Child Education in Islam (H/B) – LAST COPY

Originally written in Arabic by Abdul Mun’im al Hashmi. It is like an encyclopedia of dreams. It tells us how we should behave on seeing a dream and how they may be interpreted. There are dreams of the Prophets and the Righteous men, and the dreams of the Prophet and his Sahabah. Some dreams of non-Muslims also find place in this book. The author also informs as to what various things like animals, birds and certain chapters of the Qur’an would mean if seen in a dream.

A lengthy process, rich in remarkable and thought-provoking events, including compelling encounters with Islamic philosophy, led the author to embrace Islam. His experiences since that time – such as his pilgrimages to Makkah – further deepened his understanding of, and identification with, this “fastest growing religion in Europe.” This “Diary” is, however, much more than a recorded soliloquy. It is a lively introduction to Islam as such – developed in the spiritual confrontation of a Muslim intellectual of European background with the ideology and value system of post-industrial western society.

New Directions in Islamic Education explores the relationship between pedagogy and the formation of religious identities within Islamic education settings that are based in minority and majority Muslim contexts. Based on empirical research, the book engages critically with the philosophical, theological and cultural dynamics that inform Muslim educational thought and practice. The book offers an integrated model of Islamic education that identifies the heart of the Islamic educational imagination as tarbiyah, a transformative process of becoming. Overall, this book seeks to ground the theory and practice of Islamic education within the experience of the educator and the learner, and it synthesises the spiritual foundations of Islam with the tradition of critical reflection within the classical Muslim educational heritage. This ground breaking and wide-ranging work should be of interest not only to Muslim educators and education specialists, but also to social scientists, theologians and policy makers.