Counter-discourse of Islamic epistemology in the non-formal madrasahs in Malaysia

This paper aims to describe the nature of contemporary discourses on Islamic Epistemology. Islamic epistemology has gone through a reconstruction through the process of development of modern education system. While many contemporary Muslim scholars had tried to recover the "true" epistem...

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Main Author:	Kushimoto, Hiroko
Format:	Conference or Workshop Item
Language:	English
Published:	Future Academy 2018
Subjects:	BP1 Islam LB Theory and practice of education
Online Access:	http://irep.iium.edu.my/65912/ http://irep.iium.edu.my/65912/ http://irep.iium.edu.my/65912/1/2018%20Epistemology%20of%20Madrasah%20AIMC.pdf

id	iium-65912
recordtype	eprints
spelling	iium-659122018-09-25T12:53:08Z http://irep.iium.edu.my/65912/ Counter-discourse of Islamic epistemology in the non-formal madrasahs in Malaysia Kushimoto, Hiroko BP1 Islam LB Theory and practice of education This paper aims to describe the nature of contemporary discourses on Islamic Epistemology. Islamic epistemology has gone through a reconstruction through the process of development of modern education system. While many contemporary Muslim scholars had tried to recover the "true" epistemology in Islam, the personal epistemology among the ordinal Muslims has rarely been discussed empirically. This study aims to fill the gap by identifying the nature of the contemporary Muslim’s epistemology through an analysis of counter-discourse based on the dimensions of personal epistemology. A series of field research was conducted in two non-formal Islamic schools (madrasahs) in Kuala Lumpur and Terengganu between 2010 and 2016. The nature of epistemology in the madrasah can be explained in comparison with the four dimensions: (1) peers, not only the teachers, are important “source of knowledge” ( Schommer, 1990) (2) but that is true only when people also have a trust in the traditional authority. Learning should take a long time as opposed to the belief in (3)"quick learning” ( Schommer & Dunnell, 1994) and in relation to the dimension of (4) “certainty of knowledge” (M. Schommer, 1990), knowledge is static but it should be reached through a process of construction of meaning. It is also found that in addition to the four dimensions, a dimension of (5) learning as a process of moral development should be considered to analyze the nature of Muslim discourse of epistemology. Future Academy 2018 Conference or Workshop Item PeerReviewed application/pdf en http://irep.iium.edu.my/65912/1/2018%20Epistemology%20of%20Madrasah%20AIMC.pdf Kushimoto, Hiroko (2018) Counter-discourse of Islamic epistemology in the non-formal madrasahs in Malaysia. In: ASIA International Multidisciplinary Conference (AIMC 2017), 1st-2nd May 2017, Johor Bharu, Johor. https://www.futureacademy.org.uk/publication/EpSBS/AIMC2017/page-4
repository_type	Digital Repository
institution_category	Local University
institution	International Islamic University Malaysia
building	IIUM Repository
collection	Online Access
language	English
topic	BP1 Islam LB Theory and practice of education
spellingShingle	BP1 Islam LB Theory and practice of education Kushimoto, Hiroko Counter-discourse of Islamic epistemology in the non-formal madrasahs in Malaysia
description	This paper aims to describe the nature of contemporary discourses on Islamic Epistemology. Islamic epistemology has gone through a reconstruction through the process of development of modern education system. While many contemporary Muslim scholars had tried to recover the "true" epistemology in Islam, the personal epistemology among the ordinal Muslims has rarely been discussed empirically. This study aims to fill the gap by identifying the nature of the contemporary Muslim’s epistemology through an analysis of counter-discourse based on the dimensions of personal epistemology. A series of field research was conducted in two non-formal Islamic schools (madrasahs) in Kuala Lumpur and Terengganu between 2010 and 2016. The nature of epistemology in the madrasah can be explained in comparison with the four dimensions: (1) peers, not only the teachers, are important “source of knowledge” ( Schommer, 1990) (2) but that is true only when people also have a trust in the traditional authority. Learning should take a long time as opposed to the belief in (3)"quick learning” ( Schommer & Dunnell, 1994) and in relation to the dimension of (4) “certainty of knowledge” (M. Schommer, 1990), knowledge is static but it should be reached through a process of construction of meaning. It is also found that in addition to the four dimensions, a dimension of (5) learning as a process of moral development should be considered to analyze the nature of Muslim discourse of epistemology.
format	Conference or Workshop Item
author	Kushimoto, Hiroko
author_facet	Kushimoto, Hiroko
author_sort	Kushimoto, Hiroko
title	Counter-discourse of Islamic epistemology in the non-formal madrasahs in Malaysia
title_short	Counter-discourse of Islamic epistemology in the non-formal madrasahs in Malaysia
title_full	Counter-discourse of Islamic epistemology in the non-formal madrasahs in Malaysia
title_fullStr	Counter-discourse of Islamic epistemology in the non-formal madrasahs in Malaysia
title_full_unstemmed	Counter-discourse of Islamic epistemology in the non-formal madrasahs in Malaysia
title_sort	counter-discourse of islamic epistemology in the non-formal madrasahs in malaysia
publisher	Future Academy
publishDate	2018
url	http://irep.iium.edu.my/65912/ http://irep.iium.edu.my/65912/ http://irep.iium.edu.my/65912/1/2018%20Epistemology%20of%20Madrasah%20AIMC.pdf
first_indexed	2023-09-18T21:33:31Z
last_indexed	2023-09-18T21:33:31Z
_version_	1777412668713336832

Counter-discourse of Islamic epistemology in the non-formal madrasahs in Malaysia

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