Diss. Stockholm : Stockholms universitet, 2008.

No description available.

The modern system of education is less than two centuries old. It is premised on secularism. It is the outcome of theological and philosophical debates as much as of the politics and power interests of the 16th and 17th centuries. The past two decades have witnessed the emergence of Islamic schools in Europe, the United States and South Africa. The initial aim of these schools was to provide an Islamic environment to the learners. During the 80s their focus contoured to the process of Islamization. This project was initiated in the US by Muslim academics including Isma'il al-Faruqi, Seyyed Hossein Nasr and Fazlur Rahman as a response to the secularization of Muslim society, including its educational institutions. Since then seven international conferences have been held in various parts of the Muslim World. The International Institute of Islamic Thought and the Association of Muslim Social Scientists have joined hands in the effort to Islamize education. The first five conferences laid the theoretical and philosophical foundation of education. The sixth conference was held in South Africa and took the form of workshops to drive the Islamization project at school level. The outcome of the sixth conference was a concrete set of Islamized syllabi, which could be implemented in Muslim schools. The South African schools were chosen to do the field-testing; this provided me with the impetus for this research. The aim is to determine the extent to which Muslim independent schools in South Africa can be viewed as challenging the secular model of education through the process ofIslamization. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2006.

Abstract not available. / Thesis (M.Ed.)-University of Durban-Westville, 1981.

Thesis (Ph. D.)--Illinois State University, 2007. / Title from title page screen, viewed on March 11, 2008. Dissertation Committee: Paul Baker, Mohamed Nur-Awaleh (co-chairs), George Padavil, Albert Azinger. Includes bibliographical references (leaves 189-196) and abstract. Also available in print.

Originally presented as the author's thesis (master's)--Jāmiʻat al-Malik ʻAbd al-ʻAzīz, Medina, 1990. / Errata slip inserted. Includes bibliographical references (p. 209-220).

Thesis (Ph. D.)--UCLA, 2009. / Vita. Includes bibliographical references (leaves 292-310).

This dissertation offers a conceptual analysis of Jewish and Islamic religious education in Palestine during the years of British military, civil and Mandatory control (1917-1948). It examines the policies toward religious education pursued by the Government of Palestine, as well as practices developed by Jewish and Muslim educators for use within Zionist and private Arab schools. Based on a combination of archival sources, school curricula, textbooks, memoirs and newspapers, this dissertation elucidates the tensions that characterized attempts on the part of colonial and "native" reformers to transform the structure, content and purpose of religious education in pursuit of their respective political goals. In order to situate the Department of Education's policies within Palestine's sectarian context, I chart how an understanding of religion as an apolitical source of individual ethics found reflection in a legal structure that tied educational freedom to the religious community. I further argue that the Department of Education promoted a novel version of religious education within both Jewish and Muslim communities as, somewhat paradoxically, a means of preserving the "traditional" order in which religious knowledge was separated from national politics. Therefore while secular studies were encouraged on an instrumental basis, administrators vigorously opposed the development of secularism as an ideological framework associated with moral discord and political upheaval. The second half of this project discusses educational initiatives among Zionist and Palestinian Muslim leaders in order to highlight the points of overlap and rupture with policies pursued by the Mandatory state. Notwithstanding a strong impetus within both groups to vilify customary forms of communal schooling, neither acquiesced to the colonial view of religious education as the source of "universal" values that transcended the realm of mass politics. In contrast, Jewish and Muslim leaders in Palestine offered alternative educational models in which control over religious knowledge was innately linked to the goals of their respective political movements. Rather than viewing religious education as a source of social continuity, modernists placed the reform of religious education at the center of a program that aimed at revolutionary change. Finally, by adapting a theoretical model borrowed from Bruno Latour, this project argues that the apparent differences between the Government of Palestine on one hand, and Jewish and Muslim educators on the other, were more discursive than material. Education functioned as a political tool within the schools maintained by each group; however, the link between pedagogy and politics was one that the Mandatory government refused to recognize. On the contrary, the Department of Education accused Jewish and Muslim leaders of transgressing the boundary meant to separate education as an exercise in character formation from education as a site of social conditioning and political mobilization. Battles over the content and purpose of religious education therefore constituted part of a larger conflict regarding the relationship between mass schooling and political engagement in modern Palestine.

Virtually from the outset of the 1978--79 Islamic Revolution in Iran, scholars began to study the event from different social, political and economic angles. Yet, the rapid speed of the Revolution, its predominantly Islamic character, and the numerous changes that have occurred during the last nineteen years remain sources of mystery to many students of this area. The goals and philosophy of education and its relation to the basic foundations of the Revolution is one issue however that has been given less consideration. / This thesis is an attempt to identify and study the cultural foundations and those religious values underlying the educational system of today's Iran. The study examines some of the elementary school textbooks from both the Pahlavi and Islamic Republic eras, contrasting Pahlavi educational policy, which tended towards secularization, Westernization and de-Islamization of the country, with the attempt of the Islamic Republic to Islamize all aspects of society, including schools. The study especially looks at the relation between Islamic culture, religion and the curriculum. The study stresses that school plays a fundamental role in the Islamization of the post-Revolutionary Iranian society. How one defines Islamization, however, is crucial. This concept is clarified through a scrutiny of the process of Islamization visible in textbook reform by focusing on the spiritual, moral, social and political values in some school texts.

The pondok-pesantren is an Islamic educational institution which plays an important role in Indonesia. Being the earliest such institution, it has an effect on the educational field in the Archipelago.