‘Travelers of Unknown Path’: On the Aim of Islamic Education
The battle over how to defend the Muslim Ummah and especiallyyouth from modern science and its philosophy has ended up in a dilemma ofunsolved misery. On the one hand the rational spirit of the west was blamedas having adulterated Muslim society. However, on the other hand, the longestablishedway of...
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| Format: | Electronic Article |
| Language: | English |
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2021
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Intellectual discourse
Year: 2021, Volume: 29, Issue: 1, Pages: 5-34 |
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Volltext (lizenzpflichtig) |
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| 520 | |a The battle over how to defend the Muslim Ummah and especiallyyouth from modern science and its philosophy has ended up in a dilemma ofunsolved misery. On the one hand the rational spirit of the west was blamedas having adulterated Muslim society. However, on the other hand, the longestablishedway of Muslim education was called in the court of ‘reason’. Theallegations of the west became the vehicle for Muslims to criticize their owneducational philosophy and re-evaluate it in order to defend it against theseonslaughts. It would be biased to call the same reasoning as good for onephilosophy but bad for another, the secret paradox. As a result of the above,there was a flood of literature to define what should be the Islamic concept ofeducation which was more as defensive stance than an exercise of pure reason.It is claimed that till now, there is no final answer to the `product’ of Islamiceducation which can be presented as an alternative to the secular product of`good citizen’. Neither in the name of philosophy nor in terms of a practicalframework, have Islamic scholars envisioned a clear product. Thus, untilpresent, the reasoning to define the `aim’ of Islamic education is incoherentand varies in degrees. This article therefore will address these incoherencies inthree stages. Firstly, it sketches a cursory view of the initial centuries of Islamwhere a strange combination of reason and revelation lead to a variant productof Islamic education which was used to establish a premise. Secondly, basedon the previous premise, the 19-20th century was analysed by consideringthree well-known philosophers in order to see the degree of achievements both philosophically and practically. The results from this stage produced once againbroad variations in the concept of education. Thirdly, based on the outcomes ofthe first two stages contrast analysis was done in order to discuss the reasonsfor lack of and future work to consequently define a true product of Islamiceducation. | ||
| 700 | 1 | |a Siddiqui, Naseeb Ahmed |e VerfasserIn |4 aut | |
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