Sayyid Qutb and Fethullah Gülen are two of the most important Muslim leaders and intellectuals of the twentieth century: the two are similar not only for their focus on the relationship between Islam and politics, but also for their lifelong commitments to education. For both Qutb and Gülen, schools were a means through which society itself could be made more just and, ultimately, more Islamic, and for both, their philosophy of education and broader political projects were at once pragmatic and implicitly (for Gülen) and explicitly for Qutb contrasted with American pragmatism. Their differing pedagogies are illustrative of their larger visions: for Qutb, Muslim education must be a “total world” in which Islam is protected from secular contagion, while for Gülen, Muslim education can move more slowly through largely secular means. For Gülen, Islam can work outside of and within a secular system; for Qutb, the system must be changed.

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穆斯林教育中实用主义的界限：比较赛义德·库特布和费图拉·葛兰的伊斯兰教学法

Sayyid Qutb 和 Fethullah Gülen 是 20 世纪最重要的两位穆斯林领袖和知识分子：两人的相似之处不仅在于他们对伊斯兰教与政治关系的关注，还在于他们毕生致力于教育。对于 Qutb 和 Gülen 来说，学校是一种手段，通过这种方式，社会本身可以变得更加公正，并最终变得更加伊斯兰，而对两者来说，他们的教育理念和更广泛的政治项目既实用又含蓄（对 Gülen 而言）和明确Qutb 与美国的实用主义形成鲜明对比。他们不同的教学法说明了他们更大的愿景：对于库特布来说，穆斯林教育必须是一个“整体世界”，在其中伊斯兰教受到保护，免受世俗传染，而对于葛兰来说，穆斯林教育可以通过主要是世俗的方式进行得更慢。对于葛兰，伊斯兰教可以在世俗体系之外和内部运作；对于 Qutb，必须更改系统。