Islamic Education & Islamic Schooling

Alternatives to mainstream schooling and education are becoming increasingly recognised as pertinent and urgent to better understand. We need to know what really works in successfully educating children and adults today. This is not just important but a duty. This duty comes especially in light of the dominating performance driven and managerially organised economic modelling of education. This Handbook seeks to explore the vast range of educational alternatives—from appreciating just why we don’t like changing our mind about education to knowing more about the value of forest schools; to “seeing” home education properly to learning the value of solitude in schools; to hearing about new technological attitudes to education to understanding why order at home meets educational goals; to feeling our way through heterotopic education spaces to learning about practical new alternative school models. The Handbook maps the current and future terrain of the educational landscape. Global in its perspective and field-defining in content, this wide-ranging one-stop volume will be an indispensable reference resource for academics, students and researchers in the fields of education, education policy and philosophy.

Editor Biographies
Dr Helen E Lees researches and writes about alternative education, broadly conceived in all its matters and manners and silence for education and well-being. She is lecturer in Education Studies in the School of Education, Newman University, Birmingham, UK. Helen is founding Editor-in-Chief of Other Education—the journal of educational alternatives www.othereducation.org. Her latest book (2014) is Education without schools: Discovering alternatives.

Nel Noddings is Lee Jacks Professor of Education Emerita, Stanford University. She is a past president of the National Academy of Education, Philosophy of Education Society, and John Dewey Society.  In addition to 19 books, she is the author of more than 200 articles and chapters on various topics ranging from the ethics of care to mathematical problem solving. Her latest book (2013) is Education and Democracy in the 21st Century.

Malala Yousafzai eğitim hakkından vazgeçmediği için bir Taliban üyesi tarafından vurulduğu gün ülkesinin kaderini değiştirmiştir. O günden beri, Malala'nın kadın ve çocuk hakları, toplumsal değişimde bireysel etki ve toplumsal cinsiyet eşitsizliği gibi alanlardaki etkisi, Orta Doğu'nun ve hatta tüm dünyanın bu konulara nasıl baktığını değiştirmiştir. Bunun nedeni ortadadır: Malala, cinsiyet ayrımı yapmaksızın dünyadaki bütün çocukların eğitim hakkını savunan bir aktivist rolünü üstlenmiş ve zorluklar karşısında susmayı reddetmiştir. Bu çalışmanın amacı, "Ben Malala" adlı kitabı Malala'nın, ülkesi Pakistan'dan başlayarak dünyanın dört bir yanına ulaşan etkisi bağlamında sosyolojik bir bakış açısıyla değerlendirmektir. Çalışmanın sonucunda eğitimde fırsat eşitliği, kadın ve çocuk haklarının düzenlenmesi gibi konularda Malala'nın köklü değişikliklere neden olduğu görülmüştür.

Purpose: The purpose of this study was to explore how leaders in an Islamic school in the United States engaged in culturally relevant leadership (CRL) within a diverse school community to develop students' critical social consciousness. Research Design: Data were collected over 4 years at an Islamic K-8 school in the United States and included the following: 12 in-depth semistructured interviews with school and community leaders; 4 phone interviews; 7 focus group interviews with teachers, students, and parents; 5 observations of classroom and school events; and documents from the Islamic center, school, and classrooms. Data specific to the school leaders were analyzed using tenets of CRL. Findings and Conclusions: This article describes how Muslim and non-Muslim leaders in an Islamic school engaged in the tenets of CRL. This study suggests that the tenets of CRL, in this context, were grounded in inter and intrafaith dialogue, cultural syncretism, and a unique focus on the development of an American Muslim identity.

Abstrak – Keibubapaan Islam merupakan asas utama dalam meraih zuriat yang salih. Kefahaman ibu bapa tentangnya merupakan tolok ukur terhadap kualiti moral dan akhlak remaja. Pelbagai persoalan moral mewarnai dunia remaja, keadaan ini sudah sangat mengkhuatirkan. Oleh itu, Kertas kerja ini ingin menganalisis konsep keibubapaan menurut Islam serta peranan ibu bapa dalam mendidik anak remaja. Hasil analisis ini memberi kefahaman bahawa konsep keibubapaan dalam Islam adalah konsep pendidikan yang bertumpu pada kesedaran vertikal (hablum minallah) dan menjadikan ketakwaan sebagai landasan hubungan horizontal (hablum minannas) untuk mewujudkan matlamat keibubapaan. Adapun keberhasilan peran ibu bapa dalam mendidik remaja terhasil daripada kesedaran mereka akan konsep keibubapaan Islam yang meliputi seluruh aspek kehidupan. Abstract – Islamic parenting is a fundamental part to achieve the virtous offspring. The understanding of parents is a measure on quality and moral character of teenagers. Various of moral cases have done in teenagers life, this situation is very worried. Therefore, this paper would like to analyze the concept of parenting in Islam as well as the role of parents in educating teenagers. The results of this analysis provides an understanding that concept in Islam is the concept of education focusing on awareness of the vertical bar (hablum minallah) and make piety as the platform horizontal relations (hablum minannas) to establish the goal of parenting. As for the success of parent role in youth educating from their awareness of Islamic parenting that will cover the whole Islamic aspect of life. I. Pendahuluan Ibu bapa adalah usur penting dalam mendidik anggota keluarga, keibubapaan menjadi penentu kualiti akhlak dan moral seorang anak. Keibubapaan dalam hal ini meliputi segala hal yang berhubungan dengan interaksi antara ibu bapa dan anak. Betapa banyak interaksi yang dilakukan oleh ibu bapa mulai dari membangunkan anak daripada tidur hingga anak tidur kembali. Dalam kehidupan keluarga sarat dengan interaksi ini baik lisan mahupun bukan lisan. Cara ibu bapa menyampaikan keinginan, menanggapi perasaan anak, menangani perilaku dan lain-lain, tentunya memerlukan strategi agar interaksi terjadi dengan baik. Sebab itu pentingnya kualiti ibu bapa, hal ini telah ditunjukkan oleh Zeitlin (1990) bahawa meskipun anak tumbuh dalam keluarga miskin, ia boleh berkembang dengan optimum kerana mendapat keibubapaan yang baik daripada ibu bapa terutama ibu. Hal ini menunjukkan bahawa kualiti keibubapaan yang baik akan berpengaruh positif pada perkembangan anak (Zeitlin 1990).

İÇİNDEKİLER / CONTENTS

•  Semih CEYHAN - Shams: The Sun of Muhammeden Light (Nur-i Muhammedî)
•  Ayşe Esin ÇELEBİ - Opening Speeches
•  Ahmed Selâddin ÇELEBİ HİDÂYETOĞLU - Shams and Mevlana
•  Cemâlnur SARGUT - Opening Stateement
•  H. Nur ARTIRAN - Shams-E Tabrizi Through Jelal Ad-Din Rumi’s Own Verses
•  Nuri ŞİMŞEKLER - Two Bodies Under The Same Shade: “Mevlâna Celâleddin-i Rumi and Shams of Tabriz”
•  Arif NAUSHAHİ - Facts and Fiction hand in hand about Shams of Tabriz in Pakistan
•  Osman Nuri KÜÇÜK - Shams-e Tabrizi’s Sufi Temperament and His Influence on Rumi’s Thoughts
•  Masataka TAKESHITA - Shams-e Tabrizi and the Philosophers
•  Camille Adams HELMINSKI - Being a Person of Paradise, Reflections on theTeachings of Shams of Tabriz
•  Adnan KARAİSMAİLOĞLU - Mawlana in the “Maqalat-e Shams-i Tabrizi”
•  Carl W. ERNST - “Shams-i Tabrizi and the Audacity of Bayazid Bistami”
•  Semih CEYHAN - “Sahms’ Absence and Mevlana’s Presence: Shams-i Tabrizi according to Masnavi ant Ottoman Commentaries”
•  Cemâlnur SARGUT - The Luminous Divine Manifestation of God in Shams is Love
•  Naci BAKIRCI - The Shams Cemetry and Removed Tombstones
•  Omid SAFI - God’s mirror, Mawlana’s mirror: Shams and Mawlana as mirrors
•  M. Mustafa ÇAKMAKLIOĞLU - The Significance Of Shams’ Meeting With Mawlana in the Light Of Sufi Experience
•  Mahmut Erol KILIÇ - Shams’ Intellect
•  Hülya KÜÇÜK - Sirr-i (Secret or Secret Heart of) Shams or Shams-i Sirr (Shams of the Inmost Heart)
•  Yakup ŞAFAK - The Lodge of Shams in the First Half of the 20th Century
•  Moeen NİZAMİ - Studies on Shams-e Tebrizi in the Sub-Continent



FROM THE BACK COVER TEXT

I am the people, I am the home,
I am the trap, I am the seed,
I am both wise and delirious,
I am both enslaved and free,
I am both sad and happy,
Do not part, do not part,
I am the Ka’ba of Secrets.
SHAMS AL-TABRİZ

In the Muslim Sufi tradition the sun, representing the “Magnificence / Jalal” attribute of God which manifests the Truth of the Prophet Muhammad, was brought forth in Shams al-Tabriz, a friend of God whose entire existence was filled with the meaning of God. This manifestation has shown itself through its formation like that of Revered Mawlana Jalal al-Din Rumi; as a fruit that has matured by burning.
Then who is Shams al-Tabriz, teacher of Mawlana Rumi who affects the entire world with increasing energy for so many centuries? Where was he born? From whom and which trainings and educations did he receive? Who is his family? Under which circumstances was he raised?
How were his behavioral and ethical manners and his life style? What secrets are hidden in his interpretations of the universes?
Why did he come from Damascus to Konya in order to illuminate Mawlana? What is Shams al-Tabriz’s fate? Where is his tomb?
This work serves as a reference book for topics of interest on Revered Shams al-Tabriz, compiling the papers presented at the 2009 “Enlightened by the Sun”: International Shams al-Tabriz Symposium. The participants of the symposium included valuable academicians and researchers from around the globe such as Cemâlnur Sargut, Mahmut Erol Kılıç, Semih Ceyhan, Carl Ernst, and Omid Safi.