Studies in Philosophy and Education 33 (3):329-342 (2014)

This article takes a critical look at three conceptions of Islamic education. I argue that conceptions of Islamic education ought to be considered as existing on a minimalist–maximalist continuum, meaning that the concepts associated with Islamic education do not have a single meaning, but that meanings are shaped depending on the minimalist and maximalist conditions which constitute them, that is, tarbiyyah (nurturing), ta`lim (learning) and ta`dib (goodness). I then explore some liberal conceptions of cosmopolitanism, showing how these notions connect with meanings of Islamic education. Finally, I show how maximalist views of Islamic education connect with cosmopolitanism, while minimalist views of Islamic education seem to undermine the pursuit of cosmopolitanism
Keywords Islamic education   tarbiyyah (nurturing)   ta`lim (learning)   ta`dib (goodness)  Cosmopolitanism
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DOI 10.1007/s11217-013-9390-3
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