Relevant bibliographies by topics / Islamic religious education – Indonesia – History / Dissertations / Theses

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Dissertations / Theses on the topic 'Islamic religious education – Indonesia – History'

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Published: 4 June 2021

Last updated: 1 February 2022

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Zuhdi, Muhammad. "Political and social influences on religious school : a historical perspective on Indonesian Islamic school curricula." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102775.

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As the most populous Muslim country in the world, Indonesia has a unique experience in dealing with Islamic education, a system that was established years before the country's independence. This dissertation focuses on the development of Indonesian Islamic schools in facing the challenges of modernization and globalization, with special reference to their changing curricula. Using the social constructionist perspective as an approach, this study examines the significance of political and social changes to the development of Islamic schools' curricula throughout the country's history. This study finds evidences of a reciprocal relationship between the changing curricula of Indonesian Islamic schools and the changing social and political circumstances.

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Elizarni, FNU. "Gender, Conflict, Peace: The Roles of Feminist Popular Education During and After the Conflict in Aceh, Indonesia." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1605018870170842.

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Yeoh, Siok Cheng. "Umara-Ulama-Ummah relations and pesantrens in Aceh Province, Indonesia : a study of the challenges to the authority of a traditionalist kiyai /." Thesis, Connect to this title online; UW restricted, 1994. http://hdl.handle.net/1773/8907.

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Sutjiono, Rohana Joshua. "The relevance and effectiveness of the curricula of theological institutions in Indonesia in addressing ministry issues related to Islamic and animistic rituals." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

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Ruswan, 1968. "Colonial experience and muslim educational reforms : a comparison of the Aligarh and the Muhammadiyah movements." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=27968.

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This thesis is a comparative study of the educational reforms initiated by the Aligarh and Muhammadiyah movements in India and Indonesia respectively. It covers three main points: Ahmad Khan's and Ahmad Dahlan's educational philosophy; the educational system of the Muhammadan Anglo-Oriental College (MAOC) and Muhammadiyah schools; and the impact of the educational reforms of the two movements to Muslim education in general in the two countries. As will be explained in this thesis, Ahmad Khan and Ahmad Dahlan were deeply concerned with economic and social problems faced by the Muslims due to colonial policies. Both scholars came to the conviction that education was one of the most important ways to solve those problems. The two scholars, therefore, each contrived to design a new system of education for Muslims, which would produce graduates capable of meeting the new demands of the changing socio-political context while retaining their faith. Their ideas were eventually realized in the establishment of the MAOC and the Muhammadiyah schools, respectively. Even though these two institutions were unable to satisfy all Muslim aspirations, they succeeded in making Muslims in India and Indonesia aware of the need for pragmatic education, which was to contribute to the empowerment of Muslims in the colonial era.

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Jarrar, Rola Neyazi. "The discipline of Qur'an recitation in Britain and its history and status in the Islamic curriculum." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7886/.

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This thesis aims to determine whether the teaching of Tajwid science in the UK is of a sufficient standard. This stems from the author’s experience in professional studies and teaching experiments performed in Britain in this field, which have indicated that current instruction is substandard. The research aim is to contribute to developing Tajwid teaching in Britain. To conduct this research, the author evaluated Tajwid teaching using a series of methods. A pedagogical study was applied; specifically, a questionnaire with Tajwid students from different UK Islamic organisations. She then engaged in two group meetings with Tajwid teachers, conducted close-ended telephone interviews with Islamic organisations based in the UK, reviewed five English-language resources, and suggested alternative sources for Tajwid instruction that explain the subject through al-Shāṭibiyyah, which features the most well-known form of recitation among Muslims. Finally, she hosted a series of free Tajwid classes to examine research-recommended sources and their effects on learners’ attitudes. The findings proved that different approaches are required to develop Tajwid teaching in the UK; furthermore, they helped to establish the criteria required to develop effective Tajwid teaching, and clarified the importance of incorporating new sources that use topics comprehensibly and provide solutions to related problems.

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Khuluq, Lathiful. "Kyai Haji Hasyim Asyʾari's religious thought and political activities (1871-1947)." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=27946.

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This thesis surveys the religious thought and political activities of K. H. (Kyai Haji) Hasyim Asy'ari (1871-1947), founder of both the Pesantren Tebuireng and the Nahdlatul Ulama. Given the extent of his legacy, it will study his life, educational background and pesantren milieu in order to gain an understanding of his career and the events that inspired him. A prolific writer, K. H. Hasyim Asy'ari produced works on theology, sufism, politics and Islamic law. Many of these works will be discussed. His theology was standard Sunni, while his mystical practice and thinking may best be described as sufi/ orthodox. He encouraged Muslims to follow the four Sunni schools (madhahib) in the belief that they contained the most valid teachings. In the political sphere, he called upon Muslims to strengthen the ties of Muslim brotherhood. And although K. H. Hasyim Asy'ari spent most of his life teaching in the pesantren, he also played an important political role, especially as leader of a Muslim unity movement during the late Dutch colonial period, as representative to Muslim organizations active under the Japanese occupation and finally as a supporter of Indonesian independence in the late 1940s. Significantly, K. H. Hasyim Asy'ari was regarded as the preeminent leader of the traditionalist Muslims from the 1920s to the 1940s, but enjoyed the respect of the modernist faction at a time when relations between traditionalists and modernists were strained. In effect, he served as spiritual leader to many 'ulama', soldiers and politicians.

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Zaini, Achmad. "Kyai Haji Abdul Wahid Hasyim : his contribution to Muslim educational reform and to Indonesian nationalism during the twentieth century." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0007/MQ43975.pdf.

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Ajam, Mogamed. "The raison d'être of the Muslim Mission Primary School in Cape Town and environs from 1860 to 1980 with special reference to the role of Dr A. Abdurahman in the modernisation of Islam-oriented schools." Doctoral thesis, University of Cape Town, 1986. http://hdl.handle.net/11427/17603.

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Cover title: The role of Dr A. Abdurahman in the modernisation of Islam-oriented schools.
Bibliography: pages 471-494.
This dissertation concerns the modernisation of Islam-oriented schooling in Cape Town and environs whereby Muslim Mission Primary Schools emerge as a socio-cultural compromise between community needs and State school provision policy. It proceeds from the recognition of the cultural diversity that has since the pioneering days characterised the social order of the Mother City. Two religious and cultural traditions have coexisted here in a superordinate and subordinate relationship; one developed a school system for domestication and cultural assimilation, and the other a covert instructional programme for an alternative religious system and behaviour code. The thrust of the argument is that the Islamic community, developed on the periphery of society that excluded non-Christians, were in the main concerned with cultural transmission, first in the homes of Free Blacks during the Dutch regime, and later in the mosques that arose when religious freedom was obtained.

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Khariroh, Khariroh. "The Women's Movement in Indonesia's Pesantren: Negotiating Islam, Culture, and Modernity." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1275938710.

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Vehapi, Flamur. "Conflict Resolution in Islam: Document Review of the Early Sources." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1446.

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Islam is the world's fastest growing religion. It is known to have an abundant and very rich amount of knowledge found in the Qur'an and the teachings of Prophet Muhammad, and as such, this religion has tremendously contributed not only to Muslim societies but also to the West. One aspect of this contribution explicated in this thesis is its contribution to the field of Conflict Resolution. The primary purpose of this study is to unearth the tradition of peace and conflict resolution that comes out of the religion of Islam, which is unknown to many Muslims today. In this study, existing literature in the field is examined, and a qualitative exploration is carried out, in order to formulate a better understanding of the dynamics of the Qur'an, hadith and other documents of Islam, as they relate to peace and conflict resolution. Utilizing a mixed methods approach, data collected for this study came from two sources: the existing literature regarding Islam and conflict resolution and the participants (Imams and religious scholars of Islam) interviewed through a questionnaire. To begin with, the thesis introduces the fundamentals of Islam and major concepts of the faith. It proceeds with Qur'anic and hadith injunctions on peace and conflict, and how those divine revelations as believed by Muslims, were applied by Prophet Muhammad and his early followers. This work is concluded with the opinions and interpretations of the scholars regarding the original question of this study and the matters discussed in the literature review. The thesis deals with the teachings of the Qur'an and only investigates and analyzes historical events from the lifetime of Prophet Muhammad and the early caliphate of Islam. In the process, to further explore the concept of conflict resolution in Islam, interpretations of Muslim scholars and imams are included in this document review of the sacred texts of Islam. Some questions addressed in this research are, how might this knowledge be valuable to Muslims today in these times of great turmoil involving the Muslim world after September 11? Where do the primary sources of Islam, the Quran and the hadith, stand as far as peace and conflict are concerned? And most importantly, what does Islam have to teach about conflict resolution?

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Shareefi, Adnan Osama. "The Role of American Islamic Organizations in Intercultural Discourse and Their Use of Social Media." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1499273914498808.

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Poyraz, Serdar. "Science versus Religion: The Influence of European Materialism on Turkish Thought, 1860-1960." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1290905453.

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Naziri, Micah B. D. C. "Persistence of Jewish-Muslim Reconciliatory Activism in the Face of Threats and “Terrorism” (Real and Perceived) From All Sides." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch158125273779039.

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Schneider, Suzanne. "Religious Education and Political Activism in Mandate Palestine." Thesis, 2014. https://doi.org/10.7916/D8028PP0.

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This dissertation offers a conceptual analysis of Jewish and Islamic religious education in Palestine during the years of British military, civil and Mandatory control (1917-1948). It examines the policies toward religious education pursued by the Government of Palestine, as well as practices developed by Jewish and Muslim educators for use within Zionist and private Arab schools. Based on a combination of archival sources, school curricula, textbooks, memoirs and newspapers, this dissertation elucidates the tensions that characterized attempts on the part of colonial and "native" reformers to transform the structure, content and purpose of religious education in pursuit of their respective political goals. In order to situate the Department of Education's policies within Palestine's sectarian context, I chart how an understanding of religion as an apolitical source of individual ethics found reflection in a legal structure that tied educational freedom to the religious community. I further argue that the Department of Education promoted a novel version of religious education within both Jewish and Muslim communities as, somewhat paradoxically, a means of preserving the "traditional" order in which religious knowledge was separated from national politics. Therefore while secular studies were encouraged on an instrumental basis, administrators vigorously opposed the development of secularism as an ideological framework associated with moral discord and political upheaval. The second half of this project discusses educational initiatives among Zionist and Palestinian Muslim leaders in order to highlight the points of overlap and rupture with policies pursued by the Mandatory state. Notwithstanding a strong impetus within both groups to vilify customary forms of communal schooling, neither acquiesced to the colonial view of religious education as the source of "universal" values that transcended the realm of mass politics. In contrast, Jewish and Muslim leaders in Palestine offered alternative educational models in which control over religious knowledge was innately linked to the goals of their respective political movements. Rather than viewing religious education as a source of social continuity, modernists placed the reform of religious education at the center of a program that aimed at revolutionary change. Finally, by adapting a theoretical model borrowed from Bruno Latour, this project argues that the apparent differences between the Government of Palestine on one hand, and Jewish and Muslim educators on the other, were more discursive than material. Education functioned as a political tool within the schools maintained by each group; however, the link between pedagogy and politics was one that the Mandatory government refused to recognize. On the contrary, the Department of Education accused Jewish and Muslim leaders of transgressing the boundary meant to separate education as an exercise in character formation from education as a site of social conditioning and political mobilization. Battles over the content and purpose of religious education therefore constituted part of a larger conflict regarding the relationship between mass schooling and political engagement in modern Palestine.

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"Faith, Moral Authority, and Politics; The Making of Progressive Islam in Indonesia." Doctoral diss., 2012. http://hdl.handle.net/2286/R.I.15042.

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abstract: Several Islamic organizations have experience major changes in their theological frames and political identities away from fundamentalist and revivalist theological orientation to one that embraces a progressive Islamic theology that synthesizes these norms with classical Islamic teachings. What are the factors that explain these theological changes? What are the causal mechanisms that help to promote them? Using the moral authority leadership theory, I argue that Islamic groups would be able to change their theological frames and political identities if the changes are promoted by religious leaders with 'moral authority' status, who are using both ideational and instrumental strategies to reconstruct the theological frames of their organizations. In addition to moral authority leadership, intermediary variables that also affect the likelihood of a theological change within Islamic groups are the institutional culture of the organization - the degree of tolerance for non-Islamic theological teachings - and the relationship between the Islamic group and the state. This study is a comparative historical analysis of two Indonesian Islamic groups: the Nahdlatul Ulama (NU) and the Muhammadiyah. It finds that the NU was able to successfully change its theological positions due to the presence of a charismatic moral authority leader, the tolerant institutional culture within the organization, and the ability of the organization to ally with the Suharto regime, allowing the reform to be institutionalized with little intervention from the regime. On the other hand, theological reform within the Muhammadiyah was not successful due to the lack of a leader with moral authority status who could have led the reforms within the organization, as well as to the dominance of a revivalist institutional culture that does not tolerate any challenges to their interpretation of Islamic theology. The analysis makes theoretical contributions on the role of religious leadership within Islamic movements and the likelihood of Islamic groups to adopt liberal political norms such as democracy, religion-state separation, and tolerance toward religious minorities. It identifies the mechanisms in which theological change within Islamic group become possible.
Dissertation/Thesis
Ph.D. Political Science 2012

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Karimov, Asadullo. "Islamic education and its role modelling generation [sic] of learners inspired by the poetry of Saʻdi Sherazi." Diss., 2012. http://hdl.handle.net/10500/12068.

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Arabic text
One of the most important objectives of the Islamic Code is the reformation of character so that Divine justice may be achieved in human society. Two things are of paramount importance: -Teaching upcoming generations for being receptive to Islamic teachings so as to live a healthy future; and -Developing a healthy society that provides scope for successful survival of its members. Among numerous scholars that have undertaken this noble task is Shaikh Sa'di, the Persian mystical poet. A reading of his Gulistan confirms the didactic nature of his poetry. The history of human culture attests to the eminent position he occupies in refining morality of people regardless of their race or creed, and regardless of the era in which they live. The primary objective of this dissertation is to probe this literature which offers avenues for acquiring a firm sense of justice and felicity.
Religious Studies & Arabic
M.A. (Arabic)

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(8850251), Ghaleb Alomaish. "“DOUBLE REFRACTION”: IMAGE PROJECTION AND PERCEPTION IN SAUDI-AMERICAN CONTEXTS: A COMPARATIVE STUDY." Thesis, 2020.

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This dissertation aims to create a scholarly space where a seventy-five-year-old “special relationship” (1945-2020) between the Kingdom of Saudi Arabia and the United States is examined from an interdisciplinary comparativist perspective. I posit that a comparative study of Saudi and American fiction goes beyond the limitedness of global geopolitics and proves to uncover some new literary, sociocultural, and historical dimensions of this long history, while shedding some light on others. Saudi writers creatively challenge the inherently static and monolithic image of Saudi Arabia, its culture and people in the West. They also simultaneously unsettle the notion of homogeneity and enable us to gain new insight into self-perception within the local Saudi context by offering a wide scope of genuine engagements with distinctive themes ranging from spatiality, identity, ethnicity, and gender to slavery, religiosity and (post)modernity. On the other side, American authors still show some signs of ambivalence towards the depiction of the Saudi (Muslim/Arab) Other, but they nonetheless also demonstrate serious effort to emancipate their representations from the confining legacy of (neo)Orientalist discourse and oil politics by tackling the concepts of race, alterity, hegemony, radicalism, nomadism and (un)belonging.

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