The MA Programme consists of 5 Modules, a research methods Module incorporating dissertation preparation, and a 60 credit dissertation – a total of 180 credits. The 5 Modules contain the academic knowledge and the intellectual and pedagogical methods that the students will require in their work as Muballigheen. As such they will be required to both show knowledge of Islam, and also be able to demonstrate to the members of their community how Islamic teaching can be applied to the western context in which they live. The Modules cover particularly challenging areas of Islamic thought and practice, such as ethics, politics, as well as interpretation of the Qur’an. Each Module will contain a pedagogical aspect, as Muballigheen are expected to teach their community as well as preach to them and give advice. Coherence is therefore provided by the importance of the subject matter and also by the educational thread running through all of the Modules.
Dr Mahmood Datoo, as the Western Programme Leader, looks after the health of the Programme, the experience of the staff and students within it, and its future development. He is also responsible for the management of the physical and human resources underpinning the delivery of the Programme.
Masters Modules Outlines:
1. Quran – Scripture and signifier - (Dr. Mahmood Abdulla)
The module aims at exploring critically, issues in Qur'anic Hermeneutics from the perspective of the major Schools of Qur'anic interpretations, in the classical and modern times. It adopts a liberal approach prevalent in the Western Universities in examining the social and religious environment in which the key terminologies and methodologies developed in the light of the emergence of legal Schools. It aims at preparing the students to develop an intellectual approach to the interpretation of the Qur'an which will help them in effectively performing their role in the communities.
2. Authority in Shi’a Islam – (Dr. Bahmanpoor)
The module allows students to examine the source of political authority in Shi’a Islam and its evolution through time. The module assesses the fundamental role of the Imam as an authority and how this acts as a central theme around which revolve other theological, social and political ideas and ideals in Shia Islam. The course aims at analysing this focal point and its relation to other aspects of Shiite thought, especially the concept of political authority. It furthermore critically examines the most recent developments in Shi’a political thought. This module will equip students with a critical understanding of the role of their faith within the wider context of political and social models and constructs.
3. Islamic Ethics - (Dr. Sajjad Rizvi)
This course introduces students to the origins and development of the Islamic ethical system. Philosophical and theological ethics originated from the early discussion and debate on the question of predetermination (qadar), obligation (taklif) and the conduct of the temporal rulers that was at variance with the Islamic norms. Some of the prominent scholars who will be studied include Ibn Miskawayh, Ghazali and Nasir al-Din al-Tusi. Examination of Persian and Greek ethics will be undertaken in the context of their influences on the Islamic ethical system. The second part of the course will be devoted to the application of ethical theories by looking at case studies on issues of major concern in modern life such as human rights, gender relations, war and peace, environment, religious pluralism and medical ethics. We will conclude with a discussion on the future of Islamic ethics.
4. Moral, Spiritual and Religious Education – (Mr. Clive Erricker)
The module allows students to appreciate Islam in the context of the methods used to study and teach religion in the Western academic tradition. From a pedagogical perspective, engagement with contemporary movements, for example postmodernism and feminism, will be undertaken. This will challenge students to recognise the academic and social milieu within which they will be operating in their role as Muballigheen.
5. Teaching Religion – (Mrs Jane Erricker)
The module introduces the students to approaches to teaching and learning of religion together with the skills of planning, teaching and assessment. They will have the opportunity to think through their own personal religious stance and leadership position in the community and how this relates to their ability to provide an educational experience. They will begin to appreciate the interface between individual needs, differentiation and progression. They will assess and critically evaluate the connections between different pedagogies and faith stances. They will also consider the contribution that religion makes to community issues, develop an awareness of how creativity and imagination can enhance teaching and become aware of equity issues in the religious context.
6. Research Methods - (Dr. Roger Elmer)
The Research Methods module seeks to enable its students to be able to identify for themselves the research method(s) that is/ are appropriate for the aims of the enquiries that they wish to undertake in their professional life. As all such educational enquiries have, as their overarching purpose, the improvement of the quality of education experienced by learners, it is essential for ensuring this quality and the professional standing of educators, that their choice of research method is grounded in knowledge. Students need to be aware of a range of research methods and their relationship to the methodological position of the enquiry. Once this decision is made they need capability to utilise their chosen method to the full and to be flexible in their thinking so as to be in a position to adopt an alternative as and when the need becomes clear. Unlike the natural sciences with their pre-eminent research method of the experiment, there is a diversity of methods associated with enquiry in educational settings.
Questions might be raised whether this module is a product of a 'Western' approach to enquiry and does not reflect adequately the context of an Islamic studies programme. Or put more baldly, are Research Methods culturally and socially situated? The Programme's team response is that decisions regarding the choice of method are determined by the enquirer through the rigorous and critical process of establishing the methodology of their specific enquiry. This process of identification will be facilitated by the tutorial team but not defined by them. This view moves beyond regarding research methods as simply a technical exercise; it recognises that research is concerned with understanding the world and that this is informed by how we view our world(s), what we take understanding to be, and what we see as the purposes of understanding.
For educational research to be valued and of benefit to practising educators it must promote the expertise of educators themselves thus enabling them to undertake the kind of research that most directly impacts on the quality of learning in their own setting. The work of an educator/researcher is only intelligible in the light of the complex inter-actions between biographical context, culture of the setting and the personal qualities brought to that professional role. In the establishment of an inter-active relationship between the search for understanding and improvements in practice, considerable creativity toward research methods is frequently called for through this construction of an enquiry's specific methodology.
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