Ethical Dimensions of Muslim Education (eBook)

Nuraan Davids is a Senior Lecturer in the Department of Education Policy Studs at Stellenbosch University, South Africa. She has previously published Women, Cosmopolitanism and Islamic Education and Citizenship, Education and Violence (with Yusef Waghid).Yusef Waghid is a Distinguished Professor of Philosophy of Education in the Department of Education Policy Studies at Stellenbosch University, South Africa. He has previously published African Philosophy of Education Reconsidered.

Foreword 7
Preface 12
List of Surahs (Chapters) and Their English Translations in Brackets 17
Abbreviations 21
Contents 27
Theme 1: Ethics, Islam and Education 29
Chapter 1: Qura?nic Conceptual Framework of Ethics 32
The Qura?n: Ethics and Ethos 33
Ethics in Muslim Philosophy 38
Qura?nic Ethics 42
References 44
Chapter 2: The Qur?n and the Espousal of Ethics 46
What Is the Qur?n? 46
Prophetic Stories 49
Parables 55
Eschatological Enunciations 57
References 59
Chapter 3: Qur?nic Conceptions of Being Muslim 61
The Qur?n and Muslim 62
Contemplating, Reasoning, Remembering, and Surrendering 64
Islamic and Muslim 68
References 72
Chapter 4: Qur?nic Conceptions of Education 74
What Does It Mean to Be Educated? 74
On Coming to Enunciation through Education 78
Allah as an Enunciation of Education 80
References 87
Theme 2: Participants in Muslim Education 89
Reference 91
Chapter 5: The Qur?n and Individual Autonomy 92
How Did Allah Create Humankind? 93
Why Did Allah Create Humankind? 96
On an Ethics of Positive and Negative Autonomy 98
References 106
Chapter 6: Qur?nic Conceptions of Community 107
On Understanding the Concept of Ummah 108
On the ‘Best of Peoples’ 111
Ummatan Wasatan (Justly Balanced Ummah) as an Ethical Community 114
On the Hospitality and Hostility (Hostipitality) of Ummah 117
References 119
Chapter 7: Qur?nic Conceptions of Being Human 120
On Being Human 121
The Secular Nature of Humankind 123
The Transcendental Nature of Being Human 126
Realising the Transcendent Through an Ethical Enactment of What It Means to Be Human 127
References 131
Chapter 8: Qur?nic Conceptions of Being Muslim, Mu’min, and Muh’sin 133
Muslim, Mu’min, and Muh’sin 134
Practices of Degrees of Faith 135
On Ibn ‘Arab?’s ‘Perfect Man’ and the Pursuit of Ihs?n 138
References 139
Theme 3: Instances of Ethical Dimensions 140
Chapter 9: Categories of Human Excellence 142
Conceptions of Adab (Just Action) 142
On Human Excellence 145
Categories of Human Excellence 147
References 148
Chapter 10: Relationships among People 150
Relationships as an Enactment of Humanity 150
Relationships as an Ethical Enactment of Justice and Social Equilibrium 154
References 158
Chapter 11: Social and Societal Conflicts 159
On a Spectrum of Dystopias 160
An Ethical Enunciation of Muslim Education as a Response to Local and Global Dystopias 163
References 166
Chapter 12: Stereotypes, Marginalisation and Exclusion 167
Stereotypes, Marginalisation and Exclusion Perpetrated by Islam 167
Stereotypes, Marginalisation and Exclusion Perpetrated against Islam 170
Muslim Education as an Ethical Response to Exclusion and Marginalisation 171
References 172
Erratum to: Ethical Dimensions of Muslim Education 174
References 183
Index 185