Humanizing education reflection on concepts, attributes, roles and sustainability with selected attributes of true believers in the qur’an and sunnah
This book compiles written expressions of participants in 2021 KENMS Ibadah Camp with the theme “attributes of true believers in the Quran and Sunnah” in the framework of humanizing education with maqasid al-shariah. Based on the reflections of the authors, the book has divided the arrangement...
Saved in:
| Other Authors: | |
|---|---|
| Format: | Book |
| Language: | en |
| Published: |
Meso Publishing
2021
|
| Subjects: | |
| Online Access: | http://irep.iium.edu.my/92840/7/92840_Humanizing%20education%20reflection%20on%20concepts%2C%20attributes%2C%20roles%20and%20sustainability%20with%20selected%20attributes%20of%20true%20believers%20in%20the%20qur%E2%80%99an%20and%20sunnah.pdf http://irep.iium.edu.my/92840/ |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | This book compiles written expressions of participants in 2021 KENMS Ibadah Camp with the theme “attributes of true believers in the Quran and Sunnah” in the framework of humanizing education with maqasid al-shariah.
Based on the reflections of the authors, the book has divided the arrangement of the reflection into (a) conceptual understanding of humanizing education, (b) attributes of humanizing education, (c) roles in humanizing education, and (d) sustaining humanizing education.
The first part is the conceptual understanding of humanizing education. In this part, the reflections are based on three chapters. After listening to talks and deliberations throughout Ibadah camp, Rodrigue Fontaine argued that everyone needs to go back to basics. However, Azura Omar was unable to comprehend the operations of humanizing education with maqasid al-shariah when the reality was not huamizing. Nur Kamariah argued on the need for having clear framework on the psychological needs of students.
The second part is the attributes of humanizing education. Azniza reflected out tazkiyyah al-Nafs as the root for humanized education. The manifestation of tazkiyyah al-Nafs can be related to the reflection of Suhaimi on his sabr (patient) quality in the humanizing education agenda.
The third part is the roles in humanizing education. While the university is now emphasizing humanizing education, Ahmad Zamri reflected on the roles of academics. Jarita gave an example in post-graduate supervision for both supervisors and supervisees.
The final part is the need of sustaining humanizing education. Nur Kamariah argued that the need to sustain Islamic personality in facing with multisided challenges. While not compromising the delivery of quality work, Siti Salwani emphasised on the need to strike for worklife balance. Dzuljastri and Suhaimi reflected humanizing education into edu-action approach of m-kitchen project. Echoing edu-action of mkitchen, Ahasanul and Suhaimi argued on food waste reduction effort on campus. |
|---|