The boundaries of pragmatism in Muslim education: Comparing the Islamic pedagogies of Sayyid Qutb and Fethullah Gülen

Sayyid Qutb and Fethullah Gülen are two of the most important Muslim leaders and intellectuals of the twentieth century: the two are similar not only for their focus on the relationship between Islam and politics, but also for their lifelong commitments to education. For both Qutb and Gülen, schools...

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Bibliographic Details
Main Author: Guhin, Jeffrey (Author)
Format: Electronic Article
Language:English
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Published: Sage 2020
In: Critical research on religion
Year: 2020, Volume: 8, Issue: 3, Pages: 257-272
Standardized Subjects / Keyword chains:B Quṭb, Saiyid 1906-1966 / Gülen, Fethullah 1938- / Islamic upbringing / Secularism
RelBib Classification:AD Sociology of religion; religious policy
AH Religious education
BJ Islam
ZC Politics in general
Further subjects:B Fethullah Gülen
B Islam
B Sayyid Qutb
B Education
B Politics
Online Access: Volltext (lizenzpflichtig)

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520 |a Sayyid Qutb and Fethullah Gülen are two of the most important Muslim leaders and intellectuals of the twentieth century: the two are similar not only for their focus on the relationship between Islam and politics, but also for their lifelong commitments to education. For both Qutb and Gülen, schools were a means through which society itself could be made more just and, ultimately, more Islamic, and for both, their philosophy of education and broader political projects were at once pragmatic and implicitly (for Gülen) and explicitly for Qutb contrasted with American pragmatism. Their differing pedagogies are illustrative of their larger visions: for Qutb, Muslim education must be a “total world” in which Islam is protected from secular contagion, while for Gülen, Muslim education can move more slowly through largely secular means. For Gülen, Islam can work outside of and within a secular system; for Qutb, the system must be changed. 
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