000			03904nam a2200457Ii 4500
001			9781787545311
003			UtOrBLW
005			20210303084903.0
006			m o d
007			cr un|||||||||
008			181115t20182019enk ob 001 0 eng d
020			_a9781787545311 (e-book)
040			_aUtOrBLW _beng _erda _cUtOrBLW
043			_af------ _aa------
050		4	_aLC903 _b.H37 2018
072		7	_aJNFR _2bicssc
072		7	_aEDU020000 _2bisacsh
080			_a37.01
082	0	4	_a371.077 _223
100	1		_aHardaker, Glenn, _eauthor.
245	1	0	_aPedagogy in Islamic education : _bthe Madrasah context / _cby Glenn Hardaker (Universiti Brunei Darussalam, Brunei Darussalam), and Aishah Ahmad Sabki (Beyond Labels Ltd., United Kingdom).
250			_aFirst edition.
264		1	_bEmerald Publishing Limited,
300			_a1 online resource (xvii, 142 pages)
504			_aIncludes bibliographical references and index.
505	0		_aPrelims -- Part 1 Islamic educational institution -- The rise of the Islamic institution -- The diversity of Islamic educational institutions -- The scholastic community -- Part 2 Knowledge and the sacred -- Philosophy of Islam and knowledge -- A spiritual understanding of Islamic education -- Knowledge and the sacred as an educational compass -- Part 3 Implications of Islamic pedagogy -- Islamic pedagogy for embodied learning -- Universal nature of Islamic pedagogy -- Reflections on Islamic pedagogy -- Afterthoughts -- Glossary -- References -- Index.
520			_aIn Islamic education, the development of teaching and learning for the physical and spiritual training of humanity places equal importance on revealed and acquired knowledge. This book provides a greater understanding of Islamic pedagogy from a spiritual perspective, which requires empathy with the Islamic premise of the inseparable nature of knowledge and the sacred. The book is intended to provide a particular insight into the relationship between Islamic pedagogy and embodied learning and associated common features that are seen in Madrasahs, and related educational institutions. The first part of the book traces key moments in madrasah history and their formation; diversity of Islamic institutions, and the notion of the scholastic community. It identifies the rise of the Islamic education institutions and the diversity within their formation. Despite the partial disappearance of the spiritual in many Islamic education institutions, the authors argue that the spiritual construct is still deeply implicated in the reification of Islamic pedagogy and in the process of embodiment. The second part of the book draws on unravelling knowledge and the sacred that considers the philosophy of Islam and knowledge, spiritual understanding of Islamic education, and knowledge and the sacred as an educational compass. Finally, the book explores the implications of Islamic pedagogy and embodied learning, the universal nature of Islamic pedagogy, and reflections for the future. By bringing to bear a variety of Islamic and educational studies research, relative to Islamic pedagogy, this book opens up new avenues for research into Islamic education. The book will be of particular interest to scholars investigating Islamic education, Islamic pedagogy, and embodied learning.
588	0		_aPrint version record
650		0	_aIslamic education.
650		0	_aEducation _zIslamic countries.
650		0	_aMadrasahs.
650		7	_aEducation _xMulticultural Education. _2bisacsh
650		7	_aMulticultural education. _2bicssc
700	1		_aAhmad Sabki, Aishah, _eauthor.
776			_z9781787545328
856	4	0	_uhttps://www.emerald.com/insight/publication/doi/10.1108/9781787545311
999			_c29941 _d29941