Even when tafsir had become far more helpful in preserving the unity of the Qur'
an's message than in diversifying it, the subject did not achieve the highest
importance in the curriculum. Decper appreciation of the Qur'an in itself did not ...
Qur ' ān called him ' al - Ummi ' ( 7 , 156 - 158 ) , a word , which has commonly
been translated as illiterate . ( cf . Ullmann : Der Koran , pp . 129 ; Palmer : The
Koran , pp . 140 , 141 ; Muhammad Ali : The holy Qur ' an , pp . 361 - 362 . etc . ) ...
This study is concerned with the methods used by Islamic Education Teachers to inculcate moral values at Lumumba Secondary School in Zanzibar. The objective of the study is to examine how the moral values can be integrated in the methods of teaching Islamic education and the impacts of these values to the students. The study intended to emphasize the practical application of moral values in view of both theoretical and practical knowledge in Islamic Education System. The study applied an analytical qualitative method to extract data from its sources. Also the documentary analysis was conducted on the primary sources along with interviews and classroom observation to explore effective methods and scrutinize the strengths and weaknesses of those methods as used by the teachers of Islamic Education in enhancing the moral values for the students at the identified School. The study revealed that, the task of a teacher is not confined only on imparting knowledge and skills to learners but also to enhance the students' moral conduct through Islamic values, ethics, and manners. The study also revealed that the success of an educational process to a large extent depends on the degrees of moral practices in Educational Institutions in cooperation with teachers, parents, religious leaders and community at large. Consistent with that, the study discovered that Islamic Education Teachers used different methods and approaches to inculcate moral values to the students. Among these are; questioning, seminars, group discussions, models, inductive, storytelling, metaphor and lecture based method, in which all of these were proved to be in conformity with the Qur'an and Sunnah of the Prophet [PBUH]. Consequently, the study recommends that at present and in future teachers in Zanzibar Schools should have to put weigh and focus on the same methods used by the teachers at Lumumba Secondary School to inculcate moral values to the students; this should go hand in hand with the Qur'an and Sunnah of the Prophet [PBUH] to improve their efforts in shaping students' behavior for success in their life. In doing so, the future youth will be saved from dragging in the world of moral decay. Finally, teachers must be constantly motivated and upgraded through different methods and techniques of teaching Islamic values including seminars, workshops and refresher courses in order to improve and raise the level of education among the teachers community.
Among these are; questioning, seminars, group discussions, models, inductive, storytelling, metaphor and lecture based method, in which all of these were proved to be in conformity with the Qur'an and Sunnah of the Prophet [PBUH].
Madaris In India And Their System Of Education Has Always Been A Subject Of Discussion And Debate Foa A Long Time And A Host Researches Were Done On The Subject In The Past. Yet, The 9/11 Event Has Attracted The Attention Of Media Towards Madaris Worldwide. The Book The Madrasa Framework Is A Research Work Of Muhammad Sajid Qasmi. Being The Work Of A Madrasa Product The Book Ventures Into A Unique Theme Not Many Research Scholars Would Have The Conviction To Step Into. Contents Covers- 1. Why The Need Of Madrasa Education Arose? 2. Who Were The Protagonists Of This Education System? 3. Do The Subjects Taught At Arabic Madrasas Curriculum (If We Compare It With That Of Contemporary Education System Of Public And Government Schools); 5. The Difference Between The Subject Matter And Teaching Methodology Of The Two Systems (Madrasa And Modern School); 6. Student`S Background In Madrasas; 7. View Of Contemporary Educationists Regarding Madrasa Education.
Some people are of the opinion that the students of madrasas do not get
sufficient time for the Holy Qur ' an and its Tafseer , which is the real source of
Islamic Shari ' ah ? First , Let me discuss the whole system of learning Qur ' an
and Tafseer ...
The twentieth century saw heightened tension between religious and secular approaches to education. In this era of cataclysmic social change, Mutahhari presented this Islamic perspective on training and education, using his signature approach of applying traditional Islamic sources to contemporary questions. Although, in this time, rote learning was prized, Mutahhari emphasised the importance of critical thinks skills. He also emphasised education outside of the classroom, such as learning through work. Taking a hilistic perspective, he discussed the importance of spiritual and moral traning, worship as a means of personal development, and the importance of developing self-esteem. Although deliver in the 1970s, these lectures remain essential reading for anyone in training or education.
The twentieth century saw heightened tension between religious and secular approaches to education.
Islamic education and the role of higher educational institutions in Malaysia.
Islam sebagaimana telah disebutkan di atas telah menyinarkan kembali
kedudukan umat Islam sehingga zaman ini dikatakan orang sebagai zaman
Kebangkitan Semula Islam . 3 . CABARAN - CABARAN TERHADAP PEMIKIRAN
ISLAM ...
Didactics and teaching methods for Islamic education in elementary schools of Indonesia.
Perkembangan Agama Islam berdjalan sangat pesat . dengan djalan pergaulan
dan perkawinan. Djalan perkawinan inilah jang membuat Agama Islam, jang
mula hanja dipeluk setjara perseorangan, mendapatkan pemeluk baru setjara ...
