Imagination, Secularism and the University: The Presence and Consequences of Islamic Education
This paper asks the question, ‘What does Islamic education mean for the 21st century university?’ To begin with, the paper addresses the modern university as an institution facing numerous challenges, which can be conceived of by understanding the nature of the ‘academic imagination’. In so doing, t...
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| Format: | Article |
| Language: | English |
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MDPI AG
2024-03-01
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| Series: | Religions |
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| Online Access: | https://www.mdpi.com/2077-1444/15/3/330 |
| _version_ | 1797239534419705856 |
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| author | Mujadad Zaman |
| author_facet | Mujadad Zaman |
| author_sort | Mujadad Zaman |
| collection | DOAJ |
| description | This paper asks the question, ‘What does Islamic education mean for the 21st century university?’ To begin with, the paper addresses the modern university as an institution facing numerous challenges, which can be conceived of by understanding the nature of the ‘academic imagination’. In so doing, this argument draws on the fundamental elements of thought itself by foregrounding imagination as a primary route by which knowledge is conceived, created and disseminated. At root, it is an argument that suggests that to understand the university is to apprehend its imaginative functions. ‘Problems of the imagination’ are thereafter defined as ‘depth perception’, ‘vertigo’ and ‘paralysis’, respectively. In light of these challenges, the rise of Centers of Islamic Theology in Germany, and Islamic education as a discipline in particular, are considered as uncharted paths towards a discussion of the dilemmas of contemporary academia. Methodologically, the paper is a philosophical reflection on the role of the future of the university and the place of Islamic Theology and Islamic education therein. As such, use of the contemporary literature on higher education, as well as classical works on Islamic education, shall be employed for the purposes of the argument. In so doing, this paper turns the normative discussion of contemporary Islamic education on its head: from how we may make room for such education in the modern university, to consider how its presence may help the institution and its imaginative conundrums. |
| first_indexed | 2024-04-24T17:53:04Z |
| format | Article |
| id | doaj.art-a90cf867bc5b42b6b4ba1e25c975a497 |
| institution | Directory Open Access Journal |
| issn | 2077-1444 |
| language | English |
| last_indexed | 2024-04-24T17:53:04Z |
| publishDate | 2024-03-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Religions |
| spelling | doaj.art-a90cf867bc5b42b6b4ba1e25c975a4972024-03-27T14:02:15ZengMDPI AGReligions2077-14442024-03-0115333010.3390/rel15030330Imagination, Secularism and the University: The Presence and Consequences of Islamic EducationMujadad Zaman0Independent Researcher, 72074 Tuebingen, GermanyThis paper asks the question, ‘What does Islamic education mean for the 21st century university?’ To begin with, the paper addresses the modern university as an institution facing numerous challenges, which can be conceived of by understanding the nature of the ‘academic imagination’. In so doing, this argument draws on the fundamental elements of thought itself by foregrounding imagination as a primary route by which knowledge is conceived, created and disseminated. At root, it is an argument that suggests that to understand the university is to apprehend its imaginative functions. ‘Problems of the imagination’ are thereafter defined as ‘depth perception’, ‘vertigo’ and ‘paralysis’, respectively. In light of these challenges, the rise of Centers of Islamic Theology in Germany, and Islamic education as a discipline in particular, are considered as uncharted paths towards a discussion of the dilemmas of contemporary academia. Methodologically, the paper is a philosophical reflection on the role of the future of the university and the place of Islamic Theology and Islamic education therein. As such, use of the contemporary literature on higher education, as well as classical works on Islamic education, shall be employed for the purposes of the argument. In so doing, this paper turns the normative discussion of contemporary Islamic education on its head: from how we may make room for such education in the modern university, to consider how its presence may help the institution and its imaginative conundrums.https://www.mdpi.com/2077-1444/15/3/330universityimaginationIslamic educationtheologysacred–secularanatheism |
| spellingShingle | Mujadad Zaman Imagination, Secularism and the University: The Presence and Consequences of Islamic Education Religions university imagination Islamic education theology sacred–secular anatheism |
| title | Imagination, Secularism and the University: The Presence and Consequences of Islamic Education |
| title_full | Imagination, Secularism and the University: The Presence and Consequences of Islamic Education |
| title_fullStr | Imagination, Secularism and the University: The Presence and Consequences of Islamic Education |
| title_full_unstemmed | Imagination, Secularism and the University: The Presence and Consequences of Islamic Education |
| title_short | Imagination, Secularism and the University: The Presence and Consequences of Islamic Education |
| title_sort | imagination secularism and the university the presence and consequences of islamic education |
| topic | university imagination Islamic education theology sacred–secular anatheism |
| url | https://www.mdpi.com/2077-1444/15/3/330 |
| work_keys_str_mv | AT mujadadzaman imaginationsecularismandtheuniversitythepresenceandconsequencesofislamiceducation |