Democratic Education and Muslim Philosophy: Interfacing Muslim and Communitarian Thought

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Springer Verlag (2019)
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Abstract

This book examines how democratic education is conceptualised by exploring understandings of emotions in learning. The authors argue that emotion is both an embodiment and enhancement of democratic education: that rationality and emotion are not separate entities, but exist on a continuum. While democratic education would not exist if it were incommensurate with reason, making judgements about the human condition could not happen without invoking emotion. Synthesising Muslim scholarship with the perspectives of the Western world, the book draws on scholars such as Ibn al-Arabi, Ibn Sina and Fazlur Rahman to offer an enriched and expanded notion of democratic education. This engaging and reflective work will be of interest and value to students and scholars of educational philosophy and cultural studies.

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9783030300555   9783030300562   3030300552

DOI

10.1007/978-3-030-30056-2
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Chapters

Fazlur Rahman’s Notion of Shura and Its Implications for Democratic Education

In this chapter, we examine the centrality of shura as a deliberative practice in relation to the political, social, economic and private. As such, we show that shura is as necessary in matters of political governance as it is between spouses in relation to the rearing of their children. Thereafter,... see more

Ibn Sina’s Notion of Intuition and Claims of Democratic Education

In this chapter, we elucidate Ibn Sina’s notion of intuition in relation to practices that are rational, imaginative and perceptive. We explain his conceptions of knowledge and intuition [hads]—highlighting that to Ibn Sina, human beings do not only come into this world without any innate knowledge ... see more

Ibn al-Arabi’s Idea of Al-insan Al-kamil and Democratic Education

In this chapter, we draw on some of the seminal ideas of Ibn al-Arabi, who is arguably one of the most influential and intellectual philosophers in Islamic philosophy. In drawing on his depiction of the ‘perfect man’ or the ‘perfect human’, we show that it is through the imagination that human being... see more

Adab and Democratic Education

In this chapter, we proffer an argument for an interrelationship between the physical–intellectual and emotional dimensions of human life. In reference to the seminal thoughts of al-Attas, we argue that educational human encounters are constituted by the rational and the emotional dimensions of huma... see more

Democratic Education and Compassion

In this chapter, we analyse compassion as an emotive action in relation to democratic education—by paying specific attention to the student–supervisor relationship in relation to doctoral studies. We commence by providing insights into the types of challenges doctoral students typically present duri... see more

Belligerence and Distress as Emotions in Democratic Education

In this chapter, we show how democratic education encourages respect, mutual engagement and the recognition of a plurality of views. Inasmuch as reasonable persons engage deliberatively with one another, they invariably draw on their emotions as they endeavour to reason together. Yet, when reasonabl... see more

Democratic Education and Gratitude

In this chapter, we give an account of gratitude in relation to education. By highlighting the vagueness of the concept of gratitude, we question whether it might be plausible to consider gratitude as a moral obligation, a social convention or a political obligation in relation to the state. By lean... see more

Democratic Education and Iterations: On the Emotion of Talking Back

In this chapter, we focus on Benhabib’s conception of democratic iteration, as being at the core of democratic education. We posit that the premise of democratic iterations is not to alter the normative validity of practical discourses, but to determine the legitimacy of particular processes of opin... see more

Democratic Education and Deliberative Freedom: A Defence of Co-learning

In this chapter, we offer an account of Berlin’s conceptions of positive and negative liberty. We bring into contestation the argument that an individual’s freedom to act autonomously, without any interference or constraint, can ever be the case, if one considers, that an individual’s action is alwa... see more

Muhammad Iqbal’s Conception of Ijtihad and Its Implications for Democratic Education

In this chapter, we analyse Iqbal’s understanding of the practice of ijtihad that is inherently spiritual. In other words, implicit in his understanding and practice is the notion that people are not just open and reflective about the human relations in becoming—that is, relations of cooperation, co... see more

Ibn al-Arabi’s Idea of Al-insan Al-kamil (the Perfect Human) and Democratic Education

In this chapter, we draw on some of the seminal ideas of Ibn al-Arabi, who is arguably one of the most influential and intellectual philosophers in Islamic philosophy. In drawing on his depiction of the ‘perfect man’ or the ‘perfect human’, we show that it is through the imagination that human being... see more

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