n Journal for Islamic Studies - Traditional Islam and pedagogical change in West Africa : the Majlis and the Madrasa in Medina-Baye, Senegal
|Article Title||Traditional Islam and pedagogical change in West Africa : the Majlis and the Madrasa in Medina-Baye, Senegal|
|© Publisher:||University of Cape Town|
|Journal||Journal for Islamic Studies|
|Affiliations||1 Northwestern University, Qatar|
|Publication Date||Jan 2012|
|Pages||91 - 110|
Epistemological differences between traditional and reformist trends in West African Islam are often accounted for in the uneven implementation of pedagogical changes since colonial times. Reformist versions of Islam have formed madrasas, characterized by rationalized curricula similar to the modern Western classroom. Here, knowledge is taken from texts, and teachers emphasize Arabic literacy. Traditionalists, mostly adherents to Sufi orders (ṭuruq) and the classical schools of jurisprudence (madhāhib), assert the continued importance of person-to-person knowledge transmission that takes place in the learning circle (majlis al-'ilm). Here, the student's disposition or character is primarily emphasized, and the teacher embodies Islamic religiosity.
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