Ashraf
Ashraf
Ashraf (1979) defines education as a process involving three rewards: the individual, the society
or the community to which he or she belongs and the whole content of reality, both material
and spiritual, which plays a dominant role in determining the nature and destiny of man and
society.
2. Al-Attas (1984) maintains that the purpose of Islamic education is not to cram the pupil’s head
with Facts but to prepare them for a life of purity and sincerity
3. World Conference on Muslim Education in Makkah in 1977, the following words: Education
should aim at the balanced growth of the total personality of man through the training of man’s
spirit, intellect, his rational self, feelings and bodily senses. Education should cater therefore for
the growth of man in all its aspects: spiritual, intellectual, imaginative, physical, scientific,
linguistic, both individually and collectively and motivate all aspects towards goodness and the
attainment of perfection. The ultimate aim of Muslim education lies in the realization of
complete submission to Allah on the level of the individual, the community and humanity at
large (Ashraf, 1985, p. 4).
4. Therefore, as agreed by Muslim scholars in the Mecca Declaration above, it is clear that in order
to develop the Islamic system and society, an educational system and its curriculum must be
planned according to Islamic worldview as Langgulung (2004) stresses that Islamization of
curriculum is to place the curriculum and its four components i.e. aims and objectives, content,
methods of teaching and method of evaluation within the Islamic worldview.
The Umayyad/Andalusia, .
The second period is the flourishing period of education starting in the East with the emergence
of Abbasid dynasty until the downfall by Tartar in 659H/1258 M whereas in the Western part of
Islamic Empire the important centre is Andalusia, especially under the rules of Umayyad
Caliphate. During this period the curriculum was expanded to include non-religious sciences as
well as the centre also expanded to include Makkah, AlMadinah in Hijaz; Basrah and Kufah in
Iraq; Damascus in Sham (Syria); Cairo in Eygpt and Granada and Sevilla in Andalusia.
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The third period was the period of weaknesses and decadence which started in the East and North
Africa with the resurgence of Ottoman Empire which lasted until the independence of Muslim countries.
The most important characteristics of this period are: • the entire curriculum was based on the
transmitted knowledge • the decline of the Arabic language • the method was based on memorization •
the deterioration of scientific research and thinking process • the spread of the method of
summarization and repetition of what was made by early scholars.
latest
The fourth period is known as the period of revival, awakening and rebuilding education in Muslim
countries which started subsequent to the independence these countries. This process is still going on to
the present time. The most important characteristics of religious education during this period are as
follows: • adoption of Western educational system • increasing concern on natural as well as human
sciences • penetration of Western culture • an attempt toward eliminating dualism between modern
education and religious education.