Abstract

The transference of knowledge which takes place in various Islamic educational systems, from basic to higher education, is mostly normative and happens doctrinally, giving little space for reinterpretation. Higher education, which is expected to bring about progress, often fails under these circumstances, with its strong tendency to preserve classical Islamic traditions without alteration. This problem is clearly discerned at the Faculty of Islamic Law within Islamic universities in Indonesia, which has a strong reputation for dealing with, as well as the authority to deal with, social and theological issues in Indonesia. The existing Islamic law curriculum, which is based solely upon classical Islamic thought, precludes the emergence of transformative solutions to modern problems. The author takes the view that curriculum reform is imperative, and has produced this document whose aim is to promote and improve the teaching of human rights in the Islamic University in Indonesia. This project adapted the principles of Participatory Action-Reflection Research, which combines action, reflection, participation and research. Several bottlenecks inhibiting effective teaching of human rights were identified and the author has made recommendations on how they might be removed. This project is designed to be a pilot project in developing Human Rights Education in Islamic higher education in Indonesia