International Congress on Islamic Education-ICIE

 

Considering the historical roots of modern education, it seems that it has a structure that has developed immediately after the industrial revolution and the nationalization movements, and which stands for ideological and pragmatic motives aiming mass transformation. When the importance of education is considered as a mechanism of raising people to build the society, mass education and other systems brought with it have conveyed different problems. These problems have led to a radical rethinking of education process, and fundamental quests for their output.

Prevailing educational theories and practices around the world have a characteristic aiming to solve the educational problems of western societies, where positivist and behavioral approaches produced within the western social science paradigm maintains its domination. In the Islamic world, conceptual and theoretical studies are needed to reconstruct the organization and to provide suitable training consonant with the culture and civilization codes.

International Congress on Islamic Education (ICIE) aims to discuss the possibility and roadmap of an educational system that is compatible with Islamic culture, civilization human concept of Islam.

What is Islamic Education?

International Congress on Islamic Education 2019 (ICIE) considers the “Islamic Education” as a concept with two dimensions (English: Islamic Education, Arabic: التربية الإسلامية). The first and the main dimension is that the emerged education involves the understanding of existence, knowledge, and value of the Islamic civilization and the experiences of the Islamic societies. The second dimension is about teaching Islam. Likewise, it is very difficult to distinguish between the aims adopted in the teaching of Islam, the pursued curriculum and teaching approaches with the pedagogies developed from the Islamic culture. Therefore, the Congress is open to the study of Islamic education, the historical experience of education in Islamic societies, and the teaching of Islamic Sciences.

As with all other sciences, Educational Sciences have normative and positive fields. The characteristics that distinguish Islamic education from American education, for instance, are primarily normative. The normative aspect of education includes a community's acceptance of what should be the priority in education, based on their understanding of assets, knowledge and value. Consequently, this leads to normative results of what the purpose of general and different types of education should be and how a person should be raised. The positive part of education is more instrumental and focuses on what is best for achieving the desired change and development. In this context, studies related to these two aspects of Islamic education are emphasized in the Congress.

Sciences like (mathematics, science, social sciences) and art education are presented to humanity with the claim of being purely objective, but they are not compatible with the concepts of existence, knowledge, and value of Islam. This constitutes an important problem in terms of the integrity of Islamic education. However, when teaching individual sciences, the normative and positive distinction is valid. For example, the education of the courses in the fields of science has two aspects: normative and positive. In an Islamic perspective, the objectives, subjects and activities of the courses will differ. In science and arts, higher education is key to establishing an authentic and compatible structure with Islam. From this point of view, from higher education to early childhood education, to science and engineering, mathematics, social sciences, humanities and art education, the establishment of an Islamic perspective is emphasized in the Congress.

Undoubtedly, it is impossible to speak of a single understanding when it comes to Islamic education. Considering the different knowledge traditions and ethnic and cultural differences that are embodied in Islamic Civilization, it is obvious that many educational traditions will be introduced into the Islamic Education Framework. Moreover, it is more reasonable to consider educational traditions developed by non-Muslim Communities within the Islamic Education framework, as they found a place in the Islamic culture and civilizational basin. Moreover, Islamic education is not stagnant. In Islamic education, depending on changing social conditions, widespread assumptions about how ideal education should be (educational paradigms) can be seen. In this context, the Congress sees the diversity of different philosophies, depending on space and time, as a richness.

*International Congress on Islamic Education (ICIE) is organized by YEKDER Academy of Religious Education.

Academy of Religious Education, Commission Members

 

  • Arife Gümüş, President

  • Hafsa Nur Aslanoğlu, Vice Presd.

  • Sibel Özil, DEA Coordinator

  • Ahmet Şefik Hatipoğlu, Member

  • Gülenden Sevgi, Member

  • Hatice Kübra Kafalı, Member

  • Merve Nur Koçak Öztürk, Member

  • Nurullah Bora, Member

  • Rabia Ergül, Member

Organizing Institutions

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Adres: Yekder Yaygın Eğitim ve Kültür Derneği Sultantepe Mh. Cumhuriyet Cd. No: 39/2 Fıstıkağacı İş Merkezi,  34674 Üsküdar/İstanbul

Tel: (0216) 460 25 50    email: congressonislamiceducation@gmail.com

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