The Islamic Concept of Education Reconsidered

Noaparast, Khosrow Bagheri; Khosravi, Zohreh

doi:10.35632/ajiss.v23i4.448

Cited by 11 publications

(4 citation statements)

References 1 publication

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“…In line with our analytical framework, all elements of human agency are illustrated in both Iranian and Finnish curricula. Extensive attention to the elements of cognition and rationality in all curricula challenges what Halstead (2004) calls 'indoctrination' in Islam and confirms Bagheri's view of rationality in Islam (Bagheri and Khosravi 2006). While Halstead indicates that Islamic and liberal education are 'ultimately unbridgeable' (Halstead 1996), Bagheri considers rationality to be an essential part of Islam and although there are some differences between Islam and liberalism, this does not lead to indoctrination in Islamic education and therefore to the incompatibility of these two traditions (Bagheri and Khosravi 2006, 89).…”

Section: Discussionmentioning

confidence: 76%

“…Hirst (1974) and Halstead (1996) have criticised the role of rationality and autonomy in religious belief. Bagheri (2016) and Bagheri and Khosravi (2006)), however, consider that rationality can clarify what human agency means from the Islamic view and how human agency can be different from what human agency means in other countries. As a result, the concept of agency has a real potential to investigate the compatibility of Islam and liberalism.…”

Section: Introductionmentioning

confidence: 99%

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Characteristics of human agency in liberal and Islamic religious education based on the national core curricula of Finland and Iran

Khalili

Kallioniemi

Noaparast

2021

British Journal of Religious Education

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This article aims to identify and compare the characteristics of human agency in liberal and Islamic religious education, comparing Iran as a religious context influenced by Islamic state ideology with Finland as a liberal context and a secular state ideology. This comparison will be accomplished by document analysis of the national curricula for education in Iran and Finland. Methodologically, a comparative study and a deductive content-analysis approach will be employed. The paper will provide an analytical framework for human agency mainly based on Biesta's and Halstead's views as interpreters of liberal perspectives and Bagheri's view as an Islamic scholar. The comparison will be considered in the light of three categories: the foundation of agency, the requirements of agency and the educational consequences of agency. The results show that in all curriculum documents human agency is always considered but with distinct concepts and emphasis. In Iran, the focus is on spiritual aspects based on wisdom whereas in Finland the focus is on social aspects based on pure reasoning. The study suggests some points about the compatibility of Islam and liberal thought through the concept of human agency.

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Section: Discussionmentioning

confidence: 76%

Section: Introductionmentioning

confidence: 99%

Characteristics of human agency in liberal and Islamic religious education based on the national core curricula of Finland and Iran

Khalili

Kallioniemi

Noaparast

2021

British Journal of Religious Education

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“…Hal ini dilakukan agar kemampuan peserta didik tidak berkisar mampu memahami, namun sampai pada tingkatan mampu melaksanakan dekonstruksi nalar pikir yang ada dalam teks tersebut. (Noaparast, 2001;Noaparast & Khosravi, 2006, 2011 Terakhir dalam Ranah aksiologi kita harus memahami bahwa penilaian literasi harus memiliki etika yang jelas dalam mengembangkan penilaiannya itu. Karena, tanpa adanya etika yang konkrit, maka peserta didik tidak akan menangkap maksud utama dalam kajian literasi itu.…”

Section: Dekonstruksiunclassified

Deconstruction of AKM Literacy in PAI Lessons on the Learning Performance of MBKM Students

Lismawati¹,

Astutik

Ramadhan

et al. 2023

halaqa

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The AKM assessment is a major issue undertaken by Education Minister Nadiem Makarim in addressing challenges that arise in national education. The main idea behind this development comes from the poor results of PISA 2018, which has made many experts concerned about the existing results. Therefore, in addressing this issue, Minister of Education Nadiem attempted to create an assessment similar to PISA, which is AKM. In practice, AKM has two branches that are tested with an additional one survey. The AKM assessment is none other than the assessment of literacy and numeracy, as well as a survey of character. In practice, these three tests are an effort to significantly map the abilities of students every year from individual to national level. So that the development of national education can be monitored regularly. One of the assessments that is raised is the assessment of literacy or assessment that emphasizes students' ability to critically analyze text structure. This assessment is tasked with documenting the literacy abilities of students nationally. But in practice, there are still various issues that have not been fully studied regarding the position of the literacy assessment as an agent of change. Therefore, in this research, the researcher tries to study and deconstruct the AKM literacy assessment, as an effort to improve the quality and performance of student independent learning.

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“…It is important to mention that education, from the Islamic perspective, involves not only a cognitive or emotive matter but also a practical one as learners ought to perform some actions in order to develop their capabilities (Bagheri & Khosravi, 2006). In this respect, not only does coaching from the Islamic tradition provides entrepreneurs and leaders with theoretical principles, but it also draws their attention to the importance of basing coaching activities on practical wisdom.…”

Section: Religion and Spirituality In Business Coachingmentioning

confidence: 99%

Islamic Business Coaching From the Perspective of Indonesian Coaches

Sholahuddin

Abdullah

Barom

et al. 2019

IJMTSS

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In an increasingly competitive era of trade, training is insufficient to help solve business problems and challenges that often change daily. Meanwhile, business professionals realize that the coaching process used for the past dozen years by athletes, orators, and artists to improve their performance can also be used to help entrepreneurs to help accelerate business goals and personal success. Organizations that offer coaching have grown rapidly over the past decade. Even though in Indonesia, several coaching Islamic businesses have their communities, until now there is limited literature on Islamic business coaching. This study develops definitions for Islamic business coaching along with its characteristics for the Indonesian setting. This was achieved using qualitative research. Data were collected by interviewing 5 Islamic Indonesian master coaches. The recording of interviews was transcribed and coded. Then, those were analyzed with content analysis. The paper concludes that Islamic business coaching differs from conventional coaching due to being based on Islamic religiosity and principles. In Addition, the characteristics of Islamic business coaching include Islamic business coach’s role, Islamic business coaching session focus, and Islamic business coaching results.

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The Islamic Concept of Education Reconsidered

Cited by 11 publications

References 1 publication

Characteristics of human agency in liberal and Islamic religious education based on the national core curricula of Finland and Iran

Characteristics of human agency in liberal and Islamic religious education based on the national core curricula of Finland and Iran

Deconstruction of AKM Literacy in PAI Lessons on the Learning Performance of MBKM Students

Islamic Business Coaching From the Perspective of Indonesian Coaches

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