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Tracing The Tracts Of Qaṣaṣ: Towards A Theory Of Narrative Pedagogy In Islamic Education

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dc.contributor.authorMuhammad Fawwaz Muhammad Yusoffen_US
dc.date.accessioned2024-05-28T06:37:30Z
dc.date.available2024-05-28T06:37:30Z
dc.date.issued2023
dc.date.submitted2024-1-30
dc.descriptionReligions Volume 14 Issue 10 Page (1-21)en_US
dc.description.abstractThe concept of narrative holds a pivotal position in the Qurʾān, yet it has been subject to inadequate scrutiny and insufficient representation in pedagogical discourse concerning Islamic education. The present work endeavours to rectify this gap in knowledge by employing the technique of constructivist grounded theory to the Qurʾān and major exegeses, with a particular focus on the term qaṣaṣ, which pertains to the notion of narrative. This article delves into the profound tracts and maqāṣid (objectives) that qaṣaṣ hold in the Qurʾān and contemplates their exhortation for education on Islam and modern pedagogy. The analysis reveals that the qaṣaṣ present in the Qurʾān serves as a fundamental framework that directs the essence of the narrative pedagogy model of teaching and learning between the pedagogue and learner. Through typological figuration, the listener’s contemplation leads to a re-evaluation of conventional notions surrounding the dynamics between teacher and student and the dissemination of narrative within a pedagogical setting. The triad of truth, beauty and explication are fundamental pillars within this Islamic framework for narrative pedagogy, representing the essence of the human condition concerning education. Because these domains emerge from the concept of qaṣaṣ, the integration of the framework into Islamic education is a matter of utmost importance, given its centrality in the Qurʾān to foster and perfect the principles of Muslims and their sense of self.en_US
dc.identifier.citation: Bin Muhammad Yusoff, Muhammad Fawwaz. 2023. Tracing the Tracts of Qas. as. : Towards a Theory of Narrative Pedagogy in Islamic Education. Religions 14: 1299. https://doi.org/10.3390/ rel14101299en_US
dc.identifier.doi10.3390/rel14101299
dc.identifier.epage21
dc.identifier.issn2077-1444
dc.identifier.issue1299
dc.identifier.spage1
dc.identifier.urihttps://www.mdpi.com/2077-1444/14/10/1299
dc.identifier.urihttps://oarep.usim.edu.my/handle/123456789/7389
dc.identifier.volume14
dc.language.isoen_USen_US
dc.publisherMultidisciplinary Digital Publishing Instituteen_US
dc.relation.ispartofReligionsen_US
dc.subjectal-Qur) an; ¯ qas. as. ; maqa¯s. id; Qis. a¯s. al-Anbiya¯ ) ; narrative pedagogy; Islamic education; typological figuration; mimesisen_US
dc.titleTracing The Tracts Of Qaṣaṣ: Towards A Theory Of Narrative Pedagogy In Islamic Educationen_US
dc.typeArticleen_US
dspace.entity.typePublication

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