![]() ![]() The proposed paradigm is founded on reflective attitudes which are predicted to positively affect learning and learners. Thus, this paper attempts to propose–learning by conscience-as a new paradigm in education. One way that could lead to the construction of a new paradigm for learning is to consider reflective attitudes as a way to arrive at equally strong or even more effective methods by which affective aspects of learning could be accommodated. The fact that many learning paradigms that exit today are mostly founded on traditional cognitive methods in the form of reflective thinking, I felt invited to find other alternative paradigms as new ways to attack unexplored areas of learning. The findings also show that the relevance of John Dewey’s thoughts to the development of Islamic education could be established in the following aspects: the development of the basic philosophy of Islamic education, the development of the role of human in Islamic education, and the development of an Islamic education-based curriculum. The findings show that the internalization could be done through impulse, experience, communication and action. This study used the text interpretation or hermeneutics approach employing descriptive, synthesis-analysis, and eclectic methods. This study aimed to shed light on the viability of the concept of the internalization of John Dewey’s democratic values and to examine the relevance of his thought. Thus, there is a need for a richer and more critical view on the issue. Islamic education, so far, has paid attention only to the normative-theological territory alone, and ignored the socio-historical dimension. ![]() Notwithstanding its promotion of an educative tradition, many Islamic schools in Indonesia face a perennial challenge in infusing Islamic principles and values into the teaching of modern ‘secular’ subjects.Keywords: Curricula, educative tradition, Indonesia, Islam, Islamic schools, pedagogyĭemocracy is not only used as a political tool or instrument, but it can also be used in a broader context: as a concept which projects ideal fundamental values and ways of life that have historical significance, which need to be inherited into education. Thirdly, many Islamic schools provide a variety of student activities to develop the students’ life skills and leadership abilities so as to encourage their students to internalise and put into practice the principles and values they have learnt. Secondly, an increasing number of Islamic schools have incorporated student-centred pedagogies so that their students do not simply learn by rote or memorisation. First, most Islamic schools in Indonesia are keen to obtain knowledge from both religious subjects and modern ‘secular’ subjects. This article argues that most Islamic schools in Indonesia reside in an educative tradition as evident in three main ways. The Islamic perspectives will include Qur’anic verses, Prophetic Hadiths, stories of the Prophets and Companions, and the work of early Muslim scholars such as Ibn Sina and al-Ghazali using terms familiar to contemporary psychology.Īn Islamic school that subscribes to an educative tradition is essentially one that sees compatibility between the inculcation of religious values and the acquisition of ‘modern’ knowledge and dispositions. Moreover, this discussion would like to see contemporary learning theory from the Islamic perspectives. Human experience can be in the form of conditioning, observation, and cognition. Source God can be in the form of revelation, inspiration (inspiration), and a true dream (ru'ya sadiqah). This discussion will provide an overview of the concept of learning that Islam is divided into two sources: directly from Allah (Ilahiyyah) and through human experience (insaniyyah). This paper aims to provide a view Islam on the psychology of learning in terms of the two sides of the Ilahiyyah (Islam) and Insaniyyah (Psychology). Islam believes that human being consists of both body and soul, Islamic perspective on how a person learns from insani experience also differs compared to contemporary Western psychological perspective. Islam believes in the existence of soul and its influence in human learning. ![]()
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