Rules of using the fundamentalist method in Islamic education researches and the extent of researchers' application of it.

Document Type : Original Article

Author

Faculty of Education, Al-Azhar University in Cairo.

Abstract

The research aimed to develop a theoretical framework for the fundamentalist method in the field of Islamic education, and to study the reality of its application in master's theses and doctoral dissertations that were discussed in Department of Islamic Education, Faculty of Education for Boys, Al-Azhar University. The research included an introduction that discussed an overview of the science of Islamic education and its relationship to both legal sciences and educational sciences, and then included three cores. The first core discussed a theorizing of the fundamentalist method in Islamic education, in terms of its concept, importance, rules and steps for its use, and the role of technology in facilitating its use. The second core discussed a survey of the theses that used the fundamentalist method, and the theses that require its use, and a sample of these studies amounted to (15) theses to be analyzed quantitatively and qualitatively to determine the extent of their use of the fundamentalist method according to the rules stipulated in the theoretical part. The third core discussed a vision for developing the skills of using the fundamentalist method among researchers. The research reached several results, including: The number of theses that used the fundamentalist method was (49) theses, with a percentage of (42.2%), out of the total number of theses discussed in the department, and 73.3% of them was without errors in the verses of the Holy Quran. Most of them adhered to referring to the original sources when citing a hadith, while some researchers sometimes referred to secondary references. Despite the increase in the number of interpretations that researchers have recently referred to, reference to the books of commentaries on the Sunnah is still weak. There are studies that were satisfied with what some contemporary authors wrote about the verse. It was also noted the weakness of employing the linguistic meaning to link it to the educational meaning, the partial view in presenting and analyzing the verses, the similarity between the theses in some of their general cores, and the weakness of the educational culture among some researchers. This indicates the ambiguity of the fundamentalist method in the minds of many researchers refers to the scarcity of theorizing it, and the small number of teaching hours allocated for studying it in postgraduate studies. 
 

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