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: | ; |
|---|---|
| Format: | Electronic/Print Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Routledge
[2017]
|
| In: |
British journal of religious education
Year: 2017, Volume: 39, Issue: 3, Pages: 279-292 |
| Standardized Subjects / Keyword chains: | B
İmam-Hatip Lisesi
/ School education
/ Imam
/ Training
|
| IxTheo Classification: | BJ Islam FB Theological education KBL Near East and North Africa |
| Further subjects: | B
Islamic Education
B Imam-Hatip Schools B Turkish Islamic education model |
| Online Access: |
Volltext (doi) |
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| 245 | 1 | 2 | |a A model for Islamic education from Turkey |b the Imam-Hatip schools |c İbrahim Aşlamacı (İnönü University, Malatya, Turkey) and Recep Kaymakcan (The Ministry of Youth and Sports, Ankara, Turkey) |
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| 520 | |a 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. | ||
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| STB | 0 | 0 | |a Formation,Formation scolaire,Imam,Lycée imam hatip |
| STC | 0 | 0 | |a Formación,Formación escolar,Imam-Hatip Lisesi,Imán |
| STD | 0 | 0 | |a Formazione scolastica,Formazione,Formazione professionale,Formazione professionale,Imam,İmam-Hatip Lises,Scuola secondaria per la formazione di imam (Turchia),Scuola secondaria per la formazione di imam |
| STE | 0 | 0 | |a 伊玛目,学校教育,职业教育,职业培训 |
| STF | 0 | 0 | |a 伊瑪目,學校教育,職業教育,職業培訓 |
| STG | 0 | 0 | |a Formação,Formação escolar,Imam-Hatip Lisesi,Imame |
| STH | 0 | 0 | |a Имам,Обучение,Школа имам-хатип,Школьное образование |
| STI | 0 | 0 | |a İmam-Hatip Lisesi,Σχολείο Ιμάμ Χατίπ,Ιμάμης,Κατάρτιση,Επαγγελματική εκπαίδευση,Σχολική εκπαίδευση |
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