LEADER 04366oam 2200757I 450 001 9910461361103321 005 20200520144314.0 010 $a1-136-73144-X 010 $a1-283-15113-8 010 $a9786613151131 010 $a0-203-81776-1 035 $a(CKB)2670000000093517 035 $a(EBL)692323 035 $a(OCoLC)730151671 035 $a(SSID)ssj0000523577 035 $a(PQKBManifestationID)11326996 035 $a(PQKBTitleCode)TC0000523577 035 $a(PQKBWorkID)10539897 035 $a(PQKB)11419555 035 $a(MiAaPQ)EBC692323 035 $a(Au-PeEL)EBL692323 035 $a(CaPaEBR)ebr10477522 035 $a(CaONFJC)MIL315113 035 $a(OCoLC)733263166 035 $a(EXLCZ)992670000000093517 100 $a20180727h20122011 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aIslamic education and indoctrination $ethe case in Indonesia /$fby Charlene Tan 205 $aFirst edition. 210 1$aBoca Raton, FL :$cRoutledge, an imprint of Taylor and Francis,$d[2012]. 210 4$d©2011. 215 $a1 online resource (223 p.) 225 1 $aRoutledge research in education ;$v58 300 $aDescription based upon print version of record. 311 $a1-138-02148-2 311 $a0-415-87976-0 320 $aIncludes bibliographical references (p. 187-200) and index. 327 $aFront Cover; Islamic Education and Indoctrination; Copyright Page; Contents; List of Figures; List of Tables; Preface; Introduction; 1. Struggling for Control: Indoctrination and Jihad; 2. (De)constructing an Indoctrinatory Tradition; 3. Indoctrination in Formal Education: The Case of Pondok Pesantren Islam Al Mukmin; 4. Indoctrination in Non-formal and Informal Education: The Case of Jemaah Islamiyah; 5. Weaving a Different Net: An Educative Tradition; 6. Islamic Schools in Indonesia: Islam With a Smiling Face?; 7. Whither Religious Pluralism, Strong Rationality, and Strong Autonomy? 327 $a8. Beyond Indoctrination: Towards Educative Muslim TraditionsConclusion; Notes; Bibliography; Index 330 3 $aIslamic schools, especially madrasahs, have been viewed as sites of indoctrination for Muslim students and militants. Some educators and parents in the United States have also regarded introductory courses on Islam in some public schools as indoctrinatory. But what do we mean by "indoctrination"? And is Islamic education indoctrinatory? Combining philosophical inquiry with empirical research, this book is a timely contribution to the study of contemporary and often controversial issues in Islamic education.This book critically discusses the concept of indoctrination in the context of Islamic education. It explains that indoctrination occurs when a person holds to a type of beliefs known as control beliefs that result in ideological totalism. Using Indonesia as an illustrative case study, the book expounds on the conditions for an indoctrinatory tradition to exist and thrive. Examples include the Islamic school co-founded by Abu Bakar Ba?asyir and the militant organisation Jemaah Islamiyah. The book further proposes ways to counter and avoid indoctrination through formal, non-formal, and informal education. It argues for the creation and promotion of educative traditions that are underpinned by religious pluralism, strong rationality, and strong autonomy. Examples of such educative Muslim traditions in Indonesia will be highlighted. 410 0$aRoutledge research in education ;$v58. 606 $aIslamic education$zIndonesia 606 $aEducation$xReligious aspects$xIslam 606 $aBrainwashing$zIndonesia 606 $aReligious pluralism$xIslam 606 $aEducation and state$zIndonesia 607 $aIndonesia$xReligious life and customs 607 $aIndonesia$xSocial conditions 608 $aElectronic books. 615 0$aIslamic education 615 0$aEducation$xReligious aspects$xIslam. 615 0$aBrainwashing 615 0$aReligious pluralism$xIslam. 615 0$aEducation and state 676 $a371.077 700 $aTan$b Charlene$0955421 801 0$bFlBoTFG 801 1$bFlBoTFG 906 $aBOOK 912 $a9910461361103321 996 $aIslamic education and indoctrination$92441045 997 $aUNINA LEADER 05367nam 2201333 450 001 9910787712003321 005 20230803195432.0 010 $a1-4008-5047-9 024 7 $a10.1515/9781400850471 035 $a(CKB)2670000000543850 035 $a(EBL)1584943 035 $a(OCoLC)874965990 035 $a(SSID)ssj0001180246 035 $a(PQKBManifestationID)11786964 035 $a(PQKBTitleCode)TC0001180246 035 $a(PQKBWorkID)11198924 035 $a(PQKB)10909693 035 $a(MiAaPQ)EBC1584943 035 $a(StDuBDS)EDZ0001059570 035 $a(OCoLC)877868292 035 $a(MdBmJHUP)muse43271 035 $a(DE-B1597)453996 035 $a(OCoLC)979686259 035 $a(DE-B1597)9781400850471 035 $a(Au-PeEL)EBL1584943 035 $a(CaPaEBR)ebr10853227 035 $a(CaONFJC)MIL585099 035 $a(EXLCZ)992670000000543850 100 $a20140407h20142014 uy 0 101 0 $aeng 135 $aurun#---|u||u 181 $ctxt 182 $cc 183 $acr 200 10$aTradition and the formation of the Talmud /$fMoulie Vidas 205 $aCore Textbook 210 1$aPrinceton, New Jersey ;$aOxfordshire, England :$cPrinceton University Press,$d2014. 210 4$d©2014 215 $a1 online resource (251 p.) 300 $aBased on a thesis (Ph. D) Princeton University, 2009. 311 0 $a0-691-17086-X 311 0 $a0-691-15486-4 320 $aIncludes bibliographical references and indexes. 327 $tFront matter --$tContents --$tA Note on Style Conventions --$tIntroduction --$tPart I --$tChapter One. The Alterity of Tradition --$tChapter Two. The Division into Layers --$tChapter Three. Composition as Critique --$tPart II --$tChapter Four. Scholars, Transmitters, and the Making of Talmud --$tChapter Five. The Debate about Recitation --$tChapter Six. Tradition and Vision --$tConclusion --$tAcknowledgments --$tBibliography --$tSource Index --$tSubject Index 330 $aTradition and the Formation of the Talmud offers a new perspective on perhaps the most important religious text of the Jewish tradition. It is widely recognized that the creators of the Talmud innovatively interpreted and changed the older traditions on which they drew. Nevertheless, it has been assumed that the ancient rabbis were committed to maintaining continuity with the past. Moulie Vidas argues on the contrary that structural features of the Talmud were designed to produce a discontinuity with tradition, and that this discontinuity was part and parcel of the rabbis' self-conception. Both this self-conception and these structural features were part of a debate within and beyond the Jewish community about the transmission of tradition. Focusing on the Babylonian Talmud, produced in the rabbinic academies of late ancient Mesopotamia, Vidas analyzes key passages to show how the Talmud's creators contrasted their own voice with that of their predecessors. 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