Some authors have analyzed the Islamic concept of education in parallel to the assumed contrast between Islam and the liberal tradition. Hence, given the latter’s rationalist tendencies, an almost indoctrinatory essence is assumed for the Islamic concept of education. However, we argue that rationality is involved in all elements of the Islamic concept of education. There might be some differences between the Islamic and liberal conceptions of rationality, but these are not so sharp that the derivative Islamic concept of education can be equated with indoctrination. We suggest an Islamic concept of education that includes three basic elements: knowledge, choice, and action. Then, we show that, according to the Islamic texts, these elements have a background of wisdom.

This study has produced a theoretical definition of intentionality and provides a foundation for future research to further investigate intentionality to better delineate its boundaries.

This article will investigate the philosophy of science of Roy Bhaskar (1944–2014) as a coherent basis for environmental education. The work of Bhaskar serves as an in-depth approach to understanding how to apply critical realism (the critical and the realist) to matters such as environmental education, because he concretely theorises the connections between science, social change and metaphysics. By mobilising key Bhaskarian motifs — that is, the primacy of ontology over epistemology, the laminated system as a means to understand reality, the ways in which inquiry may be organised through the real, actual and the empirical, and the positive application of dialectics — this article constructs a new approach to environmental education and positions it in the field of environmental education by comparing it to posthumanism and the new materialisms. This article contains inquiry-based study outlines for enhanced thinking around: (1) climate change and social justice; (2) movements towards a carbon-free economy; (3) water, food and population; and (4) the future of human habitation.

No abstract

In this essay Khosrow Bagheri Noaparast argues that, by focusing on acculturation and edification, Richard Rorty has provided a promising view for education because without acculturation, education turns into a destructive endeavor, and without edification, education risks the danger of being repetitive and reproductive. However, Rorty's view is problematic in terms of the characteristics he holds for acculturation and edification, as well as the incommensurable relation he maintains exists between the two. Noaparast asserts that there are three unnecessary dichotomies in Rorty's educational view: sentiment versus argument, solidarity versus objectivity, and acculturation versus edification. In the case of the first dichotomy, Noaparast contends, one should combine sentiment and argument or else embrace arbitrariness in dealing with different frames of reference. As for the second dichotomy, since solidarity is vital in providing us with scientific consensus, it cannot be the alternative to objectivity. Finally, the third dichotomy would make the very idea of edification impossible to realize unless there can be a relation between the two phases of education. Noaparast concludes that Rorty's view on education holds great promise if we can find a way around these dichotomies.