Handbook of Islamic Education PDF
Preview Handbook of Islamic Education
International Handbooks of Religion and Education 7 Holger Daun Reza Arjmand Editors Handbook of Islamic Education International Handbooks of Religion and Education Volume 7 The International Handbooks of Religion and Education series aims to provide easily accessible, practical, yet scholarly, sources of information about a broad rangeoftopicsandissuesinreligionandeducation. EachHandbookpresentstheresearchandprofessionalpracticeofscholarswhoare daily engaged in the consideration of these religious dimensions in education. The accessiblestyleandtheconsistentilluminationoftheorybypracticemaketheseries very valuable to a broad spectrum of users. Its scale and scope bring a substantive contribution to our understanding of the discipline and, in so doing, provide an agendaforthefuture. Moreinformationaboutthisseriesathttps://link.springer.com/bookseries/7477 (cid:129) Holger Daun Reza Arjmand Editors Handbook of Islamic Education With24Figuresand52Tables Editors HolgerDaun RezaArjmand InstituteofInternationalEducation DepartmentofEducation StockholmUniversity LinnæusUniversity Stockholm,Sweden Växjö,Sweden ISBN978-3-319-64682-4 ISBN978-3-319-64683-1(eBook) ISBN978-3-319-64684-8(printandelectronicbundle) https://doi.org/10.1007/978-3-319-64683-1 LibraryofCongressControlNumber:2018937520 #SpringerInternationalPublishingAG,partofSpringerNature2018 Thisworkissubjecttocopyright.AllrightsarereservedbythePublisher,whetherthewholeorpartofthe materialisconcerned,specificallytherightsoftranslation,reprinting,reuseofillustrations,recitation, broadcasting,reproductiononmicrofilmsorinanyotherphysicalway,andtransmissionorinformation storageandretrieval,electronicadaptation,computersoftware,orbysimilarordissimilarmethodology nowknownorhereafterdeveloped. Theuseofgeneraldescriptivenames,registerednames,trademarks,servicemarks,etc.inthispublication doesnotimply,evenintheabsenceofaspecificstatement,thatsuchnamesareexemptfromtherelevant protectivelawsandregulationsandthereforefreeforgeneraluse. Thepublisher,theauthorsandtheeditorsaresafetoassumethattheadviceandinformationinthisbook arebelievedtobetrueandaccurateatthedateofpublication.Neitherthepublishernortheauthorsorthe editorsgiveawarranty,expressorimplied,withrespecttothematerialcontainedhereinorforanyerrors oromissionsthatmayhavebeenmade.Thepublisherremainsneutralwithregardtojurisdictionalclaims inpublishedmapsandinstitutionalaffiliations. Printedonacid-freepaper ThisSpringerimprintispublishedbytheregisteredcompanySpringerInternationalPublishingAG,part ofSpringerNature. Theregisteredcompanyaddressis:Gewerbestrasse11,6330Cham,Switzerland Preface Islamhasbeentheepicenterofawidearrayofsocialandpoliticaldeliberationsand contentions since the dawn of the new millennium. The turn of the events and subsequent changes in the global arena and the role of Islam as one of the major global forces have augmented – perhaps more than ever before – the need for an in-depth understanding about much contested Islamic education. Those changes includearenotlimitedto(1)theglobalizationofIslamasareligionandanideology, (2) the migration of Muslims into new areas of the globe, and (3) the increasing contactsbetweenMuslimsandnon-Muslims,whichreinforcestheneedformutual understanding.TheprincipalaimoftheHandbookofIslamicEducationistopresent Islamic education around the world and to contribute to a deeper international understanding of its varieties. In order to meet this, it deemed necessary to trace and presentthe fundamentalsof Islamand education,theirhistorical development, andthevarieties.Thehandbookisaimedtobeavaluabletoolnotonlyindifferent disciplineswithinhighereducation(includingbutnotlimitedtosociology,political science, educational science, etc.) and teacher training institutions but also targets international organizations, NGOs, independent scholars, and the audience with interestinsuchtopics. The handbook provides a global and holistic, yet a detailed portrait of Islamic (orMuslimasitissometimesnamed)educationaroundtheworld.Themorespecific objectivesaretointroducethereaderinto(a)theoriginsandfoundationsofIslamic education,(b)theresponsesofIslamiceducationalinstitutionstodifferent changes from precolonial times, through the colonial era up to the contemporary situation, (c) interactions between the state, state-run education, and Islamic education, and (d)Islamiceducationalarrangementsexistingaroundtheworld.Inthelattercase,the development of Islamic education in some 25 countries or geographical areas is presented. As a way to give a broader and deeper understanding of contemporary Islamic educationalarrangements,thehandbookincludesthreeparts,ofwhichthefirsttwo provide a view of the historical development, the foundation and most relevant componentsofthesearrangementsandthesecondsomesalientfeatureswhichhave interactedandareinteractingwiththesearrangements. SectionIpresentsthehistoricalandphilosophicalelementsnecessaryforunder- standingcontemporaryIslamiceducationaswellasMuslimeducationalpreferences v vi Preface andviewsoneducation.ItgivesabroadpictureofthedifferentaspectsofIslamand its views on various social, political, and educational phenomena. The purpose of this section is to provide a background to and a platform for the other sections, as wellasthedevelopmentsofmoderneducationinMuslimcountries. SectionIIdescribesthedevelopmentofsomeofthefeaturesthathaveaffected– and have been affected by – Islamic education and have contributed to different Islamiceducationalarrangementsintheworldtoday.Itdescribesthecontemporary relationships between Islam and different processes and features that are highly relevant in the context of education. First, the Muslim reactions to the colonial powers and their imposed educational arrangements and the struggle for national independence are brought up. Then the section presents shifts and changes in Muslim views, especially in relation to the state and education as well as the changing relationships between Islamic values and beliefs and “Western” values andsecularizingforces.Certainissuesthatareimportantontheglobalagendasuch as NGO activities in education; the role of women and the struggle for gender equality;liberaldemocracy;humanrights;andglobalizationareaddressedindetail. Itisalsopertinenttostudythestateandpeoples’responsestonon-Muslimdemands for educationinMuslimcountries.Thissectionalsopresentstechnical characteris- ticsofIslamiceducationinstitutionsandhowtheIslamicarchitectureofeducational institutionsborrowedandinterpretedtheabstractnotionsintoeducationalspacesand buildings. Section III presents development of various types of Islamic education and contemporary commonalities and differences among Islamic educational arrange- ments and includes country studies which follow a common framework – public educationalsystemsestablishedandrunbythestateandresponsestothesesystems inMuslimaswellasnon-Muslimcountries;theplaceofIslaminthecurriculumof the public schools; typical Islamic educational arrangements outside of the state systems;theinteractionsbetweenthestateandpublicschool,ontheonehand,and Islamicforcesandtheireducationalefforts,ontheotherhand;attemptsatintegration orsyntheses;andsoon.Allcountrieshavesomeelementsincommon,butthereare also considerable differences, especially in the ways states are handling Muslim demandsfor Islamic educationorIslamic elements inthepredominatingeducation system. The chapters present the historical roots of Islamic and Western education and the contemporary situation in selected case countries in all continents except Oceania.Thecountrystudiesincludeadescriptionof(a)therelationshipsbetween these two types of education, (b) to what extent the state is involved in Islamic educational arrangements (control, subsidies, monitoring, etc.), (c) the Islamic educationalarrangementsperse,and(d)towhatextentthecurriculumofthepublic schoolsincludeIslamicelements. Case countries included in Section III have been selected according to one or more of the following criteria: (i) countries having a large Muslim population; (ii) countries having a comparably large group of Muslim immigrants; and (iii) countries having some specific patterns of interaction between the state, public schools,andIslamicschools. Preface vii Theauthorsofthedifferentchaptersarespecialistswithintheareaonwhichthey writeorhavedirectlocalknowledge.Thelatterisparticularlyusefulwhenitcomes totheareaorcountrydescriptionsofMuslimviewsoneducationsystemsrunbythe stateaswellasIslamiceducationalinstitutions.Theterminologyandspellingofthe Arabic, Persian, Turkish, and Urdu terms is based on ALA-Library of Congress RomanizationScheme,andtransliterationisdonebasedonthewrittenformsofthe terms.Also,sincedifferentcountriesusedifferentterminologies,forinstance,itcan bedebatedwhetherthemainthemesofthishandbookshouldbe“IslamicEducation” or“MuslimEducation,”hence,theeditorsofthehandbookhavedecidedtousethem interchangeably.Inthehandbook,Islamiceducationisspecifiedintomadrasahand Qur’ānic school in relevant cases, and higher Islamic education is described only marginallyandinaspecificchapter.ForthechaptersinPartIII,theterminologyused inthecountryinquestionismaintained. Stockholm,Sweden HolgerDaun Lund,Sweden RezaArjmand May2018 Transliteration Guide Transliteration of the terms and jargons in this volume follows ALA-LC Romani- zation (American Library Association – Library of Congress) system. However, familiar variant names follow the official spelling of the individuals or sites, even though they may not fully comply with ALA-LC system. Names of dynasties are alsoregularlyanglicized,evenwhentheyarenotgiveninEnglishsuffix. Letters of the Alphabet Romanization Romanization Romanization Initial Medial Final Alone Arabic Persian OttomanTurkish ﺍ ﺎ ﺎ ﺍ omit omit omit ﺑ ﺒ ﺐ ﺏ b b b ﭘ ﭙ ﭗ ﭖ – p p ﺗ ﺘ ﺖ ﺕ t t t ﺛ ﺜ ﺚ ﺙ th s s ﺟ ﺠ ﺞ ﺝ j j c ﭼ ﭽ ﭻ ﭺ – ch ç ﺣ ﺤ ﺢ ﺡ ḥ ḥ ḥ ﺧ ﺨ ﺦ ﺥ kh kh ḫ ﺩ ﺪ ﺪ ﺩ d d d ﺫ ﺬ ﺬ ﺫ dh z z ﺭ ﺮ ﺮ ﺭ r r r ﺯ ﺰ ﺰ ﺯ z z z ﮊ ﮋ ﮋ ﮊ – zh j ﺳ ﺴ ﺲ ﺱ s s s ﺷ ﺸ ﺶ ﺵ sh sh ş ﺻ ﺼ ﺺ ﺹ ṣ ṣ ṣ ﺿ ﻀ ﺾ ﺽ ḍ ż ż ﻃ ﻄ ﻂ ﻁ ṭ ṭ ṭ ﻇ ﻈ ﻆ ﻅ ẓ ẓ ẓ (continued) ix x TransliterationGuide Romanization Romanization Romanization Initial Medial Final Alone Arabic Persian OttomanTurkish ﻋ ﻌ ﻊ ﻉ ‘(ayn) ‘(ayn) ‘(ayn) ﻏ ﻐ ﻎ ﻍ gh gh ġ ﻓ ﻔ ﻒ ﻑ f f f ﻗ ﻘ ﻖ ﻕ q q ḳ ﻛ ﻜ ﻚ ﻙ k k k ﮔ ﮕ ﮓ ﮒ – g g – ﯖ ﯔ ﯓ – – ñ ﻟ ﻠ ﻞ ﻝ l l l ﻣ ﻤ ﻢ ﻡ m m m ﻧ ﻨ ﻦ ﻥ n n n ﻫ ﻮ ﻮ ﻩ،ﺓ h h h ﻭ ﻬ ﻪ،ﺓـ ﻭ w v v ﻳ ﻴ ﻰ ﻱ y y y Vowels and Diphthongs ◌َ a ﺍ◌َ ā ﻯ◌ِ ī ◌ُ u ﻯ◌َ á ﻭْ ◌َ aw ◌ِ i ﻭ◌ُ ū ﻯْ ◌َ ay Notes 1. (alif), ﻭ and ﻯ when used to support ﺀ (hamzah) are not represented in romanization. In initial position, whether at the beginning of a word, following a prefixed preposition or conjunction, or following the definite article, ﺀ is not representedinromanization.Whenmedialorfinal,ﺀisromanizedas’(alif). – (alif)whenusedtosupportwaṣlah(ﭐ)andmaddah(ﺁ)isnotrepresentedin romanization. – (waṣlah), like initial ﺀ, is not represented in romanization. When the alif whichsupportswaṣlahbelongstothearticleﻝﺍ,theinitialvowelofthearticle isromanized – Whenﻝﺍisinitialintheword,andwhenitfollowsaninseparablepreposition orconjunction,itisalwaysromanizedalregardlessofwhetherthepreceding word,asromanized,endsinavoweloraconsonant. – In other words, beginning with hamzat al-waṣl, the initial vowel is romanizedi. – ~(maddah) – Initialﺁisromanizedā. – Medialﺁ,whenitrepresentsthephoneticcombination’ā,issoromanized.
The list of books you might like
