Abstract
The study concludes that most Islamic sciences courses in schools and universities adopt a dogmatic or indoctrinatory approach combined with little room for dialogue and discussion. The study recommends reconsidering Islamic science textbooks through including additional higher-order thinking skills and reconsidering Sharia faculties syllabi.
Original language | English |
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Pages (from-to) | 61-71 |
Number of pages | 11 |
Journal | Religious Education |
Volume | 109 |
Issue number | 1 |
DOIs | |
Publication status | Published - Jan 1 2014 |
Externally published | Yes |
ASJC Scopus subject areas
- Education
- Religious studies