The Theology of Islamic Education from Salafi and Liberal Perspectives

Saada, Najwan

doi:10.1080/00344087.2018.1450607

Cited by 22 publications

(17 citation statements)

References 32 publications

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“…Similarly, Sieckelinck et al (2015) mention the uncritical consumption of radical religious materials and conspiracy theories (Sieckelinck et al, 2015). Some scholars argue that devotional and dogmatic (as opposed to liberal and critical) religious education has more potential to promote extremist religious positions because it does not encourage students to critically examine religious discourse (Ghosh & Chan, 2018;Halstead, 2014;Saada, 2018;Saada & Magadlah, 2020;Tan, 2008). Reifying and homogenising religions and religious identities paves the way to radicalism (Ghosh et al, 2017;Miller, 2013a).…”

Section: Religious Education and Extremismmentioning

confidence: 99%

The meanings, risk factors and consequences of religious extremism: The perceptions of Islamic education teachers from Israel

Saada

2022

British Educational Res J

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Section: Religious Education and Extremismmentioning

confidence: 99%

The meanings, risk factors and consequences of religious extremism: The perceptions of Islamic education teachers from Israel

Saada

2022

British Educational Res J

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“…Nilai-nilai ini bahkan sudah masuk ke dalam ruangruang keluarga dan apabila salah memilihnya, siapa pun dapat terjerumus ke dalam dekadensi moral (Ashraf, 2014;Nasucha, 2016). Di sinilah pentingnya akhlaq sebagai benteng agar manusia dapat tetap mempertahankan nilai-nilai agama dan terhindar dari akhlak yang buruk (Susanti, 2016;Nasucha, 2016;Saada, 2018). Sebagaimana dinyatakan oleh Bolandhematan (2019) bahwa setiap agama memiliki aspek tatanan moral-ritual, selain dari keyakinan metafisik-kosmologis dan perasaan yang menjadi dasar dari pengalaman religius.…”

Section: Pendahuluanunclassified

Al-Ghazali dan Pendidikan Akhlak

Ghozali

Zamroni

2022

kjmp

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Tulisan ini mencoba untuk sedikit mengungkap tentang pendidikan akhlak dalam perspektif Al-Ghazali. Pemikiran Al-Ghazali digunakan karena ia adalah salah satu pemikir Muslim terbesar. Banyak pakar menilai bahwa pemikiran Al-Ghazali ini memberikan pengaruh yang signifikan bagi para pemikir Muslim setelahnya, bahkan sampai sekarang. Pemikiran Al-Ghazali tetang akhlak dan pendidikan akhlak disandarkan pada Al-Qur’an dan As-Sunnah. Dengan begitu, pandangannya tidak terlepas dari pandangannya tentang manusia yang banyak mewarnai pemikirannya dalam bidang apa pun. Meskipun sebagian bernuansa normatif, namun beberapa bagian pandangannya terlihat sangat praktis. Maka tidak mengherankan apabila pemikiran Al-Ghazali ini masih kerap digunakan dalam konteks reformasi pendidikan, khususnya di era globalisasi yang penuh tantangan seperti sekarang.

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“…Salafism (salafiyya) is a traditionalist current whose principal aim is to return to the origins of Islam and which regards the 'Salaf ' (the companions of the Prophet) as the most virtuous generation (Fernández-Montesinos 2015). As the Salafists believe that present-day Islam has distanced itself from its roots, they want to recuperate the pure Islam practiced by those generations (Saada 2018).…”

Section: The Power Of Words: Terrorism In the Name Of Islammentioning

confidence: 99%

The Views on Terrorism in the Name of Islam Held by Islamic Religion Teachers in Spain

2020

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Violent radicalisation is currently one of the most pressing global problems. Accordingly, the intention of this paper is to discover the views on terrorism in the name of Islam held by Islamic religion teachers in Spain and to analyse the preventive socio-educational measures that they propose, employing a mixed methods approach with a questionnaire and semi-structured interviews. Most of the teachers point to a poor knowledge of Islam among the young, especially as regards to the concept of jihad, as the main reason behind this phenomenon. The second-generation immigrants among the teachers attach great importance to possible identity crises as a factor that makes the young more vulnerable to violent radicalisation. The most frequently mentioned social measure is fostering the integration of Muslims, thus creating a sense of belonging to their country of residence. They recommend preventive educational strategies that, far from focusing on detecting possible violent extremists, place the accent on teaching the fundamentals of the Islamic religion in order to provide young people with the tools that they need to challenge violent ideologies.

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The Theology of Islamic Education from Salafi and Liberal Perspectives

Cited by 22 publications

References 32 publications

The meanings, risk factors and consequences of religious extremism: The perceptions of Islamic education teachers from Israel

The meanings, risk factors and consequences of religious extremism: The perceptions of Islamic education teachers from Israel

Al-Ghazali dan Pendidikan Akhlak

The Views on Terrorism in the Name of Islam Held by Islamic Religion Teachers in Spain

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