The Social Sciences

Year: 2016
Volume: 11
Issue: 2
Page No. 156 - 163

Islamic Education and the Implication of Educational Dualism

Authors : Tahir Abdurrahman Abubakar, Abdul Hakim Abdullah, Adamu Zakiyu Ubale and Rahimah Embong

Abstract: Prior to the euro-colonial adventurers in Nigeria and Malaysia, Islam was subsumed a complete way of life and Islamic system of education was referred as a holistic approach to learning as was the case in the early ages of Islamic civilization. A dual system, spiritual and material approaches were incidentally employed, each of which is differ to the other. The two systems have different approach to education and made unrelated provisions towards the development of mankind. The focus of Islamic education was on integrating individuals who are masters in their specializations and are equipped with fundamental values of Islam. Thus, the real purpose of man as an ‘abd’ (worshipper) and his natural role as khalifatullah (Allah’s vicegerent) on earth can be achieved. The newly imported system falls short as it focuses on physical wellbeing and the temporal life achievement, these systems has negatively impacted the individuals, family and the entire communal life. As such the Islamic education faces chronic challenges from different dimensions resulting from the amalgamation. This also created it continues collapse unconditionally. This study will purposely describe the clear concept of Islamic education, its philosophy and the implication of educational dualism. The study will analyse the chronic nature and numerous implication of educational dualism on social and educational well-beings in both countries. The study will also suggest recommendations to strategize efforts for the reformation of contents, methods and curriculum so as to plan for the real integrative system with balance policies as promoted by Islamic education.

How to cite this article:

Tahir Abdurrahman Abubakar, Abdul Hakim Abdullah, Adamu Zakiyu Ubale and Rahimah Embong, 2016. Islamic Education and the Implication of Educational Dualism. The Social Sciences, 11: 156-163.

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