Reviving Contemporary Muslim Education through Islamic-Based Teachings and Evaluation Methods

This paper intends to expose the degree of imitation, borrowing, and import of Western secular pedagogical principles and evaluation methods in contemporary Muslim education. The paper gives an analytical account of Islamic-based pedagogy and evaluation–as recorded in the Islamic tradition–and argues that the dominant methods of teaching and evaluation in today’s Muslim schools are grossly unfaithful to Islamic educational teachings. It employs a philosophical and analytical method to articulate deficiencies and offers an Islamic alternative to the dominant teaching and evaluation methods present in contemporary Muslim societies. The paper concludes that principles and methods can adequately serve the pedagogical and evaluation needs of the Muslims only when grounded on the primary sources of Islamic tradition.