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Iqbal views the schooling as well as the Madrassah systems devoid of developing a
dynamic Muslim required for the renaissance of Ummah. With this realization,
many Islamic educationists in Pakistan have established. Islamic schools in
Pakistan. The question is whether their models are dynamic enough to create such
Muslims? This research probes into the perceptions and practices of ten Islamic
school educationists in Pakistan. It also probes and clearly elaborates Iqbal’s
educational directives, and finally does a comparative analysis of Iqbal’s directives
with the Islamic educationists’ perceptions and practices. Exploring Iqbal’s
educational thought includes qualitatively drawing hermeneutical interpretations
from Iqbal’s two Persian anthologies of Asrar i khudi (Secrets of the Self), and
Ramooz i bikhudi (Mysteries of Selflessness). Thematic data analysis was used to
draw the aims and objectives for education from Iqbal’s said works. It was
discovered that though the Islamic educationists carried some visions of education
from Islamic perspective, they were largely following contemporary secular frame
work of education in attempting to achieve these objectives. The contemporary
schooling framework has been severely critiqued by Iqbal and is deplored by many
educationists in the west as well for its ineptness to confirm with child’s learning
psychology. This project was undertaken as my doctoral research and is presented in two parts. The first part elaborates the aims and objectives as conceived by these
Islamic educationists, and as derived from Iqbal’s educational philosophy. The
second part of this paper will elaborate the practices of these educationists with
Iqbal’s educational directives.
Muhammad Abid Ali, Suhailah Binti Hussien. (2020) Iqbal and Modern Islamic Educationists, Part 1: The Perceived Aims and Objectives of Education - A Comparative Analysis, Journal of Education and Educational Development, Volume 7, Issue 2.
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