No abstract

During the last 35 years Islamic or Muslim schools have sprung up in Europe, North America and Australia. Reasons for the establishment of these schools generally pertain to Islamic faith and quality of education. In the main the desire of parents is for their children to both maintain their faith and be positive participants in and contributors to society. In the struggle for legitimacy in regards to both the Muslim and wider communities there is a tendency for schools to concentrate on academic results and the formalities of Islamic faith rather than a holistic quality education for all. The schools are struggling to achieve the goals for which they were established. Researchers in the field argue that there is a need for these schools to examine pedagogical issues rather than just the addition of Islamic subjects and curriculum Islamisation. This paper presents the findings of PhD research into the Hadith literature and suggests that a fertile synthesis of the pedagogical principles of the Islamic tradition, particularly prophetic principles, and the pedagogical principles of contemporary educational thought, is the first major step required for these goals to be achieved. Such a synthesis is consistent with the manifestation of Prophetic principles throughout the history of the Muslim world and would give an explicit Islamic pedagogical framework for teachers, many of whom have also come from vastly differing education systems. Such a framework applied across all subjects allows students the opportunity to confidently experience an integrated approach to knowledge consistent with their Islam.

During the last 30 years 'Islamic' or Muslim schools have sprung up in Europe, North America and Australia. Reasons for the establishment of these schools generally pertain to Islamic faith and quality of education. Parents desire their children to be positive participants in, and contributors to, society while at the same time maintaining their faith. However, a number of researchers question the effectiveness of Islamic schools in achieving these goals. Driessen and Merry (2006) and Walford (2002) note that matters of Islamic faith are mainly confined to formalities expressed as rules and codes and Qur'an recitation. Moes (2006) and Shamma (1999) express concern that formalisation of religious education leads to negative consequences. Often, these schools devote their energies to the 'what' and 'why' of Islam without the 'how'. Memon (2007) proposes that to achieve the intents and purposes of Islamic education in a western context, teachers need to be guided by the pedagogical principles of the Islamic tradition in a fertile synthesis with the pedagogical principles of contemporary educational thought. Such a pedagogical framework would enable a curriculum to be embedded that is both faithful to Islamic principles and relevant to contemporary society. While there is some limited international research in this area, there is a dearth of research in the Australian context. This paper critically surveys and evaluates the existing research material and proposes a Prophetic Pedagogical Framework that may be used in a fertile synthesis with the Productive Pedagogies framework underpinning the Queensland public education system. It is contended that an Islamic extension of the Productive Pedagogies framework would have considerable value for the ongoing quality of teaching in Australian Islamic schools.

Penelitian ini bertujuan menganalisa kewenangan Direksi dalam hal persetujuan pemegang saham dalam hal pengalihan aset perseroan dan untuk menganalisa penerapan sanksi terhadap Direksi apabila pengalihan aset tidak disertai dengan persetujuan pemegang saham. Maka dalam penelitian ini direksi memiliki kewenangan yang dibatasi bertindak secara intern, baik yang bersumber pada doktrin hukum maupun  yang bersumber pada peraturan yang berlaku, termasuk anggaran dasar perseroan. Terkait dengan batasan direksi yang meminta persetujuan RUPS untuk mengalihkan aset perseroan baik menjadikan jaminan utang kekayaan perseroan yang jumlahnya lebih dari 50 % (lima puluh persen) dalam satu transaksi atau lebih itu merupakan kewajiban direksi. Maka persoalan mengalihkan aset perseroan ini akan sangat berdampak pada kelangsungan hidup perseroan yang harus diketahui dan diputuskan langsung oleh RUPS. Selain itu, penerapan sanksi terhadap direksi apabila pengalihan aset tidak disertai dengan persetujuan pemegang saham jika dilakukan dengan sengaja, maka direksi dapat dikatakan melakukan perbuatan yang melampaui kewenangan yang diberikan. Artinya Direksi telah melakukan tindakan ultra vires, sedangkan akibat dari tindakan ultra vires yang berakibat dapat merugikan Perseroan tersebut, maka tanggung jawab terbatas Direksi karena kesalahan Direksi adalah tanggung jawab pribadi, selain itu perbuatan direksi yang ultra vires dapat dikaitkan juga dengan perbuatan melawan hukum sebagaimana dirumuskan dalam Pasal 1365 KUH Perdata.