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Mufakat Firasat

Penjelajahan Sejarah bagi Penghikmahan Gerakan Islam

Buku ini lahir dari sebuah cita sederhana: mendorong para islamis di tubuh gerakan dakwah untuk tidak sibuk dengan kerja-kerja sporadis dalam membela umat. Tidak lagi menjadi sosok yang berpikir pendek dan gagal meneroka hari esok. Kapasitas akal yang Allah karuniakan niscaya untuk dipergunakan dalam jalan dakwah ini. Bila Fazlur Rahman pernah menasihati Wan Mohd Nor Wan Daud untuk mengurangi porsi waktu aktivisme, saya setujui dengan catatan: bukan meninggalkan sama sekali roh pergerakan yang biasa dijalani. Bukan meninggalkan sama sekali, melainkan mengokohkan roh gerakan dengan meluaskan perspektif agar hikmahlah yang direngkuh; bukan fanatisme kelompok. Menjadilah mereka tidak lagi hitam-putih dengan berakal pendek. Buku ini, tegasnya, satu dorongan agar para islamis melakukan sabatikal. Sejenak berhenti dari rutinitas, untuk kemudian meluaskan cakrawala keilmuan dan meninggikan kualitas adab diri. Sebab, gerakan Islam sering kali bernyali kuat tapi bernyala temporer. Tidak setiap saat hadir ketika umat berhajat. Apa pasal? Karena aktivis gerakan Islam sering kali dihinggapi persoalan yang klasik: perpecahan. Seolah apa saja bisa diperselisihkan oleh mereka yang di mata awam malah dipandang orang-orang baik dan mengerti agama. Tak heran, hikmah seolah enggan menaungi. Padahal, kata Abu alib al-Makki, hikmah merupakan karunia pertama yang Allah khususkan kepada al-hukama (para pencari hikmah).

Buku ini lahir dari sebuah cita sederhana: mendorong para islamis di tubuh gerakan dakwah untuk tidak sibuk dengan kerja-kerja sporadis dalam membela umat.

History of Islamic Origins of Western Education, A.D. 800-1350

With an Introduction to Medieval Muslim Education

Women, Education, and Science Within the Arab-Islamic Socio-cultural History

Legacies for Social Change

From a rationale of multiculturalism and a based on systemic approach grounded in the Arab-Islamic tradition, this book integrates history, education, science, and feminism to understand the implications of culture in social change, cultural identity, and cultural exchange. Dr. Belhachmi's praxis maintains the relationship between socio-political movements, and their corollary scientific movements to explain women's role in social change of the Arab-Islamic world; thus linking the region's past and the present in a historical continuum. In one masterful move, she immediately engages into a discovery -journey of the 13 century old Arab-Islamic socio-cultural and intellectual history; thus exploring the independent Arab-Islamic Worldview of development, modernism, science, education, and discusses the corollary socio-political and reform movements that integrated women in the region's governance over time. Thus, she not only highlights women's involvement in social change as a recurrent cyclical phenomenon in the region, but also chronicles the women-led independent 120 years of Arab-Islamic feminist science.Above all, Dr. Belhachmi offers an innovative operational three-levelled model of analysis of education and feminist practice that reconciles particularism and universalism, and yields to systemic analyses of women in education cross-culturally. In doing so, the book shifts focus from the "woman's question" into the more radical issues of "women's science" in the Arab-Islamic culture; illustrating with the work of al-Sa'dawi (Egypt) and Mernissi (Morocco). As such this study is both a groundbreaking epistemological study on the role Arab-Muslim women and social change over time, and an essential textbook on women in contemporary Arab-Islamic education, and social sciences.In a tour de force, Dr. Belhachmi reclaims Arab-Islamic feminist scientific legacy as organic to the region's institutional memory and its collective cultural reference, while restoring to Arab-Muslim women feminists; including herself, their epistemic space within the contemporary multi-discursive practice/space of international feminism.; thus offering us a timely pioneering book on Arab-Islamic feminist epistemology. Equally, she provides us with a new scientific framework for self-representation and cultural exchange much needed both in international education and "a new feminist international order."In brief, this is an original scholarly work that provides us with creative empowerment methods, qualitative methodologies and holistic conceptual tools; thus enabling us to re-think our "rapport to knowledge" and the place of knowledge itself and how its related research strategies can move us beyond the pitfalls of cultural relativism and scientism. As such, this is an invaluable addition to the literature on the Middle East and North Africa region (MENA) that will benefit the layman tremendously; and a must reference for specialists and students alike.

From a rationale of multiculturalism and a based on systemic approach grounded in the Arab-Islamic tradition, this book integrates history, education, science, and feminism to understand the implications of culture in social change, ...

Women, Education, and Science within the Arab-Islamic Socio-Cultural History

Legacies for Social Change

From a rationale of multiculturalism and a based on systemic approach grounded in the Arab-Islamic tradition, this book integrates history, education, science, and feminism to understand the implications of culture in social change, cultural identity, and cultural exchange.

The purpose of the book was to examine the process involved in the production and construction of al-Sa'dawi's and Mernissi's scientific feminist knowledge in its systemic relation to the Arab-Islamic education and society during the ...

History of Education in India

The Book Traces The History Of Education In India Since Ancient Vedic, Post-Vedic And Buddhist Period To The Islamic, The British Period And Education In India Today. It Describes In Detail The Activities And Recommendations Of Various Educational Committees And Commissions. The Proceedings Of Important Seminars On Education Are Narrated. The Book Describes The Growth Of Education In India During 1835-1853; 1854-1882; 1882-1900; 1900-1920; 1921-1937; 1921-1944; 1939-1953 And In The Present Times. It Discusses The Progress And Problems Of Education In Primary And Basic, Secondary And Higher Education And Also Suggests Remedies. Based On Government Reports And Important Publications, This Book Has Been Planned As An Ideal Textbook On The Subject For Students Of All The Indian Universities.

He put an end to the liberal policy initiated by Akbar , though he helped Muslim institutions . He obstructed the growth of Hindu educational institutions , culture and civilization . SALIENT FEATURES OF EDUCATION 1. Aim of Education .

History of Education in Nigeria

Originally published in 1974, a comprehensive history of Nigerian Education, from early times right through to the time of publication, had long been needed by all concerned with Education in Nigeria, students, teachers and educational administrators. No one was better qualified than Professor Fafunwa to provide such a book, and in doing so he gave due emphasis to the beginnings of Education in its three main stages of indigenous, Muslim and Christian Education. Nigerian Education had been considered all too often as a comparatively recent phenomenon, but this book points out from the start that ‘Education is as old as Man himself in Africa’ and that both Islam and Christianity were comparative newcomers in the field. A historical treatment of these three strands which have combined to make up the modern Educational system was vital to a clear understanding of what was needed for the future, and most of the first half of the book is concerned with these Educational beginnings. The imposing of a foreign colonial system on this framework did not always lead to a happy fusion of the systems, and the successes and the failures are examined in detail. There was no shortage of documentary evidence in the form of reports and statistics during the decades prior to publication, but this evidence was frequently scattered and inaccessible to the student, so that the author’s careful selection of key evidence and reports, often drawn from his own personal experience, will be invaluable for those wishing to trace the development of Education in Nigeria up to the early 1970s. A knowledge of the history and development of the Nigerian Education system, of the numerous and intensely varied personalities and beliefs which have combined and often conflicted to shape it, is indispensable to all students in colleges and universities studying to become teachers. It is this knowledge that Professor Fafunwa set out to provide, drawing on his wide experience as teacher writer and educationalist.

9 It was this Islamic education which gave cultural prestige to Islam. As J. Spencer Trimingham said: 'Through the system of intellectual and material culture, Islam opens new horizons ... religion of the Book, and from this stems the ...

An Educational History of the Western World

Includes material on education in ancient Greece, ancient Rome, medieval Europe, and the Islamic Empire, and the educational theories of Jean-Jacques Rousseau, Johann Bernhardt Basedow, Johann Heinrich Pestalozzi, Johann Friedrich Herbart, Friedrich Wilhelm August Froebel, and Herbert Spencer.

Includes material on education in ancient Greece, ancient Rome, medieval Europe, and the Islamic Empire, and the educational theories of Jean-Jacques Rousseau, Johann Bernhardt Basedow, Johann Heinrich Pestalozzi, Johann Friedrich Herbart, ...

A History of Western Philosophy of Education in Antiquity

This volume traces the history of Western philosophy of education in Antiquity. Between the fifth century BCE and the fifth century CE, Plato, Isocrates, Aristotle, Cicero, Augustine, and others raised questions about the nature of teaching and learning, the relationship of education and politics, and the elements of a distinctively philosophical education. Their arguments on these topics launched a conversation that occupied philosophers over the millennia and continues today. About A History of Western Philosophy of Education: An essential resource for researchers, scholars, and students of education, this five-volume set that traces the development of philosophy of education through Western culture and history. Focusing on philosophers who have theorized education and its implementation, the series constitutes a fresh, dynamic, and developing view of educational philosophy. It expands our educational possibilities by reinvigorating philosophy's vibrant critical tradition, connecting old and new perspectives, and identifying the continuity of critique and reconstruction. It also includes a timeline showing major historical events, including educational initiatives and the publication of noteworthy philosophical works.

Bernal's argument suggests that Greek culture and civilization, including education, did not surpass earlier Eastern ... of liberal education was expressed by Mehdi Nakosteen in his History of the Islamic Origins of Western Education.

A History of Islamic Schooling in North America

Mapping Growth and Evolution

This insightful text challenges popular belief that faith-based Islamic schools isolate Muslim learners, impose dogmatic religious views, and disregard academic excellence. This book attempts to paint a starkly different picture. Grounded in the premise that not all Islamic schools are the same, the historical narratives illustrate varied visions and approaches to Islamic schooling that showcase a richness of educational thought and aspiration. A History of Islamic Schooling in North America traces the growth and evolution of elementary and secondary private Islamic schools in Canada and the United States. Intersecting narratives between schools established by indigenous African American Muslims as early as the 1930s with those established by immigrant Muslim communities in the 1970s demonstrate how and why Islamic Education is in a constant, ongoing process of evolution, renewal, and adaptation. Drawing on the voices, perspectives, and narratives of pioneers and visionaries who established the earliest Islamic schools, chapters articulate why Islamic schools were established, what distinguishes them from one another, and why they continue to be important. This book will be of great interest to graduate and postgraduate students, researchers, academics, teaching professionals in the fields of Islamic education, religious studies, multicultural education curriculum studies, and faith-based teacher education.

Many classical texts, like the Ihya, have sections within them on the purpose and method of education. ... a child's life in order to allow a child's cognition to develop without the influence of television and popular cultural forces.