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Ethical Dimensions of Muslim Education
This book draws upon ethical dimensions of Muslim education as a means through which to address contemporary issues, such as social and societal conflicts, exclusion and marginalisation, and violence. It argues that an ethical Muslim education is underscored by the practice of autonomous, critical and deliberative engagement that can engender reflective judgement, compassionate recognition and a responsible ethical (Muslim) community. Such a community is not only capable of cultivating human relationships based on non-coercion, truthful and peaceful human coexistence, but can also quell the stereotypes and forms of dystopia and exclusion that are pervasive in contemporary society. Put differently, Muslim education extends the neo-Kantian view that ethical human conduct can be rationalised in terms of achieving morally worthwhile action towards forms of engagement that are potentially disruptive.
American Journal of Islamic Social Sciences 14:4
The American Journal of Islamic Social Sciences (AJISS), established in 1984, is a quarterly, double blind peer-reviewed and interdisciplinary journal, published by the International Institute of Islamic Thought (IIIT), and distributed worldwide. The journal showcases a wide variety of scholarly research on all facets of Islam and the Muslim world including subjects such as anthropology, history, philosophy and metaphysics, politics, psychology, religious law, and traditional Islam.
American Journal of Islamic Social Sciences 13:3
The American Journal of Islamic Social Sciences (AJISS), established in 1984, is a quarterly, double blind peer-reviewed and interdisciplinary journal, published by the International Institute of Islamic Thought (IIIT), and distributed worldwide. The journal showcases a wide variety of scholarly research on all facets of Islam and the Muslim world including subjects such as anthropology, history, philosophy and metaphysics, politics, psychology, religious law, and traditional Islam.
Religion in Multicultural Education
The National Association for Multicultural Education in Washington, D.C., listed a number of issues that the school curriculum should address with reference to multicultural education, including racism, sexism, classism, linguicism, ablism, ageism, heterosexism, and religious intolerance. It is noteworthy that of all these issues, religion is about the only one that throughout history people are willing to die for, although whether what is at issue is really religion or other things such as territory is another matter. It is also interesting that all the others have isms in their names but religious issues are characterized by intolerance. Perhaps we should try to understand this intolerance...
Non-Western Educational Traditions
'Indigenous Knowledge Systems' -- Concluding Reflections -- Questions for Reflection and Discussion -- Author Index -- Subject Index
Non-Western Educational Traditions
This text provides a brief yet comprehensive overview of a number of non-Western approaches to educational thought and practice. Its premise is that understanding the ways that other people educate their children--as well as what counts for them as "education"--may help us think more clearly about some of our own assumptions and values, and to become more open to alternative viewpoints about important educational matters. The value of this informative, mind-opening text for preservice and in-service teacher education courses is enhanced by "Questions for Discussion and Reflection" and "Recommended Further Readings" included in each chapter. New in the Third Edition: *Chapter 2, "Conceptualiz...
Culture, Identity, and Islamic Schooling
In light of the growing phenomenon of Islamic schools in the United States and Europe, this compelling study outlines whether these schools share similar traits with other religious schools, while posing new challenges to education policy. Merry elaborates an ideal type of islamic philosophy of education in order to examine the specific challenges that Islamic schools face, comparing the different educational realities facing Muslim Populations in the Netherlands, Belgium, and the United States.
Debating Thesis Supervision
Debating Thesis Supervision features chapters on the topic of thesis supervision by departmental members and three academics, which together provide a rich and compelling line of argument worthy of careful study, critique and elaboration. Four articles are presented with replies by each author and a postscript. Together, they have the objective of exemplifying responsible and rigorous debate on thesis supervision on the one hand, while providing space for conceptual clarification and elaboration on the other.
The Wiley Handbook of Paulo Freire
Provides new insights on the lasting impact of famed philosopher and educator Paulo Freire 50 years after the publication of his masterpiece, Pedagogy of the Oppressed, this book brings new perspectives on rethinking and reinventing Brazilian educator and philosopher Paulo Freire. Written by the most premier exponents and experts of Freirean scholarship, it explores the currency of Freire's contribution to social theory, educational reform, and democratic education. It also analyzes the intersections of Freire’s theories with other crucial social theorists such as Gramsci, Gandhi, Habermas, Dewey, Sen, etc. The Wiley Handbook of Paulo Freire studies the history and context of the man as a ...
Weak Utopianism in Education
In the light of the structural dangers of revolutionary change highlighted in the political theory of Giorgio Agamben, this book joins a lively debate in philosophy of education on weak utopianism as an approach that foregrounds and respects the educational potentiality of teachers and students. Utopian moves in education call for revolutionary changes in pedagogical practice in pursuit of a particular vision of the good. Whether grounded in emancipatory politics, technological enthusiasm, or another social movement, utopian moves are seductive in their promise of a better alternative. Weak Utopianism in Education draws together philosophy of education, political theory, scholarship of teaching and learning research, and utopian thought to advocate for a modest and humble approach to change. The theoretical foundation of weak utopianism opens space for educator’s personal convictions and teaching philosophies to tinker with their own pedagogical practices. The book creates a common conceptual meeting ground for philosophers and practitioners in education.
