A model for Islamic education from Turkey: the Imam-Hatip schools
The aim of this article is to examine the Imam-Hatip schools and their basic features, the characteristic model of Islamic education in Turkey that was proposed as an alternative model for other Muslim countries during their madrasa reform movements in the aftermath of the September 11 events in the...
| Authors: | ; |
|---|---|
| Tipo de documento: | Electronic/Print Artigo |
| Idioma: | Inglês |
| Verificar disponibilidade: | HBZ Gateway |
| Journals Online & Print: | Carregar...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publicado em: |
Routledge
[2017]
|
| Em: |
British journal of religious education
Ano: 2017, Volume: 39, Número: 3, Páginas: 279-292 |
| (Cadeias de) Palavra- chave padrão: | B
Imam-Hatip Lisesi
/ Formação escolar
/ Imame
/ Formação
|
| Classificações IxTheo: | BJ Islã FB Formação teológica KBL Oriente Médio |
| Outras palavras-chave: | B
Islamic Education
B Imam-Hatip Schools B Turkish Islamic education model |
| Acesso em linha: |
Volltext (doi) |
| Resumo: | The aim of this article is to examine the Imam-Hatip schools and their basic features, the characteristic model of Islamic education in Turkey that was proposed as an alternative model for other Muslim countries during their madrasa reform movements in the aftermath of the September 11 events in the USA. In the continuation of the madrasa tradition during the Saljuki period under state supervision, along with the modernisation efforts in education since the late Ottoman period, these schools have been revitalised and adapted to the contemporary conditions of educational institutions. At the foundation of these schools, there lay a notion of reconciliation between the ‘traditional’ and ‘modern’. Throughout the years of the Turkish Republic, these schools have constantly become a controversial issue in terms of their number, structure, and student and alumni profiles. Especially after the opening process of the Turkish people and Turkish foreign policies to the world, the issue has become an international one since the 1980s. After the events of 11 September 2001, these schools were offered as an alternative model for madrasas in Muslim countries and therefore drew international attention to themselves. |
|---|---|
| ISSN: | 0141-6200 |
| Obras secundárias: | Enthalten in: British journal of religious education
|
| Persistent identifiers: | DOI: 10.1080/01416200.2015.1128390 |