murabbiled 2

7/27/2019 murabbiled 2

1/4

SUMMARY OGenerally, curriculum is understood as all the learningthat has been planned and guided by school whether it will be carried outindividual or group and formal or informal. However, Habermas' Theory ofKnowledge-Constitutive Interests (KCI) proposes 3 types of knowledge which

are bound by certain human interest. There are empirical and analytic interest,historical and hermeneutics sciences and lastly is emancipatory interest.Grundy argues that Aristotle's disposition of techne, phronesis and praxiscorrespond to different forms of knowledge which then give rise to threedifferent forms of curriculum which are technical, practical and critical.

In addition to that, curriculum as technical basically concern with producing a

product according to certain planned activities. Curriculum as practical refers to

the encouragement to always make the practice in order to make them more

understand to perform good rather than correct. Besides that, there is also

another curriculum that is mentioned by Habermas, which is critical.Curriculum as critical means to develop critical and creative individuals to form

ideas in learning that can transform society to become more reliable. It also

means that students can interchangbly change their role with teachers as both

can develop each others potentials.

Three form of knowledge and their views of education. Technical is aiming to

produce a person who are rational and skillful. It is a social reproduction. The

knowledge is objective. Teachers as the implementer. Meanwhile, practical is

aiming for person who are able to make meaning and practical. It is a social

reconstruction. The knowledge are subjective and the teachers as a facilitator

whereas critical aims to develop individuals to become critical and active. It is

social transformation. The knowledge is consensual and based on reflection

and self-interpretation teachers as a moderator or coordinator.

On the other hand, Islamic education can be defined in two ways which is

taught subject and the curriculum. The first is when Islamic education means

taught subject in the national school and the second is the curriculum of the

Islamic religious schools. The point is to teach the process and not the product

because if the end of Islamic education to develop good Muslims. The

technical view of education explains the failure of Islamic education in

fulfilling its noble aim which is supposedly to produce good Muslims. Yet, the

advantage of technical curriculum is power-knowledge relationship in which

objective and scientific knowledge. In Islam, it seems to be the advancement of

science and technology had challenge the concept of morality and spirituality.

Also, Kazmi (1999) has explained the Islamic education as personalized

knowledge . He divided into theoretical and personalised knowledge.

Theoretical knowledge is constitutive of Hebermas practical knowledge. Bothof the knowledge distinct but complements each other. Teacher must be able to

demonstrate the ability to understand, think critically, reflect and make good


2/4

judgement.

Finally, in all level of education and knowledge, teachers are the most essential

element. In terms of Islamic education, the concept of Murabbi plays crucial

roles to teach the value of Islamic education. Murabbi not only teaches what

she/he knows but need to practice the knowledge and be a good muslim in adaily life. As a example, Prophet Muhammad is the best In addition to that,

curriculum as technical basically concern with producing a product according to

certain planned activities. Curriculum as practical refers to the encouragement

to always make the practice in order to make them more understand to

perform good rather than correct. Besides that, there is also another curriculum

that is mentioned by Habermas, which is critical. Curriculum as critical means

to develop critical and creative individuals to form ideas in learning that can

transform society to become more reliable. It also means that students can

interchangbly change their role with teachers as both can develop each otherspotentials.Murabbi, because he has reached the level of the goodness in his

life

What is Murabbi

Murabbi is the term chosen to refer to the ADIL facilitators. The term 'Murabbi' is specially chosen

as it represents someone who not only teach and educate, but also someone who will guide his/her

students in their capacity building as a confidence Muslim in the context of our contemporary

world. A Murabbi is a social agent in developing strong Muslim individuals who is knowledgeable,

strong in their faith and above all, be a truly practicing believer of the Islamic faith who is able tocontribute for the betterment of our shared humanity.

F ARTICLE ENTITLED TOWARDS THE

DEVELOPMENT OF A MURABBI BY

SUHAILAH HUSSIENGenerally, curriculum is understood as all the learning that has been

planned and guided by school whether it will be carried out individual or group

and formal or informal. However, Habermas' Theory of Knowledge-Constitutive

Interests (KCI) proposes 3 types of knowledge which are bound by certain

human interest. There are empirical and analytic interest, historical and

hermeneutics sciences and lastly is emancipatory interest. Grundy argues that

Aristotle's disposition of techne, phronesis and praxis correspond to different

forms of knowledge which then give rise to three different forms of curriculum

which are technical, practical and critical.

In addition to that, curriculum as technical basically concern with


3/4

producing a product according to certain planned activities. Curriculum as

practical refers to the encouragement to always make the practice in order to

make them more understand to perform good rather than correct. Besides that,

there is also another curriculum that is mentioned by Habermas, which is

critical. Curriculum as critical means to develop critical and creative individuals

to form ideas in learning that can transform society to become more reliable. It

also means that students can interchangbly change their role with teachers as

both can develop each others potentials.

Three form of knowledge and their views of education. Technical is

aiming to produce a person who are rational and skillful. It is a social

reproduction. The knowledge is objective. Teachers as the implementer.

Meanwhile, practical is aiming for person who are able to make meaning and

practical. It is a social reconstruction. The knowledge are subjective and the

teachers as a facilitator whereas critical aims to develop individuals to become

critical and active. It is social transformation. The knowledge is consensual and

based on reflection and self-interpretation teachers as a moderator or

coordinator.

On the other hand, Islamic education can be defined in two ways which is

taught subject and the curriculum. The first is when Islamic education means

taught subject in the national school and the second is the curriculum of the

Islamic religious schools. The point is to teach the process and not the product

because if the end of Islamic education to develop good Muslims. The

technical view of education explains the failure of Islamic education in

fulfilling its noble aim which is supposedly to produce good Muslims. Yet, the

advantage of technical curriculum is power-knowledge relationship in which

objective and scientific knowledge. In Islam, it seems to be the advancement of

science and technology had challenge the concept of morality and spirituality.

Also, Kazmi (1999) has explained the Islamic education as personalized

knowledge . He divided into theoretical and personalised knowledge.

Theoretical knowledge is constitutive of Hebermas practical knowledge. Both

of the knowledge distinct but complements each other. Teacher must be able to

demonstrate the ability to understand, think critically, reflect and make good

judgement.


4/4

Finally, in all level of education and knowledge, teachers are the most

essential element. In terms of Islamic education, the concept of Murabbi plays

crucial roles to teach the value of Islamic education. Murabbi not only teaches

what she/he knows but need to practice the knowledge and be a good muslim

in a daily life. As a example, Prophet Muhammad is the best Murabbi, because

he has reached the level of the goodness in his life.

murabbiled 2

Documents