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Relevant bibliographies by topics / Islamic teaching methods

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Academic literature on the topic 'Islamic teaching methods'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Islamic teaching methods"

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Jarir, Muhammad. "METHODS OF TEACHING ISLAMIC FIQH." Al-Ta lim Journal 20, no. 2 (July 20, 2013): 386–406. http://dx.doi.org/10.15548/jt.v20i2.36.

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Saheed, Ahmad Rufai. "Reviving Contemporary Muslim Education through Islamic-Based Teachings and Evaluation Methods (Pemulihan Pendidikan Moden Melalui Pengajaran Berdasarkan Islam dan Kaedah Penilaian)." Journal of Islam in Asia (E-ISSN: 2289-8077) 7, no. 2 (December 27, 2010): 187. http://dx.doi.org/10.31436/jia.v7i2.111.

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Abstract This paper intends to expose the degree of imitation, borrowing, and import of Western secular pedagogical principles and evaluation methods in contemporary Muslim education. The paper gives an analytical account of Islamic-based pedagogy and evaluation–as recorded in the Islamic tradition–and argues that the dominant methods of teaching and evaluation in today’s Muslim schools are grossly unfaithful to Islamic educational teachings. It employs a philosophical and analytical method to articulate deficiencies and offers an Islamic alternative to the dominant teaching and evaluation methods present in contemporary Muslim societies. The paper concludes that principles and methods can adequately serve the pedagogical and evaluation needs of the Muslims only when grounded on the primary sources of Islamic tradition. Key Words: Muslim Education, Teacher Education, Evaluation, Teaching Methods, Islamic-Based Model of Teaching. Abstrak Kertas ini bercadang menyingkap sejauh manakah peniruan, peminjaman , dan pengambilan kaedah-kaedah pengajaran dan penilaian Barat dalam pendidikan Islam kontemporari. Kertas ini memberikan satu analisa tentang konsep pengajaran dan penilaian yang berlandaskan Islam –sebagaimana yang direkodkan di dalam warisan Islam–dan mencadangkan bahawa kaedah mengajar dan penilaian yang dominan pada hari ini di sekolah-sekolah Islam secara kasarnya tidak mengikut ajaran-ajaran pendidikan Islam. Kajian ini menggunakan kaedah analisis dan falsafah untuk menyatakan kekurangan-kekurangan yang berkaitan dan menawarkan satu alternatif Islamik untuk diguna pakai di dalam pengajaran dan kaedah penilaian yang terdapat dalam masyarakat-masyarakat Islam kontemporari. Kertas ini menyimpulkan bahawa prinsip dan kaedah-kaedah yang Islamik tersebut didapati boleh disesuaikan untuk mencapai tujuan-tujuan pengajaran dan penilaian untuk masyarakat Islam hanya apabila ia didasarkan kepada sumber-sumber utama warisan tradisi Islam. Kata Kunci: Pendidikan Islam, Pendidikan Guru, Penilaian, Cara-cara Mengajar, Model Pengajaran Berdasarkan Islam.

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Muhammad Asif Nadeem, Muhammad Shahzad, and Shakeel Sarwar. "Evaluating Usages of Social Media and Educational Teaching Methods in Consonance with the Teachings of Islam." Journal of Business and Social Review in Emerging Economies 6, no. 2 (June 30, 2020): 905–15. http://dx.doi.org/10.26710/jbsee.v6i2.1274.

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Social media plays a very important role in the present education system of the world on the whole and in Islamic Republic of Pakistan in special. People in this area prefer to find information on social sites rather than find them face to face. Social media sites provide a variety of mediums for interacting and communicating while learning. However, this widespread use of social media is misused by some of the less responsible. The use of social media that is not Islamic values can be harmful to society. Integrity in the dissemination of information on social media has been an issue often overlooked by some writers. Therefore, the application of Islamic values is important in preventing these problems from continuing to spread and producing less educated communities. Based on the analysis of the study, there are four topics that cover teaching methods through social media from an Islamic perspective. Firstly think of social media as a medium of teaching. Subsequently, this article addresses the issue of using social media as a medium of instruction. The application of Islamic values in communicating information through social media is also elaborated. Finally, this article also discusses the importance and benefits of emphasizing Islamic values in communicating information on social media.

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Yazdi, Ali Asgari. "Islamic Studies and Teaching Islam Studying and teaching Islam in the Islamic Republic of Iran. Methods and approaches (In Persian)." Minbar. Islamic Studies 11, no. 2 (September 21, 2018): 426–41. http://dx.doi.org/10.31162/2618-9569-2018-11-2-426-441.

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The article reflects the results of the international meeting “Theology and Islamic Studies in Russia and Iran: history, methods, educational approach.” The meeting took place in the Institute of Oriental Studies of the Russian academy on the 8th of May 2018. The Meeting Committee received a substantial grant from the Culture Section of the Embassy of the Islamic Republic of Iran in Russia. At the meeting took part over 20 scholars from various research and educational bodies of the Russian Federation and the Islamic Republic of Iran. Among them were scholars from the University of Teheran, the al-Mustafa International University, Moscow State University, St Petersburg State University, Bashkortostan State University in Ufa, the Daghestan Institute of Hunmanities, The Moscow State University of Foreign Languages, the Pyatigorsk State University, and the Russian Presidential Academy of National Economy and Public Administration. In the article Prof. Yazdi outlines the recent trends in teaching Islamic theology and Islamic studies in the University of Teheran. The outstanding results gained by the scholars of this University in the field of Islamic education has attracted a vivid interest of their Russian colleagues. The teaching of Islam in the Islamic Republic of Iran runs in the four main directions:1. Teaching of Islam in the traditional framework combined with rational sciences and philosophy.2. Islamic studies and Islamic theology as a separate teaching module in the leading Universities of Iran.3. Islamic studies are combined with teaching of exact sciences as in the Imam Sadiq University (Tehran), the Motahhari University (Mashhad, Razavi Khorasan Province) and the Imam Reza University (Mashhad, Razavi Khorasan Province).4. Islamic studies constitute an integral part of University education in Iran.The teaching of Islam in the Islamic Republic of Iran is based on the Islamic tradition, philosophy and rational sciences. Therefore, the theology is considered as one of the aspects of the rational teaching. This is the basis of the Iranian moderate Islam. The author shares his practical experience of teaching Islam and Islamic sciences of many years.

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Wan Embong, Wan Hassan, Ajmain Jimaain Safar, and Bushrah Basiron. "Teaching Aqidah: Islamic Studies in Malaysia." UMRAN - International Journal of Islamic and Civilizational Studies 7, no. 1 (February 27, 2020): 25–32. http://dx.doi.org/10.11113/umran2020.7n1.366.

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It is widely agreed that Malaysia will achieve sustainable prosperity when its citizen live together in harmony. Moreover, a good society derives from good families and good families derive from righteous individuals who transmit insight that builds good character. In Islam, the transmission of this insight is called aqidah (belief system), which continually plays an active role in the enhancement of personal accountability. This study took a qualitative approach using personal interviews to determine methods used to teach aqidah in Malaysia. Findings revealed four methods including multimedia, slide presentations, group discussions and teacher didactics.

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Eissa, Manar, and Madihah Khalid. "Development of Character and Life Skills through Islamic Methods of Teaching Acquired Science Subjects at Islamic International Schools in Malaysia." IIUM Journal of Educational Studies 6, no. 1 (July 2, 2019): 3–17. http://dx.doi.org/10.31436/ijes.v6i1.143.

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Islamic Schools strive to achieve educational excellence while integrating religious values into their curriculum. Yet, what makes an Islamic school really “Islamic” is not just the content of the curriculum, but also the teaching methods employed by the teachers who are teaching religious and non-religious subjects which affect the whole implementation of the integrated curriculum. The aim of this paper is to investigate the potential benefits of using Quranic and Prophetic Teaching Methods (QPTMs) in non-religious classes on developing the characters of students. Semi-structured one-on-one interviews were conducted with 6 teachers teaching non-religious subjects in Islamic international schools in Malaysia. The interviews were transcribed and the data collected was analyzed by the researchers. The study analysis revealed that teachers of non-religious subjects in Islamic international schools believe that QPTMs contribute to students’ character development by inculcating characteristics and life skills. The findings of the study can draw the attention of integrated curriculum developers to the impact of including the QPTMs in teaching non-religious subjects in the inculcation of Islamic morals and developing the characters of the students. Key words: Islamic education, moral education, character development, teaching methods, integrated curriculum

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Ali, Nur. "The Role of the Arabic Teacher in the Spread of Islam in Nusantara." Ilomata International Journal of Social Science 2, no. 2 (April 29, 2021): 105–12. http://dx.doi.org/10.52728/ijss.v2i2.214.

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The entry of the people of the archipelago into Islam is the ability of Islamic broadcasters to use attractive packaging, especially by emphasizing conformity with Islam or continuity with local beliefs. This continuity does not mean changes in local religious beliefs or practices but adjustments through teaching. There are many methods used by Islamic broadcasters to get the people of the archipelago to accept Islamic teachings, such as a recitation teacher who teaches Arabic either directly or indirectly. Because the Al-Qur'an, the Prophet's Hadith and Islamic teachings use Arabic, the teachers try to teach Arabic well and professionally. Arabic was first taught with the aim that Islamic teachings could be understood and practiced properly. By practicing Islamic teachings properly and correctly, it becomes an attraction for people who have not embraced Islam. After the teachings of Islam have been well and correctly accepted, the aim of teaching Arabic has changed, namely to communicate with other nations.

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Syukur, Taufik Abdillah. "Teaching Methods in Pesantren to Tackle Religious Radicalism." Jurnal Pendidikan Islam 5, no. 2 (December 31, 2019): 189–200. http://dx.doi.org/10.15575/jpi.v5i2.6178.

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Religious radicalism has been a problem and a burning issue in social religion life in Indonesia. Government and the society including educational institutions like pesantren need to collaborate to solve this problem. This study was aimed at investigating the teaching methods applied in pesantren as an effort to tackle religious radicalism. This research used descriptive qualitative method. Techniques used were observation, interview and documentation. Interview was done to several key informants from pesantren to gather relevant information. The results showed that pesantren around the capital city of Jakarta still applied learning methods namely sorogan, bandongan, Islamic classic book reading. Those methods were designed to promote discussion in learning Islamic material. In addition, the learning methods developed santri academic achievement nurture their social skills. Given these skills and competencies, santri were taught to respect opinions of others and promote the effort to tackle religious radicalism in pesantren.

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Al-Jallad, Majed, and Muath Al-Omari. "The Degree of Acquisition of Islamic Education Teaching Competencies by Students of Diploma Program for Teaching Methods of Islamic Education." Journal of Educational & Psychological Sciences 06, no. 03 (September 1, 2005): 135–64. http://dx.doi.org/10.12785/jeps/060306.

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Rosyad, Ali Miftakhu. "THE IMPLEMENTATION OF INDUCTIVE TEACHING AND LEARNING METHODS IN ISLAMIC EDUCATION LEARNING." Risâlah, Jurnal Pendidikan dan Studi Islam 6, no. 1 (September 5, 2019): 60–75. http://dx.doi.org/10.31943/jurnal_risalah.v6i1.107.

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The article aims to describe the essence of inductive method in Islamic education learning. The learning will run optimally if the teacher utilize the suitable approach and method.Traditional engineering instruction is deductive, beginning with theories and progressing to applications of those theories. Alternative teaching approaches are more inductive. The Islamic education learning should be utilized the inductive method. Topics are introduced by presenting specific observations, case studies or problems, and theories are taught or the students are helped to discover them only after the need to know them has been established. Factually, in modern era the Islamic education learning must be innovated for answering the globalization demand.

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Dissertations / Theses on the topic "Islamic teaching methods"

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Alotaibi, Sultan. "Study of Islamic Teaching Methods in Saudi Arabia." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1395603595.

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Al-Otaibi, Saad. "Methods of teaching Islamic education in Kuwaiti secondary schools." Thesis, University of Birmingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497434.

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Al, Azemi Fahad Khalaf al-lamia. "The Islamic education curriculum in Kuwaiti secondary schools." Thesis, University of Sheffield, 2000. http://etheses.whiterose.ac.uk/4204/.

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This investigation was designed to research the Islamic education curriculum (I. E. C.) for secondary schools in Kuwait. The investigation covered the major elements of the Islamic education curriculum, namely the aims, the textbooks, teaching methods, aids and activities and the styles of assessment. The methods which were used to collect the data for this research were the questionnaire and the interview. The research population included: teachers of the I. E. C., supervisors, students of the 10th grade secondary schools. The findings indicated that in theory the I. E. C.’s aims seem to be comprehensive, covering all the aspects of student development. But, unfortunately, there were no real applications for all those aims in the practical teaching of the I. E. C., whether one examined the textbook, teaching methods, or styles of assessment. The topics of the textbook generally focused on the theoretical aspects of the I. E. C. and some of those topics were repetitive. Teaching methods were traditional and focused on telling by the teacher, with a lack of modern teaching methods to encourage the student to take an active role in the learning process. In addition, there was a clear lack of modern educational aids like audio visual equipment. Finally, the style of assessment was traditional aimed at measuring the students' knowledge, without paying attention to measuring other aspects of student achievement. This thesis is divided into eight chapters. Chapter One, outlines the general approach for studying problems related to the Islamic education curriculum in Kuwaiti secondary schools. There are clear weaknesses in the Islamic education curriculum in secondary schools. One of the most important is the absence of any explanation of the way in which the I. E. C. deals with the negative changes that are taken place in Kuwaiti society after the Iraqi aggression in 1990 and this is the main focus of the chapter. In Chapter Two, the educational system in Kuwait is discussed in detail from Al-katatib to the modern schools. The aims of each stage of the Kuwaiti educational system are also discussed. Chapter Three examines the background of the Islamic education in general and its sources, examining in particular what is the general aim of Islamic education and how this relates to the Kuwaiti context. Chapter Four, identifies previous studies of the curriculum in general. It examines definitions of the curriculum in general, the aims and their classification, the content of the textbook, the types of teaching methods and their importance in the learning teaching process and finally the style of assessments and their role in the learning process. This material is then related to the learning process in Kuwait and particularly its connections to the I. E. C. In the second section of this chapter previous studies which evaluated the Islamic education curriculum in Kuwaiti schools (especially the I. E. C.’s role in confronting the negative changes taken place in the Kuwait society) are examined. Chapter Five critically discusses the methodology, which was used in this research. Chapter Six examines the statistical result of the research. Chapter Seven then discusses and analyses the research findings. Chapter Eight ends the thesis with make a series of recommendations and conclusions based on the research findings.

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Aseery, Ahmad Yahya F. "A Qualitative Approach to Explore Teaching Methods Used to Teach Religious Courses in Saudi Arabia." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1594340402077666.

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Haji, Awang Che Omar bin. "The methodology of teaching in Islam : with special reference to the traditional educational methods in Malaysia." Thesis, University of Edinburgh, 1996. http://hdl.handle.net/1842/26569.

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This thesis is a study of the traditional Islamic educational institution (ipondok) in Malaysia. The aim of this thesis is to analyse the existing pondok educational system and to suggest changes which need to be introduced in order to make it relevant to the modern needs without thereby compromising the traditional values. The study starts with a brief discussion about the nature of knowledge in Islam. This is followed by a discussion about the origins of the methodology of teaching with an analysis of the terms used in Islamic education, the methodologies of Gabriel and the Prophet. In Chapter Two, discussion pertaining to the theories and practices of the methodology of teaching is presented through examining the various aspects of teaching which could be discerned from the Qur'an and relating them to the practical and customary spheres. Chapter Three presents the influence of traditional Islamic education on the Malays, giving considerable attention to the manners in which the Malays pursued their religious study. Chapter Four attempts to examine the pondok system by studying the daily and educational life of the institution. In Chapter Five a critical analysis of the methodology of the teaching at the pondok is presented along with the recommended changes of which the pondok system as a whole stands in need for its future survival. This is followed by a conclusion, a bibliography and appendices.

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Hussein, Ramona. "Teaching About Religion: A Mixed Methods Study of Teachers' Attitudes, Knowledge, and Preparation, With a Focus on Islam and Muslims." UNF Digital Commons, 2009. http://digitalcommons.unf.edu/etd/206.

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The subject of religion in public schools has always been controversial. America is a religiously diverse society, and one of the fundamental documents of this country, the Constitution of the United States, prohibits the establishment of a single religion which may seek to influence or control the ―free exercise‖ of all religions. Indeed the discussion of religion in school is very extensive. The subject includes, but is not limited to the discussion of students‘ religious expression, prayer in school, students‘ religious accommodations, the right of the student to distribute religious literature, as well as the rights of students to form religious clubs. The objective of this research study was to refine the very broad discussion of religion and religious liberties in public schools to the narrow subject of how teaching about religion is viewed in the public schools. Furthermore, given the current world‘s conflict with members of the Islamic faith and the increasing Muslim population in the United States, the study about Islam is a fundamental subject of inquiry for today‘s students who require a more global outlook. Primary to the study of whether teaching about religion is constitutional, which it is, an examination of how teachers, administrators, and school board members approach the subject, implement the policy, and prepare teachers for the task, was the focus of this research. Using a mixed methods methodology, I collected and analyzed quantitative and qualitative data from a sample total of 1,054 Florida social studies teachers. Overall, the results of the findings were that the surveyed teachers were open to teaching about all religions. However, their training and level of understanding of the content material required to accomplish the tasks were deficient. Recommendations included the designing of appropriate pre-service and in-service training programs for teachers who have responsibilities for teaching about various religions.

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Books on the topic "Islamic teaching methods"

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Abdul Aziz Bin Haji Ishak. Teaching grammar: Effective approaches/Methods in teaching the Arabicgrammar in lower secondary level at national Islamic secondary schools in Malaysia. Salford: University of Salford, 1988.

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Studying Islam. London: Continuum, 2009.

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Thompson, Jan. The Muslim experience. London: Hodder & Stoughton Educational, 2000.

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Draycott, Pamela. Sikhism: A new approach. London: Hodder & Stoughton, 1996.

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Muelder, Walter George. The Ethical Edge of Christian Theology: Forty Years of Communitarian Personalism. Lewiston, New York: Edwin Mellen Press, 1994.

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Berg, Herbert. Method and Theory in the Study of Islamic Origins (Islamic History and Civilization). Brill Academic Publishers, 2003.

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Abrahamov, Binyamin. Scripturalist and Traditionalist Theology. Edited by Sabine Schmidtke. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199696703.013.025.

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The chapter deals with two important approaches in Islamic theology, defining the terms that apply to these two trends and elucidating their main teachings. Scripturalist theology characterizes small groups in Islam which finally disappeared in the Middle Ages, however, leaving some traces on other theological schools. Contrary to the disappearance of the scripturalist theology, the traditionalist theology has remained the core of Islamic theology. It was a flexible theology that used both the Qurʾān and the Sunna and rational considerations. Through these two devices it challenged the rationalist theology and tried to refute both the rationalist methods and specific theological issues based on reason.

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Herbert, Berg, ed. Method and theory in the study of Islamic origins. Leiden: Brill, 2003.

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Griffel, Frank. The Formation of Post-Classical Philosophy in Islam. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190886325.001.0001.

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This is a comprehensive study of the far-reaching changes that led to a reshaping of the philosophical discourse in Islam during the sixth/twelfth century. Whereas earlier Western scholars thought that Islam’s engagement with the tradition of Greek philosophy ended during that century, more recent analyses suggest its integration into the genre of rationalist Muslim theology (kalam). This book proposes a third view about the fate of philosophy in Islam. It argues that in addition to this integration, Muslim theologians picked up the discourse of philosophy in Islam (falsafa) and began to produce books on philosophy. Written by the same authors, books in these two genres, kalam and philosophy (hikma), argue for opposing teachings on the nature of God, the world’s creation, and the afterlife. This study explains the emergence of a new genre of philosophical books called hikma that stand opposed to Islamic theology and at the same time wish to complement it. Offering a detailed history of philosophy in Iraq, Iran, and Central Asia during the sixth/twelfth century together with an analysis of the circumstances of practicing philosophy during this time, this study can show how reports of falsafa, written by major Muslim theologians such as al-Ghazali (d. 505/1111), developed step-by-step into critical assessments of philosophy that try to improve philosophical teachings and eventually become fully fledged philosophical summas in the work of Fakhr al-Din al-Razi (d. 606/1210). The book ends in a discussion of the different methods of kalam and hikma and the coherence and ambiguity of a Muslim post-classical philosopher’s œuvre.

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1950-, Ernst Carl W., and Martin Richard C, eds. Rethinking Islamic studies: From orientalism to cosmopolitanism. Columbia, S.C: University of South Carolina Press, 2010.

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Book chapters on the topic "Islamic teaching methods"

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Rahim, Syuhaida Idha Abd, Mohd Asmadi Yakob, and Fadilah Abd Rahman. "Talaqqi Method in Teaching and Learning for the Preservation of Islamic Knowledge: Developing the Basic Criteria." In Contemporary Issues and Development in the Global Halal Industry, 313–20. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1452-9_29.

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Ajmain, Muhammad Talhah, Jimaain Safar, Ahmad Kilani Mohamed, and Miftachul Huda. "Understanding Nasheed for Learning Strategy in Islamic Education." In Global Perspectives on Teaching and Learning Paths in Islamic Education, 205–18. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-8528-2.ch011.

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Nashid is one of various teaching methods and facilitator (PdPc). Teenagers nowadays are full of interest in entertainment in the form of songs and singing, and a good alternative is to bring them to God. Thus, this paper will be debating nashid as medium of education and missionary, nashid as a method of teaching and facilitating, the effectiveness of the method, and its implementation in teaching and learning. Aspects of creativeness in education are required in the 21st century. Nashid method is able to help students memorize facts and important things, strengthen memory, create high interest, build excitement, improve motivation and concentration, and enhance the confidence level among students. It will bring about a holistic student. However, the selection of the appropriate nashid must be considered to make sure the teaching objectives are achieved. Thus, teachers in Islamic teaching must look at this method as one of the important methods and apply it in their teaching and facilitating process.

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Fahm, AbdulGafar Olawale. "Transmitting the Teachings of Islam in Contemporary Times." In Global Perspectives on Teaching and Learning Paths in Islamic Education, 20–33. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-8528-2.ch002.

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There is a growing body of literature that recognizes the importance of proper approach to transmission of learning. This is because an effective method teaching always goes a long way in helping to understanding what is being taught. Contemporary discourse on teaching style often stresses either a teacher-centered or student-centered approaches. This chapter takes a critical look at the Prophet Muhammad's methods of teaching Islam to the Companions (Sahaba). This study attempts to understand the intent of these methods used by the Prophet Muhammad and investigates their possible implications. Through historical and descriptive methods examines the primary sources in Islam – the Qur'ān and the life case of the Prophet Muḥammad as presented in his sayings and teachings (Ḥadīth). The study reveals that the prophetic approach, apart from being very effective, is also a very practical method that can be used in our contemporary times and provides a better understanding of the message of Islam and prophetic heritage.

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Mogra, Imran. "Traditional Texts and Contemporary Teaching Techniques." In Global Perspectives on Teaching and Learning Paths in Islamic Education, 60–75. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-8528-2.ch004.

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This chapter provides a synopsis of teaching techniques gleaned from traditional texts represented in Muslim canonical ḥadīth collections. To begin with, the life of Prophet Muḥammad is surveyed from a teacher's perspective. Thereafter, narratives which illuminate pedagogical strategies are analyzed to emphasize the need for teachers to have a repertoire of teaching methods. It is argued that the techniques derived from traditional texts are relevant as they resonate with contemporary educational ideas.

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Bensaid, Benaouda, and Salah Machouche. "Education Piety." In Global Perspectives on Teaching and Learning Paths in Islamic Education, 34–59. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-8528-2.ch003.

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This chapter seeks to explore the crossroads between learning in Islam and spirituality, and also the methods according to which Muslim instructors shape students' experiences in a context of piety development. This study also examines questions pertaining to the concept of spirituality in education, methods pedagogic principles that further merge spiritual discipline with knowledge acquisition. The theoretical research draws on the textual analysis of early works of Muslim scholars, more specifically on Abdul Ibn Khaldun and Abu Hamid al-Ghazali, given their prominent positions in the history of Muslim education. This study shows that the Islamic learning has always taken students' spiritual growth for granted and has, despite differences of practices across Muslim regions, always maintained the refining of learners' spiritual character.

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Takács, Axel Marc Oaks. "“An Interpreter and Not a Judge”: Insights into a Christian-Islamic Comparative Theology." In How to Do Comparative Theology. Fordham University Press, 2017. http://dx.doi.org/10.5422/fordham/9780823278404.003.0006.

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Axel Marc Oaks Takács steps away from the ordinary subject matter and methods of Muslim-Christian relations as these have been manifested throughout history and argues that modern Christian comparative theology engaging the Islamic religious tradition has more often than not been overly constrained by the historically received interactions between the traditions and, as a result, too narrowly confined to the creedal concerns of orthodoxy. Takács seeks to challenge and unsettle both standard Islamic-Christian interreligious scholarship and the concept of “method” as it relates to the practice of theology, comparative or otherwise. In the words of Hans Urs von Balthasar, objective teaching (part of a uniform theologia spiritualis) must “be realized in practice, in the life of faith, hope and charity.” He exemplifies his fresh approach by the close reading of a text by the thirteenth-century mystic-philosopher Muḥyiddin ibn al-ʿArabī.

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De Sondy, Amanullah. "Toward a Critical Teaching Method of Islamic Genders and Sexualities." In Teaching Sexuality and Religion in Higher Education, 88–98. Routledge, 2020. http://dx.doi.org/10.4324/9780429327162-9.

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Griffel, Frank. "Books and Their Method." In The Formation of Post-Classical Philosophy in Islam, 479–542. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190886325.003.0007.

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This chapter deals with the method of philosophical books during the sixth/twelfth century. It begins with an analysis of Abu l-Barakat al-Baghdadi’s method of i’tibar (careful consideration) and highlights its departure from al-Farabi’s and Avicenna’s (Ibn Sina’s) demonstrative method as the ideal of philosophical inquiry. The chapter looks at how Fakhr al-Din al-Razi describes his own method in his philosophical books and it analyzes the method of “probing and dividing” (sabr wa-taqsim) used therein. Finally, the chapter zooms in on the methodical differences between Fakhr al-Din’s philosophical books and his books of kalam and focuses on the principle of sufficient reason. This philosophical principle requires that every event must have a rational explanation of its cause(s). The principle is universally valid in al-Razi’s philosophical books, yet in his books on kalam only insofar as God’s will is excluded from this requirement. This difference has far-reaching effects on the teachings put forward in these two genres of books.

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Şenay, Banu. "Master Speakers, Master Listeners." In Musical Ethics and Islam, 115–38. University of Illinois Press, 2020. http://dx.doi.org/10.5622/illinois/9780252043024.003.0006.

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The technical skills and artistic knowledge fostered by education in the ney emerge not only in the conduct of musical practice through watching, copying and imitating masters’ playing bodies, but are also powerfully cultivated by listening to their words, communicated through the skillful practice of sohbet (in the first instance, conversation). As an essentially Islamic practice that has a rich history in Sufism, sohbet constitutes the prime method of musical pedagogy: musical teaching and learning happens in conversation. The chapter presents a number of key processes that the pedagogy of sohbet is designed to facilitate in learners: new skills of hearing and musical understanding; extra-musical sensibilities germane to becoming a neyzen; and communal affections (an affect of intimacy) between those participating in the listening act.

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Herman, Stewart W. "From the Truly Real to Spiritual Wisdom." In Spiritual Goods Faith Traditions and the Practice of Business, 17–29. Philosophy Documentation Center, 2001. http://dx.doi.org/10.5840/spiritgds20014.

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This essay sketches a method for identifying the insights that diverse religious traditions offer to the field of business ethics. Each article in this volume asserts or assumes faith-based claims about what is "truly real" as the ground of moral aspiration and obligation. Four distinct kinds of claims yield four kinds of wisdom, that is, moral guidance for business practice. 1) In Judaism and Islam, scriptural commands, as interpreted authoritatively down through these traditions, yield precise methods for rendering specific moral judgments; in Roman Catholicism, similar guidance is provided through natural law. 2) In Buddhism, Judaism, and most of the surveyed Christian traditions, the values of compassion, love, and justice provide spiritual resources to counter pressures towards immoral behavior in business. 3) The African-American and Mennonite churches interpret their particular histories of oppression to offer distinctive models of fortitude and hope. 4) In Evangelical Calvinism, Mormonism, and Roman Catholic social teaching, convictions about God's redemptive and sanctifying activity offer a robust moral vision for successful striving.

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Conference papers on the topic "Islamic teaching methods"

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Haris, Zahiah, Mustapha Kamal Ahmad Kassim, Abdullah Yusof, and Norliya Ahmad Kassim. "Teaching methods for islamic education Post Graduate Diploma in Teaching Primary School in Malaysia." In 2011 IEEE Colloquium on Humanities, Science and Engineering (CHUSER). IEEE, 2011. http://dx.doi.org/10.1109/chuser.2011.6163737.

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Ithnin, Rohana Binte, Ulil Amri Syafri, and Irfan Syauqi Beik. "The Development of Teaching and Learning Methods in Hadits in the Islamic Education Program at Madrasah Irsyad Zuhri Al-Islamiah Singapore." In 2018 3rd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/amca-18.2018.16.

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Widiartin, Tjatursari, Siti Azizah, and Maslihah Maslihah. "Analysis of Effectiveness of Synchronization Method of Total Physical Response on Content of Worship Material in Implementing English Learning Based on Multimedia for Islamic Kindergarten Schools." In International Conference on English Language Teaching (ICONELT 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.20.

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