Intellectualism in higher Islamic traditional studies: implications for the curriculum

The number of faculties and universities offering Islamic traditional sciences or studies has slowly increased over the past decades. However, the Islamic community has not felt their graduates’ impact other than as teachers or religious personnel. In fact, if the criteria used to assess Islamic edu...

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Main Author:	Hashim, Rosnani
Format:	Article
Language:	English
Published:	Association of Muslim Social Scientists 2007
Subjects:	BP1 Islam LB2300 Higher Education LB2361 Curriculum
Online Access:	http://irep.iium.edu.my/25396/ http://irep.iium.edu.my/25396/1/920_ajiss24-3-stripped_-_Hashim_-_Intellectualism_in_Higher_Islamic_Traditional_Studies.pdf

id	iium-25396
recordtype	eprints
spelling	iium-253962014-03-23T00:12:37Z http://irep.iium.edu.my/25396/ Intellectualism in higher Islamic traditional studies: implications for the curriculum Hashim, Rosnani BP1 Islam LB2300 Higher Education LB2361 Curriculum The number of faculties and universities offering Islamic traditional sciences or studies has slowly increased over the past decades. However, the Islamic community has not felt their graduates’ impact other than as teachers or religious personnel. In fact, if the criteria used to assess Islamic education is the growth of a genuine, original, and adequate Islamic thought or intellectualism, then most of these institutions have failed to provide such an education. I examine the goals and curriculum of higher Islamic education and the conditions conducive for the growth of intellectualism. I argue that poor pedagogy, which does not offer teaching methods that encourage critical and ethical thinking, contributed to the state of affairs. Further, I argue that the basic problem is the inadequate conceptualization of knowledge as regards Islamic epistemology in the curriculum and the lack of academic freedom. I assert that the issue of what knowledge is most valuable for today’s intellectual and ethical Muslims has not been resolved and that this affects the curriculum structure and, inevitably, the programs of Islamic traditional sciences. The need to reintroduce Islamic philosophy into the curriculum is one of this article’s major arguments. Association of Muslim Social Scientists 2007 Article PeerReviewed application/pdf en http://irep.iium.edu.my/25396/1/920_ajiss24-3-stripped_-_Hashim_-_Intellectualism_in_Higher_Islamic_Traditional_Studies.pdf Hashim, Rosnani (2007) Intellectualism in higher Islamic traditional studies: implications for the curriculum. American Journal of Islamic Social Sciences, 24 (3). pp. 92-115. ISSN 0742-6763
repository_type	Digital Repository
institution_category	Local University
institution	International Islamic University Malaysia
building	IIUM Repository
collection	Online Access
language	English
topic	BP1 Islam LB2300 Higher Education LB2361 Curriculum
spellingShingle	BP1 Islam LB2300 Higher Education LB2361 Curriculum Hashim, Rosnani Intellectualism in higher Islamic traditional studies: implications for the curriculum
description	The number of faculties and universities offering Islamic traditional sciences or studies has slowly increased over the past decades. However, the Islamic community has not felt their graduates’ impact other than as teachers or religious personnel. In fact, if the criteria used to assess Islamic education is the growth of a genuine, original, and adequate Islamic thought or intellectualism, then most of these institutions have failed to provide such an education. I examine the goals and curriculum of higher Islamic education and the conditions conducive for the growth of intellectualism. I argue that poor pedagogy, which does not offer teaching methods that encourage critical and ethical thinking, contributed to the state of affairs. Further, I argue that the basic problem is the inadequate conceptualization of knowledge as regards Islamic epistemology in the curriculum and the lack of academic freedom. I assert that the issue of what knowledge is most valuable for today’s intellectual and ethical Muslims has not been resolved and that this affects the curriculum structure and, inevitably, the programs of Islamic traditional sciences. The need to reintroduce Islamic philosophy into the curriculum is one of this article’s major arguments.
format	Article
author	Hashim, Rosnani
author_facet	Hashim, Rosnani
author_sort	Hashim, Rosnani
title	Intellectualism in higher Islamic traditional studies: implications for the curriculum
title_short	Intellectualism in higher Islamic traditional studies: implications for the curriculum
title_full	Intellectualism in higher Islamic traditional studies: implications for the curriculum
title_fullStr	Intellectualism in higher Islamic traditional studies: implications for the curriculum
title_full_unstemmed	Intellectualism in higher Islamic traditional studies: implications for the curriculum
title_sort	intellectualism in higher islamic traditional studies: implications for the curriculum
publisher	Association of Muslim Social Scientists
publishDate	2007
url	http://irep.iium.edu.my/25396/ http://irep.iium.edu.my/25396/1/920_ajiss24-3-stripped_-_Hashim_-_Intellectualism_in_Higher_Islamic_Traditional_Studies.pdf
first_indexed	2023-09-18T20:37:55Z
last_indexed	2023-09-18T20:37:55Z
_version_	1777409170331402240

Intellectualism in higher Islamic traditional studies: implications for the curriculum

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