01144nam a22002773i 450099100370022970753620040527154113.0040802s1978 it |||||||||||||||||ita b13114086-39ule_instARCHE-106669ExLBiblioteca InterfacoltàitaA.t.i. Arché s.c.r.l. Pandora Sicilia s.r.l.322.4Cantore, Romano245528Dall'interno della guerriglia /Romano Cantore, Carlo Rossella, Chiara ValentiniMilano :A. Mondadori,1978207 p. ;19 cmL'immagine del presenteTerrorismoRossella, Carloauthorhttp://id.loc.gov/vocabulary/relators/aut245529Valentini, Chiaraauthorhttp://id.loc.gov/vocabulary/relators/aut133929.b1311408602-04-1405-08-04991003700229707536LE002 Fondo Giudici P 7191LE002G-14204le002C. 1-E0.00-no 00000.i1374891905-08-04Dall'interno della guerriglia620682UNISALENTOle00205-08-04ma -itait 0104075nam 22006255 450 991025497360332120240313111036.09783319293172331929317610.1007/978-3-319-29317-2(CKB)3710000000735028(DE-He213)978-3-319-29317-2(MiAaPQ)EBC4573239(Perlego)3492645(EXLCZ)99371000000073502820160628d2016 u| 0engurnn#008mamaatxtrdacontentcrdamediacrrdacarrierEthical Dimensions of Muslim Education /by Nuraan Davids, Yusef Waghid1st ed. 2016.Cham :Springer International Publishing :Imprint: Palgrave Macmillan,2016.1 online resource (XXX, 162 p.)9783319293165 3319293168 Includes bibliographical references and index.Preface; Part I: Ethics, Islam and Education -- Chapter 1. Qurānic Conceptual Framework of Ethics -- Chapter 2. The Qurān and the Espousal of Ethics -- Chapter 3. Qurānic Conceptions of being Muslim -- Chapter 4. Qurānic Conceptions of Education -- Part II. Participants in Muslim Education -- Chapter 5. The Qurān and Individual Autonomy -- Chapter 6. Qurānic Conceptions of Community -- Chapter 7. Qurānic Conceptions of being Human -- Chapter 8. Qurānic Conceptions of being Muslim, Mu’min, and Muh’sin -- Part III: Instances of Ethical Dimensions -- Chapter 9. Categories of Human Excellence -- Chapter 10. Relationships among People -- Chapter 11. Social and Societal Conflicts -- Chapter 12. Stereotypes, Marginalisation and Exclusion.This book draws upon ethical dimensions of Muslim education as a means through which to address contemporary issues, such as social and societal conflicts, exclusion and marginalisation, and violence. It argues that an ethical Muslim education is underscored by the practice of autonomous, critical and deliberative engagement that can engender reflective judgement, compassionate recognition and a responsible ethical (Muslim) community. Such a community is not only capable of cultivating human relationships based on non-coercion, truthful and peaceful human coexistence, but can also quell the stereotypes and forms of dystopia and exclusion that are pervasive in contemporary society. Put differently, Muslim education extends the neo-Kantian view that ethical human conduct can be rationalised in terms of achieving morally worthwhile action towards forms of engagement that are potentially disruptive. Nuraan Davids is a Senior Lecturer in the Department of Education Policy Studs at Stellenbosch University, South Africa. She has previously published Women, Cosmopolitanism and Islamic Education and Citizenship, Education and Violence (with Yusef Waghid). Yusef Waghid is a Distinguished Professor of Philosophy of Education in the Department of Education Policy Studies at Stellenbosch University, South Africa. He has previously published African Philosophy of Education Reconsidered.Religion and sociologyEducationPhilosophyRaceIslamSociology of ReligionEducational PhilosophyPhilosophy of EducationRace and Ethnicity StudiesIslamReligion and sociology.EducationPhilosophy.Race.Islam.Sociology of Religion.Educational Philosophy.Philosophy of Education.Race and Ethnicity Studies.Islam.200.71Davids Nuraanauthttp://id.loc.gov/vocabulary/relators/aut897716Waghid Yusefauthttp://id.loc.gov/vocabulary/relators/autBOOK9910254973603321Ethical Dimensions of Muslim Education2540513UNINA