Search results for 'Islamic education Philosophy' (try it on Scholar)

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  1. G. C. Abiogu (2006). Islamic Philosophy of Education: An Appraisal. S.N.].score: 585.0
  2. Sakina Azher (2001). An Islamic Philosophy of Education and its Role in Bangladesh Education. Distributor, Popular Publishers.score: 585.0
  3. A. C. Besley (2013). Philosophy, Education and the Corruption of Youth—From Socrates to Islamic Extremists. Educational Philosophy and Theory 45 (1):6-19.score: 546.0
    Following Aristotle?s description of youth and brief discussion about indoctrination and parrhesia, the article historicizes Socrates? trial as the intersection of philosophy, education and a teacher?s influence on youth. It explores the historic-political context and how contemporary Athenians might have viewed Socrates and his student?s actions, whereby his teachings were implicated in three coups led by his former students against Athenian democracy, for or which he accepted little or no responsibility. Socrates appears subversively anti-democratic. This provides grounds that (...)
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  4. Yusef Waghid (2008). Towards A Philosophy of Islamic Education. Proceedings of the Xxii World Congress of Philosophy 37:317-323.score: 531.0
    In this essay, I shall explore some of the constitutive features associated with a philosophy of Islamic education. Firstly, I argue that the rationale of Islamic education is to engender a good person – a person of virtue who has the capacity to enact justice to everyone wherever he or she might be. Secondly, I shall show how such a form of universal justice can be achieved through the acts of ummah (communal engagement), shūrā (public (...)
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  5. Ahmad Syukri Saleh, Ahmad Syukri Baharuddin & A. A. Miftah (eds.) (2009). Islam and Contemporary Issues on Islamic Education, Law, Philosophy, and Economy. Pps Iain Sts Jambi.score: 519.0
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  6. Najma Mohamed (2014). Islamic Education, Eco-Ethics and Community. Studies in Philosophy and Education 33 (3):315-328.score: 507.0
    Amid the growing coalescence between the religion and ecology movements, the voice of Muslims who care for the earth and its people is rising. While the Islamic position on the environment is not well-represented in the ecotheology discourse, it advances an environmental imaginary which shows how faith can be harnessed as a vehicle for social change. This article will draw upon doctoral research which synthesised the Islamic ecological ethic (eco-ethic) from sacred texts, traditions and contemporary thought, and illustrated (...)
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  7. Saeeda Shah (2014). Islamic Education and the UK Muslims: Options and Expectations in a Context of Multi-Locationality. Studies in Philosophy and Education 33 (3):233-249.score: 489.0
    The article will discuss Islamic philosophy of education to explain the role and aims of education for the Muslim Ummah (Community). It will then debate the needs of the UK Muslims with regard to the education of their children in the context of multi-locationality, and associated challenges of bringing up children while living between two different ‘ways of life’. How their concerns shape their expectations from education in the UK and their educational choices, will (...)
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  8. Ac Tina Besley (forthcoming). Philosophy, Education and the Corruption of Youth—From Socrates to Islamic Extremists. Educational Philosophy and Theory.score: 425.0
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  9. Hikmat-E. Sadrai (2007). Khomeini Education and Research Institute, Qom. He is the Author of Contemporary Topics of Islamic Thought (Al-Hoda, 2000). Mohammad Saeedimehr, PhD in Islamic Philosophy From Tarbiyat Modarres in Tehran (2000), is Assistant. [REVIEW] Topoi 26:267.score: 405.0
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  10. Yusef Waghid (2014). Islamic Education and Cosmopolitanism: A Philosophical Interlude. Studies in Philosophy and Education 33 (3):329-342.score: 372.0
    This article takes a critical look at three conceptions of Islamic education. I argue that conceptions of Islamic education ought to be considered as existing on a minimalist–maximalist continuum, meaning that the concepts associated with Islamic education do not have a single meaning, but that meanings are shaped depending on the minimalist and maximalist conditions which constitute them, that is, tarbiyyah (nurturing), ta`lim (learning) and ta`dib (goodness). I then explore some liberal conceptions of cosmopolitanism, (...)
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  11. Mohammad Afzal (2003). Shah Wali Allah's Philosophy of Education. National Institute of Historical and Cultural, Research, Centre of Excellence, Quaid-I-Azam University.score: 360.0
     
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  12. Shafique Ali Khan (1976). Ghazali's Philosophy of Education: An Exposition of Ghazali's Ideas, Concepts, Theories and Philosophy of Education. Agents, Readers Associates.score: 354.0
     
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  13. Yusef Waghid & Nuraan Davids (2014). Islamic Education, Possibilities, Opportunities and Tensions: Introduction to the Special Issue. Studies in Philosophy and Education 33 (3):227-231.score: 348.0
    If Islam continues to evoke skepticism, as it has done most intensely since 9/11, then it stands to reason that its tenets and education are viewed with equal mistrust, and as will be highlighted in this special issue, equal misunderstanding. The intention of this special edition is neither to counter the accusations Islam stands accused of, nor to offer solutions to the myriad challenges facing Muslims in majority and minority Muslim countries. As will be evidenced in the diverse offering (...)
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  14. Badarul Islam (2009). Educational Foundation of Islam: It's Comparison with Western Educational Philosophies. Adam Publishers & Distributors.score: 328.0
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  15. Mahar Abdul Haq (1990). Educational Philosophy of the Holy Qurʼān. Institute of Islamic Culture.score: 280.0
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  16. Mohammad Kamal Hassan (1996). Towards Actualizing Islamic Ethical and Educational Principles in Malaysian Society: Some Critical Observations. Muslim Youth Movement of Malaysia.score: 270.0
     
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  17. Yusef Waghid (2012). Response to Paul Smeyers's Review of Conceptions of Islamic Education. Studies in Philosophy and Education 31 (1):99-101.score: 246.0
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  18. Paul Smeyers (2012). Review of Yusef Waghid, Conceptions of Islamic Education: Pedagogical Framings. [REVIEW] Studies in Philosophy and Education 31 (1):91-98.score: 246.0
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  19. Elizabeth Gould (2011). Feminist Imperative(s) in Music and Education: Philosophy, Theory, or What Matters Most. Educational Philosophy and Theory 43 (2):130-147.score: 225.3
    A historically feminized profession, education in North America remains remarkably unaffected by feminism, with the notable exception of pedagogy and its impact on curriculum. The purpose of this paper is to describe characteristics of feminism that render it particularly useful and appropriate for developing potentialities in education and music education. As a set of flexible methodological tools informed by Gilles Deleuze's notions of philosophy and art, I argue feminism may contribute to education's becoming more efficacious, (...)
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  20. I. I. Kazi (1989). Allama I.I. Kazi on Education: Addresses and Speeches of Allama I.I. Kazi on Education on Various Occasions at University of Sindh. [REVIEW] Royal Book Co..score: 225.0
     
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  21. Wahid Bakhsh Shaikh (1993). Education Based on the Teachings of Holy Quran. Pakistan Study Centre, University of Sindh.score: 225.0
  22. Sa'idu Sulaiman (1999). Islamic Knowledge: Historical Background and Recent Developments. International Institute of Islamic Thought.score: 225.0
     
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  23. Tarique Masoodi (2007). Al-Ghazali and Iqbal: Their Perspective on Education. Iqbal Institute, University of Kashmir.score: 219.0
  24. Matthew J. Hayden (2012). What Do Philosophers of Education Do? An Empirical Study of Philosophy of Education Journals. Studies in Philosophy and Education 31 (1):1-27.score: 217.3
    What is philosophy of education? This question has been answered in as many ways as there are those who self-identify as philosophers of education. However, the questions our field asks and the research conducted to answer them often produce papers, essays, and manuscripts that we can read, evaluate, and ponder. This paper turns to those tangible products of our scholarly activities. The titles, abstracts, and keywords from every article published from 2000 to 2010 in four journals of (...)
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  25. Elvira Panaiotidi (2002). What Is Philosophy of Music Education and Do We Really Need It? Studies in Philosophy and Education 21 (3):229-252.score: 216.0
    The article deals with the problem of the disciplinary identification of thephilosophy of music education. It explores alternative approaches to thephilosophy of music education and its relation to musical pedagogy. On thebasis of this analysis an account of the philosophy of music education as aphilosophical discipline is suggested and its specific function identified.
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  26. Dennis Bates, Gloria Durka, Friedrich Schweitzer & John M. Hull (eds.) (2006). Education, Religion and Society: Essays in Honour of John M. Hull. Routledge.score: 216.0
    Education, Religion and Society celebrates the career of Professor John Hull of the University of Birmingham, UK, the internationally renowned religious educationist who has also achieved worldwide fame for his brilliant writings on his experience, mid-career, of total blindness. In his outstanding career he has been a leading figure in the transformation of religious education in English and Welsh state schools from Christian instruction to multi-faith religious education and was the co-founder of the International Seminar on Religious (...)
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  27. Muhsin Mahdi (2001). Alfarabi and the Foundation of Islamic Political Philosophy. University of Chicago Press.score: 216.0
    In this work, Muhsin Mahdi--widely regarded as the preeminent scholar of Islamic political thought--distills more than four decades of research to offer an authoritative analysis of the work of Alfarabi, the founder of Islamic political philosophy. Mahdi, who also brought to light writings of Alfarabi that had long been presumed lost or were not even known, presents this great thinker as his contemporaries would have seen him: as a philosopher who sought to lay the foundations for a (...)
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  28. Philip Higgs (1998). Philosophy of Education in South Africa: A Re-Vision&Quot. [REVIEW] Studies in Philosophy and Education 17 (1):1-16.score: 216.0
    In this article an attempt is made to provide a re-vision of philosophy of education that will redress the legacy of the past in South Africa, and contribute to laying the foundations of a critical civil society with a culture of tolerance, public debate and accommodation of differences and competing interests. This re-vision of philosophy of education, which finds its roots in developments in philosophy in the twentieth century, and especially in the discourse of postmodernism, (...)
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  29. Cris Mayo (2011). Philosophy of Education is Bent. Studies in Philosophy and Education 30 (5):471-476.score: 216.0
    Troubled times in education means that philosophers of education, who seem to never stop making defenses of our field, have to do so with more flexibility and a greater understanding of how peripheral we may have become. The only thing worse than a defensive philosopher is a confident and certain philosopher, so it may be that our very marginality will give us renewed energies for problematizing education. Occupying our marginal position carefully and in concert with other marginal (...)
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  30. Gonzalo Jover (2001). Philosophy of Education in Spain at the Threshold of the 21st Century €“ Origins, Political Contexts, and Prospects. Studies in Philosophy and Education 20 (4):361-385.score: 216.0
    This article analyzes the evolution of Philosophy of Educationin Spain and its situation at the dawn of the 21st century. Spain'speculiar socio-historical circumstances have largely conditioned thedirection this discipline has taken over the last several decades. So,although during a period there was some approximation towards themethods of analytic philosophy, Philosophy of Education has never fullyrelinquished its normative vocation. To do so would have meant spurningthe hopes and fears that had filled Spanish society by the mid 1970supon (...)
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  31. Walter Feinberg (forthcoming). Critical Pragmatism and the Appropriation of Ethnography by Philosophy of Education. Studies in Philosophy and Education:1-9.score: 216.0
    In this essay I explore the potential that ethnographic methods hold for philosophy of education as a form of critical pragmatism. An aim of critical pragmatism is to help to analyze the roadblocks to fruitful communication, coordination and liberation. It does so by identifying their sources and opportunities for repair. As I have argued elsewhere (Feinberg in Eur J Pragmatism Am Philos 4(1):222–240, 2012) an important aim of critical pragmatism is to redirect expert knowledge so it takes seriously (...)
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  32. Paul Smeyers, Doret J. De Ruyter, Yusef Waghid & Torill Strand (forthcoming). Publish Yet Perish: On the Pitfalls of Philosophy of Education in an Age of Impact Factors. Studies in Philosophy and Education:1-20.score: 216.0
    In many countries publications in Web of Knowledge journals are dominant in the evaluation of educational research. For various purposes comparisons are made between the output of philosophers of education in these journals and the publications of their colleagues in educational research generally, sometimes also including psychologists and/or social scientists. Taking its starting-point from Hayden’s article in this journal (Stud Philos Educ 31:1–27, 2012), this paper discusses the situation of educational research in three countries: The Netherlands, South Africa and (...)
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  33. Murtaz̤á Muṭahharī (2002). Understanding Islamic Sciences: Philosophy, Theology, Mysticism, Morality, Jurisprudence. Saqi.score: 212.0
    This book is a collection of Shahid Murtada Mutahhari’s essential papers on philosophy, theology, ‘irfan (Islamic mysticism), usul al-fiqh (principles of jurisprudence) and morality. The six parts together serve as both a comprehensive survey of the fundamentals of different branches of Islamic studies and a general guide to understanding the basic teachings of Islam.
     
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  34. Wendy Kohli (ed.) (1995). Critical Conversations in Philosophy of Education. Routledge.score: 206.0
    Critical Conversations in Philosophy of Education presents a series of conversations expressing many of the multiple voices that currently constitute the field of philosophy of education. Philosophy of education as a discipline has undergone several turns--the once marginal perspectives of the various feminisms, critical Marxism, and poststructuralist, postmodernist and cultural theory have gained ground alongside those of Anglo-analytic and pragmatic thought. Just as western philosophers in general are coming to terms with the "end of (...)
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  35. Yusef Waghid & Paul Smeyers (2012). Taking Into Account African Philosophy: An Impetus to Amend the Agenda of Philosophy of Education. Educational Philosophy and Theory 44 (s2):1-5.score: 205.3
    Sceptics of an Africanisation of education have often lambasted its proponents for re-inventing something that has very little, if any, role to play in contemporary African society. The contributors to this issue hold a different view and, through the papers included in this issue, arguments are proffered in defence of an Africanisation of education on the African continent, particularly through the notion of ubuntu.Since the 1960s, Africana philosophy as an instance of Africanisation has emerged as a ‘gathering’ (...)
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  36. Duck-joo Kwak (2011). Skepticism and Education: In Search of Another Filial Tie of Philosophy to Education. Educational Philosophy and Theory 44 (5):535-545.score: 205.3
    As a way of participating in the discussion on the disciplinary nature of philosophy of education, this article attempts to find another distinctive way of relating philosophy to education for the studies in philosophy of education. Recasting philosophical skepticism, which has been dismissed by Dewey and Rorty in their critiques of modern epistemology, it explores whether Cavell's romantic interpretation of it can allow us to conceive of skepticism as an exemplary practice of education, (...)
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  37. John Wilson (1979). Preface to the Philosophy of Education. Routledge & Kegan Paul.score: 204.0
    Introduction Philosophy and education 'Philosophy of education' is a name for nothing clear; but despite this there seem already to be two bodies of opinion ...
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  38. David Carr (2003). Making Sense of Education: An Introduction to the Philosophy and Theory of Education and Teaching. Routledgefalmer.score: 201.3
    Making Sense of Education provides a contemporary introduction to the key issues in educational philosophy and theory. Exploring recent developments as well as important ideas from the twentieth century, this book aims to make philosophy of education relevant to everyday practice for teachers and student teachers, as well as those studying education as an academic subject.
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  39. Christopher Winch (1999). Key Concepts in the Philosophy of Education. Routledge.score: 201.3
    In a clear and lively manner, this new reference explains all of the essential concepts used in contemporary and modern philosophy of education. It also provides invaluable background on the classic educational philosophy texts of Rousseau, Plato and others--readers will find coverage of seminal views on teaching, learning and indoctrination as well as such contemporary concepts as postmodernism, markets and school effectiveness . Students, researchers and anyone interested in contemporary education will be certain to want this (...)
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  40. Helen E. Lees (2013). Is R.S. Peters' Way of Mentioning Women in His Texts Detrimental to Philosophy of Education? Some Considerations and Questions. Ethics and Education 7 (3):291 - 302.score: 200.7
    (2012). Is R.S. Peters' way of mentioning women in his texts detrimental to philosophy of education? Some considerations and questions. Ethics and Education: Vol. 7, Creating spaces, pp. 291-302. doi: 10.1080/17449642.2013.767002.
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  41. Nel Noddings (1995). Philosophy of Education. Westview Press.score: 200.0
    Our nation’s schools have always been contested turf but perhaps never more so than in today’s volatile environment. Educational policy and educational values have never been more controversial, and the schools themselves are under attack from many different directions.The role of philosophy of education in such an environment is not to dictate answers. Rather, it must foster understanding of the philosophical issues underlying contemporary debates. In this survey, Nel Noddings provides the essential background necessary for a more sophisticated (...)
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  42. Randall R. Curren (ed.) (2007). Philosophy of Education: An Anthology. Blackwell Pub..score: 200.0
    Philosophy of Education: An Anthology brings together the essential historical and contemporary readings in the philosophy of education. The readings have been selected for their philosophical merit, their focus on important aspects of educational practice and their readability. Includes classic pieces by Plato, Aristotle, Isocrates, Locke, Rousseau, Mill, and Dewey. Addresses topical issues such as teacher professionalism and accountability, the commercialization of schooling, multicultural education, and parental choice.
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  43. T. W. Moore (1982). Philosophy of Education: An Introduction. Routledge & K. Paul.score: 200.0
    Philosophy and philosophy of education Introduction This book sets out to give a brief and elementary introduction to philosophy of education, a specialised ...
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  44. John L. Childs (1971). Education and the Philosophy of Experimentalism. New York,Arno Press.score: 200.0
    EDUCATION AND THE PHILOSOPHY OF EXPERIMENTALISM CHAPTER I AN INDIGENOUS AMERICAN PHILOSOPHY "Whoever is interested in the future should especially study ...
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  45. Nigel Blake (ed.) (2003). The Blackwell Guide to the Philosophy of Education. Blackwell Pub..score: 200.0
    "The Blackwell Guide to Philosophy of Education" is state-of-the-art map to the field as well as a valuable reference book.
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  46. Robin Barrow (2006/1982). An Introduction to Philosophy of Education. Routledge.score: 200.0
    In the 4th edition of this best-selling textbook, the authors introduce students to the business of philosophizing, thereby inducting them into the art of reasoning and analyzing key concepts in education. This introductory text, continuously in print for more than thirty years, is a classic in its field. It shows, first and foremost, the importance of philosophy in educational debate and as a background to any practical activity such as teaching. What is involved in the idea of educating (...)
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  47. Orteza Y. Miranda & M. Evelina (1999). Readings in Philosophy of Education. Published and Distributed by Rex Book Store.score: 200.0
    THE PLACE OF ANALYTIC PHILOSOPHY OF EDUCATION IN THE EDUCATION AND TRAINING OF SCHOOL TEACHERS That the question of the place of philosophy of education in ...
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  48. Christopher Winch (2008). Philosophy of Education: The Key Concepts. Routledge.score: 200.0
    This new edition of Philosophy of Education: The Key Concepts is an easy to use A-Z guide summarizing all the key terms, ideas and issues central to the study of educational theory today. Fully updated, the book is cross-referenced throughout and contains pointers to further reading, as well as new entries on such topics as: Citizenship and Civic Education Liberalism Capability Well-being Patriotism Globalisation Open-mindedness Creationism and Intelligent Design. Comprehensive and authoritative this highly accessible guide provides all (...)
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  49. Frieda Heyting, Dieter Lenzen & John White (eds.) (2001). Methods in Philosophy of Education. Routledge.score: 200.0
    This book gives a comprehensive account of methods in philosophy of education, it also examines their application in the 'real world' of education. It will therefore be of interest to philosophers and educators alike.
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  50. Harvey Siegel (ed.) (2009). The Oxford Handbook of Philosophy of Education. Oxford University Press.score: 200.0
    Philosophy of education has an honored place in the history of Western philosophical thought. Its questions are as vital now, both philosophically and practically, as they have ever been. In recent decades, however, philosophical thinking about education has largely fallen off the philosophical radar screen. Philosophy of education has lost intimate contact with the parent discipline to a regrettably large extent--to the detriment of both. The Oxford Handbook of Philosophy of Education is intended (...)
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