Child Education in Islam (H/B)

Some thinkers has said, ‘A smattering of knowledge turns people away from God. Grater knowledge brings  them back to Him’. The author concludes in this book by examining various theories that the choice humanity have is not between the universe with God and the universe with God and the  universe without God. The real option is between the universe with God and no universe at all. Therefore humanity is compelled to opt for the proposition the universe with God. Hence it is logical to say I exist, therefore, God exists.

Separates the authentic Islamic teachings on dream interpretation from the myths, superstitions and fabrications being circulated on the subject. It also provides a guide for dream interpretation according to references found in the Quran and authentic hadeeths.

Since the English publication of Muhammad Al-Akili’s 508 page work entitled, Ibn Seerin’s Dictionary of Dreams: According to Islamic Inner Traditions in 1992, followed shortly thereafter by Dreams and Interpretations by Ibn Seereen, there has been an explosion of dream interpretation and interpreters among English-speaking Muslim communities in the West. On the other hand, dream interpretation has been a long established tradition in the Muslim East. However, it has become so mixed up with superstition, myths and fortunetelling, that most educated Muslims shun this area. The fact of the matter is that dream interpretation is mentioned in the Quran and was regularly practised by the Prophet (pbuh), himself. Consequently, there is a real need to understand this subject, especially, considering that humans spend about a third of their lives sleeping.

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.