The Islamization of Knowledge is a conceptual framework that originates from Islamic philosophy, advocating for the integration of Islamic teachings with modern academic disciplines, such as the social sciences, management sciences, humanities, sciences, engineering, and technology. This model posits that all knowledge and science should be consistent with the principles of Islam, aiming to foster a holistic understanding of the world through an Islamic worldview.
In secular usage, religious education is the teaching of a particular religion and its varied aspects: its beliefs, doctrines, rituals, customs, rites, and personal roles. In Western and secular culture, religious education implies a type of education which is largely separate from academia, and which (generally) regards religious belief as a fundamental tenet and operating modality, as well as a prerequisite for attendance.
Madrasa, sometimes transliterated as madrasah or madrassa, is the Arabic word for any type of educational institution, secular or religious, whether for elementary education or higher learning. In countries outside the Arab world, the word usually refers to a specific type of religious school or college for the study of the religion of Islam, though this may not be the only subject studied.
A seminary, school of theology, theological college, or divinity school, is an educational institution for educating students in scripture and theology, generally to prepare them for ordination to serve as clergy, in academics, or mostly in Christian ministry.
The French law on secularity and conspicuous religious symbols in schools bans wearing conspicuous religious symbols in French public primary and secondary schools. The law is an amendment to the French Code of Education that expands principles founded in existing French law, especially the constitutional requirement of laïcité: the separation of state and religious activities.
A parochial school is a private primary or secondary school affiliated with a religious organization, and whose curriculum includes general religious education in addition to secular subjects, such as science, mathematics and language arts. The word parochial comes from the same root as "parish", and parochial schools were originally the educational wing of the local parish church. Christian parochial schools are called "church schools" or "Christian schools."
A Christian school is a religious school run on Christian principles or by a Christian organization.
Education in Indonesia falls under the responsibility of the Ministry of Education, Culture, Research, and Technology and the Ministry of Religious Affairs. In Indonesia, all citizens must undertake twelve years of compulsory education which consists of six years at elementary level and three each at middle and high school levels. Islamic, Christian, Hinduism, Buddhist and Confucianism schools are under the responsibility of the Ministry of Religious Affairs.
Religious education is the term given to education concerned with religion. It may refer to education provided by a church or religious organization, for instruction in doctrine and faith, or for education in various aspects of religion, but without explicitly religious or moral aims, e.g. in a school or college. The term is often known as religious studies.
A Midrasha, typically, is an institute of Torah study for women of post-high-school age, somewhat equivalent to a men's yeshiva; most are located in Israel. The midrasha is also somewhat parallel to a "women's seminary", which functions in a similar form. While the terms may sometimes become interchangeable, "midrashot" are commonly linked to Religious Zionism, while the women's "seminaries" are usually associated with Haredi Judaism.
A faith school is a school in the United Kingdom that teaches a general curriculum but which has a particular religious character or formal links with a religious or faith-based organisation. The term is most commonly applied to state-funded faith schools, although many independent schools also have religious characteristics.
Education in Turkey is governed by a national system which was established in accordance with Atatürk's Reforms. It is a state-supervised system designed to produce a skillful professional class for the social and economic institutes of the country.
Freedom of education is the right for parents to have their children educated in accordance with their religious and other views, allowing groups to be able to educate children without being impeded by the nation state.
Pesantren is a traditional Islamic boarding school in Indonesia. It is taught either in private houses, a pondok or a mosque, the teaching includes classical Islamic texts and santri thought, taught by kyais. According to one popular tradition, the pesantren education system originated from traditional Javanese pondokan, dormitories, ashrams for Hindus or viharas for Buddhists to learn religious philosophies, martial arts, and meditation. Institutions much like them are found across the Islamic world and are called pondok in Malaysia, Southern Thailand and madrasas in India and Pakistan and much of the Arabic-speaking world. The pesantren aims to deepen knowledge of the Quran, particularly through the study of Arabic, traditions of exegesis, the Sayings of the Prophet, law and logic. The term pesantren derives from the root word santri or student -- pe-santri-an or the place of the santri.
Freedom of religion is the freedom to practice religion, change one's religion, mix religions, or to be irreligious. Religion in the State of Palestine plays a strong role in society, including in the legal system and the educational system.
Religion in Israeli schools refers to the presence, influence or instruction of religion and its related subjects at educational institutions in Israel. The Israeli government recognizes schools providing religious education, including publicly-funded or privatized. Education in Israel, at all age levels through tertiary, accommodates religious schools and the teaching of religion, coordinated with the supervised structure and mandated curriculum set by the Israeli Ministry of Education. Religion plays a role in the formal and some informal education of all students in Israel.
The West Bengal Board of Madrasah Education is the state government administered autonomous examining authority for affiliated and recognized madrasahs in West Bengal, India. Perhaps among the oldest post-secondary boards in India, it is the only madrasah board that is recognized by the Government of India. It is one of the parastatal organization of the Minority Affairs and Madrasah Education Department. The West Bengal Board of Madrasah Education is the West Bengal state government administered autonomous examining authority for the High Madrasah examination of West Bengal, India. It has come into force by the West Bengal Board of Madrasah Education Act-1994.
Madrasahs in Singapore are full-time, religious institutions that offer a pedagogical mix of Islamic religious education and secular education in their curricula. While the Arabic term 'madrasah' literally translates to 'school', whether religious or secular, the term 'madrasah' is legally and colloquially defined in Singapore today as an 'Islamic religious school'. There are currently six madrasahs in Singapore offering primary to tertiary education, namely, Aljunied Al-Islamiah, Irsyad Zuhri Al-Islamiah, Al-Maarif Al-Islamiah, Alsagoff Al-Arabiah, Al-Arabiah Al-Islamiah, and Wak Tanjong Al-Islamiah. Four of them are co-educational, while the other two offer madrasah education exclusively to girls.
Education has played a central role in Islam since the beginnings of the religion, owing in part to the centrality of scripture and its study in the Islamic tradition. Before the modern era, education would begin at a young age with study of Arabic and the Quran. For the first few centuries of Islam, educational settings were entirely informal, but beginning in the 11th and 12th centuries, the ruling elites began to establish institutions of higher religious learning known as madrasas in an effort to secure support and cooperation of the ulema. Madrasas soon multiplied throughout the Islamic world, which helped to spread Islamic learning beyond urban centers and to unite diverse Islamic communities in a shared cultural project. Madrasas were devoted principally to study of Islamic law, but they also offered other subjects such as theology, medicine, and mathematics. Muslims historically distinguished disciplines inherited from pre-Islamic civilizations, such as philosophy and medicine, which they called "sciences of the ancients" or "rational sciences", from Islamic religious sciences. Sciences of the former type flourished for several centuries, and their transmission formed part of the educational framework in classical and medieval Islam. In some cases, they were supported by institutions such as the House of Wisdom in Baghdad, but more often they were transmitted informally from teacher to student.
The status of religious freedom in Africa varies from country to country. States can differ based on whether or not they guarantee equal treatment under law for followers of different religions, whether they establish a state religion, the extent to which religious organizations operating within the country are policed, and the extent to which religious law is used as a basis for the country's legal code.
