Learning and Teaching about Islam

The book succeeds remarkably in delivering what its title promises by way of promoting a better understanding of the Islamic value system and Muslim sensitivities in the field of school education in particular. Included in the Volume are 12 articles written by Western and Muslim educationists dealing with both theoretical and practical issues in the curriculum and delivery system of education. The Volume opens with Caroline Ellwood’s introduction (pp. 11-24) spelling out the perceptions, perspectives and practices which may assist the teacher in tackling topics and issues related to Islam and Muslims. She does well to invoke the principles underlying interfaith dialogue for a better appreciation of all religious traditions and cultures. Her plea for developing ‘an ability to see others as they see themselves’ (p. 24) must be endorsed by all. Mary Hayden’s and Jeff Thompson’s account of the United World College in Mostar (pp. 45-57) in the post-war, ravaged Bosnia and Herzegovina is refreshing and reassuring. It is gratifying to observe that this initiative launched in 2005 ‘has achieved success in its aim of encouraging interaction across different communities’ (p. 55). Bassel Mustafa’s piece (pp. 58-67) brings out well the Islamic stance on ‘respecting the harmony and balance of our natural world and for ecological stewardship and environmental protection’ (p. 63). Sincerity and sensitivity permeate Carole Hillenbrand’s brilliant article, “Teaching the Crusades” (pp. 88-96). She gives some useful, practical advice about how to grapple with the issues of confrontation and co-existence arising in the course of teaching the Crusades.