Schooling the Muslim Nation

2011 ◽  
Vol 31 (1) ◽  
pp. 69-86 ◽  
Author(s):  
Iqbal Singh Sevea
Keyword(s):  
Educational System ◽  
National Character ◽  
The West ◽  
Western Education ◽  
Modern Education ◽  
Muslim Education

This article examines Muhammad Iqbal’s critique of contemporary approaches towards Muslim education. In his writings, poetic and prose, Iqbal took on both the traditional religious authorities who administered the Madrasas and the modernists associated with the Aligarh College for failing to provide an education that was true to the ‘national character’ and to develop a synthesis of Islamic and western knowledge. While the former were criticised for ignoring modern intellectual developments, the latter were attacked for being intellectually captive to the West. At a broader level, this article employs Iqbal as a foil to debates over the empowering potential of western education. Iqbal’s views are examined against the background of attempts by Muslim intel-lectuals to negotiate between the adoption of a universal modern education and the development of an educational system that kept Muslims grounded in Islam and their ‘national character’. These negotiations took on a number of shapes, pedagogical and polemical as well as theological.

scholarly journals Competențele – expresie a rezultatelor școlare

2020 ◽  
Vol 46 (3) ◽  
pp. 93-99
Author(s):  
Elena Ramona Cenușe
Keyword(s):  
Educational System ◽  
Social Expectations ◽  
Educational Organization ◽  
Know How ◽  
Modern Education ◽  
The World ◽  
Education School ◽  
The One ◽  
Teaching Learning

In the Romanian educational system, the concept of competence is relatively new, its appearance and use being related to the curricular perspective of educational organization. Synthetically, competence can be defined as ”an ensamble of `savoir faire` (know how) and `savoir-e’tre’ (manners) allowing a good accomplishment of a role, of a function or of an activity” (D`Hainaut). The model of curricular projection centered on competences is meant to improve the efficiency of the internal structure of the curriculum, and of the teaching, learning and evaluation processes. This ”new educational target” aims to: -focus on the final learnig acquisitions; accenuate the action-related dimension of the pupil’s personality; clearly define the school offer according to the pupil’s interests and skills, and to social expectations. Thus it is possible for the modern education to assume an increasing autonomy for the one who learns, so that the differences between the world of education/school/ the didactic process and the real (social, professional) world may palpably decrease.

After the Wall II: The Fall and Rise of an Educational System

2002 ◽  
Author(s):  
John G. Rodden
Keyword(s):  
Eastern Europe ◽  
Family Member ◽  
Educational System ◽  
Maximum Speed ◽  
The West ◽  
System P ◽  
Self Actualization ◽  
Journey To The West ◽  
The 1960S

In the fall of 1990, a hit movie comedy opened to packed houses in eastern German theaters. Go, Trabi, Go!—the producers gave the film an English title—celebrated with rollicking Weltschmerz the misadventures of Georg, a hapless baby-blue Trabant 601—whose jinxed capers make him the undeniable screen successor to Herbie, the Disney VW Beetle of the 1960s. Georg stalls pitifully on the Autobahn, is shorn of his bumper in Munich traffic, is robbed of all four tires by pranksters during a camping stop, and even gets mistaken for scrap near an auto junkyard, an obvious metaphor for the DDR running out of gas—as it lurches toward unity. Go, Trabi, Go! begins with DDR German teacher Udo Struutz deciding to fulfill a long-deferred dream: his first journey to the West will be to travel from his hellhole hometown of industrial Bitterfield, the dirtiest city in all of Eastern Europe, to balmy Naples, thereby tracing the footsteps of his beloved Goethe, whose Italian Journey recorded his own (less quixotic) southern pilgrimage from Weimar in the 1780s. Herr Struutz packs his wife and daughter into little Georg, a family member for 20 years whom Herr Struutz lovingly wipes down with his own washcloth. “See Naples and Die!” scrawls Herr Struutz on Georg’s trunk, recalling Goethe’s clarion call to self-actualization: “Sterbe und werde!” (“die and become!”). The adventure turns out to be a story of Innocent Ossis Abroad and their psychological collision with the West. Numerous scenes in Go, Trabi, Go! allude to the region’s plight: putt-putting along on the Autobahn, little Georg strains to do his maximum speed of 60 mph as contemptuous Mercedes-Benzes, Porsches, and BMWs fly by; broken-down in Bavaria, Georg costs the Struutz family a steep (an outrageously inflated) price for repair, which the intrepid socialist entrepreneurs earn by charging curious Bavarians DM 5 for a “Trabi Peep Show” and a five-minute joy ride in Georg. Reassuringly, the Struutz family eventually does reach its destination, albeit with the accident-prone but indomitable Georg—now minus his top—as a breezy convertible.

Islamic Modernism: Its Scope, Method and Alternatives

1970 ◽  
Vol 1 (4) ◽  
pp. 317-333 ◽  
Author(s):  
Fazlur Rahman
Keyword(s):  
Nineteenth Century ◽  
The West ◽  
Modern Education ◽  
Islamic Reform ◽  
The Status ◽  
Spiritual Issues ◽  
The Right ◽  
Law Of Evidence ◽  
The Universe ◽  
Status Of Women

The classical Muslim modernists of the nineteenth century envisaged Islamic Reform as a comprehensive venture: it took in its purview law, society, politics and intellectual, moral and spiritual issues. It dealt with questions of the law of evidence, the status of women, modern education, constitutional reforms, the right of a Muslim to think for himself, God and the nature of the universe and man and man's freedom. A tremendous intellectual fervour and ferment were generated. The liberals and the conservatives battled; the intellectual innovators were opposed and supported, penalized and honored, exiled and enthusiastically followed. Although the modernist movement dealt with all the facets of life, nevertheless, in my view, what gave it point and significance was its basically intellectual élan and the specifically intellectual and spiritual issues with which it dealt. This awakening struck a new and powerful chord in the Muslim mind because intellectual issues had remained for centuries under a state of selfimposed dormancy and stagnation at the instance of conservative orthodoxy. The nineteenth century was also the great age of the battle of ideas in the West, ideas and battles whose strong injections into Muslim society found a ready response. The character of this movement was then primarily intellectual and spiritual.

Citizens of Empire: Some Comparative Observations on the Evolution of Creole Nationalism in Colonial Indonesia

2004 ◽  
Vol 46 (4) ◽  
pp. 656-681 ◽  
Author(s):  
Ulbe Bosma
Keyword(s):  
National Identity ◽  
Western Hemisphere ◽  
Imagined Communities ◽  
Berlin Wall ◽  
The West ◽  
Western Education ◽  
French And English ◽  
Political Realities

An imaginary Berlin Wall stands between nationalist trajectories of the Western hemisphere and those of the East. While the nationalism of the West is generally associated with Enlightenment, the Eastern version is usually referred to as dormant cultural or linguistic nationalism stirred up by Western education. It is an old academic canon that gained new respectability through Benedict Anderson's Imagined Communities. But even if political realities in the postcolonial world apparently vindicated this academic canon, the same realities might trap us into writing history retrospectively. A pertinent case in point is the narrative of the emergence of the Indonesian nation in which the notion of a slumbering national identity has been central. A concomitant of that is the almost complete isolation of Indonesian historiography from important discussions in other postcolonial societies. This article proposes a heterodox perspective on the emergence of Indonesian nationalism, which is informed by literature on Senegal and Bengal. This choice is not coincidental, as these locations were the heartlands of the former French and English colonial empires.

scholarly journals On the role of national education in formation of identity

2020 ◽  
pp. 62-74
Author(s):  
Svetlana Igorevna Skorokhodova
Keyword(s):  
Religious Education ◽  
Educational System ◽  
Historical Memory ◽  
Russian Orthodox ◽  
Religious Philosophy ◽  
The West ◽  
National Education ◽  
Great Patriotic War ◽  
Education Concept

The object of this research is national education, viewed on the example of educational system of white émigré during the 1920s – 1940s. The article is dedicated to topical questions of national education related to ideological orientation of pedagogy, role of philosophy and religious education, concept and content of Russian Orthodox pedagogy, relevance of the spiritual heritage of the Slavophiles, etc. The author draws parallels between the post-revolutionary and post-Soviet emigration, determines the origins, objectives and mechanisms that existed within the system of education of Russian refugees during the 1920s – 1940s. The author reveals the fundamental religious and philosophical ideas that underlied the emigrant education. The succession between the philosophical and pedagogical ideas of Slavophiles and Russian thinkers who left Russia after the revolution is demonstrated. The conclusion is made that the educational system of white émigré in the West and the East in the 1920s – 1940s leant on the national traditions and history; it was oriented towards preservation of national identity and historical memory, and associated with the question of survival; it was based on the ideas of Russian religious philosophy, which comprised the ideological framework and included political component. It had impact upon the culture of other nations, and resulted in the fact that many immigrants actively fought against fascists during the Great Patriotic War.

scholarly journals QUALITY ASSURANCE AND ACCREDITATION OF ENGINEERING PROGRAMMES AT THE FACULTY OF ENGINEERING AT THE UNIVERSITY OF THE WEST INDIES, ST. AUGUSTINE CAMPUS, TRINIDAD

2020 ◽  
Author(s):  
Edwin Ekwue
Keyword(s):  
West Indies ◽  
High Standard ◽  
Recent Attempt ◽  
Accreditation System ◽  
The West ◽  
Western Education ◽  
Engineering And Technology ◽  
International Body ◽  
The University

The quality of engineering education is challenging and is of paramount importance in today’s globalised world. The Faculty of Engineering at the University of the West Indies (UWI), St. Augustine Campus, inherited a western education system and the accreditation systems in the five departments within the Faculty are based on the British accreditation system. The aim of this paper is to describe how this accreditation system is utilised in the Faculty of Engineering to ensure that the quality of the delivery of its programmes is at a high standard. The paper was derived from a survey carried out by the author. It describes the quality systems available in the Faculty and fully describes the steps involved in the accreditation process. The paper reveals the recent attempt at introducing the Caribbean Accreditation Council for Engineering and Technology (CACET) but concludes that until it is fully established and internationally recognised through its membership in the Washington Accord or any other comparably recognized international body, there will still be room for the international accreditation by the British institutions or other comparative international institutions at the Faculty of Engineering at UWI.

scholarly journals Ethno-Psychological Aspects Of Modern Education

2011 ◽  
Vol 3 ◽  
Author(s):  
Asiya Kukubaeva
Keyword(s):  
Educational System ◽  
Social Factors ◽  
Educational Process ◽  
Psychological Aspects ◽  
National Consciousness ◽  
Modern Education ◽  
The People

This article presents the role and influence of social factors on the development of education in Kazakhstan.Transformation of consciousness of the people led to the of the Kazakh people. The educational system defines alevel of formation of youth outlooks. The last is thatpsychological environment within the limits of there is anacquisition of knowledge. On the basis of interests, valuableorientations processes of training, education anddevelopment of a personality are carried out. Thus, theoutlook allows to integrate knowledge, defines a vitalposition and spiritual shape of people. In other words,formation, and outlook are interconnected amongthemselves that speaks about an urgency of formation of outlook in teaching and educational process. One of the basic directions of formation is education of Kazakhpatriotism, formation of national consciousness. InKazakhstan purposeful work on formation of positive tolerant relation is necessary. 

scholarly journals Puisi Arab Bersajak karya Zaini-Solo; Kajian Pedagogi Islam-Modern dalam Manuskrip Nusantara

2018 ◽  
Vol 24 (2) ◽  
pp. 363-378
Author(s):  
Iin Suryaningsih
Keyword(s):  
20Th Century ◽  
Textual Criticism ◽  
Early 20Th Century ◽  
Western Education ◽  
Modern Education ◽  
The Past ◽  
Arabic Script ◽  
History Of ◽  
Specific Theme

The presence of various modern pedagogical currents carried by the psychologists and observers of Western education, has made a new mapping in the study of modern education in Indonesia. Indeed the study has been popular since the early 20th century AD with a very specific theme evidenced by one of the manuscripts entitled Mir'ātu Afkār al-Rijāl Nadzm Ta'līm al-Muta'līm by a scholar from Solo-Indonesia. This study proves that the content of Modern Pedagogy study by a scholar in Indonesia looks very specific and holistic. The method used is a method of philology that includes textual criticism in manuscripts. This method will also capture the superiority of the study of Archipelago Pedagogy written with Arabic script. The results of this study that the study of Modern Pedagogy can be clearly found in the traces of the history of the past in the archipelago of Manuscript.---Hadirnya berbagai aliran pedagogi modern yang diusung oleh para psikolog dan pemerhati pendidikan Barat, telah membuat pemetaan baru dalam kajian ilmu pendidikan modern di Indonesia. Sejatinya kajian tersebut sudah populer sejak awal abad 20 Masehi dengan tema yang sangat spesifik yang dibuktikan oleh salah satu manuskrip berjudul  Mir’ātu Afkār al-Rijāl Nadzm Ta’līm al-Muta’līm karya seorang cendikia asal Solo-indonesia. Penelitian ini membuktikan bahwa muatan kajian Pedagogi Modern karya cendikia di Indonesia terlihat sangat spesifik dan holistik. Metode yang digunakan adalah metode filologi yang mencakup kritik teks pada manuskrip. Metode ini juga akan memotret keunggulan kajian Pedagogi Nusantara yang ditulis dengan skrip Arab. Hasil penelitian ini bahwa kajian Pedagogi Modern secara nyata dapat kita temukan dalam jejak sejarah keilmuan masa lalu di Nusantara berupa Manuskrip.

scholarly journals Eastern Philosophy Of Education And Educational Policy: Features And Priorities

2021 ◽  
Vol 03 (02) ◽  
pp. 288-294
Author(s):  
Ravshan Mardonov ◽  
Keyword(s):  
Educational Policy ◽  
Educational System ◽  
Philosophy Of Education ◽  
Eastern Philosophy ◽  
The West ◽  
Pedagogical Literature ◽  
Japan And China

Based on the study of philosophical and pedagogical literature, the article analyzes the features of the philosophy of education, the educational system and educational policy of Eastern countries, using the example of Japan and China. The conclusion is substantiated that the western and eastern systems of education coexist in addition to each other. The East needs knowledge and information. The West needs wisdom and education.

scholarly journals Pancasila: Local Indigenous Islamic Character Education In Indonesia

2018 ◽  
Vol 22 (2) ◽  
pp. 185
Author(s):  
Zulkarnaen Dali
Keyword(s):  
Character Education ◽  
Family Life ◽  
Educational Process ◽  
National Character ◽  
The West ◽  
Character Structure ◽  
Basic Capital ◽  
The Family ◽  
Set Up ◽  
Local Traditions

The diversity of values   in Pancasila is the basic capital for character education as the basis of the strength of the character of the Indonesian. The paper seeks to set up an Islamic character education based on the Pancasila-digging theological values   of Islam with the values   of local traditions, cultures and customs of the archipelago. This study is very important given the fact that so far the character, structure, and methods of character education are too oriented to the West by forgetting even ignoring the ideology and values   of the Nusantara character. The approach in this study is descriptive literature review. By transmitting Pancasila’s values   in family life to children, it will make the children make Pancasila’s views as a teaching doctrine, dogma or philosophy that must be practiced in the life of society. Pancasila’s revitalization and re-actualization as a philosophical and ideological foundation of the implementation of the character education system in Indonesia, including the implementation of national character education, cannot be negotiable. This is so that Pancasila can be actualized in everyday life within the family, school, community and in the life of nation and state as an educational process.

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