Tracing the Tracts of Qaṣaṣ: Towards a Theory of Narrative Pedagogy in Islamic Education

Author:

Bin Muhammad Yusoff Muhammad Fawwaz1ORCID

Affiliation:

1. Faculty of Quranic and Sunnah Studies, Universiti Sains Islam Malaysia, Nilai 71800, Negeri Sembilan, Malaysia

Abstract

The concept of narrative holds a pivotal position in the Qurʾān, yet it has been subject to inadequate scrutiny and insufficient representation in pedagogical discourse concerning Islamic education. The present work endeavours to rectify this gap in knowledge by employing the technique of constructivist grounded theory to the Qurʾān and major exegeses, with a particular focus on the term qaṣaṣ, which pertains to the notion of narrative. This article delves into the profound tracts and maqāṣid (objectives) that qaṣaṣ hold in the Qurʾān and contemplates their exhortation for education on Islam and modern pedagogy. The analysis reveals that the qaṣaṣ present in the Qurʾān serves as a fundamental framework that directs the essence of the narrative pedagogy model of teaching and learning between the pedagogue and learner. Through typological figuration, the listener’s contemplation leads to a re-evaluation of conventional notions surrounding the dynamics between teacher and student and the dissemination of narrative within a pedagogical setting. The triad of truth, beauty and explication are fundamental pillars within this Islamic framework for narrative pedagogy, representing the essence of the human condition concerning education. Because these domains emerge from the concept of qaṣaṣ, the integration of the framework into Islamic education is a matter of utmost importance, given its centrality in the Qurʾān to foster and perfect the principles of Muslims and their sense of self.

Funder

Ministry of Higher Education (MOHE) of Malaysia

Publisher

MDPI AG

Subject

Religious studies

Reference88 articles.

1. Abdel Haleem, Muhammad A. S. (2017). Exploring the Qurʾān: Context and Impact, I. B. Tauris.

2. Al-ʿAlwānī, Ṭāhā Jābir (1993). Ijtihad, International Institute of Islamic Thought (IIIT).

3. Al-Attas, Syed Muhammad Naquib (2014). Prolegomena to the Metaphysics of Islam: An Exposition of the Fundamental Elements of the Worldview of Islam, UTM Publishing. First published 1995.

4. Al-Attas, Syed Muhammad Naquib (2018). The Concept of Education in Islam: A Framework for an Islamic Philosophy of Education, Ta’dib International.

5. al-Nimr, Muḥammad ʿAbd Allah, Dhumayriyyah, ʿUthmān Jamʿa, and al-Ḥarsh, Sulaymān Muslim (1989). Maʿālim al-Tanzīl, Dār Ṭaybah.

Cited by 1 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

同舟云学术

1.学者识别学者识别

2.学术分析学术分析

3.人才评估人才评估

"同舟云学术"是以全球学者为主线,采集、加工和组织学术论文而形成的新型学术文献查询和分析系统,可以对全球学者进行文献检索和人才价值评估。用户可以通过关注某些学科领域的顶尖人物而持续追踪该领域的学科进展和研究前沿。经过近期的数据扩容,当前同舟云学术共收录了国内外主流学术期刊6万余种,收集的期刊论文及会议论文总量共计约1.5亿篇,并以每天添加12000余篇中外论文的速度递增。我们也可以为用户提供个性化、定制化的学者数据。欢迎来电咨询!咨询电话:010-8811{复制后删除}0370

www.globalauthorid.com

TOP

Copyright © 2019-2024 北京同舟云网络信息技术有限公司
京公网安备11010802033243号  京ICP备18003416号-3