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"This ground-breaking book is one of the most significant contributions made in recent years to Islamic education."—John M. Hull, University of Birmingham, United Kingdom
New Directions in Islamic Education is a radical rethinking of Islamic education in the modern world. It explores the relationship between pedagogy and the formation of religious identities within Islamic education settings that are based in minority and majority Muslim contexts.
Abdullah Sahin, PhD, directs the Centre for Muslim Educational Thought and Practice and is the course leader for the MEd program in Islamic education at MIHE in Leicestershire, United Kingdom.
"This ground-breaking book is one of the most significant contributions made in recent years to Islamic education and, indeed, to wider religious education.” – John M. Hull, Honorary Professor of Practical Theology in The Queen's Foundation for Ecumenical Theological Education and Emeritus Professor of Religious Education in The University of Birmingham
“What makes New Directions in Islamic Education inspiring to practitioners in the field is its combination of empirical analysis of our current malaise, its authentic and intellectually provocative theological grounding, and its practical solutions. Abdullah Sahin’s seminal work has the potential to set the pace in Islamic education in the coming decades.” – Edris Khamissa, Director of Al-Falah Islamic College, Durban, South Africa
“An exemplary work of scholarship which both offers an unparalleled insight into the curriculum and ethos of traditional Islamic seminaries and a way to enable a creative conversation with modern educational theory and practice.” – Dr Philip Lewis, Peace Studies Department, University of Bradford and author of Islamic Britain (2002) and Young, British and Muslim (2007)
Introduction: Rethinking Islamic Education in the Modern World
Part I: Context and Methodological Orientations
1. British Muslim Youth between Secular Exclusion and Religious Extremism
2. The Empirical Study of Religious Experience: A Phenomenological Critique of Modernist and Postmodernist Paradigms
3. An Empirical Approach to studying Muslim Religiosity : The Muslim Subjectivity Interview Schedule (MSIS)
Part II: Empirical Studies
4. The Profile of Attitudes towards Islam among British Muslim Youth
5. Modes of Islamic Subjectivity among British Muslim Youth
6. The Application of the Muslim Religiosity Research Model in Kuwait
Part III: Theology, Philosophy and Pedagogy
7. New Perspectives on Islamic Educational Theology and Philosophy:
Tarbiyah as Critical–Dialogical Process of Becoming
8. Reflections on the Experience of Teaching the MEd in Islamic Education Programme
9. Conclusion
Appendices
Bibliography
Index