179:, who revised and expanded the work in later editions. The book outlines a comprehensive strategy for integrating Islamic principles with contemporary education and knowledge systems. It addresses the intellectual and methodological challenges within the Muslim world and proposes reforms to align modern disciplines with Islamic values. The work is considered influential in the field of Islamic education reform.
36:
310:. It emphasizes the need for an intellectual renaissance grounded in Islamic principles while engaging with contemporary knowledge. The authors argue that integrating Islamic and modern educational systems is crucial for creating a cohesive curriculum that eliminates dualism and reflects Islamic values.
190:
was developed in response to the intellectual and cultural challenges that emerged in the Muslim world following periods of colonialism and
Western influence. Muslim intellectuals and scholars identified a crisis in the educational and intellectual sectors, largely driven by a disconnect from Islamic
317:
The book also explores the role of education as a tool for cultural and spiritual rejuvenation. The authors advocate for an educational system that produces leaders and scholars who can navigate and contribute to the modern world while upholding
Islamic values. They argue that education must impart
313:
Another significant theme is the importance of understanding and teaching
Islamic civilization. The book argues that a strong sense of identity and purpose among Muslim students can only be achieved through comprehensive courses on Islamic civilization. This knowledge is essential for counteracting
260:
The authors outline the foundational principles of
Islamic thought, including the unity of Allah (Tawhid), the unity of creation, and the unity of knowledge and truth. They emphasize the importance of understanding human roles as trustees and vicegerents of Allah on earth, responsible for upholding
342:
was published in 1981 by the
International Institute of Islamic Thought. The book was revised and expanded, with the second edition released in 1989, edited by Abdul Hamid AbuSulayman. This revised edition included additional concepts and ideas, reflecting ongoing discourse and developments in the
242:
The authors propose a unified educational system that integrates
Islamic and modern knowledge while maintaining an Islamic vision. They argue for eliminating the dualism between Islamic and secular education to create a cohesive curriculum that reflects Islamic values. This chapter also emphasizes
329:
has been influential in academic and educational circles within the Muslim world. It has inspired numerous conferences, research projects, and educational reforms aimed at integrating
Islamic perspectives with contemporary disciplines. The book has been a subject of discussion and critique among
251:
This chapter critiques traditional
Islamic educational methods, which are viewed as rigid and disconnected from contemporary issues. It advocates for a more dynamic approach to Islamic law (Fiqh), integrating reason and revelation and bridging the gap between intellectual pursuits and practical
269:
This chapter details the objectives and stages of the IIIT's efforts in
Islamizing knowledge. It includes specific plans for creating awareness, crystallizing Islamic thought, mastering the legacy of Islamic scholarship, and integrating contemporary knowledge. It also discusses the need for a
194:
This system was envisioned to produce scholars and professionals who are both grounded in
Islamic values and proficient in modern sciences and humanities. The book reflects the belief that the decline of the Ummah can be reversed through the strategic integration of Islamic principles with
233:
This chapter examines the multifaceted issues affecting the Muslim world, including political fragmentation, economic underdevelopment, and cultural decline. It identifies the core problem as an intellectual and methodological decline, perpetuated by an inadequate educational system.
205:"The greatest task confronting the Ummah in the fifteenth Hijri century is to solve the problem of education. There can be no hope of a genuine revival of the Ummah unless the educational system is revamped and its faults are corrected. Indeed, the system needs to be formed anew."
330:
scholars, particularly regarding its feasibility and implementation in diverse educational contexts. Its call for a balanced approach that respects both divine revelation and rational inquiry has resonated with those seeking a holistic educational framework.
278:
The authors explain the distinction between general Islamization and the specific Islamization of knowledge. They stress the importance of mastering both modern sciences and Islamic heritage to address contemporary challenges effectively.
224:
The introduction provides a historical context, highlighting the challenges faced by the Muslim Ummah. It argues that the decline is deeply rooted in intellectual and cultural issues, not just political or economic factors.
287:
This chapter discusses the financial strategies necessary to support the proposed educational reforms. The authors highlight the need for endowments and investments to ensure the sustainability of these initiatives.
343:
field of Islamic education. The work remains a key reference for scholars and educators involved in the Islamization of knowledge, offering a detailed plan for educational reform that aligns with Islamic values.
191:
values and an overreliance on Western paradigms. The IIIT, founded by a group of scholars and activists, aimed to address these issues by proposing a revitalized educational system.
615:
296:
The appendices include working agendas from various international conferences on the Islamization of knowledge, providing detailed plans and resolutions.
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35:
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Kamil, NZNM; Hanafi, NH (2023). "Similarities and Differences between Al-Attas and Al-Faruqi in Islamisation of Knowledge in Education".
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Mughal, MJ; Ali, MM (2015). "Methodology of Islamization of Human Knowledge: A Comparative Appraisal of Proposed Approaches".
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Hassan, MA; Sidek, S; Mohamed, S; Kudus, N (2016). "The Perspectives of Four Muslim Scholars on Islamisation of Science".
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The book's central theme is the intellectual and methodological reform necessary for the revival of the Muslim
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53:
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the importance of instilling a comprehensive Islamic worldview in all educational disciplines.
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130:
714:
495:
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83:
79:
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Muslih, M (2023). "The Perspectives of Four Muslim Scholars on Islamisation of Science".
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specialized legacy series to make classical Islamic texts accessible to modern scholars.
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734:
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683:
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an Islamic vision and cultivate the will to realize it on a large scale.
149:
673:
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secular influences and fostering a clear sense of self-identity.
468:
143:
590:
The Hijrah: The Necessity of Its Iqamat or Vergegenwartigung
212:
Islamization of Knowledge: General Principles and Work Plan'
175:, who played a significant role in the initial edition, and
29:
Islamization of Knowledge: General Principles and Work Plan
597:
Islamization of Knowledge: General Principles and Work Plan
340:
Islamization of Knowledge: General Principles and Work Plan
327:
Islamization of Knowledge: General Principles and Work Plan
188:
Islamization of Knowledge: General Principles and Work Plan
164:
Islamization of Knowledge: General Principles and Work Plan
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692:
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Chapter IV: First Principles of Islamic Methodology
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129:
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59:
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101:International Institute of Islamic Thought (IIIT)
616:Al-Tawhid: Its Implications for Thought and Life
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8:
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527:International Institute of Islamic Thought
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169:International Institute of Islamic Thought
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451:International Journal of Islamic Thought
274:Chapter VI: Indispensable Clarifications
171:(IIIT) in 1981. The primary authors are
635:Divine Transcendence and Its Expression
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71:Islamization of Knowledge Series, No. 1
7:
247:Chapter III: Traditional Methodology
283:Chapter VII: Financial Requirements
265:Chapter V: Agenda of the Institute
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629:Trialogue of the Abrahamic Faiths
421:Scientific International (Lahore)
389:Scientific International (Lahore)
195:contemporary knowledge systems.
700:Contemporary Islamic philosophy
583:Islam and the Problem of Israel
556:On Arabism: Urubah and Religion
1:
156:Revised and expanded in 1989
642:The Cultural Atlas of Islam
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261:justice and righteousness.
167:is a book published by the
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20:
751:Books by Ismail al-Faruqi
679:Islamization of knowledge
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40:Cover of the 1989 edition
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23:Islamization of knowledge
21:Not to be confused with
322:Reception and Influence
177:Abdul Hamid AbuSulayman
54:Abdul Hamid AbuSulayman
746:English-language books
741:1981 non-fiction books
623:Toward Islamic English
229:Chapter I: The Problem
207:
532:Murder of the Faruqis
338:The first edition of
710:Comparative religion
510:Lois Lamya al-Faruqi
238:Chapter II: The Task
705:Interfaith dialogue
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728:
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367:Arts Social Sci J
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106:Publication place
84:Islamic education
16:1981 book by IIIT
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715:Islamic theology
664:Urubah (Arabism)
564:Christian Ethics
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496:Ismail al-Faruqi
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427:(2): 1359–1362.
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669:Meta-religion
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541:Notable Works
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109:United States
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684:Anti-Zionism
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220:Introduction
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608:Later Works
548:Early Works
334:Publication
735:Categories
347:References
292:Appendices
183:Background
503:Relations
373:(5): 1–5.
252:actions.
98:Publisher
90:Published
214:, p. 13.
199:Contents
150:18982775
60:Language
76:Subject
63:English
674:Tawhid
645:(1986)
637:(1983)
631:(1982)
625:(1982)
619:(1982)
600:(1981)
592:(1981)
586:(1980)
567:(1968)
559:(1962)
520:Events
512:(wife)
300:Themes
68:Series
46:Author
657:Ideas
307:ummah
122:Pages
117:Print
144:OCLC
131:ISBN
93:1981
52:and
125:126
737::
455:12
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425:28
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401:^
393:28
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379:^
369:.
355:^
210:–
82:,
488:e
481:t
474:v
371:6
25:.
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