伊斯兰教育愿景、使命和目的的认识论问题

S. Rijal
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引用次数: 1

摘要

西方全球化的霸权挑战对伊斯兰教育的未来造成了严重影响。这一现实必须由穆斯林和实现更具体地说涉及教育的世界。出于这个原因,有一个预期的和可选择的战术和战略步骤,以使他们从西方全球化的霸权控制中解放出来。伊斯兰模式教育的概念并不仅仅把教育看作是一种“教育”的尝试(智力教育、智力),而是符合伊斯兰的人的概念及其存在的本质。因此,制定愿景、使命和目标的伊斯兰教育将更加困难,战略先行,触摸应用程序方面,可以联系社区的需要或使用的毕业生。也就是说,伊斯兰教育寻求在文明生活的各个方面全面全面地建设人和社会(insan kamil),体现在虔诚和忠诚的人民、民主和独立、有知识、有技能、职业道德和专业、虔诚的慈善、人格、优雅的道德和道德品质的生活中。具有全球化时代的创新能力和适应变化的能力,具有竞争和合作的能力,具有获得世界福利和未来的本土思维。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
PROBLEMATIKA EPISTEMOLOGIS TENTANG VISI, MISI, DAN TUJUAN PENDIDIKAN ISLAM
The hegemonic challenges of Western globalization have caused serious impacts on the future of Islamic education. This reality must be realized by Muslims and more specifically those involved in the world of education. For this reason, there is an anticipatory and alternative tactical and strategic step to free themselves from the hegemonic grip of Western globalization. The conception of Islamic model education does not only see education as an attempt to "educate" only (intellectual education, intelligence), but in line with the Islamic concept of human beings and their essence of existence. Therefore, the formulation of the vision, mission and objectives of Islamic education is expected to be more problematic, strategic, anticipatory, touch the application aspects and can touch the needs of the community or use of graduates. That is, Islamic education seeks to build people and society as a whole and thoroughly (insan kamil) in all aspects of a cultured and civilized life that is reflected in the lives of pious and faithful people, democratic and independent, knowledgeable, skilled, work ethic and professional, pious charity, personality, graceful morality and moral character, capable of innovation and access to change and competitive and cooperative abilities in the global era and local thinking in obtaining world welfare and the hereafter.
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