Utilising Dialogical Pedagogy as a Mode of Instruction with the Purpose of Improving Future Islamic Education through the Study of Qur’?nic Principles

Abstract

This paper examines the significance of questioning and rote learning as pedagogical strategies in Islamic education. Within Islām, there is a strong emphasis on pedagogical competency during the process of teaching and learning. This aligns with the larger framework outlined in the Al-Qur'ān, where one of the initial revelations from God pertains to educational processes and pedagogical competence. Contrary to some existing research that suggests an incomplete understanding of Qur'ānic values through studying Islamic education alone, this study argues that Islām's teachings extend comprehensively across various aspects of human existence. One such example is oral pedagogy, also referred to as Ḥalaqah, which has been deeply ingrained within Muslim practice and has evolved over time to make authentic and lasting contributions. Rote learning, which involves memorising facts, ideas, concepts, or information through repetitive practice and recitation, has been a longstanding method in education. Throughout history, it has been recognised as an initial step for mastering different fields of study. It focuses on presenting new information to facilitate the learners' encoding of new knowledge and recalling previously acquired knowledge. Ḥalaqah (study circles) and rote learning are considered integral components of dialogical pedagogy in Islamic education. The research concludes that fostering autonomy among Muslim students is crucial and suggests concrete strategies to enhance rote learning within classroom contexts.