madrasa texts (age 11-16)

Discussion in 'Syllabus, Curriculum, Reading Lists' started by Unbeknown, Oct 17, 2015.

Draft saved Draft deleted
  1. Juwayni

    Juwayni Well-Known Member

    "On teaching Worldview and the map of Knowledge at Adni center for Pre-University Studies.

    Sometime in 2015, while me and some of my colleagues were attached to the center for core studies at KUIS(International Islamic university college Selangor) and while pursuing our post-graduate qualitifications at the Center for advanced studies on Islam,Science and civilization(CASIS),UTM, we were invited by Tuan Haji Hasni Mohamad(Pak Hasni) and the late Puan Zaiton Malik to Adni Islamic School to listen to Pak Hasni’s presentation on the Integrated Holistic Educational System(IHES) which was implemented in Adni Islamic School and a few other educational institutions at various levels.

    During the course of the presentation and ensuing discussion, focus was given to the prevailing educational theories that form the framework of many educational institutions today including that of Muslim countries, which derive largely from the modern western intellectual tradition.

    These are grouped into the behavioral, cognitive and humanistic approaches, which in turn are based upon a theory about the nature of man and the purpose of education.

    If man is understood to be a mere extension of the animal species albeit a more sophisticated, conscious animal with heightened cognitive, artistic and emotive abilities, then it follows that education in man will be a process of improving the above faculties and to shape him into a more acceptable member of the society.

    Although meaningful differences can be discerned between the various tendencies and approaches mentioned above, yet all will fall within the range of the dominant understanding of the nature of man as presented by the modern biological and humanistic-social perspective.

    In contrast based on the worldview of Islam, as cogently presented in our times by Professor Syed Muhammad Naquib Al Attas, man is understood as the ‘living being that speaks’(al-Haywan al-Natiq) whereby the faculty of speech points to an inward spiritual ability to communicate meaning, which indicates the spiritual reality of man, which becomes clear when presented within a worldview that derives from revelation(Al-Wahy).

    Therefore education Islam will have to refer to man’s reality and include in its purpose man’s spiritual improvement, and the gradual mastery and control over his animal spirit such that he becomes a good man.

    To do this will not just be a matter of pedagogics with an emphasis on the efficacy of the methods of instruction, but must take into consideration the very content of what is being instilled into the student. In particular the aspect of knowledge which is inseparable from the objects of learning is the notion of adab, a special property of the knowledgeable person in which his actions agree with what is right. It is something learned from individuals who possess it in a chain which is ultimately linked with knowledge derived from prophecy.

    Educational theory and practice in Islam will have to thereby reflect this meaningful difference. While teaching languages, mathematics and the sciences, both natural and human are all aspects which will improve the student's abilities, his spiritual needs in being presented a worldview which articulates his place in existence must also be fulfilled, as well specific religious sciences and practices which prepares him to be bestowed spiritual and ethical knowledge.

    Based on the IHES model, Pak Hasni highlighted the core-curriculum that is the sciences derived from the Qur’an and Sunnah, which is taught alongside the other curricula which is taught in an integrated manner, while incorporating the spiritual and religious practices in institutions which implement IHES.

    While agreeing on the general approach adopted for the early childhood until secondary school, we suggested that for the pre-university level(and above), students should be gradually exposed to the fundamental elements of the worldview of Islam presented in a manner that they can appreciate subtle but important differences between a worldview which derives from revelation and the sciences that develop from it, and a worldview which derives mainly from philosophical speculations supported by the modern scientific method, and thereby to preserve their spiritual, moral and intellectual integrity while contributing their fair share in the development of society and its institutions.

    Having arrived at a confluence of goals and intentions we were invited to teach and develop courses at Adni Pre-U center which was then just open for registration.

    In the beginning we started with the Elements of the worldview of Islam which was adapted from the courses we were attending at CASIS and following the units according to the WISE model based on the writings of Prof Naquib Al-Attas, covering elements such as Knowledge, the Nature of Man, Education, Happiness, and the meaning of science in Islam, taught during the weekends.
    Owing to the different capacities for understanding and the abstract nature of the course, certain adaptations had to take place and even then for some the subject matter was to high for them to grasp.

    Gradually my colleagues went on to their individual careers, but I decided to transfer to Adni pre-u center, and thereby given more contact hours with students and flexibility with the course contents. It was then that I tried to envisage what would be a pre-Wise course that would be more suitable to young Islamic school leavers.

    Benefiting from the continuous consultation with my teachers at CASIS, and particularly their teaching of the seminal works of the Islamic intellectual tradition within the framework of the Worldview of Islam, I realized how effective some of the works that has stood the test of time in providing germinal ideas which can then prepare them for more abstract discussions, While also bearing in mind that the scholars who produce them were people of adab and the highest integrity based on a preliminary study of their biographies.

    At this point I have decided to divide the subject into 3 courses taught concurrently but arranged progressively such that by the end of the 3 semester period the student would have an overview of the fundamental elements of the worldview of Islam, and an appreciation of the scientific and intellectual tradition it produced, but more importantly understand the core of Islamic knowledge deriving from revelation.

    At present the course headings with a brief description of the contents are as follows;

    1 Map of knowledge and learning

    Beginning with Imam Al-Zarnuji’s manual of instruction for students of knowedge students will be exposed to the purpose of studying, the requirements and methods of learning alongside other related matters. This will then be followed by a deeper discussion on the meaning of knowledge in Islam based on the Book of Knowledge by Imam Al-Ghazali. In the final semester students will be introduced to the scheme of classification of knowledge in Islam and an introduction to contemporary debates on knowledge based on the writings of Professor Syed Naquib Al-Attas.

    2 An introduction to the worldview of Islam.

    In this course, students will first be acquainted to ‘the lives of man’ written by Imam Abdullah Al-Haddad, expounding on the various stages of man’s journey, from the covenant his pre-existent soul has sealed with God, to the various stages of life in his temporary sojourn here on earth before a description of the lives to come. Having completed this survey, students can then explore the worldview of Islam as expressed concisely in the creed of Imam Al-Nasafi, with a discussion on knowledge, the nature of this world, of God and His attributes, and the place of man in existence. In the final semester the guiding text will be Imam Al-Ghazali’s jewels of the Qur’an which contains a presentation on the fundamental elements of the Qur’an and the integrative nature of the sciences derived therefrom. This will then prepare students to begin a course of discussion on the Worldview of Islam.

    3 Integrated fard ‘ayni sciences.
    Based on the famous hadith of Jibril(a.s), this course will introduce the students to the unity between Islam, Iman and Ihsan which reflect the core teachings of Islam. The students will begin with Imam Ahmad bin Zayn Al Habsyi’s ‘encompasting epistle’, followed by a discussion of the summarized Ihya Ulumuddin by Imam Al-Ghazali.

    The above courses are taught alongside Qur’an and sunnah studies which include
    tafsir of selected verses and a general introduction to Qur’anic sciences, and discussions of selected hadith of the prophet and a discussion of his biography and important role in the religion of Islam.

    In introducing the above discourse to the students it is hoped that they will appreciate the presence of adab infused in the works presented above and work towards its inculcation in themselves and gradually to its restoration in the society.

    Once its potentials are liberated,the proper application of knowledge results in justice, understood as a spectacle of things being in their right places. Therefore, this discussion is quite relevant within the contemporary setting whereby economic, ecological and other men made disasters have their roots in the loss of ‘adab’ which is a missing feature in the educational theories indicated above.

    Thus at least in theory and point of instruction the courses form a coherent whole, while the episodes from the history of Islamic civilization shows how the above content of knowledge has been practiced and put into effect which the students must assimilate and adapt based on present day requirements.

    Certainly in order to see through that what is understood is properly applied the individual must understand the nature of himself, and apply the results of ethical and moral wisdom deriving from the religious sciences.

    Some of these practices that can be incorporated within the limited confines a pre-university structure includes discussions, contemplation, as well as other extra-curricular activities in which the knowledge gained above will be reflected.

    It is hoped that this humble effort introduced at the pre-university level within the vision of IHES that is propounded will produce men and women of Adab who will make positive contributions to the revival of their civilization, Amin."

    - Syed Muhammad Muhiyuddin al-Attas
     
  2. Unbeknown

    Unbeknown Senior Moderator

    jazakAllah khayran for your input brother.

    The 'aalim sahib has specifically asked for the book because it is used in madaaris and he wishes to follow the same syllabus. He will be teaching it to some students.

    was salaam
     
  3. Abul Hasnayn

    Abul Hasnayn musjidulhaq.com

    I do have pdf copies in my dropbox of the following books please pm me if you would like a download link:
     
  4. Abul Hasnayn

    Abul Hasnayn musjidulhaq.com

  5. Unbeknown

    Unbeknown Senior Moderator

    salaam e masnoon.

    An 'aalim sahib needs a pdf version of the book 'Aroos al Adab by Mufti Badr al-Deen ('alayhirraHmah).

    Does anyone know where it may be found?
     
  6. Sag-e-Attar786

    Sag-e-Attar786 New Member

    Aqdas likes this.
  7. Sag-e-Attar786

    Sag-e-Attar786 New Member

  8. Musafir

    Musafir Active Member

    Madanai Qa'idah for basics is very good. Dawate Islami have an advanced text in urdu caller Nisabut Tajweed
     
  9. Aqdas

    Aqdas Staff Member

    Can anyone suggest a tajwid book in English (otherwise urdu) that goes beyond the basics such as rules of nun sakin and qalqalah and istiyalah?

    So a more advanced text for kids who know the basic rules.
     
  10. Musafir

    Musafir Active Member

    Mawlana Asrar mentions in his lessons on the Risalah of Imam al Bajuri that it should be taught to every child reaching age of discernment.

    It mostly covers aqaid relating to:

    1) Allah 2) Prophets alayhimussalam

    It could possibly be complemented by Sayyid Sadrul Afadil's rahimahullah 'Kitabul Aqaid'. Not sure if its been published in English though?
     
  11. Aqdas

    Aqdas Staff Member

    is there anyone here who teaches kids? what texts do you teach?
     

Share This Page