A Madrasa, an Ethic and a Comprehensive Doctrine
Drawing on theoretical approaches from sociology (Max Weber), philosophy (John Rawls) and religious studies (Abdulkader Tayob), this book analyses empirical data from the study of a madrasa in South Africa in order to explore the important question of how individuals may engage in the public sphere as members of religious communities.
Chapter Three: Doctrine in Islamic education
Doctrine in Islamic education
The notion that religious views have no place in public debate (see Mendieta & Vanantwerpen 2011: 1) hamstrings the process of conceptualising individuals’ engagement in the public sphere as members of religious communities. The notion moreover negates the post-secular public sphere. It seeks to ignore the presence of religious communities together with the relevance of their conceptions of life for public opinion. Conceptualising individuals’ engagement in the public sphere as members of religious communities is an acknowledgement of their membership of society, recognising their citizenship. It constitutes a contribution to expressions of post-secular citizenship.
The first chapter proposes the use of John Rawls’s construct comprehensive doctrine for conceptualising individuals’ engagement in the public sphere as members of religious communities in plural societies. Chapter Two constructs a framework for identifying and describing individuals’ association with comprehensive doctrines drawing on the construct religious ethic. In this chapter the framework is applied to Islamic education connected to the Deobandi education movement. ← 33 | 34 →
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