Education and Curricular Perspectives in the Quran by Sarah Risha A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy Approved October 2013 by the Graduate Supervisory Committee: Eric Margolis, Chair Souad Ali Gustavo Fischman ARIZONA STATE UNIVERSITY December 2013 ABSTRACT In this dissertation I attempt to find elements of education and curricular perspective in the Qur’an. I argue that there is little research in the field of curriculum instruction that discusses the Qur'an's educational aspects and, as a result, much ignorance of the Qur'an's material that deals with education and curricular perspective in the Qur’an. Researchers may find many materials that deal with reading, memorizing, and reciting the Qur’an, along with references that deal with science and math in the Qur’an. Therefore, this dissertation answers the question: What curriculum exists within the Quran? This dissertation is divided into five chapters exploring various aspects of the curriculum. The word “curriculum” is used in one chapter to mean developing the person as a whole in all aspects of life whether spiritual, social, or mental while in the other chapter curriculum is used to refer to methods of instruction. I concluded that curriculum in the Qur’an uses different methods of instructions to develop the individual as a whole in all aspects of life while granting freedom of choice. i To my husband Hosam and my son Khalid, the people who enrich my life and make me smile every day. To my mother and the soul of my father for motivating me to pursue my PhD. To the soul of my daughter, Nora, we miss you more than you can imagine ii ACKNOWLEDGMENTS I want to express my most profound gratitude to all who helped me in this study. Thank you for giving me your time and support. Special thanks to Dr. Eric Margolis, my chair and mentor, for his energetic support, diligence, and thoughtful guidance throughout my research and study program. I am immensely thankful to him for directing me on the right track. Sincere thanks to Dr. Souad Ali and Dr. Gustavo Fischman for their thoughtful feedback, kind words, and guidance. Thank you for always reminding me that I can do it! Above all, I want to thank my husband, Hosam, and my son Khalid for their love and support, and for encouraging me to press on when I most wanted to quit. I am certain that without your constant faith in me, I could not have completed this process. iii TABLE OF CONTENTS CHAPTER PAGE 1 INTRODUCTION ................................................................................................ 1 Introduction to the Study ............................................................................... 1 Reasons for This Study .................................................................................. 1 Research Question ......................................................................................... 7 Organization of Chapters ............................................................................... 7 2 LITERATURE REVIEW ..................................................................................... 9 Introduction ................................................................................................... 9 Shari’a and Islamic Jurisprudence ................................................................. 9 The Qur’an .................................................................................................. 13 Interpretations of the Qur’an ............................................................. 19 Shahih Al-Bukhari ....................................................................................... 22 Reading the Muslim Mind ........................................................................... 24 Qur’an and Women: Rereading the Sacred Text from a Woman’s Perspective ............................................................................. 27 3 CURICULUM IN THE QUR’AN ...................................................................... 29 Meaning of “Curriculum” ........................................................................... 29 Education in the Qur’an .............................................................................. 31 Theory of Knowledge in the Qur’an ............................................... 33 Seeking Knowledge ..................................................................................... 34 Seeking Knowledge in the Literature ............................................... 38 iv CHAPTER PAGE The Five Educational Requirements in the Qur’an ..................................... 39 Application of Knowledge ................................................................ 39 Application of Knowledge in the Literature ............................... 40 Intention ............................................................................................ 41 Intention in the Literature ........................................................... 42 Recognition of the Self ..................................................................... 43 Recognition of the Self in the Literature ..................................... 45 Critical Thinking ............................................................................... 46 Critical Thinking in the Literature .............................................. 50 Spirituality......................................................................................... 50 Spirituality in the Literature ........................................................ 51 Conclusion ................................................................................................... 52 4 INSTRUCTION IN THE QUR’AN ................................................................... 56 Curriculum as Instruction in the Qur’an ...................................................... 56 Main Principls in the Qur’an ....................................................................... 56 Main Principls in the Literature ........................................................ 60 Change in the Qur’an .................................................................................. 61 Change in the Literature.................................................................... 63 Didactic Methods in the Qur’an .................................................................. 64 Commands ........................................................................................ 64 Command Language in the Literature ........................................ 67 v CHAPTER PAGE Repetition .......................................................................................... 67 Repetition in the Literature ......................................................... 69 Parables ............................................................................................. 70 Parables in the Literature ............................................................ 72 Storytelling ........................................................................................ 73 Storytelling in the Literature ....................................................... 77 Demonstration ................................................................................... 78 Descriptive Language ................................................................. 79 Explanatory Language ................................................................ 80 Legitimating Language ............................................................... 81 Affiliation Language ................................................................... 82 Demonstration in the Literature .................................................. 83 Conclusion ................................................................................................... 85 5 CONCLUSION ................................................................................................... 86 REFERENCES ..................................................................................................... 91 vi Chapter 1 – Introduction Introduction to the Study I was raised as a Muslim wearing hijab, the head cover, almost all my life. I have been living in the United States (US) for more than twenty years. I worked as a teacher, vice principal, volunteer Sunday school principal, K-12 math curriculum developer, educational consultant, and a lecturer. I worked at private and public schools in addition to Cisco Learning Institute and Commission of International and Transregional Accreditation. I also enjoyed being a student through my graduate studies at Northern Arizona University and Arizona State University. As a Muslim I read few pages of the Qur’an, the holy book of Islam, on a daily basis. Although I have been in the field of education almost all my life, I had never taken the time to appreciate the educational curriculum found within the Qur’an. I think this was because I was reading the Qur’an as a daily habit and it was something that I grew up with so I kept it separate from my actual life. Reasons for This Study In this dissertation I present the findings of my research on the curriculum within the Qur’an. There are several reasons I chose this topic. Rereading what Martin Niemoller said in his address to the U.S. Congress in 1968 encouraged me to pursue and look for education curriculum in the Qur’an. Niemoller, whose speech appeared in the Congressional Record, made a powerful statement: 1 First they came for the Socialists, and I did not speak out … Because I was not a Socialist. Then they came for the Trade