DOCSLIB.ORG

AN EDUCATIONAL EVALUATION of the MADRESSA SYSTEM of RELIGIOUS INSTRUCTION Qo /0 F51jf

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
AN EDUCATIONAL EVALUATION of the MADRESSA SYSTEM of RELIGIOUS INSTRUCTION Qo /0 F51jf COPYRIGHT AND CITATION CONSIDERATIONS FOR THIS THESIS/ DISSERTATION o Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. o NonCommercial — You may not use the material for commercial purposes. o ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original. How to cite this thesis Surname, Initial(s). (2012) Title of the thesis or dissertation. PhD. (Chemistry)/ M.Sc. (Physics)/ M.A. (Philosophy)/M.Com. (Finance) etc. [Unpublished]: University of Johannesburg. Retrieved from: https://ujdigispace.uj.ac.za (Accessed: Date). AN EDUCATIONAL EVALUATION OF THE MADRESSA SYSTEM OF RELIGIOUS INSTRUCTION qo /0 F51jf/ by YOUSUF ISMAIL ESHAK THESIS Submitted in accordance with the requirements of the degree of DOCTOR EDUCATIONIS in PHILOSOPHY OF EDUCATION in the FACULTV OF EDUCATION at the RAND AFRIKAANS UNIVERSITY SUPERVISOR: PROFESSOR D.P.J. SMITH CO-SUPERVISOR: PROFESSOR J.A. NAUDE JANUARY 1995 DEDICATION In the name of Allah, the Beneficent, the Merciful Praise be to Allah, Lord of the Worlds, The Beneficent, the Merciful. Owner of the Day of Judgment, Thee (alone) we worship; Thee (alone) we ask for help. Show us the straight path, The path of those whom Thou hast favoured; Not (the path) of those who earn Thine anger, Nor of those who go astray. (The Holy Our' an, 1: 1-7) ****** To all those who, under very difficult circumstances, contributed to the functioning of the Madressa. ****** To.rnv family: Amina Zaid, Shireen, Azhar, Iqbal Uzair My Mother and my late Father ACKNOWLEDGEMENTS My sincere gratitude to: Professor D.P.J. Smith, the supervisor of my study, for his guidance, assistance and advice. Professor Smith gave generously of his time, and his meticulous approach has taught me so much. I shall always be in his debt. Professor J.A. Naude, my co-supervisor, for the generous manner in which he shared his knowledge and experience. Professor John Smith of the Doctoral Committee for his assistance. Professor A.J.B. Wiid and Ms M.M. Bester of the Statistical Consultancy Service of the Rand Afrikaans University for the statistical calculations. Mrs H.A. Davidson for the typing, particularly for the sacrifice of her holiday and the speedy and able manner in which she organised the difficulties of the different computer programmes. Ms L. Kemp for part of the typing. Ms E. Wimberger for proof-reading and correcting the thesis. ii The principal, staff and pupils of the Lenasia Muslim Association and the Saaberie Jumma Musjid and Madressa Trust. I received the complete co­ operation of both organisations, and all the persons I approached went out of their way to provide any assistance that was needed. The Jamiatul Ulema of the Transvaal and the deputy president of the organisation, Maulana Saloojee, for valuable assistance. All those persons, too numerous to mention, who gave such important and valuable advice and assistance. iii SUMMARY AN EDUCATIONAL EVALUATION OF THE MADRESSA SYSTEM OF RELIGIOUS INSTRUCTION The madressa is a system of instruction for Muslim children, believers in the religion of Islam. Madressa classes are held daily, concurrently with classes of the ordinary secular school. Classes begin after the ordinary school day has ended. They start at about 14:30 and last for about two and a half hours. Most Muslim children, about 97% in Lenasia, attend these classes. This study originated from a concern about the educational justifiability of the madressa system. The madressa involves the religious formation of children. It shapes the attitudes, consciousness and behaviour of those who attend it, yet it is not subject to any form of control or supervision by an outside agency. If it is not in conformity with educational criteria, it can be open to abuse. There is also an enormous expenditure of time and effort on the madressa. It is necessary to consider whether the madressa is worth the effort devoted to it, whether it fulfils its religious purposes. The aim of the study was therefore, to determine whether the madressa: operates within the framework of acceptable educational criteria; fulfils its religious purposes. The research techniques employed are primarily qualitative, but a quantitative component has been added to make the study more comprehensive. iv Criteria for education have been established through literature study. These criteria serve as the bases for the evaluation of the madressa. The structure of an educational situation has been examined and has been divided into the following component parts: the aim; the learning content; the method; the persons involved: the educator and the learner; educational relations, particularly authority, discipline and punishment. Criteria for each of these components have been determined. The madressa owes its existence to its religious purposes. It exists to prepare learners to be good Muslims, who know and fulfil their religious obligations. For these reasons, the principles of Islam have also been described. There has also been a detailed study of the practices in the madressa. The research has revealed that: the practices in the madressa are in conformity with educational criteria; the madressa is directed towards achieving its religious purposes. However, there are areas of the madressa's activities that need further attention: there has to be much greater concentration on improving the skills of the educators and on ensuring that they have the required attributes; v it is also necessary to promote greater co-operation between parents and educators; it is essential that both parents and teachers provide positive examples of behaviour; greater self-discipline has to be acquired by learners as this is crucial to the performance of religious duties. This study can provide the bases for a reconsideration of aspects of the madressa's activities to promote more effective education. This study also provides an example of a community's ability to create educational structures, by its own efforts, to reproduce its beliefs and values. vi OPSOMMING 'N OPVOEDKUNDIGE EVALUERING VAN DIE MADRESSA­ STELSEL VAN GODSDIENSONDERRIG Die madressa is 'n stelsel van godsdiensonderrig vir Moslem kinders, wat glo in die Islam geloof. Madressa klasse word daagliks op weeksdae aangebied. Klasse vind in die middae vanaf 14:30 tot 17:00 plaas en duur vir ongeveer twee en 'n half uur. Die meeste Moslemkinders, ongeveer 97% wat in Lenasia woon, woon hierdie klasse by. Die madressa sisteem het veral betrekking op die vorming van kinders. Dit vorm egter ook die houdings, bewussyn en gedrag van diegene wat dit bywoon. Omdat die madressa nie aan enige vorm van beheer of toesighouding deur 'n bulte­ instansie onderworpe is nie, kan dit potensieel misbruik word. Daar is sprake van 'n buitengewone besteding van tyd en moeite aan die madressa. Dit is derhalwe nodig om te bepaal of die madressa die tvd en moeite wat daaraan bestee word, werd is en of dit aan die religieuse oogmerke daarvan voldoen. Die doel met die studie was om te bepaal of die madressa: * binne die raamwerk van aanvaarde opvoedkundige kriteria funksioneer; * aan die religieuse doelstellings daarvan voldoen. Die navorsingsmetodes wat in die studie aangewend is, was hoofsaaklik kwalitatief van aard. 'n Kwantitatiewe komponent is egter aanvullend gebruik met die oog op meer omvattende data-insameling. vii Kriteria van opvoeding is met behulp van In literatuurstudie qeidentifiseer. Hierdie kriteria het as basis gedien vir die evaluering van die madressa. 'n Analise van die struktuur van 'n opvoedingsituasie het die onderstaande vyf konstituente aan die lig gebring: * die doel; * die leerinhoud; * die metode; * die persone betrokke: die opvoeder en die leerling; * die opvoedingsverhouding. Kriteria vir elke van die genoemde konstituente is vasgestel. Die bestaan van die madressa is aan 'n religieuse motief te danke. Die madressa onderrig sy leerlinge om goeie Moslems te wees en tot In bewuswording van religieuse verantwoordelikhede. Om hierdie rede word In hoofstuk aan die beginsels van Islam gewy. Enkele van die belangrikste bevindings van die studie is dat: * die madressa opvoedkundig verantwoord is; en * die madressa voldoende op die religieuse doel daarvan afgestem is. Daar is egter terreine in die madressa se aktiwiteite wat verdere aandag verdien: * opvoeders se onderrigvaardighede behoort verbeter te word om sodoende te verseker dat die doelstellings van die madressa doeltreffender verwesenlik kan word; viii * samewerking tussen die ouers en madressa-opvoeders te wees; * onderwysers sowel as ouers behoort deur hul voorlewing vir kinders 'n voorbeeld van toegewydheid aan die doelstelling van die madressa te wees; * 'n grater mate van dissipline moet by die kinders gevestig word aangesien dit belangrik is vir die uitvoering van religieuse take. Deur hierdie studie is die vermoe van 'n samelewing gedemonstreer om religieuse opvoedingstrukture daar te stel om dit waarin hulle glo by hul kinders in te skerp. ---000--- IX CHAPTER ONE ORIENTATION, STATEMENT OF THE PROBLEM AND DEVELOPMENT OF THE STUDY 1.1 INTRODUCTION 1 1.1.1 Orientation 1 1.1.2 The Term "Madressa" 1 1.1.3 A Note on Spelling 2 1.1.4 The Demands of the Madressa 2 1.2 STATEMENT OF THE PROBLEM AND THE AIM OF THE STUDY 3 1.3 MOTIVATION FOR THE RESEARCH 4 1.4 SELECTION OF THE TARGET GROUP 7 1.4.1 Size and Influence of the Two Groups 7 1.4.2 Generalisation of Content 9 1.4.3 Generalisation of Method 9 1.4.4 Teachers 9 1.5 RESEARCH METHODS 10 1.5.1 Historical-Descriptive Approach 10 1.5.1.1 Literature Study 11 1.5.1.2 Conceptual Analysis 13 1.5.1.3 Dialectic Interaction 13 1.5.2 The Empirical-Analytic Method 14 1.5.2.1 Observation 15 1.5.2.2 Interviews 15 1.5.2.3 Questionnaires 15 1.5.2.4 Document Analysis 16 1.6 ORGANISATION OF THE STUDY 16 ,.
Load more

Recommended publications
  • Uni International 300 N
    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. For blurred pages, a good image of the page can be found in the adjacent frame. If copyrighted materials were deleted, a target note will appear listing the pages in the adjacent frame. 3. When a map, drawing or chart, etc., is part of the material being photographed, a definite method of “sectioning” the material has been followed. It is customary to begin filming at the upper left hand comer of a large sheet and to continue from left to right in equal sections with small overlaps. If necessary, sectioning is continued again—beginning below the first row and continuing on until complete.
    [Show full text]
  • Bachelor of Arts in Islamic Studies BA
    Bachelor of Arts in Islamic Studies B.A. - Islamic Studies Programme Project Report & Detailed Syllabus Tamil Nadu Open University Department of Social Work School of Social Sciences Chennai - 15 Bachelor Of Arts In Islamic Studies B.A. - Islamic Studies Programme Project Report & Detailed Syllabus Non- Semester Pattern From Calendar Year 2021 onwards த뮿ழ்ꎾ翁 鎿றநதꎿலைꯍ பல㞕லைக㞕ழ㞕믍 Tamil Nadu Open University School of Social Sciences (A state open University Established by Government of Tamilnadu, Recognized by UGC & DEB, Member in Asian Association of Open Universities & Association of Commonwealth Universities) No. 577, Anna Salai, Saidapet, Chennai 600 015 Tamilnadu © 2020 by Tamil Nadu Open University. Except where otherwise noted, B.A. Islamic Studies - PPR & Detailed Syllabus is made available under a Creative Commons Attribution- ShareAlike 4.0 Licence (international): http://creativecommons.org/licences/bysa/4.0. Faculty of Social Sciences School of Social Sciences Tamil Nadu Open University 577, Anna salai, Saidapet Chennai - 600015 Tamilnadu, India Website : www.tnou.ac.in NOVEMBER, 2020 My dear Learners, Vanakkam, I deem it a great privilege to extend a hearty welcome to you to the Under Graduate Programme being offered by the Tamil Nadu Open University (TNOU). I also appreciate your keen interest to know about the curriculum of the Programme, in which you shall gain an enthralling experience, and pleasurable and beneficial learning. With passing a specific act in the Tamil Nadu Legislative Assembly (TNLA) in 2002, the TNOU came into existence as a State Open University (SOU). It has been offering the socially-relevant academic Programmes in diverse disciplines with due approval of the University Grants Commission (UGC) and the Distance Education Bureau (DEB), New Delhi since its inception.
    [Show full text]
  • Teacher Education in Pakistan
    TEACHER EDUCATION IN PAKISTAN Course Code: 8626 Unit 1-9 Department of Secondary Teacher Education FACULTY OF EDUCATION ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD i All Rights Reserved No part of this publication may be reproduced or transmitted in any form or by any means i.e. electronic or mechanical, including, photocopy, recording or any information be stored through retrieval system without prior permission in writing from the publisher/author. (All Rights are Reserved with the Publisher) First Printing .............................. 2018 Quantity ..................................... Price ........................................... Rs. Layout by ................................... Muhammad Javed Printer ....................................... Printing Press Operations Committee Publisher ....................................... Allama Iqbal Open University, Islamabad ii COURSE TEAM Chairperson: Dr Naveed Sultana Course Development Coordinator: Dr Muhammad Tanveer Afzal Unit Writers: Dr Muhammad Tanveer Afzal Ms Saima Iram Ms Munazza Afzal Ms Shazia Khanum Ms Afroz Jan Ms Nazia Shehzadi Ms Shahida Perveen Ms Fatima Maqsood Ms Nazia Fardous Reviewer: Dr Naveed Sultana Dr Munazza Ambreen Dr Muhammad Tanveer Afzal Editor: Fazal Karim Course Coordinator: Dr. Muhammad Tanveer Afzal iii FOREWORD Education is a vital investment for human and economic development and is influenced by the environment within which it exists. Traditions, culture and faith combine to reflect upon the education system. The element of continuity and change remains perpetual and it is up to the society to determine its pace and direction. Changes in technology, employment patterns and global environment require policy response. An educated society may respond better to the policies that consequently help to improve the economic and social conditions of the human beings. Teachers play vital role in educating society and preparation of such teachers who can transform society is of pivotal value in its formation.
    [Show full text]
  • The Concept of Islamic Education Kyai Sahal Mahfudh Subaidi, Alex Yusron Al Mufti, & Azzah Nor Laila
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Journal Universitas Sarjanawiyata Tamansiswa (UST) Proceeding International Seminar on Education Innovation Issues and Challenges in Education for Education Sustainability Universitas Sarjanawiyata Tamansiswa th 25 August 2018 Subaidi, Alex Yusron Al Mufti, & Azzah Nor Laila http://jurnal.ustjogja.ac.id The Concept of Islamic Education Kyai Sahal Mahfudh Subaidi, Alex Yusron Al Mufti, & Azzah Nor Laila *Corresponding author: [email protected] Islamic University of Nahdlatul Ulama Jepara Jawa Tengah Indonesia _______________________________________________________________________________________ Abstract Abstract: This study aims to describe the concept of Islamic Education Kyai Sahal Mahfudh. According to him, Islamic education is the process of interaction of educators, learners, and the environment that leads to the formation of Islamic character of learners who are able to drive their attitude and behavior with Islamic values. This research uses a qualitative approach. The method of this research is descriptive method, by collecting data that have relation with Kyai Sahal thinking. The Analytical technique is using qualitative data analysis in form of data description, then the researchers provide further interpretation to get the meaning contained in it. The results of the research include; a. Educators in the Islamic concept, not only have the potential to improve the quality of a person's physical life, but more than that, he is responsible for the behavior, including the obligation to instill religious beliefs that hold the key to the meaning of everyone's life. b. The existence of teachers, as an important component in escorting learners to develop science, character, and behavior.
    [Show full text]
  • ENGLISH for ISLAMIC EDUCATION Pre-Intermediate Level for Academic Purpose
    ENGLISH FOR ISLAMIC EDUCATION Pre-Intermediate Level for Academic Purpose By; IMA FITRIYAH RIA FACHRURRIANA FITRIATUL MASITHOH DEWI NUR SUCI MUHAMMAD AFIFI Editor: ImaFitriyah IAIN KEDIRI PRESS 2018 ENGLISH FOR ISLAMIC EDUCATION Pre-Intermediate Level for Academic Purpose Completed and Developed by Ima Fitriyah Ria Fachrurriana Fitriatul Masitoh Dewi Nur Suci Muhammad Afifi The Editors Ima Fitriyah Cover Design Audina Layouters Epullah Publisher: IAIN Kediri Press Jl. Sunan Ampel 07 Ngronggo Kediri Jawa Timur 64127 Tlp. (0354) 689282, FAX (0354) 686564. ©IAIN Kediri IAIN Kediri Press, 2018 xii+345 hlm.; 14.5 x 21 cm ISBN: 978-602-8167-92-5 Prin I, Oktober 2018 Sanksi Pelanggaran Pasal 72 Undang-undang Nomor 19 Tahun 2002 tentang Hak Cipta 1. Barangsiapa dengan sengaja melanggar dan tanpa hak melakukan perbuatan sebagaimana dimaksud dalam Pasal 2 Ayat (1) atau Pasal 49 Ayat (1) dan Ayat (2) dipidana dengan pidana penjara masing-masing paling singkat 1 (satu) bulan dan/ atau denda paling sedikit Rp1.000.000,00 (satu juta rupiah), atau pidana penjara paling lama 7 (tujuh) tahun dan/atau denda paling banyak Rp5.000.000.000,00 (lima miliar rupiah) 2. Barangsiapa dengan sengaja menyiarkan, memamerkan, mengedarkan, atau menjual kepada umum suatu ciptaan atau barang hasil pelanggaran hak cipta atau hak terkait sebagai dimaksud pada ayat (1), dipidana dengan pidana penjara paling lama 5 (lima) tahun dan/atau denda paling banyak Rp50.000.000,00 (lima puluh juta rupiah). Acknowledgments In the name of Alloh the most beneficient and most merciful. The authors wish to thank all those colleagues who contributed in making this book available to the readers.
    [Show full text]
  • Research Articles
    Darulfatwa ﭑ ﭒ ﭓ Research articles 3 Harmony through mutual compassion between muslims and others especially in western societies الرمحة يف اتلعايش احلسن بني املسلمني وغريهم ّسيما يف املجتمعات الغربية Presented by His Eminence, Sheikh Ibrahim El-Shafie Deputy Chairman of Darulfatwa, Australia B. Islamic Studies. B. Arabic Language and Literature M. Islamic Studies Introduction: The Roots of Moderation in the Muslim World Many political and social dilemmas mostly inherited from generations of misguided convictions and behaviours have influenced the relationship between Muslims and others especially in Western societies. The inevitable feelings of insecurity, scepticism and uncertainty about what the future might bring, people of wisdom tend to resort to solutions rather than linger on the issues. This can be achieved by looking back and identifying the origin of mischief, finding the proper solutions to the resulting problems and implementing them. In this process, it is without a doubt that Islam is not the problem; it is part of the solution. Muslims believe that Islam started amongst mankind with Adam, the first prophet and messenger of God, and that it delivered the purest form of knowledge and civilised society. The people were taught the various languages, cultivation, minting currency, construction, the institution of marriage, and preservation of life, lineage, mind, money and family, alongside other aspects of their livelihood. Islam is a religion that recognises the rights of God upon his creation, and also a religion that identifies the human rights, such as the rights of the spouse, parents, neighbours, animals, nature, general public, human life, the enemy, the ruler, the subjects, the claimant and the defendant.
    [Show full text]
  • Batchelor of Arts in Islamic Studies (Ba-Is) Syllabus
    BATCHELOR OF ARTS IN ISLAMIC STUDIES (BA-IS) SYLLABUS Page 1 of 26 BA-IS – LIST OF SUBJECTS I YEAR S.No. Title of the Paper Duration Maximum Internal External Total Passing of Exam Marks Minimum 1.1 Arabic I 3 hrs 100 25 75 100 40 1.2 English 3 hrs 100 25 75 100 40 1.3 Islamic Doctrines 3 hrs 100 25 75 100 40 1.4 Islamic Jurisprudence I 3 hrs 100 25 75 100 40 1.5 Islamic History I 3 hrs 100 25 75 100 40 Sub Total 500 II YEAR S.No. Title of the Paper Duration Maximum Internal External Total Passing of Exam Marks Minimum 2.1 Arabic II 3 hrs 100 25 75 100 40 2.2 Quran Exegesis 3 hrs 100 25 75 100 40 2.3 Islamic Jurisprudence II 3 hrs 100 25 75 100 40 2.4 Prophetic Traditions 3 hrs 100 25 75 100 40 2.5 Psychology & Teaching 3 hrs 100 25 75 100 40 Methodology Sub Total 500 III YEAR S.No. Title of the Paper Duration Maximum Internal External Total Passing of Exam Marks Minimum 3.1 Arabic III 3 hrs 100 25 75 100 40 3.2 Islamic jurisprudence III 3 hrs 100 25 75 100 40 3.3 Islamic Philosophy 3 hrs 100 25 75 100 40 3.4 Business Ethics 3 hrs 100 25 75 100 40 3.5 Islamic History II 3 hrs 100 25 75 100 40 Sub Total 500 Page 2 of 26 B.A (ISLAMIC STUDIES) REGULATIONS & SYLLABUS NAME OF THE PROGRAMME: B.A (ISLAMIC STUDIES) OBJECTIVE: To enable students to correctly understand the fundamental principles underlying Islamic Teachings.
    [Show full text]
  • The-MWL-Journal-2018-May[1].Pdf
    Letter From the Editor Community Security and the Unity of the Nation In its comprehensive sense, community se- calls for not giving in to this reality. Rather, it curity is a base for stability and development encourages to work out a consensus formula that leads to the unity of the nation. This has that will achieve social harmony among the been a well-established principle in the lit- different components andguarantee justice erature of the Muslim World League (MWL) and rights for everyone in a pluralistic and since it’s establishment more than half a cen- safe society. tury ago. The Charter of the League affirms The final declaration of the conferenceal- that “there is no peace for the world, except so pointed out that the transformation of the by applying the rules laid down by Islam. Muslim Ummah from this situation could be The MWL seeks to achieve these goals and achieved by enhancing moderation, increas- principles by raising public awareness, pro- ing public awareness, moving from a narrow moting media and cultural interaction, orga- partial vision to a comprehensive holistic nizing intellectual dialogue meetingsto bring one, taking into account the consequent re- followers of religions and cultures together, ordering of priorities and paying attention to implementing developmental and education- the common humanitarian issues. al programs and carrying out activities on the The final declaration of the conference in- ground in form of urgent relief, social wel- cludes a number of intellectual foundations fare, orphan’s sponsorship
    [Show full text]
  • Slamic Jurisprudence and Conditions for Acceptability of Reclamation of Wastewater for Potable Use by Muslim Users
    SLAMIC JURISPRUDENCE AND CONDITIONS FOR ACCEPTABILITY OF RECLAMATION OF WASTEWATER FOR POTABLE USE BY MUSLIM USERS Report to the Water Research Commission by Abdulkader Ismail Tayob, Hameda Deedat & Azizur Rahman Patel University of Cape Town WRC Report No. 2360/1/15 ISBN 978-1-4312-0676-6 May 2015 Obtainable from: Water Research Commission Private Bag X03 Gezina, 0031 [email protected] or download from www.wrc.org.za DISCLAIMER This report has been reviewed by the Water Research Commission (WRC) and approved for publication. Approval does not signify that the contents necessarily reflect the views and policies of the WRC, nor does mention of trade names or commercial products constitute endorsement or recommendation for use. © Water Research Commission EXECUTIVE SUMMARY Problem Statement In October 2012, the eThekwini municipality announced that it would be considering the use of reclaimed water to supplement existing potable water supply. Residents of Durban took to the streets to protest against this plan. Media reports indicated that the most distinctive objection came from Muslims who believed that this practice was not permissible. These and other Muslim users claimed that wastewater reclamation and reuse was unclean and unIslamic. On the other hand, there have been no reports that Muslims in Beaufort West objected to water reclamation measures in the town. Moreover, Muslims in other countries have also not objected in this way to water reclamation practices. What does Islam really say about water and water purification? What led Muslims in eThekwini to object to water reclamation on religious grounds? And why did Muslims in Beaufort West accept water reclamation? This report is a step in the direction of finding answers to these questions.
    [Show full text]
  • INFORMATION to USERS This Manuscript Has Been Reproduced
    INFORM ATION TO U SERS This manuscript has been reproduced from the tnicrofîlm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be froma n y type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough,margin»;, substandard and improperalignment can adversely afreet reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note wiH indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photogr^hs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A Bell & Howell Information Company 300 North ZeeD Road. Ann Ardor. Ml 48106-1346 USA 313.'761-4700 800.'521-0600 AL-GHAZZALI; A CRITICAL SYNTHESIS OF HIS PHILOSOPHY OF EDUCATION COMPILED FROM HIS WRITINGS AND AS REPRESENTED IN WORKS BY SHAFIQUE ALI KHAN AND ABDU AL-GHANEY ABUD DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Mohammed Said Abdu Ali ***** The Ohio State University 1995 Dissertation Committee; Approved by Prof.
    [Show full text]
  • Teaching Approaches to Islamic Education in the Contemporary Classroom
    A University of Sussex PhD thesis Available online via Sussex Research Online: http://sro.sussex.ac.uk/ This thesis is protected by copyright which belongs to the author. This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the Author The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the Author When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given Please visit Sussex Research Online for more information and further details Teacher educators’ approaches to teaching Foundation of Islamic Education at a university in Kingdom of Saudi Arabia Hajeej Alhawsawi Department of Education School of Education and Social Work Submitted to the University of Sussex in fulfilment of the degree of Doctor of Philosophy December 2016 Table of Contents Table of Contents ........................................................................................................... II 1: Introduction ................................................................................................................ 1 1.1. Background to the study .................................................................................................. 1 1.2. Aims and rationale of the study ....................................................................................... 2 1.3. Summary of the methodology ........................................................................................
    [Show full text]
  • Life Histories of Muslim Teachers in Birmingham Primary Schools
    LIFE HISTORIES OF MUSLIM TEACHERS IN BIRMINGHAM PRIMARY SCHOOLS by Imran Mogra A thesis submitted to The University of Birmingham for the degree of DOCTOR OF PHILOSOPHY School of Education The University of Birmingham October 2008 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. ABSTRACT The life histories of Muslim teachers in Birmingham schools have been collected in this research. This interpretive research involved a systematic gathering and analysis of data using semi-structured in-depth interviews. Thirteen primary school teachers voluntarily participated for this to happen. This thesis is about Muslim teachers. It focuses on those Muslims who have, in principle, succeeded in education, and are deemed to be opinion-makers, models and leaders. It explores their conceptions, the meanings and significance which they attach to their decisions, their experiences, and events in their professional and personal lives. It concentrates on their views about the recruitment of teachers from underrepresented communities, and highlights the role of spirituality in their life. It reveals their understanding of what it means to be a Muslim teacher in contemporary Britain, and describes their aspirations and sentiments about the future.
    [Show full text]