Results for 'Pan-African Catholic Education Conference'

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  1.  17
    Catholic Education in the Service of Africa.A. C. F. Beales & Pan-African Catholic Education Conference - 1967 - British Journal of Educational Studies 15 (3):320.
  2.  26
    Viewpoint discrimination and contestation of ideas on its merits, leadership and organizational ethics: expanding the African bioethics agenda.Sylvester C. Chima, Takafira Mduluza & Julius Kipkemboi - 2013 - BMC Medical Ethics 14 (S1):S1.
    The 3rd Pan-African Ethics Human Rights and Medical Law (3rd EHRML) conference was held in Johannesburg on July 7, 2013, as part of the Africa Health Congress. The conference brought together bioethicists, researchers and scholars from South Africa, Zimbabwe, Kenya and Nigeria working in the field of bioethics as well as students and healthcare workers interested in learning about ethical issues confronting the African continent. The conference which ran with a theme of "Bioethical and legal (...)
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  3. Pan-Africanism and the African Diaspora in Europe.Michael McEachrane - 2020 - In Reiland Rabaka (ed.), Routledge Handbook of Pan-Africanism. Routledge. pp. 231-248.
    This chapter outlines the philosophy of the Pan-African conferences 1900–1945 and situates Pan-Africanism in a European context. It presents Pan-Africanism as part of European history and realities and as a conceptual framework for the African diaspora in Europe. It calls for reframing European histories and realities in ways that are neither racially exclusive nor nationalistic.
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  4.  28
    The Future of Higher Education — A Conference Report.David Pan - 1998 - Telos: Critical Theory of the Contemporary 1998 (111):3-14.
    The old political exigencies which justified the expansion of government budgets for higher education (the space race, the Cold War, the growth of state bureaucracies) have now given way to demands for reductions in government spending, even for weapons. Though the decline in government support for higher education has been partially made up by parents of undergraduates for the last decade, college tuition increases are approaching their limits. On the one hand, colleges and universities confront reduced budgets and (...)
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  5.  17
    Strategic management planning in Catholic organisations: moving from dreams to reality.[Edited version of a paper delivered at the National Catholic Education. Conference (1996: Canberra)]. [REVIEW]Kelvin B. Canavan - 1997 - The Australasian Catholic Record 74 (2):192.
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  6.  18
    Studying and teaching ethnic African languages for Pan-African consciousness, Pan-Africanism and the African Renaissance: A Decolonising Task.Simphiwe Sesanti - 2021 - Filosofia Theoretica: Journal of African Philosophy, Culture and Religions 10 (1):145-164.
    In order to conquer and subjugate Africans, at the 1884 Berlin Conference, European countries dismembered Africa by carving her up into pieces and sharing her among themselves. European colonialists also antagonised Africans by setting up one ethnic African community against the other, thus promoting ethnic consciousness to undermine Pan-African consciousness. European powers also imposed their own “ethnic” languages, making them not only “official”, but also “international”. Consequently, as the Kenyan philosopher, Ngũgῖ wa Thiong’o, persuasively argues, through their (...)
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  7.  25
    Timothy Richard's Buddhist-Christian Studies.Lai Pan-Chiu - 2009 - Buddhist-Christian Studies 29:23-38.
    In lieu of an abstract, here is a brief excerpt of the content:Timothy Richard's Buddhist-Christian StudiesLai Pan-chiuTimothy Richard (1845–1919), one of the most well-known nineteenth-century British missionaries who worked in China, is still remembered today for his efforts to disseminate "Western learning" and to promote social welfare and political reform in China.2 Interestingly, although Richard's missionary, educational, and political activities undoubtedly dominated his life in China, he also found the time to translate a number of Buddhist texts from Chinese into (...)
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  8. Groundings : a revolutionary pan-African pedagogy for guerilla intellectuals.Jesse Benjamin & Devyn Springer - 2019 - In Derek Ford (ed.), Keywords in Radical Philosophy and Education: Common Concepts for Contemporary Movements. Boston: Brill.
  9.  13
    The Relevance of Robert Sobukwe’s Pan-Africanism in Contemporary South Africa.Lauren Marx - 2017 - Theoria 64 (153):128-143.
    Presently certain catchphrases and hashtags have been circulating and trending in the public discourse such as ‘white monopoly capital’, ‘radical economic transformation’ and movements’ phrases such as ‘fees must fall’ and ‘Black First Land First’ formulated in response to issues around education, land and race specifically. However, Robert Sobukwe, intellectual giant of the pan-Africanist struggle, articulated very strong beliefs underpinning these burning societal questions from as early as the 1940s. His incarceration, banishment and ultimate death in 1978 left a (...)
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  10.  17
    For the National Catholic Education Association.Edward M. Dwyer - 1955 - Proceedings of the American Catholic Philosophical Association 29:276-282.
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  11.  20
    Pan-Bantuist Globalization and African Development.Zekeh S. Gbotokuma - 2008 - Proceedings of the Xxii World Congress of Philosophy 28:77-84.
    Historically, the sub-Saharan Africans’ being-in-the-world with other peoples and nations has been characterized by a ‘Black-Out,’ or the exclusion of black Africans from full humanity and the violation of their human rights through slavery, colonization, apartheid, etc. So far globalization looks like another ‘Black-Out’ or recolonization, Westernization, homogenization, the universalization of the particular, and a jungle rather than an opportunity for all. This conception of globalization has resulted in skepticisms about, and fear of the phenomenon. Antiglobalization movements – e.g., the (...)
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  12.  22
    In service of the western World: Global citizenship education within a Ghanaian elite context.Adam Howard, Patrick Dickert, Gerald Owusu & DeVaughn Riley - 2018 - British Journal of Educational Studies 66 (4):497-514.
    This article employs postcolonial perspectives to examine the possibilities and limitations of drawing on Pan-African ideas to establish practices and meanings for global citizenship education at an elite secondary school in Ghana. In this examination, the authors explore the ways in which the school’s interventions to reinforce sameness/unity produce different understandings of global citizenship between students from different social class backgrounds. The article addresses how the school attempts to dissociate students from their native cultures for the purpose of (...)
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  13.  19
    Catholic Theological Ethics Past, Present, and Future: The Trento Conference Edited by James F. Keenan, and: The Social Mission of the US Catholic Church: A Theological Perspective by Charles E. Curran.Daniel Cosacchi - 2014 - Journal of the Society of Christian Ethics 34 (1):216-218.
    In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Catholic Theological Ethics Past, Present, and Future: The Trento Conference Edited by James F. Keenan, and: The Social Mission of the US Catholic Church: A Theological Perspective by Charles E. CurranDaniel CosacchiCatholic Theological Ethics Past, Present, and Future: The Trento Conference EDITED BY JAMES F. KEENAN Maryknoll, NY: Orbis Books, 2011. 337 pp. $40.00The Social Mission of the US Catholic Church: A Theological (...)
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  14.  37
    Towards an African Philosophy of Education.Philip Higgs - 2008 - Proceedings of the Xxii World Congress of Philosophy 37:99-106.
    In this paper I attempt to construct an African philosophy of education, focusing particularly on how notions of ubuntu and community guide educational practices.
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  15.  4
    Catholic Schools in England and Wales.Catholic Education Council - 1955 - British Journal of Educational Studies 3 (2):166.
  16.  24
    Employment-at-Will in the Context of Catholic Higher Education.Janette M. Blandford - 2002 - Proceedings of the American Catholic Philosophical Association 76:275-286.
    The principle of employment-at-will (EAW) holds that in the absence of an explicit agreement of contractually binding terms of employment, the employment relationship exists so long as both parties will it to continue. In practice, this means that the employer may terminate the employment relationship at any time, for any reason, thus giving rise to cases of wrongful termination. Just cause policies, on the other hand, require that employers follow both substantive and procedural due process in terminating a person’s employment. (...)
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  17.  9
    Employment-at-Will in the Context of Catholic Higher Education.Janette M. Blandford - 2002 - Proceedings of the American Catholic Philosophical Association 76:275-286.
    The principle of employment-at-will (EAW) holds that in the absence of an explicit agreement of contractually binding terms of employment, the employment relationship exists so long as both parties will it to continue. In practice, this means that the employer may terminate the employment relationship at any time, for any reason, thus giving rise to cases of wrongful termination. Just cause policies, on the other hand, require that employers follow both substantive and procedural due process in terminating a person’s employment. (...)
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  18.  22
    A Critical Race Theology Analysis of Catholic Social Teaching as Justification for Reparations to African Americans for Jim Crow.Nicholas Ensley Mitchell - 2022 - Journal of Catholic Social Thought 19 (2):251-273.
    This article is a critical race theology analysis that asserts that Catholic social teaching established in documents such as the Catechism of the Catholic Church, Populorum progressio, Caritas in veritate, and the Pontifical Council for Justice and Peace’s Contribution to the World Conference against Racism, Racial Discrimination, Xenophobia and Related Intolerance justifies reparations for the state of oppression commonly called Jim Crow, or segregation society, from the US government because it denied African Americans “truly human conditions.”.
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  19.  9
    Business ethics in the African context today: proceedings of the international conference held at Uganda Martyrs University, Nkozi, 9-12 September 1996.Michel Lejeune & Philipp W. Rosemann (eds.) - 1996 - Kampala: Konrad Adenauer Foundation.
  20.  50
    African Rites of Passage.Charles Serei - 1972 - Thought: Fordham University Quarterly 47 (2):281-294.
    African rites of passage serve as a cultural school educating the initiates and transmitting cultural values, tribal history, law, religious beliefs, moral laws, practical arts and etiquette.
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  21.  36
    Teacher and student with a critical pan-epistemic orientation: An ethical necessity for Africanising the educational curriculum in Africa.M. B. Ramose - 2016 - South African Journal of Philosophy 35 (4):546-555.
  22.  18
    What Is Happening to Our Beautiful Land?The Catholic Bishops’ Conference of the Philippines - 2007 - Journal of Catholic Social Thought 4 (2):487-496.
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  23.  10
    Law and Disorder: Ontario Catholic Bishops’ Opposition to Gay-Straight Alliances.Tonya D. Callaghan - 2014 - Paideusis: Journal of the Canadian Philosophy of Education Society 22 (1):28-37.
    Originating in the United States, a Gay/Straight Alliance (GSA) is an in-school student club whose focus is on making the school a safe space for lesbian, gay, bisexual, transgender and queer students and their straight allies by raising awareness about, and hopefully reducing, school-based homophobia. The ongoing struggle for GSAs in Canadian Catholic schools is one example of how clashes continue to be played out between Catholic canonical law and Canadian common law regarding sexual minorities. This paper draws (...)
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  24.  7
    Modern Christian living: a book on Christian approaches to social and ethical issues for use with the religious education syllabus of the East African Advanced Certificate of Education.B. Sharkey - 1979 - Nairobi: Oxford University Press. Edited by F. G. Welch.
  25.  15
    African Strategic Heritage Resource and the Challenge of Modernism.Alloy S. Ihuah - 2018 - Proceedings of the XXIII World Congress of Philosophy 47:83-88.
    This paper is an attempt to enter the discourse from an Africanist perspective. It draws attention to African Knowledge Systems as a critical resource in the continent’s transformation challenge. The paper articulates the logic for African transformation and argues why the continent must reclaim its lost and threatened knowledges for integration into development efforts. It explores the ‘African’ educational system as a major challenge facing the acceptance and integration of AKS in the transformation process and concludes that (...)
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  26.  20
    The Role of Metaphysics in a Catholic Liberal Education.Benedict M. Ashley - 1956 - Proceedings of the American Catholic Philosophical Association 30:85-102.
  27.  28
    Some Reflections on the African University.Bekele Gutema - 2008 - Proceedings of the Xxii World Congress of Philosophy 28:85-91.
    Some of the African universities were established just over half a century ago, the overwhelming majority of them coming into being after independence. They came into being largely not on the basis of the desire of the African peoples but rather to serve a purpose related to colonialism. Even when this was not the purpose, the way they were established and organized, i. e. irrelevant curricula biased against the local knowledge and culture and an equally biased faculty made (...)
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  28.  16
    The Role of Metaphysics in a Catholic Liberal Education.Edwin C. Garvey - 1956 - Proceedings of the American Catholic Philosophical Association 30:85-102.
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  29.  5
    Democracy, Higher Education Transformation, and Citizenship in South Africa.Yusef Waghid - 2006 - The Proceedings of the Twenty-First World Congress of Philosophy 4:153-158.
    Higher education restructuring in South Africa has been heavily influenced by policy processes which culminated in the formulation of several documents, including: the National Commission on Higher Education (NCHE) Report (1996), the Education White Paper 3 (EWP, 1997) entitled "A Programme for the Transformation of Higher Education", the Council on Higher Education (CHE) Report entitled "Towards a New Higher Education Laindscape: meeting the Equity, Quality and Social Development Imperatives of South Africa in the 21st (...)
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  30.  4
    Afrocentric education’s foundations of Wangari Maathai’s philosophical (ethical) leadership.Simphiwe Sesanti - 2021 - South African Journal of Philosophy 40 (4):395-409.
    The year 2021 marks the 10th anniversary of the passin g of Wangari Maathai, an environmentalist, women’s rights’ activist, Pan-Africanist, African Renaissance advocate and Nobel Peace Prize winner. Throughout her life – as a girlchild in primary school, a professional in higher education, a married woman and a politician – Maathai was confronted by and, in turn, confronted patriarchal practices in Kenya. An examination of Maathai’s life can easily mislead an observer into thinking that since American education (...)
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  31.  52
    Democracy, Higher Education Transformation, and Citizenship in South Africa.Yusef Waghid - 2006 - The Proceedings of the Twenty-First World Congress of Philosophy 4:153-158.
    Higher education restructuring in South Africa has been heavily influenced by policy processes which culminated in the formulation of several documents, including: the National Commission on Higher Education (NCHE) Report (1996), the Education White Paper 3 (EWP, 1997) entitled "A Programme for the Transformation of Higher Education", the Council on Higher Education (CHE) Report entitled "Towards a New Higher Education Laindscape: meeting the Equity, Quality and Social Development Imperatives of South Africa in the 21st (...)
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  32.  4
    Peace Education and the Northern Irish Conflict.André Lascaris - 2001 - Contagion: Journal of Violence, Mimesis, and Culture 8 (1):135-150.
    In lieu of an abstract, here is a brief excerpt of the content:PEACE EDUCATION AND THE NORTHERN IRISH CONFLICT André Lascaris Dominican Theological Center, Nijmegen The Northern Irish conflict can be interpreted as an anachronism. This is true in many aspects. However, in the last ten years we were confronted with many "anachronistic" conflicts: in former Yugoslavia, in Rwanda, Algeria, Colombia, and Afghanistan, to mention only some. In our postmodern times the division of the world into two rather neat (...)
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  33.  22
    Graduate Education in Philosophy.Richard J. Blackwell - 1971 - Proceedings of the American Catholic Philosophical Association 45:183-185.
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  34.  24
    Is Mandatory Autonomy Education in the Best Interests of Children?Melissa Moschella - 2015 - Proceedings of the American Catholic Philosophical Association 89:299-310.
    In this paper I argue that liberal proponents of mandatory autonomy education tend to overlook or underestimate the potential threats that such an education poses to the overall well-being of children (including, ironically, threats to the development of genuine autonomy). They do so by paying insufficient attention to the importance of moral virtue as a constitutive element of and precondition for genuine autonomy, and by failing to recognize how the development and consolidation of moral virtue may be undermined (...)
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  35.  5
    Maritain on Education for Freedom.Leo R. Ward - 1956 - Proceedings of the American Catholic Philosophical Association 30:154-159.
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  36. Proceedings of the 4th World Conference on Research Integrity: Brazil, Rio de Janeiro. 31 May - 3 June 2015.Lex Bouter, Melissa S. Anderson, Ana Marusic, Sabine Kleinert, Susan Zimmerman, Paulo S. L. Beirão, Laura Beranzoli, Giuseppe Di Capua, Silvia Peppoloni, Maria Betânia de Freitas Marques, Adriana Sousa, Claudia Rech, Torunn Ellefsen, Adele Flakke Johannessen, Jacob Holen, Raymond Tait, Jillon Van der Wall, John Chibnall, James M. DuBois, Farida Lada, Jigisha Patel, Stephanie Harriman, Leila Posenato Garcia, Adriana Nascimento Sousa, Cláudia Maria Correia Borges Rech, Oliveira Patrocínio, Raphaela Dias Fernandes, Laressa Lima Amâncio, Anja Gillis, David Gallacher, David Malwitz, Tom Lavrijssen, Mariusz Lubomirski, Malini Dasgupta, Katie Speanburg, Elizabeth C. Moylan, Maria K. Kowalczuk, Nikolas Offenhauser, Markus Feufel, Niklas Keller, Volker Bähr, Diego Oliveira Guedes, Douglas Leonardo Gomes Filho, Vincent Larivière, Rodrigo Costas, Daniele Fanelli, Mark William Neff, Aline Carolina de Oliveira Machado Prata, Limbanazo Matandika, Sonia Maria Ramos de Vasconcelos & Karina de A. Rocha - 2016 - Research Integrity and Peer Review 1 (Suppl 1).
    Table of contentsI1 Proceedings of the 4th World Conference on Research IntegrityConcurrent Sessions:1. Countries' systems and policies to foster research integrityCS01.1 Second time around: Implementing and embedding a review of responsible conduct of research policy and practice in an Australian research-intensive universitySusan Patricia O'BrienCS01.2 Measures to promote research integrity in a university: the case of an Asian universityDanny Chan, Frederick Leung2. Examples of research integrity education programmes in different countriesCS02.1 Development of a state-run “cyber education program of (...)
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  37.  17
    My Philosophical Education. Noonan - 1995 - Proceedings of the American Catholic Philosophical Association 69:29-33.
  38.  38
    Islamization of disciplines: Towards an indigenous educational system.Suleman Dangor - 2005 - Educational Philosophy and Theory 37 (4):519–531.
    The past two decades has witnessed the mushrooming of Islamic schools in Europe, the United States and South Africa. Initially these schools were concerned essentially with providing an Islamic ethos for learners. More recently, however, they have begun to focus on the process of Islamization. The Islamization project was initiated in the United States by Muslim academics including Isma’il al‐Faruqi, Syed Husain Nasr and Fazlur Rahman as a response to the secularisation of Muslim society, including its educational insitutions. In essence (...)
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  39.  12
    A Philosophy of Education for the Post-War World.John J. Wright - 1943 - Proceedings and Addresses of the American Philosophical Association 19:88.
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  40.  4
    Lonergan on the Human Good in an African Idiom.David Burrell - 2011 - Lonergan Workshop 25:1-11.
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  41.  6
    Approaches to Education for Character. [REVIEW]O. H. S. - 1969 - Review of Metaphysics 23 (2):361-362.
    These papers were delivered at the 1966 Meeting of the Conference on Science, Philosophy, and Religion in Their Relation to the Democratic Way of Life. They all deal in some way with education and professional training, although, in spite of the subtitle's enticement, there is almost no discussion of strategy for change in higher education. There is much hard analysis of what is going on in higher education and even a little musing about how things might (...)
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  42.  10
    Approaches to Education for Character. [REVIEW]S. O. H. - 1969 - Review of Metaphysics 23 (2):361-362.
    These papers were delivered at the 1966 Meeting of the Conference on Science, Philosophy, and Religion in Their Relation to the Democratic Way of Life. They all deal in some way with education and professional training, although, in spite of the subtitle's enticement, there is almost no discussion of strategy for change in higher education. There is much hard analysis of what is going on in higher education and even a little musing about how things might (...)
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  43.  38
    Propaganda and Education in Systems of Government.Francis X. O’Reilly - 1945 - Proceedings of the American Catholic Philosophical Association 20:114-119.
  44.  11
    Individualized Mastery Education.S. K. Lindemann - 1973 - Proceedings of the American Catholic Philosophical Association 47:130-134.
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  45.  14
    Philosophy of Education.Louis J. A. Mercier - 1937 - Proceedings of the American Catholic Philosophical Association 13:132-143.
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  46.  18
    Maritain on Education for Freedom.Leo R. Ward - 1956 - Proceedings of the American Catholic Philosophical Association 30:154-159.
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  47.  7
    Post-Secondary Education.Frederick E. Crowe - 1985 - Lonergan Workshop 5 (9999):109-132.
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  48. Thomas Aquinas and Karl Barth: An Unofficial Catholic-Protestant Dialogue ed. by Bruce L. McCormack and Thomas Joseph White.Frederick Christian Bauerschmidt - 2016 - The Thomist 80 (2):301-305.
    In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Thomas Aquinas and Karl Barth: An Unofficial Catholic-Protestant Dialogue ed. by Bruce L. McCormack and Thomas Joseph WhiteFrederick Christian BauerschmidtThomas Aquinas and Karl Barth: An Unofficial Catholic-Protestant Dialogue. Edited by Bruce L. McCormack and Thomas Joseph White, O.P. Grand Rapids, Mich.: Eerdmans, 2013. Pp. viii + 304. $36.00 (paper). ISBN: 978-0-8028-6976-0.The essays collected in Thomas Aquinas and Karl Barth: An Unofficial Catholic-Protestant Dialogue are the (...)
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  49.  4
    New Vistas for Philosophy in Secondary Education.Hugo W. Thompson - 1973 - Proceedings of the American Catholic Philosophical Association 47:110-114.
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  50.  21
    Islamization of Disciplines: Towards an indigenous educational system.Suleman Dangor - 2005 - Educational Philosophy and Theory 37 (4):519-531.
    The past two decades has witnessed the mushrooming of Islamic schools in Europe, the United States and South Africa. Initially these schools were concerned essentially with providing an Islamic ethos for learners. More recently, however, they have begun to focus on the process of Islamization. The Islamization project was initiated in the United States by Muslim academics including Isma’il al‐Faruqi, Syed Husain Nasr and Fazlur Rahman as a response to the secularisation of Muslim society, including its educational insitutions. In essence (...)
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