Relevant bibliographies by topics / Prophetic Teachers

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Prophetic Teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Prophetic Teachers"

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Syams, Askina Nurani. "Implementasi Prophetic Leadership di MI Nurul Ulum Bantul." Edukasia Islamika 3, no. 1 (June 14, 2018): 105. http://dx.doi.org/10.28918/jei.v3i1.856.

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AbstrakProphetic leadership merupakan model kepemimpinan yang berlandaskan pada keteladanan Nabi Muhammad SAW. Prophetic leadership sangat dibutuhkan dalam memimpin madrasah, karena sebagai kepala pada suatu madrasah yang merupakan lembaga pendidikan berbasis keislaman harus memiliki nilai-nilai spiritual yang berlandaskan pada agama. Penerapan konsep prophetic leadership dapat dilakukan dengan meneladani 4 sifat Nabi Muhammad SAW, yaitu sidik, amanah, tablig, dan fatonah. Implementasi dari prophetic leadership menjadikan sumber daya manusia (SDM) yang dipimpin sejalan dengan keinginan seorang pemimpin dalam mencapai suatu tujuan bersama. Penelitian ini bertujuan untuk mendeskripsikan penerapan model prophetic leadership di MI Nurul Ulum Bantul. Hasil dari penelitian ini adalah penerapan model prophetic leadership di MI Nurul Ulum dilakukan dengan meneladani sifat-sifat Nabi Muhammad SAW khususnya empat sifat Nabi yang sangat terkenal, yaitu sidik, amanah, tablig, dan fatonah. Penerapan konsep prophetic leadership membuahkan hasil yang positif sehingga para guru yang dipimpin sejalan dengan kebijakan yang dilakukan oleh kepala madrasah di MI Nurul Ulum.Kata Kunci: kepemimpinan, madrasah, prophetic leadershipAbstractProphetic leadership is a leadership model that based on the example of the Prophet Muhammad SAW. Prophetic leadership is needed to lead madrasah, because as a leader of islamic education institutions must have a spiritual values based on religion. Implementation of the concept of prophetic leadership can be done by imitating the four properties of the Prophet Muhammad SAW, those are sidik, amanah, tablig, and fatonah. The Implementation of prophetic leadership makes human resources led in line with the desire of a leader to achieve a common goal. This study aims to describe the implementation of prophetic leadership at MI Nurul Ulum Bantul. The result of this research is the implementation of prophetic leadership in MI Nurul Ulum by imitating the characteristics of Prophet Muhammad SAW especially four very famous Prophet's character, those are sidik, amanah, tablig, and fatonah. The implementation of prophetic leadership produce teachers led in accordance with policies by leader madrasah.
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Pastorelli, David. "Le Paraclet dans la notice antimontaniste du PseudoHippolyte, Refutatio omnium haeresium VIII, 19 Les commentaires prophétiques de Priscilla et Maximilla." Vigiliae Christianae 62, no. 3 (2008): 261–84. http://dx.doi.org/10.1163/157007208x281261.

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AbstractThe anti-Montanist notice of Pseudo-Hippolytus, Ref. VIII, 19 is often quoted in research in order to show that the Phrygian prophets wrote numerous books to complete the New Testament. It is, however, marked by an obvious editorial activity: the motive of countless books belongs to the author's heresiological arsenal and should not be counted as a testimony for the history of the New Testament canon. The author is more concerned about the issue of women's ministry : the conflict is on the one hand about the status of Priscilla and Maximilla as prophetic teachers, based on the prophetic office of the Paraclete, and on the other hand about their claims to write « prophetic » commentaries. The underlying principle is the Pauline prohibition that women teach, a fortiori that they write books.
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O’Collins, Gerald. "‘Laity as Teachers in the Ecclesia Docens’." Irish Theological Quarterly 86, no. 3 (June 6, 2021): 241–53. http://dx.doi.org/10.1177/00211400211017691.

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Vatican II partly dismantled the separation between the hierarchy as teachers ( ecclesia docens) and the laity as believers ( ecclesia discens). The Council recognized the prophetic function of baptized lay persons, noting in particular the function of parents and catechists and reiterating the guidance of the Holy Spirit received by the whole church ( sensus fidei). Special personal charisms invite recognizing the place in the ecclesia docens of many writers, artists, composers, and film directors. Their imaginative gifts have encouraged and renewed the life of faith for innumerable believers.
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Regnier, Robert. "Prophetic Visions for Professional Teachers: A Whiteheadian Perspective on Designing University Courses." Interchange 36, no. 1-2 (January 2005): 95–120. http://dx.doi.org/10.1007/s10780-005-2347-x.

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Jones, Timothy Paul. "Prophets, priests, and kings today? theological and practical problems with the use of the munus triplex as a leadership typology." Perichoresis 16, no. 3 (July 1, 2018): 63–85. http://dx.doi.org/10.2478/perc-2018-0017.

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Abstract It has become widespread, not only among pastors and conference speakers but also among scholars such as Vern Poythress and John Frame, to utilize the threefold offices of Christ as a typology for church leadership. According to this application of the threefold office, different church leaders possess prophetic, priestly, and kingly capacities in differing degrees, and the most appropriate role for each leader depends on which of these capacities happens to be strongest. According to some proponents, the offices of prophet, priest, and king function as leadership personality types, with prophets identified as those leaders who are gifted as teachers, priests as those who care for people’s needs, and kings as planners and organizers. This article undertakes an exploration of these three leadership roles and contends that, though the munus triplex itself is a venerable and biblical structure, the appropriation of prophet, priest, and king as typological categories for church leadership is not. Through examination both of relevant Old Testament texts and of New Testament appropriations of these offices of leadership, it is demonstrated that the typological categorization of leaders as prophets, priests, or kings falls far short when it comes to biblical support. Particularly absent in Scripture is any clear identification of these offices with specific traits that different church leaders possess in differing degrees. Kingship and priesthood in particular are not individualized traits but a communal identity, shared by the whole people of God and grounded in union with Christ
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Hillan, Amila, Suyitno Suyitno, and Andayani Andayani. "Relevance of Prophetic Feminism Study in Duology Scappa per Amore by Dini Fitria with Literature Learning in Senior High School." International Journal of Multicultural and Multireligious Understanding 6, no. 4 (September 24, 2019): 441. http://dx.doi.org/10.18415/ijmmu.v6i4.1024.

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This research aims to determine and describe the relevance of the study of prophetic feminism in the Scappa per Amore duology by Dini Fitria with literature learning in senior high schools. This research is a descriptive-qualitative research to explain a problem with word description. The data in this research were collected using literature review and interview techniques. The research data were sourced from the literature and manuscript interviews. The results of the interview serve as the primary data in this research while the literature was used as the secondary data. The informants in this research were Indonesian language teachers in senior high schools in Indonesia. Meanwhile, the data were analyzed using Miles and Huberman’s interactive analysis model which consists of four stages namely data collection, data reduction, data presentation, and conclusion drawing. The results show that there is relevance between the study of prophetic feminism in Dini Fitria's Scappa per Amore duology and the literature learning in senior high schools in terms of three aspects; they are 1) the study of prophetic feminism is suitable with the material in basic competence of interpreting the author’s view; (2) the study of prophetic feminism in the duology novel Scappa per Amore can be used as a teaching material in learning literature; and 3) the study of prophetic feminism influences scientific activities in senior high schools.
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Hairina, Yulia. "PROPHETIC PARENTING SEBAGAI MODEL PENGASUHAN DALAM PEMBENTUKAN KARAKTER (AKHLAK) ANAK." Jurnal Studia Insania 4, no. 1 (April 30, 2016): 79. http://dx.doi.org/10.18592/jsi.v4i1.1115.

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Children are an mandate from Allah to all parents. They must give them a good education in order to be good Muslims and they worship to Allah. Parents are the first teachers who have a responsibility in developing children’s psychology both of spiritual and physical needs. In this case, parents have main position in forming the children’s character. This era, there are children do many deviations more and more. It indicates that there is something lack in model of nurture by the parents. The model of nurture applied by parents to their children determines the children’s character. The model of nurture in characters building had taught by prophets. Allah had delegated all prophets to the world by giving a main mission that is the character building. Islam is present as a movement to complete the human’s character. Islam explains that a good education is the children’s right to their parents. The good education means here is an education based on the Quran and the purposes to build the Muslim personality, who totally allows to the God, by guidance had taught by Prophet Muhammad (pbuh). This writing is aimed at describing education method and concept in progressing character building for children, which had done Prophet Muhammad (pbuh) and it will be related to Psychology.
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Hurin'in, Zulva. "Komunikasi Profetik dalam Mengajak Santri Non Mukim Menghafal al-Qur’an (Studi Kasus di Pondok Pesantren al-Ittifaqiah Indralaya Ogan Ilir Sumatera Selatan)." Jurnal Studi Sosial dan Politik 2, no. 2 (December 28, 2018): 109–21. http://dx.doi.org/10.19109/jssp.v2i2.4054.

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Communication is very important role for human life in socializing even in the teaching and learning process. This study describes prophetic communication in Islamic boarding school which aims to understand the process of prophetic communication in inviting non-resident Islamic Boarding School students to memorize the Qur'an. This study presents two substance problems, namely: 1) How does the implementation of prophetic communication in inviting non-resident students to memorize Al-Qur'an at Al-Ittifaqiah Islamic Boarding School ?. 2) What are the obstacles encountered when inviting non-resident students to memorize the Qur'an? To obtain answers to the problems above, this study uses descriptive qualitative research methods of analysis that is grouping data according to their categories and outlining all concepts related to the research discussion. The data sources of this study are non-resident students and tahfizh teachers of Al-Ittifaqiah Islamic Boarding School. Furthermore, data collection methods used are through observation, interviews, and documentation. The data obtained will be analyzed using data reduction, data presentation, and drawing conclusions. This research uses the theory of message reinforcement (reinforcement theory). The results of this study indicate that prophetic communication conducted by Al-Ittifaqiah Islamic Boarding School, namely the teachers communicate well (ma'ruf) to their students, so that it has a good effect on the students. Then provide motivation that can increase the spirit of memorizing the students. Socialization was also held by Islamic boarding schools by giving awards to high-achieving students. While the inhibiting factor in inviting non-resident students to memorize the Qur'an is, it is difficult to communicate directly with students because of the influence of distance. Then the residential environment that does not support where non-resident students do not live in boarding school resulting negligence in memorizing and inhibiting the process of memorizing students.
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Priyanto, Dwi, and Rifqi Abdul Rosyad. "PENDIDIKAN BERBASIS NILAI –NILAI PROFETIK DI MIN PURWOKERTO." Jurnal Penelitian Agama 18, no. 2 (December 23, 2017): 387–99. http://dx.doi.org/10.24090/jpa.v18i2.2017.pp387-399.

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Abstract: The result of research indicates that: 1) Management of education based on prophetic values in MIN Purwokerto Banyumas Regency is implemented as follows: a) The new student recruitment system of MIN Purwokerto is conducted by non-test selection, by interview, the number of new students accepted is limited the amount is in accordance with the capacity of the provided classes are 4 classes or 128 students, because one class maximum of 32 students. b) MIN Purwokerto has Panca Prasetya learners, namely: 1) familiarize and implement the rules and regulations of madrasah, 2) respect the parents and teachers, 3) commitment to maintain the facilities and infrastructure Madrasah, 4) fostering in itself to behave with akhlakul karimah, 5) cooperate and be faithful to friends. Panca prasetya learners is a loyal oath of MIN Purwokerto students to be practiced in everyday life both in the environment of madrasah and in society Prophetic values implanted in students MIN Purwokerto namely: honest, discipline, responsibility, hard work, simple, independent, fair, brave and caring; Keywords: Education, values, prophetic and Islamic elementary school
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Akramunisa, Akramunisa. "ULAMA DAN INSTITUSI PENDIDIKAN ISLAM." Al-Riwayah: Jurnal Kependidikan 9, no. 2 (September 30, 2017): 425–42. http://dx.doi.org/10.32489/al-riwayah.148.

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Islamic Scholars (Ulama) occupy a very important place in Islam and in the Muslims’ lives. Islamic scholars institutional environment is actually something strange thing, it was given a prophetic traditions explained that no ecclesiastical institution in Islam. Of course, the difference of teaching institutes with ecclesiastical institutions. Conceptually, the ecclesiastical institution does not exist in Islam, because Islam teaches everyone a direct relationship with God, without intermediaries. A cleric is not a professional representative of God, who was appointed and paid therefore be dismissed. Teaching institutes do not exist, although many recognized the community as religious scholars and jurists (lawyers or judges). The new teaching institutes arise a later as a result of social processes and they are called as scholars rather than scientist of tafsir, hadith experts, and legal experts, who writes books or teaching, but who researched and developed the science. A point to be noted, that in the Middle Ages there has been no real statement among the scholars who work as teachers and scholars who are not working as a teacher, because everyone learned that both salaried or not both trying to give lessons on society.
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Dissertations / Theses on the topic "Prophetic Teachers"

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Dunn, Jeffery W. "Neoliberalism and the `Religious' Work of Schools: The Teacher as Prophet in Dewey's Democratic Society." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1491497413183457.

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Natout, Mahmoud. "Between 'prophet' and 'professional' : imagery and identification amongst beginning teachers in Lebanon." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:ce2eb267-8af6-4510-9681-2889a4f7dc8e.

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This study explores the motivations, perceptions, and imagery of beginning teachers in Lebanon. It foregrounds the importance of ‘images’ as potentially useful conceptual tools for understanding the developing identities of beginning teachers. The research consists of in-depth, semi-structured interviews in which student-teachers are encouraged to reflect on their own and other people’s views and perceptions about teaching. The thesis places the students-teachers’ personal portraits of teaching within broader cultural-historical representations of teachers in Lebanon and examines how the student-teachers deal with such representations while still in training. The core research questions focus on the participants’ motivations as well as the underlying cultural, social, and political factors that influence their views and perceptions about teaching. The research questions were designed to explore the various images of teachers and teaching that the students draw on in their personal portraits. Biographical information as well as students’ experiences at the time of training were explored for this purpose. The findings suggest that student-teachers’ developing identities emerge through their identification with competing images and representations of teaching and teachers. These images cut across various contexts, temporalities, and imagined settings in the student-teacher portraits, linking personal, educational and professional experiences. Many of the images synthesized large amounts of experiences and knowledge about teaching and contained gendered, religious, affective and interpersonal dimensions. Finally, the thesis offers a new way of conceptualizing images. This study hopes to help teacher education programs gain greater insight into beginning teachers’ thinking, motivations and developing identities.
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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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Worden, Daniel Lee. "Clement of Alexandria : incarnation and mission of the Logos-Son." Thesis, University of St Andrews, 2016. http://hdl.handle.net/10023/16500.

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Clementine scholarship acknowledges Clement's doctrine of the Incarnation and generally maintains that for Clement the divine Logos assumed human flesh. However, because of Clement's complex logology and three passages suggesting a docetic interpretation of Christ's flesh, scholars tend to move away from addressing the Incarnation and treat either the metaphysics of the multiple logoi theory or the question of Clement's Docetism, or both. Because of this diversion in research, there remains a gap in the literature around Clement's teachings about the Incarnation. This thesis begins to fill the gap by explaining Clement's view of the Incarnation, which he connects to the emergent ‘exchange' doctrine, envisaged as a divine mission. It situates Clement as an heir of the apostolic tradition while he engages with Greek philosophy and Gnostic belief. The research delineates Clement's gnostic tradition, which he considered faithful to the Old Testament and to the teachings of the apostles. The investigation collates Clement's usage of John 1:14 and the term ginomai linked with Logos, anthropos, and sarx. It examines Clement's discussion in Stromateis VII.2, where he claims the Logos assumed flesh susceptible to suffering, emotions, and physical sensibilities. In Clement's teachings, the Logos became both anthropos and sarx so that anthropos might become theos. This thesis outlines Clement's usage of the terms parousia and epiphaneia (appearing), showing they are consequential to the Incarnation. Clement presents the Logos as Saviour, who conquers malevolent powers and death to release humankind from corruption through his sufferings from birth to the cross. Clement also presents the Logos as a Teacher, who during his parousia, interprets precisely the Old Testament, and in his appearing, discloses true gnosis, which guides anthropos to godliness. The evidence demonstrates that Clement bases his path for assimilation to God upon the Incarnation of the Logos.
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Wiebe, Sean. "Prophet, priest, and king: an interpretive rewriting of an English teacher’s vocation." Thesis, 1995. http://hdl.handle.net/2429/3945.

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In this inquiry I examine the spiritual significance of English pedagogy through a rewriting of my spiritual and pedagogical voices: prophet, priest, and king. Being poetic, the inquiry "plays out" my teaching experiences stressing the ambivalence of language and the pervasiveness of metaphor. With each word the poetry shifts, its meaning likewise, and with every shift this inquiry is destabilized. At the same time, because each word holds a history of infinite facets, everything depends on the words. Thus, somewhere between each shift grows an intertextual relationship of the prophet, priest, and kingly voices. Keeping the poetic voices constantly in play, constantly combining and recombining them in provocative new ways, is the emerging nature of this inquiry. Emerging in this way, the point of my re-search is to explore further what a spiritual English pedagogy itself entails, particularly, staying open to the lived experience, which in turn leads to deeper understandings. Thus, this inquiry is not framed in traditional modes of pedagogical inquiry. It has been the result of living in tension—so much so that what has emerged is not another teaching model, frame, or skeleton, but the breath of poetry which brings a skeleton life. It is my central purpose to "play out" my existential experience of English pedagogy. My poetic reflections, will not only contribute to our knowledge of English teaching and the curriculum, but also will anticipate a fuller understanding of spirituality and education as a source of possibility.
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Books on the topic "Prophetic Teachers"

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Pak, G. Sujin. Prophecy and the Teaching Office. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190866921.003.0005.

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Bullinger proves pivotal in the history of Protestant views of the prophet and prophecy, for he signaled a significant shift from a focus on the office of the prophet to a focus on prophetic duties, particularly the task of teaching. Calvin even more profoundly identified the prophet with the office of teacher. In his use of Old Testament prophets as significant models for his ministry, Calvin cast this in terms of teaching and intentionally avoided explicit prophetic terminology so that ultimately he viewed himself as a teacher with prophetic functions. Distinctive to Calvin was his emphasis on the prophet’s duty to apply Scripture to contemporary circumstances and his language of temporary and permanent offices. Bullinger and Calvin both employed the prophet and biblical prophecy in their worship reforms and to strengthen scriptural and clerical authority, yet confessional distinctions around these uses increasingly emerged.
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Givens, Terryl L. Priesthood. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199794935.003.0004.

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Smith bases the church on authority, which for him means priesthood and apostolic succession. He merges prophetic and ecclesiastical modes of authority based on the Book of Mormon. Principle of Common Consent was instituted as a hedge against priesthood abuse. But the tension between prophetic, hierarchical authority and personal revelation persist. In addition to administrative functions, priesthood has actual salvific power and is of eternal rather than temporal duration. It is the power by which worlds were and are created and by which individuals are initiated into the divine family. Priesthood comprises two orders, Aaronic (bishops, priests, teachers, and deacons) and Melchizedek (apostles, patriarch, high priests, elders, and seventies).
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Walker, Bishop R. S. The Renaissance Prophet's Manual: Teacher's Edition. Bishop R S Walker Ministries, 2015.

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Reeves, Judy Robbins. The Jewish Holidays G-d's Prophetic Calendar Teacher's Guide. 1st Books Library, 2004.

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Milligan, Jeffrey Ayala. Teaching at the Crossroads of Faith and School: The Teacher as Prophetic Pragmatist. University Press of America, 2002.

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Teaching at the Crossroads of Faith and School: The Teacher as Prophetic Pragmatist. University Press of America, 2003.

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Petrasek, Peter Francis. Mystical experience and prophetic imagination: A religion teacher's self-reflective inquiry and life-text. $c2003, 2003.

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Blackwell, Tiffany. Emergence University's Apostolic School of the Prophetic: Teacher and Student Syllabus LEVEL 2 Hey, Hey, Hey!!! Independently Published, 2019.

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Reeves, John C., and Annette Yoshiko Reed. Enoch’s Roles in Human Society. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198718413.003.0004.

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This chapter brings together testimonies about the diverse social roles and vocations which Enoch allegedly exercised among his contemporaries during the antediluvian era. These include descriptions of Enoch functioning as a teacher, a prophet, an expert on proper religious behaviors, a ruler or lawgiver, a builder, a warrior, a hermit, a funeral director, a sorcerer’s apprentice, and as the designated heir or legatee of his father Yared.
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Reeves, John C., and Annette Yoshiko Reed. Stock Epithets and Cross-Cultural Cognomens. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198718413.003.0002.

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This chapter assembles sources which utilize several popular epithets that accompany the figure of Enoch and serve to identify him even in those literary contexts which do not explicitly use the name “Enoch.” These include distinctive phraseology like “seventh from Adam,” “righteous,” “scribe of righteousness,” and even certain messianic correlations. Included also in this chapter are a series of literary portraits found primarily in Arabic language texts which provide a description of the physical appearance of this antediluvian forefather. Attention is also drawn to certain popular aliases borne by Enoch in later literary settings, such as the angel Metatron, the Graeco-Egyptian teacher Hermes Trismegistus, and the qur’ānic prophet Idrīs.
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Book chapters on the topic "Prophetic Teachers"

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"Transmitting Divine Mysteries: The Prophetic Role of Wisdom Teachers in the Dead Sea Scrolls." In Prophetic Divination, 631–50. Berlin, Boston: De Gruyter, 2019. http://dx.doi.org/10.1515/9783110467765-033.

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"Teachers and Administrators: A Vision of Prophetic Practice." In Unauthorized Methods, 265–76. Routledge, 2012. http://dx.doi.org/10.4324/9780203379578-19.

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"Transmitting Divine Mysteries The Prophetic Role Of Wisdom Teachers In The Dead Sea Scrolls." In Scripture in Transition, 519–40. BRILL, 2008. http://dx.doi.org/10.1163/ej.9789004165823.i-756.177.

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Fadilah, Risydah, Laili Afita, and Sari Atika Prinduri. "Personal Branding and Teachers' Perspectives on Leadership of the Prophet." In Advances in Logistics, Operations, and Management Science, 209–25. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6892-7.ch012.

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The leadership styles of the Prophet consist of Shiddiq, Amanah, Tabligh, and Fathanah, which can be adopted as teacher leadership styles. Personal branding in Islamic perspective is a character that can be imaged by someone so that other people who see it can characterize that person, while leadership in a teacher's personal branding can be seen from the akhlaq possessed by the teacher in managing the class so that the learning process teaches work effectively. This chapter explains the definition of leadership and the leadership style of teachers in the classroom, the leadership style of the Prophet Muhammad SAW, the definition of personal branding, and how teachers can implement the type of leadership of the Prophet in leading classes that will be used as role models for their students through their personal branding assessment. It aims at how a teacher can make a personal branding who will be a role model and idolized by students in the class so that he can become a leader according to the perspective of the leadership of the Prophet Muhammad.
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Salvesen, Alison. "‘Tradunt Hebraei’." In Midrash Unbound, 57–82. Liverpool University Press, 2013. http://dx.doi.org/10.3828/liverpool/9781904113713.003.0005.

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This chapter describes the pedagogical streams and tributaries that preserved fragmentary but precious Jewish teachings in the various corpora of the Church Fathers. It explains the assorted sub-surface channels and teachers that use the narrative materials of the Jews, such as the iudaicae fabulae, and exegetical points that redirected to St. Jerome. Jerome is best known for what came to be called the Vulgate rendering of the books of the Jewish canon of the Old Testament. His own term for his version was the Iuxta Hebraeos, the version according to the Hebrews. This chapter also discusses a large number of lengthy letters, homilies, onomasticon, various anti-heretical works, and a series of commentaries written by Jerome that Christians consider to be the prophetic books of the Old Testament.
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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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Heaton, E. W. "Prophets and Teachers." In The School Tradition of the Old Testament, 93–114. Oxford University Press, 1994. http://dx.doi.org/10.1093/0198263627.003.0005.

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Dunn, Jeffery W. "The Prophetic Work of the Teacher." In Democratic Education and the Teacher-As-Prophet, 123–58. Routledge, 2018. http://dx.doi.org/10.4324/9781351011730-6.

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Dunn, Jeffery W. "The Teacher-as-Prophet." In Democratic Education and the Teacher-As-Prophet, 98–122. Routledge, 2018. http://dx.doi.org/10.4324/9781351011730-5.

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Roth, Leon. "The Significance of Biblical Prophecy for Our Time." In Is There a Jewish Philosophy?, 74–79. Liverpool University Press, 1999. http://dx.doi.org/10.3828/liverpool/9781874774556.003.0004.

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Abstract:
This chapter asserts that the importance of the prophets, both for their generation and ours, is not that they speak ‘comfortable words’ (though they do that too at times), but that they dared to say things which are very uncomfortable indeed but which happen to be true. Their interest was not in morale (so-called) but in something very different: morals. The common conception of a biblical prophet is that of a dancing dervish with a loud voice and an execrable temper; or, alternatively, of a smug preacher ready to call down fire from heaven on anybody who disagrees with him. In sum: a vengeful and self-righteous megalomaniac with an intolerable gift of the gab. The chapter submits that this picture is false. The typical biblical prophet is the lawgiver, Moses himself, who shows his people the ‘paths of life’; and the one quality specifically attributed to Moses by Scripture is the quality of humility. He is the ‘man of God’, that is, he recognizes God as man's ‘dwelling-place’. Pre-eminently he is the teacher, but what he teaches he has himself been taught from on high.
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Conference papers on the topic "Prophetic Teachers"

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Rinawati, Atim, Kumaidi, and Harun. "The integration of prophetic values in developing the teachers’ personality competency assessment instrument." In Joint proceedings of the International Conference on Social Science and Character Educations (IcoSSCE 2018) and International Conference on Social Studies, Moral, and Character Education (ICSMC 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icossce-icsmc-18.2019.7.

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