05736nam a22005415i 4500001001800000003000900018005001700027007001500044008004100059020003700100024003500137050001300172072001600185072002300201072001500224245015000239250001800389264007900407300006600486336002600552337002600578338003600604347002400640505137500664520234502039650003404384650003404418650003004452650002404482650002304506650003504529650003604564650003704600650002404637650002304661700008604684700008304770700008204853710003404935773002604969776003604995776003605031776003605067856004605103912001405149912001405163999001705177978-3-031-76730-2DE-He21320251030114947.0cr nn 008mamaa250226s2024    sz |    s    |||| 0|eng d  a97830317673029978-3-031-76730-27 a10.1007/978-3-031-76730-22doi 4aLB1-3640 7aJNA2bicssc 7aEDU0400002bisacsh 7aJNA2thema10aWellbeing in Islamic Schoolsh[electronic resource] :bNurturing the Mind, Body and Soul /cedited by Mohamad Abdalla, Nadeem Memon, Dylan Chown.  a1st ed. 2024. 1aCham :bSpringer Nature Switzerland :bImprint: Palgrave Macmillan,c2024.  aXVII, 290 p. 12 illus., 11 illus. in color.bonline resource.  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier  atext filebPDF2rda0 aChapter 1. Introduction -- Chapter 2. A Pursuit of Human Wellbeing: An Islamic Perspective -- Chapter 3. Secular Individualism as an Antithesis to Authentic Learning : Critiquing Individualism in Education Through Islamic frameworks for Wellbeing -- Chapter 4. Towards Ultimate Wellbeing: A Definition and Model from an Islamic Perspective -- Chapter 5. An integrated approach to sustainable Islamic school leadership -- Chapter 6. ‘Hidden Truths’ about Boards and Barriers in the Boardroom: School Climate and Community Wellbeing -- Chapter 7. The Journey to Simurgh: A Renewed Approach to Character Development and Wellbeing -- Chapter 8. Holistic Wellbeing at an Australian Islamic School: Perspectives of a Wellbeing Coordinator -- Chapter 9. How rethinking how and what is taught as financial literacy in Australian schools can positively impact lifelong wellbeing -- Chapter 10. Religious literacy as a spiritual form of well-beingness in Islamic educational settings in Indonesia -- Chapter 11. Nurturing Sexual wellbeing in Islamic Educational Settings: Strategies for supporting Muslim Learners -- Chapter 12. Developmental and Learning Problems in School Children: Understanding Impacts on Well-being in the Context of Islamic Schooling -- Chapter 13. The effects of volunteering on students’ wellbeing: Evidence-based outcomes -- Chapter 14. Conclusion.  a"This book offers a profound and much-needed exploration of how Islamic principles can be effectively integrated into modern educational practices to nurture holistic wellbeing in students. It is a valuable resource for educators, policymakers, and scholars committed to enhancing the educational experience in Islamic schools. By bridging traditional Islamic concepts with contemporary educational frameworks, the authors have created a work that is both academically rigorous and practically applicable." —Saortua Marbun, Professor in Religion, Faith Based Management and Cultural Studies "Wellbeing in Islamic Schools: Nurturing the Mind, Body, and Soul is an essential guide for Islamic educators. It connects traditional Islamic teachings with contemporary educational needs, offering a holistic approach to student wellbeing. The book explores ʿāfiyah, or overall wellbeing, from an Islamic perspective, addressing mental, emotional, physical, and spiritual health. It critiques secular individualism, promoting a collective approach to education rooted in Islamic values. The authors, experts in various fields, provide insights on integrating Islamic principles with modern practices to create environments where students excel academically and thrive personally and spiritually." —Hanan Dover, Clinical and Forensic Psychologist, Islamic Psychology Lecturer Islamic schools are growing exponentially in the West to meet the demands of Muslim learners and their parents. Today, there are hundreds of Islamic schools that are constantly expanding. A key focus of the philosophy of Islamic schools and education is the nurturing of the mind, body and soul. Yet, to date, there is no book that addresses the issue of well-being in Islamic schools. This book provides a comprehensive approach to well-being and highlights both academic and practitioners’ findings, thoughts and experiences as well as school/classroom-based examples related to well-being in Islamic schooling. Mohamad Abdalla is Director at the Centre for Islamic Thought and Education at the University of South Australia. Nadeem Memon is Senior Research Fellow at the Centre for Islamic Thought and Education at the University of South Australia. Dylan Chown is Lecturer at the Centre for Islamic Thought and Education at the University of South Australia. . 0aEducationxPhilosophy.960756 0aTeachersxTraining of.958400 0aIslam and culture.977414 0aHolistic education. 0aWell-being.95930914aEducational Philosophy.96885624aTeaching and Teacher Education.24aIslamic Cultural Studies.97741524aHolistic Education.24aWell-Being.9593091 aAbdalla, Mohamad.eeditor.4edt4http://id.loc.gov/vocabulary/relators/edt9909421 aMemon, Nadeem.eeditor.4edt4http://id.loc.gov/vocabulary/relators/edt9909431 aChown, Dylan.eeditor.4edt4http://id.loc.gov/vocabulary/relators/edt9909442 aSpringerLink (Online service)0 tSpringer Nature eBook08iPrinted edition:z978303176729608iPrinted edition:z978303176731908iPrinted edition:z978303176732640uhttps://doi.org/10.1007/978-3-031-76730-2  aZDB-2-SLS  aZDB-2-SXS  c66784d66784