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Tension or conflict between 'Islam and
English' is a well-established recurrent theme in mainstream
global media. It is customary to frame discussions on
'Islam and English' in which 'English' is perceived as
being a source of good, prosperity, progress, sophistication,
openness, modernity, opportunity, democracy, and freedom
and where 'Islam' is portrayed as being subversive, repressive,
radical, fanatical, bellicose, autocratic, mediaeval and
generally as an impediment to progress.
In reports or discussions on educational issues in the
Muslim World, English is often linked to modern Western
approaches to learning and accordingly associated with
critical thinking, student-centred learning, reflective
learning, experiential learning, creativity, and practical
skills. Islam in contrast is associated with indoctrination,
rote learning, discipline, memorisation and teacher-centred
learning.
In recent years, a common emergent theme is to polarise
the traditional Qur'anic schools (madrassas) in the Muslim
World with modern Western institutions.
It is unfortunate that discussions on 'Islam and English'
are almost always framed in a very narrow context and
say nothing of the very important Islamic contribution
to civilisation and of thriving academic and intellectual
life in the Muslim World today.
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