Previous studies have dwelled extensively on the problems facing Arabic and Islamic education in Nigeria. Such problems as documented by literature include lack of unified syllabus, inadequate qualified teachers, unavailability of relevant textbooks and Government’s negative disposition to the subjects. As apt as these problems are, it is axiomatic to note that that a wrong approach to teaching the subjects is a fundamentally great impediment to effective and result-oriented delivery as far as the teaching of the subjects is concerned.
This is premised on the fact that irrespective of provisions made to address major problems militating against the survival of Arabic and Islamic Studies among other teaching subjects at all levels, the tendency for the subjects to remain backward and be treated with inferiority will still be there if a proper and pragmatic approach to teaching them are not institutionalized. It is on this note that this paper set out to examine the best approach to teaching the two subjects in the 21st Century. This study therefore espoused some wrong approaches employed in teaching the subjects with a view to ensuring a paradigm shift in order to achieve a better result from the teacher-student relationships otherwise known as education.
The paper, as a matter of background, made a deliberate attempt to exhume the history of Arabic and Islamic Studies in the educational sojourn of Nigeria. In the process, the travail as well as the fortune that characterised the emergence of the twin subjects was revealed. In our assessment of the situation, it could be adjudged as a natural birth from “grass” and growth to “grace” as the subjects stand today. New approaches were consequently suggested as a way to “right” the “wrong” in terms of teaching methodologies and hence pragmatising the old techniques as suggested by the topic of the paper. Though the study focused majorly on Arabic and Islamic Studies at the Secondary School Level, its thrust is of universal application across subjects and levels of education in Nigeria.
Table of Contents
1. Introduction
2. Methodology
3. Definition and Conceptualization of Teaching as a Major Terminology in Education
4. Brief History of Arabic and Islamic Education in Nigeria
5. Teaching and Learning of Arabic/Islamic Studies Under Religious Education
6. Progress and Prospects of Arabic and Islamic Education in Nigeria
7. Wrong Approaches to Teaching of Arabic and Islamic Studies
8. Pragmatic Approach to Teaching of Arabic and Islamic Studies
9. Recommendations
10. Conclusion
Objectives & Research Themes
The primary objective of this paper is to examine and advocate for a pragmatic, result-oriented pedagogical approach to the teaching of Arabic and Islamic Studies in the 21st century. It seeks to address systemic pedagogical failures by shifting the focus from traditional, ineffective methods to dynamic and professional teaching standards.
- The distinction between general instruction and effective, result-oriented delivery.
- Historical evolution and development of Arabic and Islamic education in Nigeria.
- Identification of "wrong" pedagogical practices that hinder student performance.
- Implementation of pragmatic teaching methodologies to improve learning outcomes.
- The role of teacher integrity, professional development, and modern resource utilization.
Excerpt from the Book
Wrong Approaches to Teaching of Arabic and Islamic Studies
Previous studies have dwelled extensively on the problems facing Arabic and Islamic education in Nigeria. Such problems as documented by literature include lack of unified syllabus, inadequate qualified teachers, unavailability of relevant textbooks and Government’s negative disposition to the subjects. As apt as the identified problems among others are, it is our submission that that a wrong approach to teaching the subjects is greater than all of the problems. This submission is hinged on the fact that if adequate provisions are made to address the problems militating against the survival of the twin subjects, the tendency for the subjects to remain backward and be treated with inferiority will still be there if a proper and pragmatic approach to teaching them are not institutionalized. It is on this premise that this segment aims at examining some wrong approaches employed in teaching the subjects. These approaches will be discussed in a way to be able to “right” the “wrong” and also serve as a good background to further suggest better teaching methodologies otherwise referred to as pragmatic approach in the title of this paper.
First and foremost, teaching without adequate preparations is a bad procedure often employed by most teachers of Arabic and Islamic Studies. Note that a teacher without a lesson note only has something to say but nothing to teach! The blame put at the doorstop of non- availability of required text books is no more tenable in any way. Without necessarily having access to hard copies of required materials, a lot can be found on the internet.
Summary of Chapters
1. Introduction: Highlights the critical difference between mere teaching and effective delivery, establishing the need for a pragmatic shift in how Arabic and Islamic Studies are presented.
2. Methodology: Outlines the historical research approach used to trace the past of Arabic and Islamic education to project future improvements.
3. Definition and Conceptualization of Teaching as a Major Terminology in Education: Explores theoretical definitions of teaching by various scholars, emphasizing the importance of "who" and "why" alongside traditional "what" and "how".
4. Brief History of Arabic and Islamic Education in Nigeria: Documents the origins and evolution of the subjects, influenced by Islamic scholarship and the later introduction of Western-style school systems.
5. Teaching and Learning of Arabic/Islamic Studies Under Religious Education: Discusses the integration of these subjects into the national curriculum and the shift from traditional Mallams to professional educators.
6. Progress and Prospects of Arabic and Islamic Education in Nigeria: Details the challenges overcome and the institutional advancements that have allowed these subjects to become recognized academic disciplines.
7. Wrong Approaches to Teaching of Arabic and Islamic Studies: Critically analyzes pedagogical failures such as lack of preparation, absence of networking, and poor teaching attitudes.
8. Pragmatic Approach to Teaching of Arabic and Islamic Studies: Proposes actionable, test-developer-inspired techniques to enhance performance in public examinations.
9. Recommendations: Offers practical steps for teachers, including collaborative book writing, digital literacy, and active participation in exam assessment bodies.
10. Conclusion: Reasserts that the teacher’s attitude determines the success of the subject and encourages educators to view their work with professional pride.
Keywords
Arabic, Islamic Studies, pragmatic-approach, paradigm-shift, teaching-methodology, pedagogical-delivery, educational-history, Nigeria, curriculum, teacher-training, academic-performance, professional-integrity, Islamic-education, language-proficiency, classroom-management.
Frequently Asked Questions
What is the primary focus of this research paper?
The paper focuses on the pedagogical challenges in teaching Arabic and Islamic Studies in Nigeria, arguing that the methodology used by teachers is a more significant impediment to success than a lack of resources.
What are the central themes discussed in the work?
Central themes include the historical development of these subjects, the critical distinction between instruction and effective delivery, and the urgent need for a pragmatic, modern approach to teaching.
What is the core research question or objective?
The objective is to identify ineffective teaching practices and propose a paradigm shift toward pragmatic, professionalized teaching methods to improve student performance in the 21st century.
Which scientific methodology does the author employ?
The study utilizes a historical research methodology, analyzing both primary and secondary sources to examine the past and present state of Arabic and Islamic education in Nigeria.
What topics are covered in the main body of the paper?
The main body covers historical evolution, conceptual definitions of teaching, analysis of "wrong" pedagogical habits, and specific recommendations for result-oriented instruction.
How would you characterize the primary keywords of this study?
The keywords center on the intersection of religious education, pragmatic pedagogy, professional teacher development, and the systemic improvement of academic outcomes in Nigeria.
How does the author define the "wrong" approaches currently in use?
The author identifies practices such as teaching without lesson notes, lack of collaboration among teachers, failing to use modern internet resources, and a lack of passion or integrity as major "wrong" approaches.
What specific solutions does the author propose for teachers?
The author suggests forming collaborative taskforces, improving computer literacy to access global resources, active participation in exam marking boards, and aligning classroom teaching with national examination syllabi.
- Citar trabajo
- Dr. Busari Moshood (Autor), 2022, Pragmatising the Approach to Teaching Of Arabic and Islamic Studies. A 21st Century Requirement for Effective Delivery, Múnich, GRIN Verlag, https://www.grin.com/document/1183763
