Islamic Education
Explore the Islamic vision of education as the cultivation of knowledge, character, wisdom, and excellence.
The syllabus.
Description
This course invites students into a sustained and searching engagement with the intellectual heritage of Islamic education, as a living tradition with urgent implications for how we think, teach, and learn today. The course unfolds in two interconnected parts. The first part returns to the classical foundations of Islamic educational thought. Students will grapple with foundational questions including what makes education distinctively Islamic? They will explore how towering figures such as al-Ghazali and Syed Muhammad Naquib al-Attas understood the relationship between questioning, criticality, and the pursuit of haqiqa (truth or reality). Drawing on Ibn Tufayl’s philosophical novel alongside Rousseau’s Émile, students will explore enduring tensions between human agency and social structure in the formation of the educated self. The unit culminates in a rich examination of educational relationships: between teacher and learner, self and Divine, and self and world, as the ground of ma’rifa (gnosis, or intimate knowing).
The second part, bridges these classical insights into the lived realities of contemporary Islamic schools. Students will develop critical tools for examining the philosophical assumptions embedded in mainstream educational systems, before turning inward to ask what a genuine reconnection with the Islamic educational tradition actually demands of educators and institutions. Through case studies of renewal in Islamic schools, students will encounter communities rethinking practice from both above and below. The course closes with an honest reckoning with the barriers practitioners face when trying to sustain deep philosophical commitments in institutional contexts. Together, the two parts offer students a rigorous, spiritually grounded, and practically oriented introduction to Islamic educational thought.
Target Audience and Prerequisites
This course is designed for students, academics, and anyone interested in engaging seriously with the intellectual traditions of Islamic civilization. No prior academic background in the subject is required unless otherwise specified. Participants need only bring intellectual curiosity, openness to new ideas, and a willingness to engage thoughtfully with the course materials and discussions.
Texts
Memon, N. & Zaman, M. (Eds.), (2016) Philosophies of Islamic Education: Historical Perspectives and Emerging Discourses. Oxford UK: Routledge
Memon, N. A., Alhashmi, M. & Abdalla, M. (Eds). (2021) Curriculum Renewal for Islamic Education: Critical perspectives on teaching Islam in primary and secondary schools. Oxford UK: Routledge
Memon, N. A., Abdalla, M. & Chown, D. (2026) Islamic Schools of Distinction: Learning and Teaching Rooted in the Islamic Worldview. Palgrave Macmillan
Readings will be mainly selected from the texts. Only one reading is required per session. Additional readings that have been provided are optional.
Schedule of Meetings
Part I Classical Foundations
October 27
What is Islamic about Islamic Education?
Readings:
- Philosophies of Islamic Education – Introduction pp1-16 by Mujadad Zaman
- Ahmed, F., & Chowdhury, S. (2024). Rethinking contemporary schooling in Muslim contexts: An Islamic conceptual framework for reconstructing K-12 education. Educational Philosophy and Theory, https://doi.org/10.1080/00131857.2024.2411325
November 3
Questioning, Criticality, and Haqiqah - Al-Ghazali, Naquib Al-Attas and Vygotsky
Readings:
- Ahmed, F., and Lawson, I. (2016). Teaching Islam: Are there pedagogical limits to critical inquiry? pp236-252 In N. Memon and M. Zaman (Eds.), Philosophies of Islamic Education: Historical Perspectives and Emerging Discourses. Oxford UK: Routledge
- The Deliverance from Error – Abu Hamid al-Ghazali
November 10
Agency, Structure and Justice - Ibn Tufayl, Rousseau and Robinson Crusoe
Readings (read a few pages from each or summaries):
- Hayy ibn Yaqzan – Ibn Tufayl
- Emile – Jean-Jacques Rousseau
- Robinson Crusoe – Daniel Defoe
November 17
Relationships, Relationality and Ma’rifa
Readings:
- Ahmed, F. (2021). Devising an Islamic Approach to Learning and Teaching through Hadith Jibra’il: Reorienting ourselves to education from within and Islamic worldview. pp199-212.
- Zaman, M. (2021). Sitting, Debating, Memorising and Discipleship: Considering historical patterns of Islamic Pedagogy. pp213-227.
Part II Contemporary Implications
November 24
Beginning with Critique: Unpacking Philosophical Commitments in Contemporary Schooling
Readings:
Abdalla, M.; Chown, D.; and Memon, N. (2026) “Chapter 2: From Worldview to Praxis: Islamic Schooling Renewal through Design and Distinction.”
December 1
Inward Turn: What Reconnecting with Education in the Islamic Tradition Entails
Readings:
Memon, N.A.; Abdalla, M.; Chown, D. Laying Foundations for Islamic Teacher Education. Educ. Sci. 2024, 14, 1046. https://doi.org/10.3390/educsci14101046
December 8
Case Studies of Renewal: Islamic Schools Rethinking Practice Top Down and Bottom Up
Readings:
Memon, N. A., Abdalla, M. & Chown, D. (2026) Islamic Schools of Distinction: Learning and Teaching Rooted in the Islamic Worldview. Palgrave Macmillan (Parts II and III)
December 15
Navigating Barriers: Maintaining Momentum with Deep Philosophical Commitments
Readings:
Memon, N. A., Abdalla, M. & Chown, D. (2026) Islamic Schools of Distinction: Learning and Teaching Rooted in the Islamic Worldview. Palgrave Macmillan (Part IV)
A working command of the vocabulary of Islamic metaphysics — wujūd, māhiyya, the gradation of being — used precisely, not loosely.
The capacity to read primary texts of Ibn Sīnā and Mullā Ṣadrā with comprehension rather than reverence alone.
An understanding of why the tradition treats metaphysics as the science of realities — and what that claim asks of the knower.
Direct exchange with Professor Nasr in open Q&A after every session — the part no book can replace.
Nadeem Memon is an Associate Professor at the Centre for Islamic Thought and Education (CITE) at the Adelaide University (AU).
In their own words.
The most valuable aspect of the course was:
“Discovering that Islam is so much deeper than I thought it was. I've been searching for the longest time for something within Islam that was intellectually satisfying… I really hope you'll do more of these courses!”
“Prof. Rustom, with his cheerful manner and fluent expression, made even difficult concepts understandable in simple language.”
"The most valuable aspect of the course for me was understanding how Islamic teachings integrate spiritual, emotional, and physical healing. It helped me see health not just as a medical condition, but as a holistic balance rooted in faith, ethics, and compassion."
“Studying with Professor Chittick was deeply transformative and an immense privilege.”
“This was a wonderful, intellectually stimulating course! I especially appreciated the interactions with other students and Dr. Faruque’s responses to my questions, as well as the care taken to accurately present alternative viewpoints.”
The thing I liked about this most was:
“Its profound exploration of the spiritual and intellectual foundations of reality in Islam—particularly how metaphysical principles connect the Divine, cosmos, and human soul.”
“Very pleasurable to hear God spoken of in the context of an academic frame.”
"Thank you for sharing your knowledge and for the positive influence you've had in my life and the lives of those around me. Your lectures continue to inspire me to explore alternative paths and to support others in their healing journeys."
“It was a great honor and privilege for me to be able to attend Professor Chittick’s class. His mastery and knowledge of the subject of cosmology made the class very interesting.”
Professor Faruque’s course marked a shift from viewing AI as a technical challenge to an ontological one. In an era where “Dataism” threatens to reduce the human soul to a series of algorithms, this course provided a vital intellectual defense of the anthropocosmic self. Professor Faruque brilliantly articulated that while AI can process information, it cannot embody knowledge as a “mode of being.”
“The most valuable aspect of this course for me was gaining a deeper understanding of the foundations and significance of Muslim metaphysics.”
"The course provided a powerful argument in support of alternative healing through holistically making the learners identify with the entirety of life than just material and physical form."
“I felt transported to a different realm during every class, which almost never happens in an academic course. My heart and intellect were both fully engaged. This was due to Professor Chittick's deep knowledge, mastery/love for the subject, and exceptional skills as an orator.”
“This course needs to be translated into other languages spoken in the Muslim world and made more accessible to those audiences.”
“I’m very grateful to attend his astonishing lectures this fall initiated by the Tokat Institute. Barakallah.”
“I have greatly benefited from the alternative approaches to healing and well-being that your lectures provide. Your insights have opened my eyes to the deeper connections between mind, body, and spirit.”
“The most valuable aspect of this course was that Professor Chittick presented Islamic cosmology on its own terms rather than through a diluted Western philosophical lens.”
“This course helped me find answers to many questions that we need to address now and in the near future. Dr. Faruque delivered the course in a highly credible and professional manner.”
“Clarified my understanding of what Islamic metaphysics is, which I hadn’t understood, and the destructive influence of empiricism and related modern ideas/mindsets. This is a very freeing thing!”
“Very happy with the course and I hope there will be more similar courses in the future.”
“Dr. Chittick's presence and vast knowledge of the subject is invaluable.”
“The instructor’s openness to welcoming questions, critiques, and additions was what truly made the course engaging and valuable. The instructor's efforts and knowledge are undoubtedly appreciated.”
“The most valuable aspect of this course was the presence, wisdom, experiences, and discourses of beloved Mohammed Rustom. Following that is the amazing book he has written. What a gem. Great translations. Organized beautifully. The third aspect is the community of beloveds who joined, shared, and contributed with their presences and questions.”
“In this course Professor Chittick offered us a compact and stimulating presentation of Islamic cosmology. His lectures were well-informed and gave us a clear window into the basic concepts related to the field.”
“The themes covered, the resources (articles, books, and lecture slides) shared, and the thought-provoking lectures were all deeply enriching.”
“Absolutely amazing! please offer more of the same! Please!”
“The depth of reflection that was nurtured in the course was very helpful. An excellent course!”
“Your insights and scholarship have tremendously enriched my understanding of the subject. I have found your teaching style to be both informative and inspiring, and I appreciate the effort you put into making complex topics accessible.”
“The way the epistemic foundations of AI were expounded upon helped one see the trajectory of how we have arrived at this point, and how AI is a result and manifestation of this convoluted way of understanding consciousness, humanity, God, nature, and existence. I am grateful to Professor Faruque for sharing his views and perspectives on this topic, as well as his knowledge, which spans technology, religion, and spirituality.”
“I can’t overstate how amazing your class was and its impact on me. ‘Ayn Al-Qudāt is now a household name in our family. My oldest daughter and I would read passages from Inrushes of the Heart (incredible title), many of which are both beautiful and thought-provoking.”
“I would highly recommend it to others.”
