Browsing Faculty of Arts by Author "Abdulraheem, B."
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- ItemOpen AccessExploring the instrinsic values of islamic education as a means of national development(Department of Arts and Social Sciences Education, University of Lagos, Akoka., 2010-08) Abdulraheem, B.1111 paper explores the potentials of Islamic Education as a / It Iyst for development in Nigeria. The discussion 1(1 ntifies the developmental needs of Nigeria focussing on III challenges that have hindered development in the / (untry. Thereafter the philosophy and values of Islamic f tlucetion are brought to the fore using the primary sources 01 I lam as frameworks. In the process, the strategies for 11If pplication of the resources of Islamic education in N/CI ria emerge. The paper concludes that the utilization of 1/1/ v lues of Islamic Education is possible in Nigeria if Nicl I ians especially Muslims sufficiently understand Islamic 1 III and apply them to their educational endeavours. The f 11 tiveness of educating the soul would guarantee peace will ,/1 is the most important ingredient for development. The 1)"1) r recommends among others, making religious studies I /, mpulsory subject at both primary and secondary school /1 v( I while the values of the concepts taught to learners .IIC)lIldbe emphasized.
- ItemOpen AccessLiteracy in arabic and effective implemetation of junior secondary school islamic studies curriculum in Nigeria(The Department of Islamic Studies, Nasarawa State University, Keffi, Nasarawa State, Nigeria, 2017) Abdulraheem, B.Literacy in Arabic language is fundamental to the study or practice of Islam because Arabic is the language of liturgy recognised in Islam. Furthermore Arabic is the only means of accessing firsthand and unadulterated information for good understanding of Islam. The rationale behind this is that the Qur'an and Hadith which provide comprehensively unadulterated information about Islam are documented in Arabic. Accessing them through other means by ignoring Arabic will end up in misinformation. So, literacy in Arabic is regarded as the first step in the study or practice of Islam. It must be pointed out that there is a wide gap in teaching and learning Islam studies between ilmiyyah schools and conventional schools most especially in Nigeria. Literacy in Arabic is de-emphasised while Romanisation of Arabic script is encouraged at primary school level to tertiary level. Though both Arabic and English share some linguistic features which make Romanisation of Arabic script feasible, nevertheless, there are areas of difference. The implication of this is that the problem will arise where a particular Arabic linguistic feature lacks equivalence in English. It is noteworthy that the language is very sensitive in the sense that when a word is mispronounced it might produce unintended or wrong meaning. This paper examines the negative effect of encouraging transliteration as alternative means to literacy in Arabic in the teaching and learning of Islamic studies most especially the Qur'anic Arabic. In view ofthis, a strong question mark is put on the absence of a section for literacy in Arabic in the junior secondary school Islamic studies curriculum in spite the fact that the curriculum emphasises the role of Arabic language in understanding of Islamic studies. The paper suggests that a