مجالات التأليف واتجاهاته في أصول التربية الإسلامية الباحثة هيفاء أحمد سليم العطوي د. عبدالرحمن محمد الحارثي

Abstract: The study aimed to analyze the fields of authorship in the foundations of Islamic education, explore contemporary trends in this area, and identify the main challenges facing scholarly writing in Islamic educational foundations. The research adopted a philosophical analytical approach. The key findings indicate that the diversity of authorship fields does not necessarily reflect structural integration; rather, upon analysis, it reveals a state of unregulated multiplicity within the absence of a unifying theoretical framework. Different domains (foundational, philosophical, historical, and applied) coexist without forming a coherent knowledge system linked by clear explanatory relationships, suggesting the presence of a cognitive dimension alongside the absence of a synthetic one. Additionally, contemporary trends in authorship represent semantic shifts more than methodological transformations. They often reflect an initial response to real-world pressures (economic, environmental, and social), yet largely remain within traditional frameworks. As a result, they represent potential opportunities for renewal that have not yet developed into fully integrated intellectual projects. The findings also show that the knowledge structure of Islamic educational writing is predominantly theoretical and abstract. Efforts are mainly focused on conceptual grounding and reproducing ideas, with a noticeable weakness in translating these concepts into practical, applicable models. This indicates a relative gap between the “theoretical mind” and the “practical mind” within the field. Moreover, the absence of critical and interdisciplinary approaches has led to the reproduction of knowledge rather than its development. Many works tend toward repetition or explanation without critically examining or reconstructing underlying assumptions, which limits the field’s capacity for self-renewal. The relationship between authenticity and modernity in Islamic educational writing also remains philosophically unresolved. At times, there is a tendency toward excessive conservatism, while at other times there is unregulated adaptation, without establishing an integrative model that balances stability and change. Finally, the need to move from theory to practice is not merely a procedural demand but a philosophical necessity. It involves redefining the function of educational knowledge—from being interpretive knowledge to becoming transformative knowledge capable of effecting real change. Keywords: Fields of Authorship – Authorship Trends – Foundations of Islamic Education

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