An exploration of Naquib al-Attas’ theory of Islamic education as ta’dīb as an ‘indigenous’ educational philosophy

Abstract

This paper explores the ‘indigenous’ philosophy of education of Syed Muhammad Naquib al-Attas, a Malay-Muslim scholar who’s theoretical work culminated in the establishment of a counter-colonial higher education institution. Through presenting al-Attas’ life and philosophy and by exploring the arguments of his critics, I aim to shed light on the challenges and paradoxes faced by indigenous academics working at the interface of philosophy and education.     

浅论当代伊斯兰教原教旨主义

伊斯兰原教旨主义作为当今打着“宗教复兴”旗号的一种国际政治力量，它的产生、发展和兴起是与伊斯兰教和伊斯兰教国家的产生、发展息息相关的。它的表现形式各异，其中的极端主义派别以暴力或恐怖手段从事反对异教徒、反对世俗政府的活动，对许多地区和国家的稳定构成严重威胁，从而在世界政治舞台上产生了极大的影响。本文即从伊斯兰原教旨主义历史发展的角度对其产生的原因、现状以及未来发展趋势做一探讨，并对它其中的宗教极端势力在新疆的危害做了阐述和分析。     

简析《伊斯兰的反叛》中的宗教宇宙观

宇宙观是基督教神学中的一个基本论题。通过对其关照,可以看出作家对整个宇宙乃至人类的态度。通过雪莱的名作《伊斯兰的反叛》来关照雪莱的宗教宇宙观,可发现其所受到的基督教宇宙观的影响及其宇宙观中所折射出的意义。     

Islamic education and the challenge of democratic citizenship: a critical perspective

This article analyzes how concepts of liberal and progressive Islam, which have been developed in the political and theological academic literature, may inform the curriculum of Islamic education and the practice of religious educators in Islamic schools in the US. We investigate the meaning of in-faith Islamic education and how it can conform to the life in a democratic, multicultural, and multi-faith society. Liberal Islam challenges the transmission-oriented and rigid interpretations of Islam and seeks to appreciate and to contextualize the religious claims which are compatible with ideals of reflective education, rational thinking, mutual respect, and equal citizenship. It suggests that students become critical ‘consumers’ of Islam, its moral and civic purposes, and the cultural politics of religious interrogations.     

Iran’s implicit philosophy of education*

Abstract

This paper aims to extract Iran’s philosophy of education from two sources of the constitution and the course of practice in educational institutions. Regarding the first source, it is argued that parallel to the two main threads of the constitution, Iran’s main elements of philosophy of education are expected to be derived from; (1) Islam and (2) democracy. The challenge in front of this feature of Iran’s implicit philosophy of education refers to the seemingly contradictory relation between the two components of Islam and democracy. It is argued that the hard contrast being held between religion and liberal democracy is not defensible and that there could be compatibilities between the two. As for the second source, it is shown that there are concerns about the main trends that underpin Iranian educational institutions. One trend is that the religious education in Iran is at the threat of becoming dogmatic and being overwhelmed by indoctrination. The second trend, referring to the minorities’ education, shows a further challenge regarding recognition of minorities’ right to education. Finally, the third trend is related to the embrace of neoliberalism in Iranian educational endeavors. It is argued that this trend provides a tension in the overall corpus of the country’s philosophy of education.     

伊斯兰教的经济观

伊斯兰教并不限制人们追求现世财富和物质享受,但对一个虔诚的穆斯林来说,这种追求和享受不能妨碍他履行宗教责任与宗教义务;另一方面,对真主的绝对服从是获得今世财富和来世幸福的条件和保证,辜负真主的人不但会失去今世的财富,也得不到来世的幸福。伊斯兰教的这种经济观在全球经济现代化的浪潮中面临着挑战,伊斯兰现代主义者试图对伊斯兰教的传统进行新的解释,从而使伊斯兰教适应并推动现代经济的发展。     

David Letterman,his audience,his jokes,and their relationship

The present study analyzes the humor of David Letterman from a balance theory perspective. From this perspective it is predicted that the relationship of the audience to the subject of the joke will influence the amount of audience response to that joke. Significant ANOVA and follow‐up Duncan multiple range test results support the hypothesis and are interpreted in terms of the relational balance theory perspective.     

Education and religion in Iran: The inclusiveness of EFL (English as a Foreign Language) textbooks

The focus of this paper is religion and education with particular reference to EFL (English as a Foreign Language) textbooks. The writers of this paper aim to raise the awareness of research community, educators, and teachers regarding the interconnectedness of religion and education. In the first phase of the study, the researchers scanned a series of secondary-level Iranian EFL textbooks prescribed by the Iranian Ministry of Education to determine religious concepts in the form of linear and/or non linear content. The next phase of research was the analysis of the content to determine the level of inclusiveness of the textbooks in terms of culture and religion. These textbooks were also analyzed to determine whether the propagation of religious content was overt or covert. Finally the impact of religious content in textbooks was discussed with reference to identity and nation building.     

World Cup Football as a Catalyst for Change: Exploring the Lives of Women in Qatar's First National Football Team – A Case Study

In 2012, five Qatari women participated in a qualitative research study, which aimed to explore the negotiation of opportunity to be members of Qatar's first national women's football team. Qatar is a conservative Islamic country which is experiencing rapid modernisation. Part of this modernisation includes the increasing visibility of sport, for example the successful bid for the 2022 men's Football World Cup. In response to this bid, the first Qatari women's national football team was established in 2011. The project was positioned within a social constructivist framework. Five out of 12 squad members, over the age of 18, volunteered to participate in semi-structured interviews. Interview questions probed the women's experiences and influences on their opportunities and journey to membership in the national team. From a thematic analysis, issues such as the management of gender norms and the influence of significant others dominated the data. This research indicated that the women's agency enabled them to manage their situation with a range of strategies and to change attitudes towards women footballers. The winning of the bid to host the men's World Cup has been a catalyst for change in making spaces for Qatari sportswomen.     

Educating ‘the new Norwegian we’: an examination of national and cosmopolitan education policy discourses in the context of extremism and Islamophobia

Across Europe there are growing concerns about Islamophobia and far-right and anti-democratic movements. Until Anders Behring Breivik’s July 2011 attacks in which 77 died, Norway’s vulnerability was not perceived as great as that of other jurisdictions. Breivik declared his abhorrence of multiculturalism but also drew the world’s attention to intolerance and xenophobia in Europe, increasingly directed towards Muslims. In response, Prime Minister Stoltenberg spoke widely of ‘the new Norwegian we’, cautioning against exclusionary discourses and underlining that minorities are an equal part of Norwegian society. This paper examines education policy in the context both of extreme right political activity and national and international debates about nationalism and cosmopolitanism, considering ways in which policy supports an inclusive notion of nationhood, and ways in which it promotes an exclusive model of national identity. Drawing on framing questions from the International Association for the Evaluation of Educational Achievement’s 1995 International Association for the Evaluation of Educational Achievement (1995). National case studies final guidelines. Amsterdam: IEA. [Google Scholar] civic education study, relating to national identity and social cohesion, it examines how programmes address social cohesion, human rights, cultural diversity, and conceptualise minorities. It assesses the effectiveness of cross-curricular approaches to contribute to justice and equality and challenge racism in a multicultural society, proposing an inclusive model of education for cosmopolitan citizenship, which incorporates diversity.