David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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In recent years Higher Education has become increasingly internationalized and has resulted in unprecedented student diversity. This creates a need for international institutions to move beyond our current frame of reference if we are to truly innovate in our pedagogy understanding and design. At the heart of this research is a desire to search for pedagogy excellence, beyond our international University institutions, in proactively supporting higher education pedagogy innovation. Raising our understanding of higher education Madrasahs offers one such route that is represented by students of diversity. This research study provides greater understanding of Islamic pedagogy from a Madrasah perspective and this requires empathy with the Islamic premiss of the inseparable nature of knowledge and the sacred. We present an insight into Islamic pedagogy that illustrates refined methods of learning that is represented by the complex relationships between memorization, orality and the use of the written word in supporting knowledge acquisition. These relationships are viewed as being unique to Islam through the Arabic cultural heritage in relation to the spoken word and the Islamic belief in relation to prophecy. This paper provides an insight into what is seen to be foundational concepts of Islamic pedagogy through a spiritual 'lens'
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