Revisiting An Islamic Approach to Humanities: A Critical Review

Purpose: The study aims to develop a relevant counter-argument and supporting justification on ideas offered by Zaman (2014) in his paper titled "An Islamic Approach to Humanities." Design/Method/Approach: This study adopts a quantitative approach in form of a literature survey, discourse and critical content analysis. For achieving the goal, we capitalize on Ghazi (2006) to support the argument that the source of knowledge is not only through observations. Kalin (2016) and Zarkasyi (2018) are being used to show that Islam encourages reasoning and observations. To support the argument that Islamic economics can be positivistic, we use Abdullahi (2018) as a related paper to deal with that issue. Findings: The study found that Islamic Economics can use the tools of logical positivists in its observation as long as such tools do not contradict the logical structure of the Islamic worldview. Social science like Islamic economics is only an avenue to see the expression of free will that Allah gives to the human being by observing the pattern of human behavior. When the results can describe closer to reality, it can survive and support the development of social science itself. Originality/Values: The main contribution of this study is to clarify the position of Islamic economics on the logical positivism method and its implication in value integration.

Comprehensive Understanding the Disaster-Causing Mechanism, Governance Dilemma and Targeted Countermeasures of Urban Pluvial Flooding in China

Urban pluvial flooding in China has become one of the major challenges for sustainable development. This paper analyzes the impact of climate change, urbanization, and integrated disaster drivers on urban pluvial flooding hazards, starting from the disaster-causing mechanisms of urban pluvial flooding in China. This paper then analyzes the main features and progress of urban pluvial flooding governance in China. In particular, this paper describes the progress of sponge cities in China. On the basis of the above contents, this paper describes three manifestations of the fragmentation dilemma at the level of governance, namely, fragmentation in value integration due to conflicting management orders and service values, fragmentation in resource and power allocation due to the lack of vertical top-level design and blurred horizontal departmental management boundaries, and fragmentation in policy formulation and implementation due to outdated urban flood control standards and interdepartmental information compartmentalization. In response to the fragmentation dilemma in urban pluvial flooding management in China, this paper introduces the concept of holistic governance and clarifies the path of urban waterlogging management, i.e., forming a collaborative and diversified governance subjects, deeply optimizing the organizational structure of urban waterlogging management, creating a mature information-based governance platform, and improving the legal and rule of law construction model. This paper is informative for understanding the governance of urban pluvial flooding in China from a government-led management level.

A Pharmacist-Led Oral Chemotherapy Program’s Impact on Chronic Myeloid Leukemia Patient Satisfaction, Adherence, and Outcomes

Patients with chronic myeloid leukemia (CML) can be treated with oral tyrosine kinase inhibitors (TKIs). Pharmacist-led oral chemotherapy programs (POCPs) can improve TKI adherence rates, but evaluation of patient satisfaction with such programs is rare. The purpose of this analysis was to compare the satisfaction of patients with CML taking TKIs enrolled in a POCP program with that of those not enrolled. Secondary objectives were to assess adherence rates, patient-reported value, early molecular response (EMR) rates, and major molecular response (MMR) rates. This study utilized an anonymous telephone survey of patients who had taken TKIs for at least 3 months. Molecular response was determined by chart review. Of 40 patients surveyed, 50% were enrolled in the POCP, and the POCP group had more African Americans than the non-POCP group. More patients in the POCP were satisfied with their care than in the non-POCP group (100% vs. 75%, p = .047). There were no differences in high patient-reported adherence (55% vs. 60%, p = 1.000), patient-reported value for integrated services (95% vs. 90%, p = 1.000), achievement of EMR (75% vs. 75%, p = 1.000), or MMR (85% vs. 85%, p = 1.000). Patients in the POCP received more structured clinical pharmacy services; however, both groups felt the clinical pharmacist played a major role in their care (85% vs. 90%, p = 1.000). Patients in the non-POCP group reported lower satisfaction than those enrolled resulting from fragmented care that was likely due to external specialty pharmacies. Irrespective of POCP enrollment, patients reported clinical pharmacists play a major role in their therapy and value integration of their specialty pharmacy and medical team.

Shared value: a bibliometric review of the literature from the approaches of strategy, corporate social responsibility and stakeholder

The recent rise of the Shared Value (SV) concept justifies the debate about its possible conceptual developments. The objective of this article is to analyze the conceptual evolution of the SV showing its approaches from strategy, corporate social responsibility (CSR) and stakeholders. The methodology used for research consists of a systematic review of the literature, using as input for the classification of articles, the graphs theory and a bibliometric analysis through the Tree of Science (ToS) tool. The analysis focuses on the evolution of the concept of SV (start, development and trends) observing the maintenance of the original approaches and new trends in concept application. It is concluded that although the origin of the SV does not yet have a defined consensus, there are some coincident characteristics for its application, such as: creation of mutual value, integration of economic and social value and the generation of positive impacts on stakeholders.

Moderation of Higher Education Curriculum in Religious Deradicalization in Indonesia

This paper aims to know and analyze the forms of moderation of Islamic Higher Education curriculum. This moderate map of the curriculum is useful for policymaking in order to build an inclusive-multicultural awareness to minimize religious radicalism. This research is qualitative research with the historical approach. The method is used to examine the processes that take place in the life of the community under study. The results conclude that the forms of moderation of Islamic university curriculum in Indonesia are: first, integration and internalization of science. The Second, strengthening the theology of Rahmatanlil-'Alamin. Third, the deradicalization of religion through the strengthening of the local wisdom of Java. The Fourth, build an anti-radicalism curriculum. Fifth, the evaluation of multicultural-oriented learning. Sixth, Integral Muslim Personality Development Assistance Program (P3KMI). Seventh, Value Integration Plurality in the curriculum.Eighth, multicultural learning methods.AbstrakArtikel ini bertujuan untuk mengetahui dan menganalisis bentuk-bentuk moderasi kurikulum Pendidikan Tinggi Islam. Peta kurikulum yang moderat ini berguna untuk pembuatan kebijakan dalam rangka membangun kesadaran inklusif-multikultural untuk meminimalkan radikalisme agama. Penelitian ini adalah penelitian kualitatif dengan pendekatan historis. Metode ini digunakan untuk memeriksa proses yang terjadi dalam kehidupan masyarakat yang diteliti. Hasilnya menyimpulkan bahwa bentuk moderasi kurikulum universitas Islam di Indonesia adalah: pertama, integrasi dan internalisasi sains. Yang Kedua, memperkuat teologi Rahmatan lil-'Alamin. Ketiga, deradikalisasi agama melalui penguatan kearifan lokal Jawa. Keempat, bangun kurikulum anti-radikalisme. Kelima, evaluasi pembelajaran yang berorientasi multikultural. Keenam, Program Bantuan Pengembangan Kepribadian Muslim Integral (P3KMI). Ketujuh, Pluralitas Integrasi Nilai dalam kurikulum. Kedelapan, metode pembelajaran multikultural.How to Cite: Ekawati., Suparta, M., Sirin, K., Maftuhah, Pifianti, A. (2019). Moderation of Higher Education Curriculum in Religious Deradicalization in Indonesia. TARBIYA: Journal of Education in Muslim Society, 6(2), 169-178. doi:10.15408/tjems.v6i2. 14886.

Moral literacy and school leadership

Purpose Public interests and concerns often create dilemmas for school principals. As such moral dilemmas are the case for schools as places marked by social, economic, cultural and political diversity. The purpose of this paper is to look at how Appalachian school leaders use moral literacy to make decisions when facing ethical issues? Design/methodology/approach The data for this study emerged from interviews conducted with ten principals. The principals interviewed represent a purposeful sample of practitioners within the Appalachian region of Southern Ohio, using group characteristic sampling. Findings Principals’ responses varied in their depth of familiarity and comfort with moral literacy. The abductive analysis yielded several thematic units, classified using both emergent patterns and a priori codes. The overarching themes that emerged from this analysis concerned what an ethical dilemma is, what it means to be a morally literate leader, moral dimensions of leadership, and the value integration of doing ethics and being ethical. Research limitations/implications This study relies strictly on the participants’ personal conceptualization of moral literacy and the ethical paradigms it presupposes. As a qualitative study, the findings are based primarily on the participants’ perception of and the researcher’s interpretation of the complexities and ambiguities in reading ethical dilemmas. Practical implications To effectively accomplish the moral work of the principalship requires that school leaders be morally literate, understanding the integrated nature of ethical paradigms. Originality/value The findings of this study continue to disclose the manner in which practicing principals define what an ethical dilemma is and moves us closer to understanding how practitioners frame moral literacy within their practice yet outside of exposure to clearly defined theoretical frameworks.