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

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  1. Najma Mohamed (2014). Islamic Education, Eco-Ethics and Community. Studies in Philosophy and Education 33 (3):315-328.score: 423.0
    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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  2. G. C. Abiogu (2006). Islamic Philosophy of Education: An Appraisal. S.N.].score: 423.0
  3. Sakina Azher (2001). An Islamic Philosophy of Education and its Role in Bangladesh Education. Distributor, Popular Publishers.score: 423.0
  4. 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: 405.0
    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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  5. 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: 384.0
    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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  6. Yusef Waghid (2008). Towards A Philosophy of Islamic Education. Proceedings of the Xxii World Congress of Philosophy 37:317-323.score: 357.0
    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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  7. 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: 345.0
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  8. Yusef Waghid (2014). Islamic Education and Cosmopolitanism: A Philosophical Interlude. Studies in Philosophy and Education 33 (3):329-342.score: 288.0
    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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  9. 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: 288.0
     
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  10. 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: 282.0
     
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  11. Badarul Islam (2009). Educational Foundation of Islam: It's Comparison with Western Educational Philosophies. Adam Publishers & Distributors.score: 270.0
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  12. 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: 264.0
    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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  13. Ac Tina Besley (forthcoming). Philosophy, Education and the Corruption of Youth—From Socrates to Islamic Extremists. Educational Philosophy and Theory.score: 263.0
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  14. 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: 243.0
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  15. Mahar Abdul Haq (1990). Educational Philosophy of the Holy Qurʼān. Institute of Islamic Culture.score: 240.0
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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: 234.0
     
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  17. 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: 207.0
     
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  18. Wahid Bakhsh Shaikh (1993). Education Based on the Teachings of Holy Quran. Pakistan Study Centre, University of Sindh.score: 207.0
  19. Sa'idu Sulaiman (1999). Islamic Knowledge: Historical Background and Recent Developments. International Institute of Islamic Thought.score: 207.0
     
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  20. Tarique Masoodi (2007). Al-Ghazali and Iqbal: Their Perspective on Education. Iqbal Institute, University of Kashmir.score: 201.0
  21. Dennis Bates, Gloria Durka, Friedrich Schweitzer & John M. Hull (eds.) (2006). Education, Religion and Society: Essays in Honour of John M. Hull. Routledge.score: 198.0
    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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  22. Joseph A. Kechichian (2003). The Just Prince: A Manual of Leadership: Including an Authoritative English Translation of the Sulwan Al-Mutaʻ Fi ʻudwan Al-Atba by Muhammad Ibn Zafar Al-Siqilli (Consolation for the Ruler During the Hostility of Subjects). Saqi.score: 198.0
    The Sulwan al-Muta' is an 800 year-old handbook for statesmen written by a Sicilian Arab who addressed this advice for a "just prince" based on Islamic morality, European realism and a broad-ranging knowledge of different cultures. The work is explicated using straight philosophical discourse as well as the narrative whirl of fables-within-fables so beloved of ancient and mediaeval Oriental literature. This is a work of practical political philosophy that combines penetrating contemporary analysis, the entertainment value of The Thousand (...)
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  23. Sa'idu Sulaiman (1998). Islamization of Knowledge: Background, Models and the Way Forward. The International Institute of Islamic Thought.score: 192.0
    On the implementation aspect of the Islamization of knowledge programme, there were also suggestions that my paper should provide readers with Al-Faruqi's ...
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  24. MohdNor Wan Daud (1989). The Concept of Knowledge in Islam. Mansell.score: 189.0
     
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  25. Bashir S. Galadanci (ed.) (2000). Islamization of Knowledge: A Research Guide. International Institute of Islamic Thought, Nigeria Office.score: 189.0
     
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  26. Seyyed Vali Reza Nasr (1992). Islamization of Knowledge: A Critical Overview. International Institute of Islamic Thought.score: 189.0
  27. Zubaedi (2012). Isu-Isu Baru Dalam Diskursus Filsafat Pendidikan Islam Dan Kapita Selekta Pendidikan Islam. Pustaka Pelajar.score: 189.0
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  28. Wawan Kardiyanto (2011). Konsep Kesenian Profetik Dan Implementasinya Dalam Pendidikan Islam. Isi Press.score: 183.0
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  29. Azyumardi Azra, Nanat Fatah Natsir & Hendriyanto Attan (eds.) (2010). Strategi Pendidikan: Upaya Memahami Wahyu Dan Ilmu. Pustaka Pelajar.score: 180.0
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  30. Syaifan Nur (2007). Peta Kecenderungan Kajian Agama-Agama Dan Filsafat Islam Pada Program Pascasarjana. Program Studi Agama-Agama Dan Filsafat Islam, Program Pascasarjana Uin Sunan Kalijaga.score: 171.0
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  31. 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: 169.3
    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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  32. 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: 169.3
    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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  33. 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: 168.0
    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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  34. Philip Higgs (1998). Philosophy of Education in South Africa: A Re-Vision&Quot. [REVIEW] Studies in Philosophy and Education 17 (1):1-16.score: 168.0
    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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  35. Cris Mayo (2011). Philosophy of Education is Bent. Studies in Philosophy and Education 30 (5):471-476.score: 168.0
    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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  36. John Walbridge (2010). God and Logic in Islam: The Caliphate of Reason. Cambridge University Press.score: 168.0
    This book investigates the central role of reason in Islamic intellectual life. Despite widespread characterization of Islam as a system of belief based only on revelation, John Walbridge argues that rational methods, not fundamentalism, have characterized Islamic law, philosophy and education since the medieval period. His research demonstrates that this medieval Islamic rational tradition was opposed by both modernists and fundamentalists, resulting in a general collapse of traditional Islamic intellectual life and its replacement by (...)
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  37. 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: 168.0
    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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  38. Walter Feinberg (forthcoming). Critical Pragmatism and the Appropriation of Ethnography by Philosophy of Education. Studies in Philosophy and Education:1-9.score: 168.0
    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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  39. 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: 168.0
    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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  40. Yusef Waghid (2012). Response to Paul Smeyers's Review of Conceptions of Islamic Education. Studies in Philosophy and Education 31 (1):99-101.score: 162.0
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  41. Paul Smeyers (2012). Review of Yusef Waghid, Conceptions of Islamic Education: Pedagogical Framings. [REVIEW] Studies in Philosophy and Education 31 (1):91-98.score: 162.0
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  42. Zahraa McDonald (2014). The Potential for Expressing Post-Secular Citizenship Through the Deobandi Doctrine. Studies in Philosophy and Education 33 (3):283-302.score: 162.0
    Islamic education has been regarded as a thorn in the side of religious minority community integration into the nation state, and consequently to the expression of citizenship. Expressions of citizenship are associated with public participation while Islamic education is more readily associated with retreat and isolation of religious communities. At the same time the pervasiveness of religion in public life has led to calls for the post-secular—that is where religious communities are present in secular society. Habermas (...)
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  43. Nur Said (2011). Tradisi Pendidikan Karakter Dalam Keluarga: Tafsir Sosial Rumah Adat Kudus. Brilian Media Utama.score: 162.0
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  44. Muhsin Mahdi (2001). Alfarabi and the Foundation of Islamic Political Philosophy. University of Chicago Press.score: 160.0
    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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  45. Wendy Kohli (ed.) (1995). Critical Conversations in Philosophy of Education. Routledge.score: 158.0
    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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  46. 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: 157.3
    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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  47. 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: 157.3
    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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  48. John Wilson (1979). Preface to the Philosophy of Education. Routledge & Kegan Paul.score: 156.0
    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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  49. Murtaz̤á Muṭahharī (2002). Understanding Islamic Sciences: Philosophy, Theology, Mysticism, Morality, Jurisprudence. Saqi.score: 156.0
    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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  50. David Carr (2003). Making Sense of Education: An Introduction to the Philosophy and Theory of Education and Teaching. Routledgefalmer.score: 153.3
    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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