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

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  1. Jonas F. Soltis & National Society for the Study of Education (1981). Philosophy and Education. National Society for the Study of Education Distributed by the University of Chicago Press.
     
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  2. G. C. Abiogu (2006). Islamic Philosophy of Education: An Appraisal. S.N.].
  3. Sakina Azher (2001). An Islamic Philosophy of Education and its Role in Bangladesh Education. Distributor, Popular Publishers.
  4.  7
    Yusef Waghid (2008). Towards A Philosophy of Islamic Education. Proceedings of the Xxii World Congress of Philosophy 37:317-323.
    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.
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  6.  60
    A. C. Besley (2013). Philosophy, Education and the Corruption of Youth—From Socrates to Islamic Extremists. Educational Philosophy and Theory 45 (1):6-19.
    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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  7.  6
    Najma Mohamed (2014). Islamic Education, Eco-Ethics and Community. Studies in Philosophy and Education 33 (3):315-328.
    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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  8.  13
    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.
    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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  9.  20
    Ac Tina Besley (forthcoming). Philosophy, Education and the Corruption of Youth—From Socrates to Islamic Extremists. Educational Philosophy and Theory.
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  10. Qazi Nusrat Sultana (2014). Philosophy of Education: An Islamic Perspective. Philosophy and Progress 51 (1-2).
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  11.  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.
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  12.  12
    Yusef Waghid (2014). Islamic Education and Cosmopolitanism: A Philosophical Interlude. Studies in Philosophy and Education 33 (3):329-342.
    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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  13. Mohammad Afzal (2003). Shah Wali Allah's Philosophy of Education. National Institute of Historical and Cultural, Research, Centre of Excellence, Quaid-I-Azam University.
     
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  14. Shafique Ali Khan (1976). Ghazali's Philosophy of Education: An Exposition of Ghazali's Ideas, Concepts, Theories and Philosophy of Education. Agents, Readers Associates.
     
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  15.  5
    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.
    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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  16.  2
    Yusef Waghid & Paul Smeyers (2014). Re‐Envisioning the Future: Democratic Citizenship Education and Islamic Education. Journal of Philosophy of Education 48 (4):539-558.
    In this article we address the issue of why democratic citizenship education should be incorporated more meaningfully into Islamic education discourses in formal institutions in the Arab and Muslim world. In the Arab and Muslim world civic and national education seem to be the dominant discourses. We argue that the latter discourses are inadequate to address some of the dystopias in the Arab and Muslim world such as the perpetuation of patriarchy, uncritical obedience to the state (...)
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  17.  25
    Paul Smeyers (2012). Review of Yusef Waghid, Conceptions of Islamic Education: Pedagogical Framings. [REVIEW] Studies in Philosophy and Education 31 (1):91-98.
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  18.  19
    Yusef Waghid (2012). Response to Paul Smeyers's Review of Conceptions of Islamic Education. Studies in Philosophy and Education 31 (1):99-101.
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  19.  79
    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.
    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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  20. Mahar Abdul Haq (1990). Educational Philosophy of the Holy Qurʼān. Institute of Islamic Culture.
     
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  21. Mohammad Kamal Hassan (1996). Towards Actualizing Islamic Ethical and Educational Principles in Malaysian Society: Some Critical Observations. Muslim Youth Movement of Malaysia.
  22. 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..
     
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  23. Wahid Bakhsh Shaikh (1993). Education Based on the Teachings of Holy Quran. Pakistan Study Centre, University of Sindh.
  24. Sa'idu Sulaiman (1999). Islamic Knowledge: Historical Background and Recent Developments. International Institute of Islamic Thought.
     
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  25.  10
    Paul Smeyers, Doret J. De Ruyter, Yusef Waghid & Torill Strand (2014). Publish Yet Perish: On the Pitfalls of Philosophy of Education in an Age of Impact Factors. Studies in Philosophy and Education 33 (6):647-666.
    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 , this paper discusses the situation of educational research in three countries: The Netherlands, South Africa and Norway. In this paper (...)
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  26. Tarique Masoodi (2007). Al-Ghazali and Iqbal: Their Perspective on Education. Iqbal Institute, University of Kashmir.
  27. Yusef Waghid & Nuraan Davids (2015). Maximalist Islamic Education as a Response to Terror: Some Thoughts on Unconditional Action. Educational Philosophy and Theory 47 (13-14):1477-1492.
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  28.  41
    Elizabeth Gould (2011). Feminist Imperative(s) in Music and Education: Philosophy, Theory, or What Matters Most. Educational Philosophy and Theory 43 (2):130-147.
    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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  29.  29
    Cris Mayo (2011). Philosophy of Education is Bent. Studies in Philosophy and Education 30 (5):471-476.
    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.  38
    Elvira Panaiotidi (2002). What Is Philosophy of Music Education and Do We Really Need It? Studies in Philosophy and Education 21 (3):229-252.
    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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  31.  27
    Philip Higgs (1998). Philosophy of Education in South Africa: A Re-Vision&Quot. [REVIEW] Studies in Philosophy and Education 17 (1):1-16.
    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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  32.  11
    Walter Feinberg (2015). Critical Pragmatism and the Appropriation of Ethnography by Philosophy of Education. Studies in Philosophy and Education 34 (2):149-157.
    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 :222–240, 2012) an important aim of critical pragmatism is to redirect expert knowledge so it takes seriously local understanding. In this essay I do (...)
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  33.  26
    R. Michael Matthews (1997). Scheffler Revisited on the Role of History and Philosophy of Science in Science Teacher Education. Studies in Philosophy and Education 16 (1/2):159-173.
    Twenty-five years ago Israel Scheffler argued for the inclusion of philosophy of science in the preparation of science teachers. It was part of his wider argument for the inclusion of courses in the philosophy of the discipline in programmes that are preparing people to teach that discipline. For the most part Scheffler's suggestion, at least as far as science education is concerned, went unheeded. Pleasingly, in recent times there has been some rapprochement between these fields. This paper (...)
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  34.  24
    F. Ronald Blasius (1997). Alfred North Whitehead's Informal Philosophy of Education. Studies in Philosophy and Education 16 (3):303-315.
    The objective of this article is to show that Whitehead had a very important philosophy of education both on the formal level. The consistency found is well worth noting. I researched many of Whitehead's major works for his formal views and Lucian Price's Dialogues of Alfred North Whitehead. In my opinion Price's book is the best available for the purpose of getting Whitehead's candid informal view of education. The paper is divided into sections according to the particular (...)
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  35.  6
    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.
    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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  36.  26
    Dennis Bates, Gloria Durka, Friedrich Schweitzer & John M. Hull (eds.) (2006). Education, Religion and Society: Essays in Honour of John M. Hull. Routledge.
    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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  37.  31
    Muhsin Mahdi (2001). Alfarabi and the Foundation of Islamic Political Philosophy. University of Chicago Press.
    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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  38.  7
    Inna Semetsky (2007). Introduction: Semiotics, Education, Philosophy. Studies in Philosophy and Education 26 (3):179-183.
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  39. David Carr (2003). Making Sense of Education: An Introduction to the Philosophy and Theory of Education and Teaching. Routledgefalmer.
    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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  40. Murtaz̤á Muṭahharī (2002). Understanding Islamic Sciences: Philosophy, Theology, Mysticism, Morality, Jurisprudence. Saqi.
    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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  41.  3
    Michael A. Peters, Paulo Ghiraldelli, Steven Best, Ramin Farahmandpur, Jim Garrison, Douglas Kellner, James D. Marshall, Peter McLaren, Michael Peters, Björn Ramberg, Alberto Tosi Rodrigues, Juha Suoranta & Kenneth Wain (2001). Richard Rorty: Education, Philosophy, and Politics. Rowman & Littlefield Publishers.
    This distinctive collection by scholars from around the world focuses upon the cultural, educational, and political significance of Richard Rorty's thought. The nine essays which comprise the collection examine a variety of related themes: Rorty's neopragmatism, his view of philosophy, his philosophy of education and culture, Rorty's comparison between Dewey and Foucault, his relation to postmodern theory, and, also his form of political liberalism.
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  42. Paul Smeyers (2007). The Therapy of Education: Philosophy, Happiness and Personal Growth. Palgrave Macmillan.
    In the modern day, it is understood that the role of the teacher comprises aspects of therapy directed towards the child. But to what extent should this relationship be developed, and what are its concomitant responsibilities? This book offers a challenging philosophical approach to the inherent problems and tensions involved with these issues.
     
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  43. Nel Noddings (1995). Philosophy of Education. Westview Press.
    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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  44.  17
    John Wilson (1979). Preface to the Philosophy of Education. Routledge & Kegan Paul.
    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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  45.  18
    Michael R. Matthews (2014). Pendulum Motion: A Case Study in How History and Philosophy Can Contribute to Science Education. In International Handbook of Research in History, Philosophy and Science Teaching. Springer 19-56.
    The pendulum has had immense scientific, cultural, social and philosophical impact. Historical, methodological and philosophical studies of pendulum motion can assist teachers to improve science education by developing enriched curricular material, and by showing connections between pendulum studies and other parts of the school programme, especially mathematics, social studies, technology and music. The pendulum is a universal topic in high-school science programmes and some elementary science courses; an enriched approach to its study can result in deepened science literacy across (...)
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  46.  27
    Robin Barrow (2006/1982). An Introduction to Philosophy of Education. Routledge.
    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. Andrew Stables (2010). Response to Gert Biesta’s Review of Childhood and the Philosophy of Education: An Anti-Aristotelian Perspective. Studies in Philosophy and Education 29 (6):587-589.
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  48.  38
    Nigel Blake (ed.) (2003). The Blackwell Guide to the Philosophy of Education. Blackwell Pub..
    "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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  49.  24
    Wendy Kohli (ed.) (1995). Critical Conversations in Philosophy of Education. Routledge.
    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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  50.  4
    Gert Biesta (2010). Editorial: Publishing in Studies in Philosophy and Education. Studies in Philosophy and Education 29 (1):1-3.
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