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Integrated curriculum: success and challenges review of the experience of the International Islamic School Malaysia (IISM)
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What is to be done: the enlightened thinkers and Islamic Renaissance. By Dr. Ali Shari’ati. Edited and Annotated by Farhang Rajaee.Forward by John L. Esposito. Houston, Texas, USA: The Institute for Research and Islamic Studies (IRIS), 1986, pp. 181. ISBN 0-932625-04-5, ISBN 0-932625-01-0 (pbk.)
Get PDFThis is a collection of lectures delivered by Dr. Ali Shari’ati in 1970. The quest of Shari’ati to establish an Islamic theory of change and revolution was mainly constructed on a number of main themes, including the role of intellectuals, education, reviving sciences, scientific research, and propaganda. He discussed his Islamic renaissance project from both theoretical and practical perspectives. Some of the lectures tackled the theoretical aspects of the project, including: “Where shall we began”, “What is to be done”, and “Surah al- Rum “The Roman”: A Message to Enlightened Thinkers” tackled the theoretical part of his project. Meanwhile, the lecture entitled “What is to be done: A Practical Plan for Husayniah Irshad”, which appeared in the last part of the book, presented a practical plan of action for this project
Issues and challenges associated with assessment reform in Malaysia, with particular focus on mathematics assessment
No full textThis chapter enables readers to analyse the implications of assessment reform in mathematics education. The readers are able to identify the issues and challenges behind the implementation of the curriculum
Medieval Muslim scholars: teachers, missionaries and theoreticians, Q?di al-Nu\u27m?n as a case study
No full textLearning from information technology: implication on curriculum of Islamic education
No full textWith the advancement of technology, learning becomes easy but the explanation becomes complex. More complicated problems and real world scenarios have emerged that requires attention from the curriculum developers and educators. The curriculum be it Islamic Education or empirical knowledge such as science subjects cannot stay stagnant and need to be revisited.
We no longer teach the way our teachers used to teach us. We always complain that our children do not like to read books or engage in recreational readings. We may assume that the reading habits are not inculcated since young. There is also the reason of time for reading has been replaced with watching television, engaging with computers and hand phone. The present trend of learning among adolescents prefer speed to accuracy, learning by doing rather than being told, rely on peers rather than their teachers in terms of worth paying attention to and more multitasking, able to do many things at one time (Trna & Trnova, 2013). Everything needs to be fast to ensure their interest is hooked. They prefer skimming and select their materials of reading rather than spending hours to read in something they have no interest in. They prefer to watch or listen to media and obtain the explanation rather to read on their own. Thus, their way of learning will no longer similar to our time. There is a danger of learning Islam from the media as our children are exposed to different perspectives and interpretations without knowing the authenticity of the contents and the authority of the presenter
An analysis of Ibn Sahnun's concept of education and its relevance to the contemporary educational system: special reference to his treatise "adab al mu'allimin"
No full textThe impact of modernisation on Islamic religious schools in Singapore: joint madrasah system
No full textExploring Thai teachers' perception about Muslim education in Pattani: a case study of five selected schools
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