Those who were involved in this network came from various countries with different scholarly tradition and brought them to Hammad. The source of this dynamic was the religious leaders network centralized in Mecca and Madi>nah. Introduction Azyumardi Azra stated that the 18 th century is one of the most dynamic eras in religious-intellectual history of Islam. Keywords: Islamic education, paradigm, institution, method and material. The use of various books for studying was so illustrative. Above all, the material for religius study in Al-Banjari s period was deeper and wider compared to the era before Shakh his arrival. Micro method covers uswah h}asanah, h}alaqah, lecturing, and question and answer. Macro method includes contextualization, centralization and integralization. Third, the teaching methods used are macro and micro. Second, the institutional education introduced is a semi-formal education in which the study was concentrated in one place. First, the educational paradigm was under the umbrella of neo-sufism which emphasized on baya>ni>, irfa>ni> and burha>ni>. There are at least four significant points of Al- Banjari s thought on education. In this context, his thoughts are not only in the area of religion but also in education. 1 SHAYKH MUHAMMAD ARSYAD AL-BANJARI S THOUGHT ON EDUCATION Husnul Yaqin IAIN Antasari, Banjarmasin - Indonesia Abstract: Shaykh Muhammad Arsyad Al-Banjari is a religious central figure who has key roles in introducing new religious ideas in South Kalimantan.
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