of Islamic belief on scientific advancement, social structures, and cultural development is given due prominence, and the text is complemented by portraits of key personalities, inventions and little known historical nuggets. The history of Islam and of the world's Muslims brings together diverse peoples, geographies and states, all interwoven into one narrative that begins with Muhammad and continues to this day.
  education in islamic history: A History of Islamic Schooling in North America Nadeem A. Memon, 2019-09-24 This insightful text challenges popular belief that faith-based Islamic schools isolate Muslim learners, impose dogmatic religious views, and disregard academic excellence. This book attempts to paint a starkly different picture. Grounded in the premise that not all Islamic schools are the same, the historical narratives illustrate varied visions and approaches to Islamic schooling that showcase a richness of educational thought and aspiration. A History of Islamic Schooling in North America traces the growth and evolution of elementary and secondary private Islamic schools in Canada and the United States. Intersecting narratives between schools established by indigenous African American Muslims as early as the 1930s with those established by immigrant Muslim communities in the 1970s demonstrate how and why Islamic Education is in a constant, ongoing process of evolution, renewal, and adaptation. Drawing on the voices, perspectives, and narratives of pioneers and visionaries who established the earliest Islamic schools, chapters articulate why Islamic schools were established, what distinguishes them from one another, and why they continue to be important. This book will be of great interest to graduate and postgraduate students, researchers, academics, teaching professionals in the fields of Islamic education, religious studies, multicultural education curriculum studies, and faith-based teacher education.
  education in islamic history: The Walking Qurʼan Rudolph T. Ware, 2014 Walking Qur'an: Islamic Education, Embodied Knowledge, and History in West Africa
  education in islamic history: Curriculum Renewal for Islamic Education Nadeem A. Memon, Mariam Alhashmi, Mohamad Abdalla, 2021-05-11 This book demonstrates why and how it is necessary to redesign Islamic Education curriculum in the K-12 sector globally. From Western public schools that integrate Muslim perspectives to be culturally responsive, to public and private schools in Muslim minority and majority contexts that teach Islamic studies as a core subject or teach from an Islamic perspective, the volume highlights the unique global and sociocultural contexts that support the disparate trajectories of Islamic Education curricula. Divided into three distinct parts, the text discusses current Islamic education curricula and considers new areas for inclusion as part of a general renewal effort that includes developing curricula from an Islamic worldview, and the current aspirations of Islamic education globally. By providing insights on key concepts related to teaching Islam, case studies of curriculum achievements and pitfalls, and suggested processes and pillars for curriculum development, contributors present possibilities for researchers and educators to think about teaching Islam differently. This text will benefit researchers, doctoral students, and academics in the fields of secondary education, Islamic education, and curriculum studies. Those interested in religious education as well as the sociology and theory of religion more broadly will also enjoy this volume.
  education in islamic history: New Directions in Islamic Education Abdullah Sahin, 2013-12-23 This ground-breaking book is one of the most significant contributions made in recent years to Islamic education.—John M. Hull, University of Birmingham, United Kingdom New Directions in Islamic Education is a radical rethinking of Islamic education in the modern world. It explores the relationship between pedagogy and the formation of religious identities within Islamic education settings that are based in minority and majority Muslim contexts. Abdullah Sahin, PhD, directs the Centre for Muslim Educational Thought and Practice and is the course leader for the MEd program in Islamic education at MIHE in Leicestershire, United Kingdom.
  education in islamic history: Schooling Islam Robert W. Hefner, Muhammad Qasim Zaman, 2010-12-16 Since the Taliban seized Kabul in 1996, the public has grappled with the relationship between Islamic education and radical Islam. Media reports tend to paint madrasas--religious schools dedicated to Islamic learning--as medieval institutions opposed to all that is Western and as breeding grounds for terrorists. Others have claimed that without reforms, Islam and the West are doomed to a clash of civilizations. Robert Hefner and Muhammad Qasim Zaman bring together eleven internationally renowned scholars to examine the varieties of modern Muslim education and their implications for national and global politics. The contributors provide new insights into Muslim culture and politics in countries as different as Morocco, Egypt, Pakistan, India, Indonesia, Iran, and Saudi Arabia. They demonstrate that Islamic education is neither timelessly traditional nor medieval, but rather complex, evolving, and diverse in its institutions and practices. They reveal that a struggle for hearts and minds in Muslim lands started long before the Western media discovered madrasas, and that Islamic schools remain on its front line. Schooling Islam is the most comprehensive work available in any language on madrasas and Islamic education.
  education in islamic history: Women, Education, and Science within the Arab-Islamic Socio-Cultural History Zakia Belhachmi, 2008-01-01 From a rationale of multiculturalism and a based on systemic approach grounded in the Arab-Islamic tradition, this book integrates history, education, science, and feminism to understand the implications of culture in social change, cultural identity, and cultural exchange.
  education in islamic history: Education and Learning in the Early Islamic World Claude Gilliot, 2017-05-15 Studying education and learning in the formative period of Islam is not immediately easy, since the sources for this are relatively late and frequently project backwards to the earlier period the assumptions and conditions of their own day. The studies in this volume have been selected for the critical approaches and methods of their authors, and are arranged under five headings: the pedagogical tradition; scholarship and attestation; orality and literacy; authorship and transmission; and libraries. Together with the editor’s introductory essay, they present a broad picture of the beginnings and evolution of education and learning in the Islamic world.
  education in islamic history: The Transmission of Knowledge in Medieval Cairo Jonathan Porter Berkey, 2014-07-14 In rich detail Jonathan Berkey interprets the social and cultural consequences of Islam's regard for knowledge, showing how education in the Middle Ages played a central part in the religious experience of nearly all Muslims. Focusing on Cairo, which under Mamluk rule (1250-1517) was a vital intellectual center with a complex social system, the author describes the transmission of religious knowledge there as a highly personal process, one dependent on the relationships between individual scholars and students. The great variety of institutional structures, he argues, supported educational efforts without ever becoming essential to them. By not being locked into formal channels, religious education was never exclusively for the elite but was open to all. Berkey explores the varying educational opportunities offered to the full run of the Muslim population--including Mamluks, women, and the common people. Drawing on medieval chronicles, biographical dictionaries, and treatises on education, as well as the deeds of endowment that established many of Cairo's schools, he explains how education drew groups of outsiders into the cultural center and forged a common Muslim cultural identity. Originally published in 1992. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.
  education in islamic history: European Perspectives on Islamic Education and Public Schooling Jenny Berglund, 2018
  education in islamic history: Female Islamic Education Movements Masooda Bano, 2017-08-31 This book challenges the assumptions of creative agency and the role of Islamic education movements for women across the wider Muslim world.
  education in islamic history: Canadian Islamic Schools Jasmin Zine, 2008-11-29 Religious schooling in Canada has been a controversial subject since the secularization of the public school system, but there has been little scholarship on Islamic education. In this ethnographic study of four full-time Islamic schools, Jasmin Zine explores the social, pedagogical, and ideological functions of these alternative, and religiously-based educational institutions. Based on eighteen months of fieldwork and interviews with forty-nine participants, Canadian Islamic Schools provides significant insight into the role and function that Islamic schools have in Diasporic, Canadian, educational, and gender-related contexts. Discussing issues of cultural preservation, multiculturalism, secularization, and assimiliation, Zine considers pertinent topics such as the Eurocentricism of Canada's public schools and the social reproduction of Islamic identity. She further examines the politics of piety, veiling, and gender segregation paying particular attention to the ways in which gendered identities are constructed within the practices of Islamic schools and how these narratives shape and inform the negotiation of gender roles among both boys and girls. A fascinating and informative study of religious-based education, Canadian Islamic Schools is essential reading for educators, sociologists, as well as those interested in Immigration and Diaspora Studies.
  education in islamic history: Classical Foundations of Islamic Educational Thought - a Compendium of Para Bradley J. Cook, Fatḥī Ḥasan Malkāwī, 2010 Education has always been an important pursuit in Islam. The Prophet Muhammad enjoined his followers to “seek knowledge, even unto China.” Within the religion, educational theory and practice were founded on the work of itinerant teachers who taught the fundamental tenets of the faith in exchange for lodging and other services; Qur’anic schools where masters of the Qur’an tutored pupils; and centers of higher learning in Baghdad, Damascus, Alexandria and elsewhere, where Islamic theology and jurisprudence were developed and taught. In this volume, Bradley J. Cook, with assistance from Fathi H. Malkawi, has drawn together and introduced selections from the writings of eminent Islamic thinkers on the subject of Islamic educational efforts, presenting the original Arabic texts alongside their annotated English translations.
  education in islamic history: Islamic Education in Africa Robert Launay, 2016-10-03 Writing boards and blackboards are emblematic of two radically different styles of education in Islam. The essays in this lively volume address various aspects of the expanding and evolving range of educational choices available to Muslims in sub-Saharan Africa. Contributors from the United States, Europe, and Africa evaluate classical Islamic education in Africa from colonial times to the present, including changes in pedagogical methods—from sitting to standing, from individual to collective learning, from recitation to analysis. Also discussed are the differences between British, French, Belgian, and Portuguese education in Africa and between mission schools and Qur'anic schools; changes to the classical Islamic curriculum; the changing intent of Islamic education; the modernization of pedagogical styles and tools; hybrid forms of religious and secular education; the inclusion of women in Qur'anic schools; and the changing notion of what it means to be an educated person in Africa. A new view of the role of Islamic education, especially its politics and controversies in today's age of terrorism, emerges from this broadly comparative volume.
  education in islamic history: Reforms in Islamic Education Charlene Tan, 2014-04-24 In recent times, there has been intense global interest on and scrutiny of Islamic education. In reforming Islamic schools, what are the key actions initiated and are they contested or negotiated by and among Muslims? This edited collection brings together leading scholars to explore current reforms in Islamic schools. Drawing together international case studies, Reforms in Islamic Education critically discusses the reforms, considering the motivations for them, nature of them and perceptions and experiences of people affected by them. The contributors also explore the tensions, resistance, contestations and negotiations between Muslims and non-Muslims, and among Muslims, in relation to the reforms. Highlighting the need to understand and critique reforms in Islamic schools within broad historical, political and socio-cultural contexts, this book is a valuable resource for academics, policymakers and educators.
  education in islamic history: Bengal Muslims and Colonial Education, 1854–1947 Nilanjana Paul, 2022-03-17 This book examines the impact of British education policies on the Muslims of Colonial Bengal. It evaluates the student composition and curriculum of various educational institutions for Muslims in Calcutta and Dacca to show how they produced the educated Muslim middle class. The author studies the role of Muslim leaders such as Abdul Latif and Fazlul Huq in the spread of education among Muslims and looks at how segregation in education supported by the British fueled Muslim anxiety and separatism. The book analyzes the conflict of interest between Hindus and Muslims over education and employment which strengthened growing Muslim solidarity and anti- Hindu feeling, eventually leading to the demand for a separate nation. It also discusses the experiences of Muslim women at Sakhawat Memorial School, Lady Brabourne College, Eden College, Calcutta, and Dacca Universities at a time when several Brahmo and Hindu schools did not admit them. An important contribution to the study of colonial education in India, the book highlights the role of discriminatory colonial education policies and pedagogy in amplifying religious separatism. It will be useful for scholars and researchers of modern Indian history, religion, education, Partition studies, minority studies, imperialism, colonialism, and South Asian history.
  education in islamic history: The Refinement of Character Ahmad Ibn-Muhammad, Ahmad b. Muhammad Ibn Miskawayh, 1968
  education in islamic history: Islam and Colonialism Muhamad Ali, 2015-12-08 This book offers a comparative and cross-cultural history of Islamic reform and European colonialism as both dependent and independent factors in shaping the multiple ways of becoming modern in Indonesia and Malaya during the first half of the twentieth century.
  education in islamic history: Observing the Observer Zahid Bukhari, Sulayman Nyang, 2012-01-01 THE collection of papers in this volume documents the study of Islam in American Universities. Over the last few decades the United States has seen significant growth in the study of Islam and Islamic societies in institutions of higher learning fueled primarily by events including economic relations of the U.S. with Muslim countries, migration of Muslims into the country, conversion of Americans to Islam, U.S. interests in Arab oil resources, involvement of Muslims in the American public square, and the tragic events of 9/11. Although there is increasing recognition that the study of Islam and the role of Muslims is strategically essential in a climate of global integration, multiculturalism, and political turmoil, nevertheless, the state of Islamic Studies in America is far from satisfactory. The issue needs to be addressed, particularly as the need for intelligent debate and understanding is continuously stifled by what some have termed an “Islam industry” run primarily by fly-by journalists, think tank pundits, and cut-and-paste “experts.”
  education in islamic history: Islamic Intellectual History in the Seventeenth Century Khaled El-Rouayheb, 2015-07-08 This book investigates the intellectual currents among Ottoman and North African scholars of the early modern period.
  education in islamic history: The Heritage of Arabo-Islamic Learning Maurice A. Pomerantz, Aram Shahin, 2015-10-14 The Arabo-Islamic heritage of the Islam is among the richest, most diverse, and longest-lasting literary traditions in the world. Born from a culture and religion that valued teaching, Arabo-Islamic learning spread from the seventh century and has had a lasting impact until the present.In The Heritage of Arabo-Islamic Learning leading scholars around the world present twenty-five studies explore diverse areas of Arabo-Islamic heritage in honor of a renowned scholar and teacher, Dr. Wadad A. Kadi (Prof. Emerita, University of Chicago). The volume includes contributions in three main areas: History, Institutions, and the Use of Documentary Sources; Religion, Law, and Islamic Thought; Language, Literature, and Heritage which reflect Prof. Kadi’s contributions to the field. Contributors:Sean W. Anthony; Ramzi Baalbaki; Jonathan A.C. Brown; Fred M. Donner; Mohammad Fadel; Kenneth Garden; Sebastian Günther; Li Guo; Heinz Halm; Paul L. Heck; Nadia Jami; Jeremy Johns; Maher Jarrar; Marion Holmes Katz; Scott C. Lucas; Angelika Neuwirth; Bilal Orfali; Wen-chin Ouyang; Judith Pfeiffer; Maurice A. Pomerantz; Riḍwān al-Sayyid ; Aram A. Shahin; Jens Scheiner; John O. Voll; Stefan Wild.
  education in islamic history: Making Modern Muslims Robert W. Hefner, 2008-10-01 When students from a Muslim boarding school were convicted for the 2002 terrorist bombings in Bali, Islamic schools in Southeast Asia became the focus of intense international scrutiny. Some analysts have warned that these schools are being turned into platforms for violent jihadism. Making Modern Muslims is the first book to look comparatively at Islamic education and politics in Southeast Asia. Based on a two-year research project by leading scholars of Southeast Asian Islam, the book examines Islamic schooling in Malaysia, Indonesia, Thailand, Cambodia, and the southern Philippines. The studies demonstrate that the great majority of schools have nothing to do with violence but are undergoing changes that have far-reaching implications for democracy, gender relations, pluralism, and citizenship. Making Modern Muslims offers an important reassessment of Muslim culture and politics in Southeast Asia and provides insights into the changing nature of state-society relations from the late colonial period to the present. It allows us to better appreciate the astonishing dynamism of Islamization in Southeast Asia and the struggle for Muslim hearts and minds taking place today. Timely and readable, this volume will be of great interest to teachers and specialists of Islam and Southeast Asia as well as the general reader seeking to understand the great transformations at work in the Muslim world. Contributors: Esmael A. Abdula, Bjørn Atle Blengsli, Joseph Chinyong Liow, Robert W. Hefner, Richard G. Kraince, Thomas M. McKenna.
  education in islamic history: Islamic Ethics as Educational Discourse Sebastian Günther, Yassir El Jamouhi, 2021 This edited volume offers expert insights into core questions of ethics, education, and religion during what is often termed the Golden Age of Islamic culture and intellectual history. It focuses on the scholarly oeuvre of the Muslim philosopher and historian Miskawayh (d. 1030), who is known in the contemporary Muslim world as the founder of Islamic ethics. Written by internationally renowned scholars in Islamic studies, the chapters trace the significance of ancient Greek, Iranian, and Arabic intellectual traditions, among others, in the Islamic educational discourse. They also show how historical research on concepts of education and ethics specific to religion and culture can help find answers to key issues in contemporary societies.
  education in islamic history: The Piety of Learning: Islamic Studies in Honor of Stefan Reichmuth , 2017-08-28 The Piety of Learning testifies to the strong links between religious and secular scholarship in Islam, and reaffirms the role of philology for understanding Muslim societies both past and present. Senior scholars discuss Islamic teaching philosophies since the 18th century in Nigeria, Egypt, the Ottoman Empire, Central Asia, Russia, and Germany. Particular attention is paid to the power of Islamic poetry and to networks and practices of the Tijāniyya, Rifā‘iyya, Khalwatiyya, Naqshbandiyya, and Shādhiliyya Sufi brotherhoods. The final section highlights some unusual European encounters with Islam, and features a German Pietist who traveled through the Ottoman Empire, a Habsburg officer who converted to Islam in Bosnia, a Dutch colonial Islamologist who befriended a Salafi from Jeddah, and a Soviet historian who preserved Islamic manuscripts. Contributors are: Razaq ‘Deremi Abubakre; Bekim Agai; Rainer Brunner; Alfrid K. Bustanov; Thomas Eich; Ralf Elger; Ulrike Freitag; Michael Kemper; Markus Koller; Anke von Kügelgen; Catherine Mayeur-Jaouen; Armina Omerika; Amidu Olalekan Sanni; Yaşar Sarikaya; Rüdiger Seesemann; Shamil Sh. Shikhaliev; Diliara M. Usmanova.
  education in islamic history: Studies in Islamic History and Institutions Shelomo Dov Goitein, 2010 Goitein s selection of studies dealing with Islamic institutions and social history offers a general introduction to Islamic civilization by one who lived all his life with Islam. His fruit of specialized research gives a rounded view of important aspects of Islamic civilization and provides the student with an opportunity to acquaint himself not only with the results of research, but also with the methods by which they were obtained. With a new foreword by Norman A. Stillman
  education in islamic history: Islamic Learning, the State, and the Challenges of Education in Ghana David Owusu-Ansah, Abdulai Iddrisu, Mark Sey, 2013 This study examines Islamic learning in Ghana over the 20th century. Informed and comprehensive, the book analyses governmental attempts to introduce secular education through Islamic schools in a country where Muslims are a religious minority.
  education in islamic history: History of Islamic Education in India and Nadvat Ul-'Ulama Ghazanfar Ali Khan, 2020-09-26 After re-establishing their rule, the Europeans started a policy of persecution against the Indian Muslims because they feared and considered the Muslims as exclusively responsible for what they called the Mutiny of 1857. This policy of continuing persecution by the British ruined the Indian Muslim society, giving rise to a general feeling of helplessness. In this situation of gloom, some farsighted Muslims stood up and took certain steps to restore their self-esteem and preserve their religious identity. Maulana Qasim Nanauntvi founded Dar-ul-Uloom deoband in 1866 for Islamic education on traditional pattern. Dar Ul-Uloom Deoband followed, more or less, Dars-e-Nizami and did not include modern or Western Education in its courses of studies. It was a syllabus meant for the teaching of Quran, Hadith, Fiqh and Aqaid. Sir Syed Ahmad Khan, on the other hand, founded M.A.O College in 1875 at Aligarh and adopted Western Arts and Sciences. This emphasis on purely religious or totally modern education left between the two educational goals, a widening gap. Infact Nadvat Ul-Ulama was established mainly to fill this gap. It aimed at reforming the syllabi of madaris-e-Islamiya and striving to lessen the differences among Muslim sects and groups. Soon the fame and reputation of Dar-Al-Ulum Nadvat Ul-Ulama outshone many Islamic seminaries. It came to be considered next only to Dar-Ul-Ulum Deoband in the whole of the subcontinent. The influence of Dar-Al-Ulum Nadvat ul-Ulama in the teaching of Arabic language and literature has been very remarkable. The contributinos of its graduates particularly in the field of biography and Islamic history are a hallmark of Nadvah. Its scholars are scattered all over the world and have been playing a very conspicious role in the dissemination of Islamic teachings and values. The Introductory part of this study focuses in detail on the importance of education in the light of Quran and hadith and the history of Madrasas and its development with special reference to Saltanat and Mughal period of India. Courses of studies of the madrasas and the reasons of downfall of the madrasas have also been discussed. In the first chapter, conditions of the Muslim community in India during 19th century in respect of education have been described at length. It hightlights the resolutions and policies of the British regarding education. Muslim responses to Western education, social, political, educational and economic condition of the Muslims in the post-1857 period and role of Maulana Qasim nanauti, Sir Syed Ahmad Khan and 'Allamah Sihbli Nomani in the upliftment of the Muslim community. Chapter two is related to the establishment of Dar Al Ulum Nadvat ul Ulama and the causes which required the need of urgent attention. The chapter deals at length with the objectives of Nadvah, outline of the proposed Dar-Al-Ulum, relations between government and Nadvat Ul Ulama and the foundation ceremony of the institution. In Chapter three the first and foremost objective of Nadvah, i.e to reform and update the subjects and courses of studies has been discussed in detail. The chapter elaborates Shiblis views regarding the cirriculum, characteristics of Dars-e-Nizami, Shah Waliullah's contribution to education, Maulana Mongeri's Musavvedah-e-Nisab-e Arabi, opening of Darjah-e Takmil and the revision and division of the course of studies. Chapter four has been divided into two parts. Part first focusses on the lives and contributions of the founder members of Nadvah. Second part highlights the lives and works of the renowned scholar of Nadvah.
  education in islamic history: Islamic Schools in France Carine Bourget, 2019-01-29 This book, the first on the growing phenomenon of private full-time K-12 Muslim schools in France, investigates whether these schools participate in the communautarisme (or ethnic/cultural separatism) that Muslims are often accused of or if their founding is a sign of integration, given that most of private education in France is subsidized by the government. Is Islam compatible with the West? This study proposes an answer to this question through the lens of Muslim education in France, adding to our understanding of the so-called resurgence of religion following the demise of the secularization theory and shedding new light on religion’s place in the West and of Islam in diasporic contexts.
  education in islamic history: Handbook of Contemporary Islam and Muslim Lives Ronald Lukens-Bull, Mark Woodward, 2021-08-25 This is a comprehensive handbook which for the first time provides a general yet detailed discussion of contemporary Islam and various aspects of Muslim lives. It offers a much needed tool for an introduction to the world of contemporary Muslim life and debate, and a link of continuity between the Muslim world and Muslims living and born in the West. The reader gains access to articles by leading scholars who observe phenomena in a post-9/11 context and from a global viewpoint. The topics have been carefully selected to provide the reader with both the necessary general view that a good handbook must offer while presenting details and information, as well as ethnographic examples, to inspire further research and interest. Indeed, each chapter will offer topical reading suggestions from which one can expand the material discussed in the chapter. The approach of the handbook is mainly social-anthropological, but attention is given to other disciplines like history, geography, political studies, as well as gender studies and cultural studies.
  education in islamic history: Women in Middle Eastern History Nikki R. Keddie, Beth Baron, 2008-10-01 This history of Middle Eastern women is the first to survey gender relations in the Middle East from the earliest Islamic period to the present. Outstanding scholars analyze a rich array of sources ranging from histories, biographical dictionaries, law books, prescriptive treatises, and archival records, to the Traditions (hadith) of the Prophet and imaginative works like the Thousand and One Nights, to modern writings by Middle Eastern women and by Western writers. They show that gender boundaries in the Middle East have been neither fixed nor immutable: changes in family patterns, religious rituals, socio-economic necessity, myth and ideology—and not least, women’s attitudes—have expanded or circumscribed women’s roles and behavior through the ages.
  education in islamic history: What is a Madrasa? Ebrahim Moosa, 2015-03-10 The prospects for peace in Afghanistan, dialogue between Washington and Tehran, the UN's bid to stabilise nuclear-armed Pakistan, understanding the largest Muslim minority in the world's largest democracy in India, or the largest Muslim population in the world in Indonesia all require some knowledge of the traditional religious sectors in these countries and of what connection traditional religious schooling has (or not) to their geopolitical situations.Moosa delves into the world of madrasa classrooms, scholars and texts, recounting the daily life and discipline of the inhabitants. He shows that madrasa are a living, changing entity, and the site of contestation between groups with varying agendas, goals and notions of modernity.Reading this unique and engaging introduction will provide readers with a clear grasp of the history, place and function of the madrasa in todays Muslim world (religious, cultural and political). It will also investigate the ambiguity underlying the charge that the madrasa is at heart a geopolitical institution.
  education in islamic history: Islamic Education in the Soviet Union and Its Successor States Michael Kemper, Raoul Motika, Stefan Reichmuth, 2009-09-11 This book provides a comparative history of Islamic education in the Soviet Union and the post-Soviet countries. Case studies on Ukraine, Azerbaijan, Kazakhstan, Uzbekistan, and Tajikistan and on two regions of the Russian Federation, Tatarstan and Daghestan, highlight the importance which Muslim communities in all parts of the Soviet Union attached to their formal and informal institutions of Islamic instruction. New light is shed on the continuity of pre-revolutionary educational traditions – including Jadidist ethics and teaching methods – throughout the New Economic Policy period (1921-1928), on Muslim efforts to maintain their religious schools under Stalinist repression, and on the complete institutional breakdown of the Islamic educational sector by the late 1930s. A second focus of the book is on the remarkable boom of Islamic education in the post-Soviet republics after 1991. Contrary to general assumptions on the overwhelming influence of foreign missionary activities on this revival, this study stresses the primary role of the Soviet Islamic institutions which were developed during and after the Second World War, and of the persisting regional and even international networks of Islamic teachers and muftis. Throughout the book, special attention is paid to the specific regional traditions of Islamic learning and to the teachers’ affiliations with Islamic legal schools and Sufi brotherhoods. The book thus testifies to the astounding dynamics of Islamic education under rapidly changing and oftentimes extremely harsh political conditions.
  education in islamic history: Tradition and Islamic Learning Norshahril Saat, 2018-03-19 The Al-Azhar University remains the top destination for Southeast Asian students pursuing an Islamic studies degree. The university, built in the last millennium, has been able to withstand competition from modern universities across the globe and continues to produce influential Islamic studies graduates. What are the motivations of students pursuing a degree at Al-Azhar? What are the challenges they face? Are they certain of their future and career opportunities upon their return to Singapore? This book combines both qualitative and quantitative analysis of former and current students at the Al-Azhar University. It not only hopes to develop more critical analysis of returning Al-Azhar graduates but also attempts to understand the deeper connections between Muslims in Southeast Asia, particularly Singapore, and the Middle East.
  education in islamic history: What Is Islam? Shahab Ahmed, 2015-11-17 A bold new conceptualization of Islam that reflects its contradictions and rich diversity What is Islam? How do we grasp a human and historical phenomenon characterized by such variety and contradiction? What is Islamic about Islamic philosophy or Islamic art? Should we speak of Islam or of islams? Should we distinguish the Islamic (the religious) from the Islamicate (the cultural)? Or should we abandon Islamic altogether as an analytical term? In What Is Islam?, Shahab Ahmed presents a bold new conceptualization of Islam that challenges dominant understandings grounded in the categories of religion and culture or those that privilege law and scripture. He argues that these modes of thinking obstruct us from understanding Islam, distorting it, diminishing it, and rendering it incoherent. What Is Islam? formulates a new conceptual language for analyzing Islam. It presents a new paradigm of how Muslims have historically understood divine revelation—one that enables us to understand how and why Muslims through history have embraced values such as exploration, ambiguity, aestheticization, polyvalence, and relativism, as well as practices such as figural art, music, and even wine drinking as Islamic. It also puts forward a new understanding of the historical constitution of Islamic law and its relationship to philosophical ethics and political theory. A book that is certain to provoke debate and significantly alter our understanding of Islam, What Is Islam? reveals how Muslims have historically conceived of and lived with Islam as norms and truths that are at once contradictory yet coherent.
  education in islamic history: Training and Education in Islam Murtada Mutahhari, 2011-01-01 The twentieth century saw heightened tension between religious and secular approaches to education. In this era of cataclysmic social change, Mutahhari presented this Islamic perspective on training and education, using his signature approach of applying traditional Islamic sources to contemporary questions. Although, in his time, rote learning was prized, Mutahhari emphasised the importance of critical thinking skills. He also emphasised education outside of the classroom, such as learning through work. Taking a holistic perspective, he discussed the importance of spiritual and moral training, worship as a means of personal development, and the importance of developing self-esteem. Although delivered in the 1970s, these lectures remain essential reading for anyone involved in training or education.
  education in islamic history: Knowledge Triumphant Franz Rosenthal, 2006-12-01 In Knowledge Triumphant, Franz Rosenthal observes that the Islamic civilization is one that is essentially characterized by knowledge ('ilm), for 'ilm is one of those concepts that have dominated Islam and given Muslim civilization its distinctive shape and complexion.' There is no branch of Muslim intellectual and daily life that remained untouched by the all-pervasive attitude towards 'knowledge' as something of supreme value for Muslim being. With a new foreword by Dimitri Gutas.
  education in islamic history: History of Islamic Origins of Western Education, A.D. 800-1350 Mehdi Nakosteen, 1964
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