Review
BibTex RIS Cite
Year 2023, Volume: 4 Issue: 1, 38 - 48, 05.07.2023
https://doi.org/10.55993/hegp.1291090

Abstract

References

  • Abdullahi, S. (2011). Rethinking global education in the twenty-first century. World Studies in Education, 12(2), 77–91.
  • Al-Jayyousi, O.R. (2016). Islam and sustainable development: New worldviews. London: Routledge.
  • Ansari, M.I., 1994. Islamic perspectives on sustainable development. American Journal of Islamic Social Sciences, 11(3), 394-402.
  • Apple, M. (Ed.). (2010). Global crises, social justice, and education. New York: Routledge.
  • Asah, Stanley T. and Nandini, Chatterjee Singh (2019). SEL for SDGs: Why Social and Emotional Learning (SEL) is necessary to achieve the Sustainable Development Goals (SDGs). THE Blue DOT, Issue 10, 54-60.
  • Barber, B. R. 2000. Challenges to the common good in the age of globalism. Social Education 65 (1), 8-13.
  • Bates, R. (2012). Is global citizenship possible, and can international schools provide it? Journal of Research in International Education, 11(3), 262–274.
  • Bazna, S.M. and Hatab, T.A. (2005). Disability in the Quran: The Islamic alternative to defining, viewing and relating disability. Journal of Religion, Disability, and Health, 9 (1), 5–27.
  • Bovitch, S., Cullimore, Z., Bramwell-Jones, T., Massas, E., & Perun, D. (2018). The educational theory of Noam Chomsky. Chomsky Gallery. https://www. newfoundations. com/ GALLERY/Chomsky.html (Accessed August 22, 2022).
  • Brundtland, G.H. & Khalid, M. (1987). World Commission on Environment and Development, Our Common Future. Oxford and New York: Oxford University Press.
  • Csikszentmihalyi, M. (1993). The Evolving Self. New York: HarperCollins.
  • Cohen, E. (2015). Principal leadership styles and teacher and principal attitudes, concerns and competencies regarding inclusion. Procedia Soc. Behav. Sci. 186, 758–764.
  • Diaz, C. F., B. G. Massialas, and J. A. Xanthopoulos. (1999). Global Perspectives for Educators. Needham Heights, Mass.: Allyn & Bacon.
  • Faubert, B., (2012), “In-school policies and practices for overcoming school failure: A Literature Review”, OECD Education Working Paper, Paris: OECD.
  • Field S., M. Kuczera and B. Pont (2007), No More Failures: Ten Steps to Equity in Education, Paris: OECD.
  • Fish, S. (2008). Save the World in Your Own Time. Oxford: Oxford University Press.
  • Global Education Project (2014). Global Perspectives: A Framework for the Development of Active Global Citizenship in NSW Schools. New South Wales: Global Education Project New South Wales.
  • Helliwell, J.F., Layard, R. and Sachs, J. (eds.). (2015). World Happiness Report 2015. New York: Sustainable Development Solutions Network.
  • Holden, C. (2007). Teaching controversial issues. In D. Hicks & C. Holden (Eds.), The Global Dimension (pp. 55–67). London: Routledge, Taylor and Francis Group.
  • ICSU and ISSC. (2015). Review of the Sustainable Development Goals: The Science Perspective. Paris: International Council for Science (ICSU),
  • Kirkwood, T. (2001). Our global age requires global education: Clarifying definitional ambiguities. Social Studies, 92 (1), 10-15.
  • Laylla, Rkiouak, (2017). From Theory to Practice: A Sustainable Development Model Based on Islamic Principles (pp. 108-121) in Erica Harper, Adel Elsayed Sparr (editors), From Politics to Policy: Building Regional Resilience in West Asia and North Africa Jordan & Iraq: the WANA Institute and Friedrich-Ebert-Stiftung.
  • Leithwood, K. A., and Jantzi, D. (2008). Linking leadership to student learning: the contributions of leader efficacy. Educational. Administration. Quarterly. 44, 496–528.
  • Lim, M.M.L., Jorgensen, P.S., and Wyborn, C.A. (2018). Reframing the Sustainable development goals to achieve sustainable development in the Anthropocene – A systems approach. Ecology and Society, 23(3):22 https://doi.org/10.5751/ES-10182-230322.
  • Machin, Stephen, and Anna Vignoles. (2018). What's the Good of Education?: The Economics of Education in the UK. Princeton: Princeton University Press.
  • Mawdudi, Abul A’la. (1976). Human rights in Islam. Leicester. London: The Islamic Foundation.
  • McCarty, N., Poole, K.T. and Rosenthal, H., 2016. Polarized America: The Dance of Ideology and Unequal Riches. MA: MIT Press.
  • Miles, M. 1995. Disability in eastern religious context: Historical perspective. Disability and Society, 10(1): 49–69.
  • OECD (2012), Equity and Quality in Education: Supporting Disadvantaged Students and Schools, OECD Publishing. https://www.oecd.org/education/school/50293148.pdf (Accessed August 15, 2022).
  • OIC, Organisation of Islamic Conference (1990) Cairo Declaration on Human Rights in Islam, Cairo, Egypt, 31 July - 5 August 1990. http://www.oicun.org/articles/54/1/Cairo-Declaration-on-Human-Rights-in-Islam/1.html. (Accessed August 20, 2022).
  • Organization of Islamic Conference. (1990). Cairo Declaration on Human Rights in Islam. Jeddah: Organisation of Islamic Conference.
  • Palmer, Parker (1998). The Courage to Teach. San Francisco: Harper & Row.
  • Piketty, Thomas (2014). Capital in the Twenty-First Century (translated by Arthur Goldhammer). The Cambridge, Massachusetts: Belknap Press of Harvard University Press.
  • Postman, Neil (1995). The End of Education: Redefining the Value of School. New York: Alfrend A. Knopf.
  • Ranjula, B. S. (2018). A critical analysis of the Sustainable Development Goals. In Leal, F. & Walter, C. (eds)., Handbook of Sustainability Science and Research (pp. 341-356). Cham: Springer.
  • Razak, D. A., & Moten, A. R. (2022). The fourth industrial revolution: Shaping a humane world? In E. J. Valeau, R. L. Raby, & U. Gaulee (eds), Shaping a humane world through global higher education: Pre-challenges and post-opportunities during a pandemic (pp. 19-34). STAR Scholars.
  • Sardar, Z., (1996). Beyond development: an Islamic perspective. The European Journal of Development Research, 8(2), 36-55
  • Shultz, L. (2007). Educating for global citizenship: Conflicting agendas and Understandings. Alberta Journal of Educational Research, 53(3), 248–258.
  • Skelton, S. & Kigamwa, J. (2013). Educational equity: What’s it all about? Great lakes equity center. Retrieved from http://glec.education.iupui.edu/assets/files/JulyPDF.pdf (Accessed 15, 2022).
  • United Nations (2016). Convention on the Rights of Persons with Disabilities, September 2 CRPD/C/GC/4, https://digitallibrary.un.org/record/13836#record-files-collapse-header (Accessed August 14, 2022).
  • UNESCO (2008) Education for All Global Monitoring Report, Paris: UNESCO. http://www.unesco.org/education/gmr2008/chapter1.pdf (Accessed August 15, 2022).
  • UNESCO (United Nations Educational, Scientific and Cultural Organization). (2014). Learning to Live Together: Education Policies and Realities in the Asia Pacific. Paris: UNESCO.
  • Werner, W. & Case, R. (1997). Themes of global education. In Wright, A & Sears, A. (Eds.), Trends and Issues in Canadian Social Studies (pp. 176¬193). Vancouver: Pacific Educational Press.
  • World Commission on Environment and Development. 1987. Our Common Future. Oxford: Oxford University Press.

Linking Sustainability and Spirituality: The University with a Soul

Year 2023, Volume: 4 Issue: 1, 38 - 48, 05.07.2023
https://doi.org/10.55993/hegp.1291090

Abstract

ABSTRACT: Higher education institutions were intended to nurture the creative potential of individuals and assist in the development of civilization. After 1945, the number of modern universities expanded, but their original purpose changed. Universities have become more business-oriented institutions. The Fourth Industrial Revolution (4IR) has changed almost every area of human activity at an unpredictable pace, challenging old paradigms and frameworks. Society scaled back education to meet market demands, and people lost their moral and intellectual dispositions. The general focus is on developing a workforce, inventive spirit, and high-tech machinery based on innovation and technology, resulting in weak ethical standards and a dangerous lack of trust in the community. Educators need to explore new and creative approaches to educational innovation to improve future learning. The need is for an education with a soul. Educators must cultivate the dual consciousness that humanizes technology through bold visions of moderation. They should help students develop a higher sense of purpose. Knowledge must be viewed from a new perspective. Knowledge must be wholesome or holistic, inclusive, sustainable and equitable in the sense that everyone has access to this special knowledge and can develop a sense of mercy, compassion and benevolence.

References

  • Abdullahi, S. (2011). Rethinking global education in the twenty-first century. World Studies in Education, 12(2), 77–91.
  • Al-Jayyousi, O.R. (2016). Islam and sustainable development: New worldviews. London: Routledge.
  • Ansari, M.I., 1994. Islamic perspectives on sustainable development. American Journal of Islamic Social Sciences, 11(3), 394-402.
  • Apple, M. (Ed.). (2010). Global crises, social justice, and education. New York: Routledge.
  • Asah, Stanley T. and Nandini, Chatterjee Singh (2019). SEL for SDGs: Why Social and Emotional Learning (SEL) is necessary to achieve the Sustainable Development Goals (SDGs). THE Blue DOT, Issue 10, 54-60.
  • Barber, B. R. 2000. Challenges to the common good in the age of globalism. Social Education 65 (1), 8-13.
  • Bates, R. (2012). Is global citizenship possible, and can international schools provide it? Journal of Research in International Education, 11(3), 262–274.
  • Bazna, S.M. and Hatab, T.A. (2005). Disability in the Quran: The Islamic alternative to defining, viewing and relating disability. Journal of Religion, Disability, and Health, 9 (1), 5–27.
  • Bovitch, S., Cullimore, Z., Bramwell-Jones, T., Massas, E., & Perun, D. (2018). The educational theory of Noam Chomsky. Chomsky Gallery. https://www. newfoundations. com/ GALLERY/Chomsky.html (Accessed August 22, 2022).
  • Brundtland, G.H. & Khalid, M. (1987). World Commission on Environment and Development, Our Common Future. Oxford and New York: Oxford University Press.
  • Csikszentmihalyi, M. (1993). The Evolving Self. New York: HarperCollins.
  • Cohen, E. (2015). Principal leadership styles and teacher and principal attitudes, concerns and competencies regarding inclusion. Procedia Soc. Behav. Sci. 186, 758–764.
  • Diaz, C. F., B. G. Massialas, and J. A. Xanthopoulos. (1999). Global Perspectives for Educators. Needham Heights, Mass.: Allyn & Bacon.
  • Faubert, B., (2012), “In-school policies and practices for overcoming school failure: A Literature Review”, OECD Education Working Paper, Paris: OECD.
  • Field S., M. Kuczera and B. Pont (2007), No More Failures: Ten Steps to Equity in Education, Paris: OECD.
  • Fish, S. (2008). Save the World in Your Own Time. Oxford: Oxford University Press.
  • Global Education Project (2014). Global Perspectives: A Framework for the Development of Active Global Citizenship in NSW Schools. New South Wales: Global Education Project New South Wales.
  • Helliwell, J.F., Layard, R. and Sachs, J. (eds.). (2015). World Happiness Report 2015. New York: Sustainable Development Solutions Network.
  • Holden, C. (2007). Teaching controversial issues. In D. Hicks & C. Holden (Eds.), The Global Dimension (pp. 55–67). London: Routledge, Taylor and Francis Group.
  • ICSU and ISSC. (2015). Review of the Sustainable Development Goals: The Science Perspective. Paris: International Council for Science (ICSU),
  • Kirkwood, T. (2001). Our global age requires global education: Clarifying definitional ambiguities. Social Studies, 92 (1), 10-15.
  • Laylla, Rkiouak, (2017). From Theory to Practice: A Sustainable Development Model Based on Islamic Principles (pp. 108-121) in Erica Harper, Adel Elsayed Sparr (editors), From Politics to Policy: Building Regional Resilience in West Asia and North Africa Jordan & Iraq: the WANA Institute and Friedrich-Ebert-Stiftung.
  • Leithwood, K. A., and Jantzi, D. (2008). Linking leadership to student learning: the contributions of leader efficacy. Educational. Administration. Quarterly. 44, 496–528.
  • Lim, M.M.L., Jorgensen, P.S., and Wyborn, C.A. (2018). Reframing the Sustainable development goals to achieve sustainable development in the Anthropocene – A systems approach. Ecology and Society, 23(3):22 https://doi.org/10.5751/ES-10182-230322.
  • Machin, Stephen, and Anna Vignoles. (2018). What's the Good of Education?: The Economics of Education in the UK. Princeton: Princeton University Press.
  • Mawdudi, Abul A’la. (1976). Human rights in Islam. Leicester. London: The Islamic Foundation.
  • McCarty, N., Poole, K.T. and Rosenthal, H., 2016. Polarized America: The Dance of Ideology and Unequal Riches. MA: MIT Press.
  • Miles, M. 1995. Disability in eastern religious context: Historical perspective. Disability and Society, 10(1): 49–69.
  • OECD (2012), Equity and Quality in Education: Supporting Disadvantaged Students and Schools, OECD Publishing. https://www.oecd.org/education/school/50293148.pdf (Accessed August 15, 2022).
  • OIC, Organisation of Islamic Conference (1990) Cairo Declaration on Human Rights in Islam, Cairo, Egypt, 31 July - 5 August 1990. http://www.oicun.org/articles/54/1/Cairo-Declaration-on-Human-Rights-in-Islam/1.html. (Accessed August 20, 2022).
  • Organization of Islamic Conference. (1990). Cairo Declaration on Human Rights in Islam. Jeddah: Organisation of Islamic Conference.
  • Palmer, Parker (1998). The Courage to Teach. San Francisco: Harper & Row.
  • Piketty, Thomas (2014). Capital in the Twenty-First Century (translated by Arthur Goldhammer). The Cambridge, Massachusetts: Belknap Press of Harvard University Press.
  • Postman, Neil (1995). The End of Education: Redefining the Value of School. New York: Alfrend A. Knopf.
  • Ranjula, B. S. (2018). A critical analysis of the Sustainable Development Goals. In Leal, F. & Walter, C. (eds)., Handbook of Sustainability Science and Research (pp. 341-356). Cham: Springer.
  • Razak, D. A., & Moten, A. R. (2022). The fourth industrial revolution: Shaping a humane world? In E. J. Valeau, R. L. Raby, & U. Gaulee (eds), Shaping a humane world through global higher education: Pre-challenges and post-opportunities during a pandemic (pp. 19-34). STAR Scholars.
  • Sardar, Z., (1996). Beyond development: an Islamic perspective. The European Journal of Development Research, 8(2), 36-55
  • Shultz, L. (2007). Educating for global citizenship: Conflicting agendas and Understandings. Alberta Journal of Educational Research, 53(3), 248–258.
  • Skelton, S. & Kigamwa, J. (2013). Educational equity: What’s it all about? Great lakes equity center. Retrieved from http://glec.education.iupui.edu/assets/files/JulyPDF.pdf (Accessed 15, 2022).
  • United Nations (2016). Convention on the Rights of Persons with Disabilities, September 2 CRPD/C/GC/4, https://digitallibrary.un.org/record/13836#record-files-collapse-header (Accessed August 14, 2022).
  • UNESCO (2008) Education for All Global Monitoring Report, Paris: UNESCO. http://www.unesco.org/education/gmr2008/chapter1.pdf (Accessed August 15, 2022).
  • UNESCO (United Nations Educational, Scientific and Cultural Organization). (2014). Learning to Live Together: Education Policies and Realities in the Asia Pacific. Paris: UNESCO.
  • Werner, W. & Case, R. (1997). Themes of global education. In Wright, A & Sears, A. (Eds.), Trends and Issues in Canadian Social Studies (pp. 176¬193). Vancouver: Pacific Educational Press.
  • World Commission on Environment and Development. 1987. Our Common Future. Oxford: Oxford University Press.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Dzulkifli Bin Abdul RAZAK This is me 0000-0002-1248-9937

Abdul MOTEN 0000-0001-7938-2125

Publication Date July 5, 2023
Published in Issue Year 2023 Volume: 4 Issue: 1

Cite

APA RAZAK, D. B. A., & MOTEN, A. (2023). Linking Sustainability and Spirituality: The University with a Soul. Higher Education Governance and Policy, 4(1), 38-48. https://doi.org/10.55993/hegp.1291090