The Best and Most Trying of Times

2020 ◽  
Author(s):  
Robert W. Hefner
Keyword(s):  
Social Role ◽  
Great Majority ◽  
Islamic Education ◽  
Modern World ◽  
Modern Times ◽  
The World ◽  
Policy Analysts ◽  
Public Ethics ◽  
Muslim Majority ◽  
Late Modern

In recent years, scholars and policy analysts have grappled with the question of the relation of Islamic education to politics, public ethics, and modern social change. This chapter examines the origins, social role, and varieties of Islamic education, and their transformation in modern times. The chapter shows that, although Muslim educators in a few parts of the late-modern world have been resistant to efforts at educational reform, the great majority have responded positively and energetically. They have done so in response to both the hopes and aspirations of Muslim parents and youth, and the recognition that moral and intellectual progress in Muslim-majority societies requires a dialogue with and integration of the sciences of the world with the sciences of revelation.

scholarly journals Semiperipheries in the World-System: Reflecting Eastern European and Latin American Experiences

2006 ◽  
pp. 321-346 ◽  
Author(s):  
Manuela Boatca
Keyword(s):  
Latin American ◽  
World System ◽  
Modern World ◽  
Eastern European ◽  
The Past ◽  
Institutional Settings ◽  
Long Run ◽  
The World ◽  
Systemic Crisis ◽  
Late Modern

This paper claims that, since many of the concepts relevant to our analysis of systemic change were coined in and about the core, the potential with which solutions to world-systemic crisis are credited in the long run should be assessed differently depending on the structural location of their origin. In the periphery, such concepts as conservatism, socialism and even liberalism took forms that often retained nothing of the original model but the name, such that strategies of applying them to (semi)peripheral situations ranged from “stretching the ideology” to “discarding the (liberal) myth” altogether. In a first step, “the hypothesis of semiperipheral development” (Chase-Dunn and Hall), according to which the semiperiphery represents the most likely locus of political, economical, and institutional change, is amended to say that, at least for the late modern world-system, the strength of the semiperiphery resides primarily in the cultural and epistemic sphere. In a second step, this contention is illustrated with the help of major challenges that the Eastern European and Latin American (semi)peripheries have posed to the world-system’s political fields and institutional settings both in the past and to date—with different degrees of success corresponding to their respective structural position. In light of these examples, it is argued that a comparative analysis of continuities among political epistemologies developed in the semiperiphery can help us understand the ways in which similar attempts can become antisystemic today.

Revisiting Islamic education: the case of Indonesia

2014 ◽  
Vol 8 (4) ◽  
pp. 261-276 ◽  
Author(s):  
Mohd Roslan Mohd Nor ◽  
Maksum Malim
Keyword(s):  
Design Methodology ◽  
Analytical Approach ◽  
Significant Contribution ◽  
Islamic Education ◽  
Content Type ◽  
Future Studies ◽  
Library Research ◽  
The World ◽  
Long Time ◽  
Muslim Majority

Purpose – The purpose of this study is to attempt to examine the aims and objectives outlined in the formation of Islamic education in Indonesia. This study also looks at the development of Islamic education in general and the various approaches taken by the Indonesian Government. Design/methodology/approach – This study has mainly used a library research methodology. The data relevant to the study were collected and analysed by using an analytical approach. Findings – The study found that there is a significant contribution from the Ministry in formulation of Islamic Education policy in Indonesia. Originality/value – Indonesia is the largest Muslim majority country in the world. Islamic education in Indonesia has been around for a long time. In modern days, many have tried to study on Islamic education in terms of philosophy and objectives to be achieved. This study addresses the Islamic education in Indonesia; hence, it provides values for readers, researchers and those who are involved in future studies of this country.

scholarly journals Teaching the Arabic Language by the Mean of Soft and Aural-Oral Approach

2018 ◽  
pp. 5
Author(s):  
Adam Doni Mauladi ◽  
Muhammad Humamvidi Hunafa ◽  
Rizqy Maulana Hakim ◽  
Yudo Rahmadiansyah Putra
Keyword(s):  
Arabic Language ◽  
Islamic Education ◽  
Modern World ◽  
Muslim Country ◽  
Education Curriculum ◽  
Language Classes ◽  
The World ◽  
Oral Approach ◽  
The Mean ◽  
Popular Subject

In today’s Indonesia, the Arabic language is not very popular among the population. Even though Indonesia is the most populous Muslim country in the world, Muslims in Indonesia tend to have this “neglection” feeling on the importance of learning the Arabic language. This feeling is caused by the rise of bad sentiment towards Islam and Arab in the world particularly in the west which also influenced Indonesians mindset. The dichotomy which stated the Arabic language as a backward language and the terrorist language further escalate this unpopularity which creates the discouragement of the citizen to learn Arabic by the popular opinion. The problem which has been stated could be solved by further examining Islamic education curriculum especially the Arabic language to be more relevant with the modern world. Seeing the fact that the Arabic language is not a popular subject to be learned, then teaching it should further be with the way that is familiar to the student and easy-going. The Arabic language should be taught with soft and aural-oral approach. Soft approach means that it should be taught casually, while aural-oral approach means that the Arabic language should firstly be taught with conversation style teaching that emphasizes in speaking and understanding of the word and its roots. This study shall examine the problem stated above and the reason why soft and aural-oral approach should be used. it is hoped that by examining this approach, the soft and aural-oral approach could be implemented in the Arabic language classes in Indonesia.

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