Should we teach Islam as a religion or as a civilisation?

Robert Gleave(University of Exeter)

If the questions are the same, then the teacher is a oure transmitter of knowledge

Is this the same question as, “Islam and religion or a

civilisation?”?

If the questions are the different, then whether Islam is a religion or not, we can

teach it as one.

What is the greatest threat to the quality of Islamic Studies teaching in UK Higher Education?

Modularisation

What is the greatest opportunity for the quality of Islamic Studies teaching in UK Higher Education?

Modularisation

Introduction to Islam Modules/Units in UKHE

Introduction to the Study of Islam

Islam

Introduction to Islam and the Muslims World

Introducing Islam

Introduction to Islamic Studies

Muslims: their religious beliefs and practices

Introduction to Islamic Studies

How has teaching the introduction to Islam not changed?

The reading lists

(Some) aims and objectives and the ILOs

It is still integrated into a curriculum ofIslamic Studies

The standard format of topics

Pre-Islamic Arabia

The Qur’an

Muhammad

Theology

Law

The Five Pillars

Tasawwuf

Shi’ism

Modern Islam

Lucky Dip?

Women/Gender/SexualityJihad and political IslamIslam in the UK

This is an introductory course for students who have little or no previous knowledge of Islam

and that area.

... This module includes a consideration of the formative stage of Islam with specific reference to its scriptures and their personification by the

Prophet.

Students should complete this module with at least an awareness of the most basic vocabulary

of the Islamic religious tradition

How has teaching the introduction to Islam changed? From a focus on belief/doctrine to a study of practice/culture

From a focus on commonalities to a focus on distinctiveness and diversityFrom a pretended “objective” standpoint to an overt emphasis on “non-academic” outcomesFrom an uncritical acceptance of the category of “religion”, to a critical interrogation of “religion” as a category for Islam.

From a focus on belief/doctrine to a study of practice/culture

special emphasis will be placed on analysing how these doctrines influence and govern everyday social practice of Muslims...

The complex relationships between culture, customs and faith-based beliefs will be explored...

Demonstrate an appreciation of the diversity of practice/belief within the Islamic tradition

From a focus on commonalities to a focus on distinctiveness and diversity

To develop a broad understanding of the diversity and unity of the Islamic religion

be aware of the heterogeneity of the Islamic traditions and appreciate their denominational, cultural and ethnic diversity

Understand something of the diversity of Islamic views and practices

From a pretended “objective” standpoint to an overt emphasis on “non-academic” outcomes

can show critical empathy with a variety of different forms and aspects of Islam

to help students become aware of and begin to abandon cultural stereotypes about what constitutes “Islam”

be able to see ‘Islam’ as a religious, political, and social construct and to understand how this construct has been emerged, developed and changed according to the various historical contexts;

From an uncritical acceptance of the category of “religion”, to a critical interrogation of “religion” as a category for Islam.

Discuss - and problematise - what is meant by 'religion': is religion a matter of belief, tradition, ethics, law, or a combination of all these things

to help students become aware of and begin to abandon cultural stereotypes about what constitutes “religion”

To understand the uniqueness of Islam as a “way of life” rather than a religion.

The relationship between module descriptors and class room experience is tangential...

Conclusions: Question

Our module syllabi often reflect not what is cutting edge in the field, but what is expected from a module introducing the students to Islam

Why are there no (or few) Intro to Islam modules outside of RS and AS?

We need IS modules which are strong within a particular disciplinary context – not lowest common denominator?