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    1 views3 pages

    New Document (8) UTS

    Uploaded by

    scribd mendeley

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    © All Rights Reserved
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    of 3
    Islamic Edygation Pt 1: Indoctrination versus Cultivation The US Jed War on Terror, commonly understood by Muslims as a war on Islam, has resulted in close scrutiny of Islamic faith schools especially within Wester liberal societies This has resulted in exacerbating the image of Islamic schools as a precursor to radicalisation. One of the these educational es is the charge of jon. A charge that the government cannot ignore and a charge na secular educational system may label Islamic education as indoet @) sive incorporating the physical within its metaphysical vision. @ Liberal educat analysed through the commonly accepted. ie and, atory. This debate is an old and complex one involving two visions Peters’ model detailing the underlying philosophies, The cdaicogt of autonomy plays a crucial role in this debate and is viewed ftom the Islamic eral perspectives highlighting the root causes of the allegation, (Genie suction nurtures and develops both the material and spiritual ture of the human being intending to educate human beings into ub 10 Almighty God. To carry out a fair analysis, both liberal education and Islamic education shouldbe evaluated. I use Michael Leahy's ‘concept of indoctrination to argue the case that Islamic education need not be indoctrinatory and recommends that a fair comparison be carried out ‘when investigating Islamic education funds seven of therm, Homceyer their status within British society remains ell, Chief Inspector of Schools and head of seriously contested. Ofsted{ 1], when mentioning Muslims schools said that they “éo not fi {2} The head of the »n of Muslim Schools challenged Bell's comments as upils for their lives as Muslims in modern Associ ‘Islamophobia’. He explained that Ofsted had based their research wy of the 50 Muslim schools as incompetent in teaching ‘tolerance’. Howe%er, t was that 17 of the 40 evangelical Christian sp ied in the same area that is 6.5% more than the Muslim schools, hs (gpproved funding for further jell’s clearly biased comments, the government has, issues like these that ith schools.{3} highlight the very real nature of this debate. Faith schools in Britain are not new; for centuries Christian schools have bbeen part of this country’s tradition and history. However, when it comes to minority faith schools such as Islamic ones, a debate erupts which fails to recognize the simple fact that ‘Muslims are the largest religious minority in [4] This debate can be said to be of two types, Muslims schools are hat Brita lamic divisive and appear to worsen social cohesion, and second! edues indoctrinatory and prevents learers from being autonomous. @® @ Defenders of faith schooling argue their case in a number of ways: their gcademic results are generally better than the state system; parents have @ right to send their children to a religious school; faith schools promote strong moral and ethical values; the state in funding these schools helpsto create a diverse society. It could be said that as faith schools promote strong ethical and moral values this should aid social cohesion, however these arguments do not address the main philosophical issue of indoctrination and it is this issue that this thesis will be addressing.[5] According to the ‘liberal’ concept of education indoctrination is perceived of what is understood by the term ‘education’, It is as the antithesi: imperative that you understand the underlying philosophies of the liberal concept of education; therefore, I will partially focus upon the ‘liberal’ concept of education, its aims and objectives. The aims and objectives of. his concept of education pave way to the notion of autonomy, which can be ‘said to be synonymous with the term education from the liberal perspective. This will entail exploring what autonomy implies and how the liberal educational process sets out in achieving this from its philosophies. The findings from the concept of ‘liberal’ education from the second article will be contrasted with the findings from the concept of Islamic education in the third article. It is important to detail both of these educational philosophies as this will aid my main argument and should provide the reader with a clear understanding of both educational processes. This will effectuate a deeper understanding of the inconsistency of the charge of indoctrination levied on Islamic education. Within a liberal society such as ours, religion is treated as faith in a belief system, which is not-known-to-be-true. Using this premise, teaching any Islamic Education Pt 4 It may be a surprise to many how has been written by academies

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