Fundamental signs of the development of the curriculum derived from the fundamentalist madhhab | ||
| Journal of The Iraqi University | ||
| Article 1, Volume 2, Issue 32, September 2016, Pages 155-261 | ||
| Author | ||
| Dr. Adel Hashim Hamoudi Al Nuaimi | ||
| Abstract | ||
| The disclosure of the importance of this research, statement of the following: 1. The curriculum is the tool of the university and its means through which to achieve the goals of society, it is the first line of defense for any nation, through which it can focus on the needs of the community and its values and aspirations and problems and prepare individuals capable of coping with these problems and advancement. 2. Asalah is the origin of the jurisprudence of Islamic jurisprudence and its necessity in Islamic studies. As this science has regulated the jurisprudence of branches of jurisprudence in various fields, it is also able to organize curricula within clear principles and principles through which the desired educational goals are achieved. 3 - The science of jurisprudence is one of the most important features of Islamic law, and that understanding in religion is one of the signs of happiness of the individual in this world and the Hereafter, and achieve the most important of what is sought by the teachings of Islamic sciences, and therefore it is necessary to demonstrate the close relationship between the science of jurisprudence and writing curricula , Through the use of the study of the fundamentals of jurisprudence and its curricula in the field of education; for the happiness of the learner and the nation as a whole. 4. Call to cover the aspect of calls for renewal of the fundamentals of jurisprudence, called by the scholars of jurisprudence in the past and present, the call to rely on the rules and methodologies of fundamentalism, in order to employ them in various sciences and knowledge and in all aspects of life, so that fundamentalist studies applied It is not just theoretical. My methodology in research: In this study, the descriptive, analytical and inductive method was used to determine its importance and objectives, namely, to demonstrate the fundamental indications of the development of the curriculum derived from fundamentalist thought | ||
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