Abstract

This study attempts to reconstruct Western critical pedagogy from an Islamic perspective and to explore its contribution to the resolution of the crisis in the Muslim mind and Islamic education. It analyses the underlying philosophical assumptions behind critical theory, compares it with Islamic philosophy of education and with the Islamisation of Knowledge project, reconstructs the Western critical pedagogy and uses the arguments of Muslim scholars to justify the need for critical pedagogy in Muslim education. It is argued that an Islamised critical pedagogy can offer an adequate resolution to the crisis in the Muslim mind.