Democratic Education and Muslim Philosophy: Interfacing Muslim and

This book examines how democratic education is conceptualised by exploring understandings of emotions in learning. The authors argue that emotion is both an embodiment and enhancement of democratic education: that rationality and emotion are not separate entities, but exist on a continuum. While democratic education would not exist if it were incommensurate with reason, making judgements about the human condition could not happen without invoking emotion. Synthesising Muslim scholarship with the perspectives of the Western world, the book draws on scholars such as Ibn al-Arabi, Ibn Sina (Avicenna) and Fazlur Rahman to offer an enriched and expanded notion of democratic education. This engaging and reflective work will be of interest and value to students and scholars of educational philosophy and cultural studies.

Nuraan Davids is Professor of Philosophy of Education at Stellenbosch University, South Africa. Her research interests include democratic citizenship education; Islamic education; and leadership and management inquiry. Yusef Waghid is Distinguished Professor in the Department of Education Policy Studies at Stellenbosch University, South Africa. He is Principal Editor of Citizenship Teaching and Learning, and Editor-in-Chief of the South African Journal of Higher Education.

Chapter 1. Democratic Education and Deliberative Freedom: A Defence of Co-learning

Chapter 2. Democratic Education and Iterations: On the Emotion of Talking BackChapter 3. Democratic Education and GratitudeChapter 4. Belligerence and Distress as Emotions in Democratic EducationChapter 5.Democratic Education and CompassionChapter 6. Adab and Democratic EducationChapter 7. Ibn al-Arabi's Idea of Al-insan Al-kamil (the Perfect Human) and Democratic EducationChapter 8. Ibn Sina's Notion of Intuition and Claims of Democratic EducationChapter 9. Fazlur Rahman's Notion of Shura and Its Implications for Democratic EducationChapter 10. Muhammad Iqbal's Conception of Ijtihad and Its Implications for Democratic Education