000 05928nam a22005895i 4500
001 978-3-031-76730-2
003 DE-He213
005 20251030114947.0
007 cr nn 008mamaa
008 250226s2024 sz | s |||| 0|eng d
020 _a9783031767302
_9978-3-031-76730-2
024 7 _a10.1007/978-3-031-76730-2
_2doi
050 4 _aLB1-3640
072 7 _aJNA
_2bicssc
072 7 _aEDU040000
_2bisacsh
072 7 _aJNA
_2thema
245 1 0 _aWellbeing in Islamic Schools
_h[electronic resource] :
_bNurturing the Mind, Body and Soul /
_cedited by Mohamad Abdalla, Nadeem Memon, Dylan Chown.
250 _a1st ed. 2024.
264 1 _aCham :
_bSpringer Nature Switzerland :
_bImprint: Palgrave Macmillan,
_c2024.
300 _aXVII, 290 p. 12 illus., 11 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _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.
520 _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. .
650 0 _aEducation
_xPhilosophy.
_960756
650 0 _aTeachers
_xTraining of.
_958400
650 0 _aIslam and culture.
_977414
650 0 _aHolistic education.
650 0 _aWell-being.
_959309
650 1 4 _aEducational Philosophy.
_968856
650 2 4 _aTeaching and Teacher Education.
650 2 4 _aIslamic Cultural Studies.
_977415
650 2 4 _aHolistic Education.
650 2 4 _aWell-Being.
_959309
700 1 _aAbdalla, Mohamad.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
_990942
700 1 _aMemon, Nadeem.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
_990943
700 1 _aChown, Dylan.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
_990944
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783031767296
776 0 8 _iPrinted edition:
_z9783031767319
776 0 8 _iPrinted edition:
_z9783031767326
856 4 0 _uhttps://doi.org/10.1007/978-3-031-76730-2
912 _aZDB-2-SLS
912 _aZDB-2-SXS
999 _c66784
_d66784