EDUC 7330 - ADV HIS N PHY OF ISL EDU

Which period in Malaysian history is described as having “integrated, divine-centred, morally grounded” education?

• Pre-Islamic Era

• Islamic Era

• Colonial Period

• Post-Independence

What was one key recommendation from the 1977 World Conference on Muslim Education?

• Abolish all secular subjects

• Establish a World Centre for Islamic Education

• Replace teachers with Artificial Intelligence systems

• Ban English-medium instruction

Which two types of knowledge does the Islamization of Knowledge seek to integrate?

• Rational and emotional

• Scientific and artistic

• Naqli and aqli

• Cultural and political

The Razak Report (1956) contributed to educational dualism primarily by

• Introducing universal free education

• Codifying race-based schooling divisions

• Abolishing vernacular schools

• Expanding pondok funding

The presentation cites that religious school graduates often face

• Moral uprightness but low employability

• High employability but weak spiritual ties
  

• Strong STEM skills but poor ethics

• Political influence without economic skill

Which of the following reflects the structural persistence of dualism after the 1983 National Education Policy reforms?

• Moral subjects introduced only at university level

• Removal of Bahasa Melayu as medium of instruction

• Teachers given full integration training nationwide

• Religious education confined to specific classes

One stated economic/political effect of dualism is

• English-educated graduates dominating government and business

• Religious school graduates leading in corporate governance

• Equal representation of all school types in leadership

• Economic decline due to over-Islamization

The “false hierarchy” described in the colonial period positioned which type of schooling as ‘progress’?

• Religious pondok institutions

• Vocational agricultural training

• Madrasah boarding schools

• English-medium secular schools

Which structural challenge is not explicitly mentioned as an obstacle to genuine integration?

• Over-representation of Islamic finance in STEM curricula

• Lack of trained cross-disciplinary teachers

• Resistance from some secular academics

• Limited funding in rural schools

According to the presentation, the loss of adab in society begins with

• Loss of the teacher’s role as murabbi

• Neglect of rural education infrastructure

• Overemphasis on STEM subjects

• Decline of international student exchanges