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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.
List of contents
Preface; Part I: Ethics, Islam and Education.- Chapter 1. Quranic Conceptual Framework of Ethics.- Chapter 2. The Quran and the Espousal of Ethics.- Chapter 3. Quranic Conceptions of being Muslim.- Chapter 4. Quranic Conceptions of Education.- Part II. Participants in Muslim Education.- Chapter 5. The Quran and Individual Autonomy.- Chapter 6. Quranic Conceptions of Community.- Chapter 7. Quranic Conceptions of being Human.- Chapter 8. Quranic Conceptions of being Muslim, Mu'min, and Muh'sin.- Part III: Instances of Ethical Dimensions.- Chapter 9. Categories of Human Excellence.- Chapter 10. Relationships among People.- Chapter 11. Social and Societal Conflicts.- Chapter 12. Stereotypes, Marginalisation and Exclusion.
About the author
Nuraan Davids is a Senior Lecturer in the Department of Education Policy Studs at Stellenbosch University, South Africa. She has previously published Women, Cosmopolitanism and Islamic Education and Citizenship, Education and Violence (with Yusef Waghid).
Yusef Waghid is a Distinguished Professor of Philosophy of Education in the Department of Education Policy Studies at Stellenbosch University, South Africa. He has previously published African Philosophy of Education Reconsidered.
Summary
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.
Additional text
“Ethical Dimensions of Muslim Education has a vital role to play in clearing up confusion around various issues pertaining to Muslim education. The book’s rich analysis of the concepts used in the Islamic texts in relation to education and ethics shows the erudition of the authors. … Ethical Dimensions of Muslim Education is an enlightening book that is much needed in the contemporary sphere of thought.” (Khosrow Bagheri Noaparast, Educational Theory , Vol. 68 (3), 2018)
Report
"Ethical Dimensions of Muslim Education has a vital role to play in clearing up confusion around various issues pertaining to Muslim education. The book's rich analysis of the concepts used in the Islamic texts in relation to education and ethics shows the erudition of the authors. ... Ethical Dimensions of Muslim Education is an enlightening book that is much needed in the contemporary sphere of thought." (Khosrow Bagheri Noaparast, Educational Theory , Vol. 68 (3), 2018)
