Defining Islamic Education: Differentiation and Applications
This article explores use of several terms that signify Islam, and provides guidelines to clarify their use in internal and external discourses. Building on this foundation, the article delineates a typology of Islamic education and their associated institutions. This enhances understanding of important conceptual differences that hinge upon subtle variations of language as in the distinction between education of Muslims and for Muslims, and between teaching Islam and teaching about Islam. The article then seeks to elucidate a theoretical conception of “Islamic education,” that takes into consideration Islamic scripture and Prophetic statements, along with commonly-held approaches to education in Muslim history. The article concludes that key motivations and characteristics of a holistic and purposeful education program are shared between Islamic and Western traditions, a phenomenon partially explained by the shared and cumulative transmission of educational values and methods from classical times until the present.
Islamic education: why is there a need for it?
This article examines the need for the Muslim community of Britain to educate their youth with regard to a Muslim ‘way of life’. The aim of this study is to examine the theological basis for Islamic education. It further explores the status of Muslim schools in Britain with regard to culture and religion. This study highlights the exclusiveness of Islamic education owing to Muslim ethnic cultures and the necessity for a more intercultural‐oriented Islamic education.
Critical Education Paradigm in the Perspective of Islamic Education
This article is an assessment of critical education concepts reviewed in a paradigmatic frame and seen from the perspective of Islamic education. As education aims to work on the reality of human consciousness, free will, critical reasoning, and creativity, critical education should methodologically rest on the principles of total reflection and action. In other words, these are the principles used to transform static facts into dynamic conditions for both individual actors of education (educators and learners) and the society as a whole. As for the concept of Islamic education, it essentially emphasizes humanization and liberation as an educational orientation and places learners and educators as a subject in the learning process. Islamic education combines vertical (spirituality) and horizontal (social) aspects in a single educational orientation. This is in contrast to the paradigm of critical education which places its emphasis more on materialistic matters and less on spiritual aspects.
The “Islamic” in Islamic Education: Assessing the Discourse
The paper assesses the dominant discourse on Islam and education that argues for an education derived from an exclusively “Islamic” vision. In addition to exploring the historical roots of this discourse, the paper analyses it with respect to its (i) arguments for an Islamic vision of education, (ii) conception of Islam, and (iii) proposals for the implementation of such a vision. The paper argues that, at all three levels, the discourse suffers from serious conceptual and empirical weaknesses. It proposes that in seeking to overcome these weaknesses, the discourse will have to reconceptualize several elements, including its conception of Islam and its approach to the history of Muslims.
The Challenge of Islamic Education and How to Change
The realignment of the Islamic education system is not just modification or patchwork. Still, it requires reconstruction, reconciliation, and reorientation so that Islamic education can make a significant contribution to the achievement of the take-off stage. In this paper, the author tries to offer several solutive arguments as well as to become a plan for Islamic education. First, it needs a review of the Islamic education system that is currently running while still promoting the spirit of Islamic teachings. The vision is manifest in the form of an attempt to re-dialogue religious texts against every reality that occurs. Second, prepare more mature and quality human resources armed with comprehensive capabilities. Third, reaffirming the role of all elements in education, namely, individuals, families, communities, educational institutions, and the state. Fourth, to unite Islamic spirituality with science and technology as a strong basis for increasingly pressing challenges, Islamic intellectual tradition, is a hierarchy and interconnection between various scientific disciplines that enable the realization of unity (oneness) in diversity, not just in the realm of faith and religious experience, but also in the world of knowledge.
 Douglass, S.L. and Shaikh, M.A., 2004. Defining Islamic Education: Differentiation and Applications. Current Issues in Comparative Education, 7(1), pp.5-18.
 Hussain, A., 2004. Islamic education: Why is there a need for it?. Journal of Beliefs & Values, 25(3), pp.317-323.
 Idris, S., ZA, T. and Sulaiman, F., 2018. Critical education paradigm in the perspective of Islamic education. Advanced Science Letters, 24(11), pp.8226-8230.
 Panjwani, F., 2004. The” Islamic” in Islamic Education: Assessing the Discourse. Current Issues in Comparative Education, 7(1), pp.19-29.
 Ilham, D., 2020. The Challenge of Islamic Education and How to Change. International Journal of Asian Education, 1(1), pp.15-20.