THE IMPACT OF WESTERN EDUCATION ON ISLAMIC EDUCATION TEACHING
CHAPTER ONE
INTRODUCTION
1.1 THE STUDY’S BACKGROUND
Western education is a system that originated in the west and spread throughout the world following Islamic education in the early 15th century. Its main strategy was to modernize social life through scientific and technological advancement (Farid, 2005). Western education was first spread by missionaries and then promoted by colonialists to various parts of the world in the name of westernization and globalization in the name of modernity.
It is a complete secular system that separates life and religion and emphasizes materialism. It is also rationalistic in its quest for knowledge, relying on human reason rather than spiritual inspiration. Because the modern western system does not consider the relationship between God and man to be socially or intellectually relevant, revelation or revealed knowledge is ignored even when modern secular subjects are introduced into the curriculum for the traditional older system (Rosnani, 2004).
Islamic education, on the other hand, is simply translated as ‘tarbiyyah al Islamiyyah.’ It contained the concepts of “ta alim” (instruction), “tahadhib” (rear or sustain), and other sub concepts such as hikmah (wisdom), Adl (justice), Amanah (trust), and, at the extreme, Khilafah (vicegerancy) (worship).
The Quran and Hadith are the primary sources of this type of education. Islamic education denotes a whole-life approach and complete integration into man’s life, and its emanation can be traced back to the existence of man on earth of the holy Quran. It is the true system that first brings man out of the darkness of ignorance and illiteracy and into the light of knowledge and education, and it shapes so many relevance and benefits not only for Muslims but for the entire humanity.
Islam regards education as both a religious act and a lifelong process (Hashim, 2004). As a result, its philosophy, method, content, and overall curriculum are geared toward a successful integrative human life. Education is an art form that allows humans to accumulate every lasting experience in their lives and then pass it on to the next generation.
In Islam, the actual education required is the content of the Quran and Hadith, because these are the motivations that drive the Muslim community to prioritize the advancement of knowledge based on the Quran and Hadith. Islamic education can also be defined as a process of nurturing and training the human mind, body, and spirit based on Islamic values derived from the Quran and Sunnah. It is intended to produce humans who are God conscious and only serve Allah (Nor, 2012).
However, Islamic education left many legacies to the west, including incredible achievements in architecture, history, philosophy, medicine, and all branches of liberal and natural sciences. The modern world owes a lot to the research conducted by Muslim scientists. Islamic education also predates western education in Nigeria and Malaysia, just as Islam has a longer history than Christianity in the world. Western education has greatly influenced the teaching of Islamic education in Nigeria, as most Islamic schools now use some form of western education.
1.2 THE PROBLEM’S STATEMENT
The secular system regards education as a development engine; it regards education as a life instrument and regards education as a means of individual and national development. It also saw education as an essential component of a continuous and harmonious human existence and well-being, as is the case in the Islamic worldview.
However, we might consider Islamic education as a system of education that includes ideological concepts expounding the very nature of life (here and after) and prescribing man’s position and role on earth. It is important to understand that Islamic education is not the same as Islamic studies, which is merely a subject in Nigeria’s western-oriented educational system.
The primary distinction is that Islamic studies is an academic subject taught in a formal school setting. As a result of the patronage, Western education began to gain popularity. Nasiru (1977) advances some additional reasons for the success of Western education in Nigeria, namely, the payment of a monthly salary to teachers from the parent body of the mission abroad, as opposed to the financially strapped Mallams who relied on voluntary donations from the public for survival.
Also, the Christian missionaries’ free education program for western education development was more elaborate than that of the Muslims, because they received financial and moral support from Europe and could afford to provide free books, slates, and writing materials to students.
Furthermore, appointments to government positions were made from the ranks of school leavers rather than students of Islamic schools. They could only perform at Islamic social gatherings such as naming, marriage, and burial ceremonies after graduation. The researcher, on the other hand, wishes to investigate the impact of Western education on the teaching of Islamic education.
1.3 THE STUDY’S OBJECTIVES
The general goal of this study is to investigate the impact of Western education on the teaching of Islamic education, and the specific goals are as follows:
1. To investigate the impact of Western education on Islamic education teaching.
2. To distinguish between western education and Islamic education.
3. To investigate what factors favor Western education over Islamic education.
1.4 QUESTIONS FOR RESEARCH
1. What effect does Western education have on the teaching of Islamic education?
2. What are the distinctions between Western and Islamic education?
3. What are the advantages of Western education over Islamic education?
HYPOTHESIS 1.5
HO: Western education has no influence on Islamic education teaching.
HA: Western education has an impact on Islamic education.
1.6 THE STUDY’S SIGNIFICANCE
The following are the study’s implications:
1. This study will be useful to the general public because it will shed light on how western education has influenced the teaching of Islamic education by taking into account the factors that have given western education a competitive advantage over Islamic education.
2. This research will also serve as a resource for other scholars and researchers interested in conducting additional research in this field, and if applied, it will go so far as to provide new explanations for the topic.
1.7 STUDY SCOPE AND LIMITATIONS
This study on the impact of Western education on Islamic education will cover all of the activities that aided in the rapid growth and adoption of Western education by the general public. This research will also look at how it affects the teaching and overall output of Islamic education.
STUDY LIMITATIONS
Financial constraint- Inadequate funding tends to impede the researcher’s efficiency in locating relevant materials, literature, or information, as well as in the data collection process (internet, questionnaire and interview).
Time constraint- The researcher will conduct this study alongside other academic work. As a result, the amount of time spent on research will be reduced.
1.8 TERMS AND CONDITIONS
Education: the process of receiving or imparting systematic instruction, particularly in a school.
Western: originating in the West, specifically in Europe or the United States. “Western culture”
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THE IMPACT OF WESTERN EDUCATION ON ISLAMIC EDUCATION TEACHING