al-Ittijahat al-Haditha fi Takhtit al-Manahij al-Dirasiyya fi Daw al-Tawjihat al-Islamiyya
- Author died
- -
- Editions
- Dar Al-Fikr Al-Arabi
al-Ittijahat al-Haditha fi Takhtit al-Manahij al-Dirasiyya fi Daw al-Tawjihat al-Islamiyya (Modern Trends in Curriculum Planning in Light of Islamic Directives) is an educational treatise by Mahmud Ahmad Shawqi completed in 1417 AH / 1997 CE, focusing on the theory and procedural methodology of planning school curricula according to Islamic principles and contemporary educational developments.
Background and Purpose
The author composed the work over a period of more than ten years, consulting scholars of Islamic jurisprudence and reviewing published pedagogical literature. Alongside his earlier writings, Asasiyyat al-Manhaj al-Dirasi wa-Muhimmatuh (Fundamentals of the School Curriculum and Its Tasks) and Tatwir al-Manahij al-Dirasiyya (Development of School Curricula), the book represents an effort to construct curriculum studies on Islamic teachings. The stated purpose is to formulate an independent educational policy rooted in the Quran and the Sunnah that preserves cultural identity while adopting beneficial modern scientific, technological, and pedagogical methods.
Structure and Contents
The book is organized into four main parts (abwab) comprising twelve chapters (fusul):
- Part One: The Concept of Curriculum Planning and Its Main Areas: Discusses definitions of planning, instructional planning for teachers, and curriculum planning under Islamic guidance (Chapter 1), followed by applications such as field practicum, annual and unit planning, lesson design, and addressing individual differences among learners (Chapter 2).
- Part Two: General Foundations of Curriculum Planning: Examines the characteristics of Islamic education (Chapter 3), the conception and attributes of knowledge in Islam (Chapter 4), the rationale and methodology of the Islamic orientation of sciences (Chapter 5), and contemporary global trends in educational policy, teacher education, and curriculum development (Chapter 6).
- Part Three: Sources of Curriculum Experiences: Derives the nature, developmental stages, and life purpose of the learner from scriptural sources (Chapter 7), analyzes the foundational characteristics of the Muslim community (Chapter 8), and outlines the role of subject matter, Muslim scholarly contributions, and scientific and technological culture as experiential sources for curricula (Chapter 9).
- Part Four: Procedural Steps of Curriculum Planning and Its Obstacles: Details the procedural steps for preparing objectives, content, instructional methods, educational technology, activities, and evaluation tools (Chapter 10), covers field implementation, training, experimentation, and generalization (Chapter 11), and classifies the administrative, technical, societal, political, and financial obstacles facing curriculum planning (Chapter 12).
Answer updated