1 edition of nationalization of Arabic and Islamic education in Egypt found in the catalog.
nationalization of Arabic and Islamic education in Egypt
Lois A. Aroian
by American University in Cairo in New York, NY (866 United Nations Plaza, New York 10017)
Written in English
|Other titles||Taṭwīr al-taʻlim al-ʻArabī wa-al-Islāmī fī Miṣr.|
|Statement||by Lois Arminé Aroian.|
|Series||The Cairo papers in social science ;, v. 6, monograph 4|
|LC Classifications||LB2131.E42 C3432 1983|
|The Physical Object|
|Pagination||vii, 80, 4 p. ;|
|Number of Pages||80|
|LC Control Number||84143128|
4. Problems Facing Arabic and Islamic Education in Nigeria There are many problems blocking the way of Arabic and Islam education in Nigeria. Some of them are: Lack of Unified Syllabus The syllabus in operation varies from one Arabic school to another. That is, there is no co-ordination between. The Part-Time Online Islamic Studies program is based entirely upon the in-class program. The Part-Time Program is live-streamed in our online student portal where students can interact and ask questions in real time to our instructors. Students are able to experience the classroom setting from abroad. This program offers access to knowledge in a more .
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Aroian, Nationalization of Arabic and Islamic Education, Disuqi, Marsafi, 49– It is interesting that government schools were not the only ones to draw upon indigenous schools’ expertise. See Hasan and Disuqi, Rawdat al-Madaris, –73, –Cited by: 6.
The nationalization of Arabic and Islamic education in Egypt: Dar al-'Ulum and al-Azhar. Get this from a library. The nationalization of Arabic and Islamic education in Egypt: Dar al-ʻUlum and al-Azhar. [Lois A Aroian].
The Nationalization of Arabic and Islamic Education in Egypt: Dar al Ulum and al-Azhar, by LOIS A. AROIAN. (The Cairo Papers in 92 Book Reviews in the life of Ottoman society at large. Abstract. Islamic education in Egypt thrived during the seventh to tenth centuries when Islamic schools established both as primary kuttāb and subsequently advanced to al-Azhar āb as educational institutions emerged as natural, spontaneous at grassroots level, often connected with a mosque, but also created by the community in a home, a shop, a tent, or under a.
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