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A ground-breaking rethink of Islamic education in the Modern World.
List of contents
Contents:
Introduction: Rethinking Islamic Education in the Modern World
Part I: Context and Methodological Orientations
1. British Muslim Youth between Secular Exclusion and Religious Extremism
2. The Empirical Study of Religious Experience: A Phenomenological Critique of Modernist and Postmodernist Paradigms
3. An Empirical Approach to studying Muslim Religiosity : The Muslim Subjectivity Interview Schedule (MSIS)
Part II: Empirical Studies
4. The Profile of Attitudes towards Islam among British Muslim Youth
5. Modes of Islamic Subjectivity among British Muslim Youth
6. The Application of the Muslim Religiosity Research Model in Kuwait
Part III: Theology, Philosophy and Pedagogy
7. New Perspectives on Islamic Educational Theology and Philosophy:
Tarbiyah as Critical-Dialogical Process of Becoming
8. Reflections on the Experience of Teaching the MEd in Islamic Education Programme
9. Conclusion
Appendices
Bibliography
Index
About the author
Abdullah Sahin: Dr Abdullah Sahin has researched the learning and teaching of Islam within the Muslim majority and minority contexts in the modern world. He directs the Centre for Muslim Educational Thought and Practice and is the course leader for the MEd programme in Islamic Education at MIHE, UK.
Summary
New Directions in Islamic Education explores the relationship between pedagogy and the formation of religious identities within Islamic education settings that are based in minority and majority Muslim contexts. Based on empirical research, the book engages critically with the philosophical, theological, and cultural dynamics that informs Muslim educational thought and practice.
Additional text
A serious, original and potentially important contribution to current debates about the purpose and form of Islamic education in the present age. Sheer breadth of vision, as it draws on a range of academic disciplines (including sociology, psychology, anthropology, philosophy, theology, history and educational studies) in the pursuit of its arguments, and combines different research methods including both quantitative and qualitative fieldwork, philosophical analysis and the critical evaluation of a new course of Islamic education. A genuine attempt to wrestle with some of the problems facing Islamic education in the contemporary world.
Mark Halstead Oxford Centre for Islamic Studies, and University of Huddersfield
