ABSTRACT

The teaching of Islam in Western and non-Western societies may be located along a continuum from critical to non-critical paradigms. Islamic religious education is dominated by the non-critical paradigm and a devotional discourse of religious education. This is true in both Islamic and non-Islamic countries and is relevant to the teaching of both the spiritual and moral messages of Islam. The current essay is motivated by the ‘inadequate theoretical reflections on the meaning of education, which gravely hinder the task of thinking about Islam educationally and education Islamically’. The first section reviews the tenets of Islamic religious education from a conservative and devotional perspective. In the second and third sections, the authors address the major shortcomings of this approach and its theory of Islamisation. In the final section, the authors propose a rationale for an alternative paradigm of critical Islamic religious education – which is rarely discussed in the literature – and for its appropriateness for living in modern, democratic, multi-faith societies.

抽象的

西方和非西方社会的伊斯兰教义可能沿着从批判性到非批判性范式的连续体分布。伊斯兰宗教教育以非批判范式和虔诚的宗教教育话语为主导。这在伊斯兰国家和非伊斯兰国家都是如此，与伊斯兰教的精神和道德信息的教导有关。本篇文章的动机是“对教育意义的理论反思不足，严重阻碍了对伊斯兰教育和伊斯兰教育的思考”。第一部分从保守和虔诚的角度回顾了伊斯兰宗教教育的宗旨。在第二部分和第三部分中，作者论述了这种方法及其伊斯兰化理论的主要缺陷。在最后一节中