Abstract
Religious education, in general, and Islamic education, in particular, are challenged in terms of coherence. Paul Hirst (1974), for instance, holds that “religious education” is meaningless since rationality is involved in education whereas religious beliefs are dogmatic, and there could not be a coherent combination between a rational and a dogmatic endeavor. Concerning what is actually happening in religious communities under the name of religious education, Hirst states that “education” is used in such cases in a rather primitive sense, which is nothing but indoctrination and education in this sense should not be confused with the modern meaning of education in which knowledge and rationality are pivotal.
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The edition of the Qur’an used here is: The Qur’an. A. Ali (Trans). Available at: http://www.studyquran.org/Ahmed_Ali_Al_Quran.pdf
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Noaparast, K.B. (2016). Islamic Education as Asymmetrical Democratic Interaction. In: Lees, H., Noddings, N. (eds) The Palgrave International Handbook of Alternative Education. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-41291-1_22
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DOI: https://doi.org/10.1057/978-1-137-41291-1_22
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