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INFORMATION TO USERS This reproduction was made from a copy of a document sent to us for microfilming. While the most advanced technology has been used to photograph and reproduce this document, the quality of the reproduction is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help clarify markings or notations which may appear on this reproduction. 1.The sign or “target” for pages apparently lacking from the document photographed is “Missing Page(s)”. If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure complete continuity. 2. When an image on the film is obliterated with a round black mark, it is an indication of either blurred copy because of movement during exposure, duplicate copy, or copyrighted materials that should not have been filmed. 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Uni International 300 N. Zeeb Road Ann Arbor, Ml 48106 8305323 Elnashar, Narymane Abdulhameed ISLAMIC EDUCATION: A RESOURCE UNIT FOR SECONDARY SCHOOLS IN EGYPT The Ohio State University Ph.D. 1982 University Microfilms International 300 N. Zeeb Road, Ann Arbor, M I 48106 ISLAMIC EDUCATION: A RESOURCE UNIT FOR SECONDARY SCHOOLS IN EGYPT DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University BY NARYMANE ABDULHAMEED ELNASHAR, B.A., M.A. • k ' k ' k ' k ' k The Ohio State University 1982 Reading Committee: Approved By Prof. Robert Jewett (Advisor) Prof. Robert Sutton Prof. Melba Woodruff Departi of Education To ALLAH For His Own Sake May I t Be Accepted ACKNOWLEDGMENTS The author would like to express her gratitude, thanks and appreciation to her advisor Prof. Robert Jewett and the members of the committee; Prof. Robert Sutton and Prof. Melba Woodruff for their guidance, assistance, support, encouragement, understanding and suggestions. The author would also like to express her gratitude and appreciation to her husband Dr. Safwan Khedr for his help, support, assistance, encouragement, understanding, fa ith , kindness and love without which she would not have accomplished her goals; and her love to her son Muhammad and her parents who motivated her to work on this dissretation. Special acknowledgment is due to Mrs. Irene Jewett for her moral support and encouragement. Also,the e ffo rt of Miss. Julie Banhart should be recognized for her neat editting and typing of the manuscript of this dissertation. Before and after a ll, thanks and praise be to ALLAH the Almighty, the Owner and the Provider. VITA November 3, 1951 Born - Dakahlya, Egypt. Juljr 1973 ........... B.A. English Language and Literature, College of Arts, Ain Shams University. February 1974 - August 1976.. Technical Member, Bureau of Missions, Ministry of High Education, Cairo, Egypt. September 1974 - July 1976... Lecturer of English Language, He!wan University, Cairo, Egypt. August 1978 .................................. M.A. Teaching of English as a Second Language (Advisor: Prof. M. Woodruff), Department of Education, The Ohio State University. FIELDS OF STUDY Major Field: Social Studies Education Teaching English as a Second Language. Prof. Melba Woodruff Education Foundation and Research. Prof. Robert Sutton iv TABLE OF CONTENTS Page VITA iv NOMENCLATURE............................................... vi Chapter I. INTRODUCTION. ...................... 1 History of Education in Egypt in the Eighteenth and Nineteenth Centuries ...................................... 3 The Present Educational System in Egypt ............................ 20 Islam: Islamic Teachings and Law ............................. 40 Aim of the Thesis . ................................ .......... 52 II. RESOURCE UNIT: DEFINITION, ORIGIN AND DEVELOPMENT, ORGANIZATION AND CONTENT, AND ILLUSTRATIONS . ................... .■ 58 D efinition................................. 58 Origin and Development..................................... 59 Organization and Content.......................................... 59 Illustrations ......... .................................................... 60 I I I . DEVELOPING THE RESOURCE UNIT. ................................. 119 Subject Matter. „ ...... 119 Content in English Translation. ............ 119 Introductory Interpretation .............. 130 Objectives.- ..................................... 139 Suggested Student A ctivities. ..... ... 142 Annotated Bibliography..................................... 167 Teaching Materials. .................. 183 Evaluation. ...................... 228 IV. SUMMARY, CONCLUSION AND RECOMMENDATIONS ......................... 237 Summary and Conclusion............................ 237 Recommendations .......................................................................................... 238 BIBLIOGRAPHY ................................. .................. 241 v NOMENCLATURE Arabi Movement A revolutionary movement named after its leader, Arabi. Azhari Name given a graduate of Al-Azhar (mosque and school). Office or court of justice. Diwan< Had i th The sayings of the prophet Muhammad which include some religious instruction. Muslims take their religious instructions from Quran and Hadith. Imam A Muslim leader, usually the leader in prayers. He could also be consulted in religious matters. Interpretation of Quran The art of portraying the meaning of verses through discovering the occasion at which these verses are revealed, the incidents and circumstances related to these verses as occured in the Prophet of Islam's tradition and in other verses from the Quran, and through conveying the Islamic teachings included in the verses. Kuttab A one-teacher school held in the mosque. Madheb Sector of religion. Madrasah School. Makamat al-H ariri Works of poetry. Quran, Koran The holy book of the Muslims. Secondment The process of sending teachers to work in Egypt's neighboring countries. Sha i kh A highly-learned person in Islamic literature. He could also be called a teacher. Tajwid A1 Quran The art by which the reader of Quran knows how to read it correctly and also when to pause or go on reading. The main purpose of this art of tajwid is to help the reader avoid mistakes while reciting the Quran as well as to understand it. U1 ama A very highly educated person in Islamic religious matters. v i CHAPTER I INTRODUCTION I Thousands of volumes have been written about Islam and Islamic literatu re, but only a few have touched Islamic education in the schools. Islamic education is defined here as the teaching of Islam as a religion to students in public schools. It may sound out of place to speak of, and affirm , the idea of teaching Islam in public schools, since the whole idea of teaching religion in public schools in the U.S.A. has been dropped for quite some time. This thesis w ill not discuss religious education in any country except Egypt. Religious education, specifically Islamic education, has been taking place in Egyptian public schools for as long as schools existed in Egypt. "As a matter of fact schools existed in Egypt in order to teach Islam. A look at the history of education in Egypt w ill give a good idea about the importance and effects of Islamic education in the schools. What does Islam really mean to a Muslim? How does a Muslim practice his religion? A Muslim receives his teachings from the Quran and Hadith. The Quran is the holy book; the Hadith is the sayings and doings of the prophet of Islam— the traditions of the prophet which the holy book of the Muslims orders them to follow and obey. To be a Muslim means not only to pray five times a day, to fast one month per ^Ahmad Shalaby, History of Muslim Education (Beirut, Lebanon: Dar A1 Kashshaf, 195^), p. 55. 1 year, and to give the poor their due, but it also means that a Muslim has to act like a Muslim, be educated like a Muslim, and even eat and drink like a Muslim. In other words, there are clear rules and behaviors a Muslim must follow through every step of daily life . The mo?t important part of it all is education. Islam speaks highly of the learned and praises the educators. In order for Muslim students to be taught Islam in schools, there must be three things: an Islamic teacher, an Islamic atmosphere in the classroom and a studied Islamic curriculum. "Curriculum" means not only the material, but also the Islamic atmosphere (i.e., all the activities and experiences in which the student w ill be involved, as viewed from an Islamic standpoint).
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