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Title مناهج المدرسة وطرق تدريس الأدب العربي: تقييم نقدي لفعالية الكتب المدرسية الدينية وقابليتها للتكيف

Author(s) Muhammad Athar

Abstract Madrasa Curriculum and Arabic Literary Pedagogy: A Critical Appraisal of Textbook Efficacy and Adaptability. This study examines the approach of Arabic literature in the syllabi of religious schools (Madrasa) in Pakistan, and its Efficacy and Adaptability, and the extent of updates and developments it requires, The study also explores the contemporary challenges facing this curriculum, the proposed solutions to these challenges, and the requirements for change and modification in the Arabic literature syllabus to align with the necessities of the modern age. Additionally, the thesis addresses the challenges faced by teachers and students, along with suggested solutions to overcome them. The objective was to Eliminate the manifestations of rigidity and imitation present in certain aspects of the Arabic literature curriculum in religious schools, and to develop the Arabic literature curriculum in religious schools and Presen recommendations for its necessary and positive amendments and propose some solutions to the contemporary challenges faced by religious schools in Pakistan. The method used for research was consist of theoretical and practical parts, The theoretical part focuses on introducing the religious school boards (wifaqāt), and examining their prescribed Arabic literature curricula, The practical part analyzes the teaching methods and examination systems used for the Arabic literature curriculum in these schools. This practical section is based on questionnaires, observations, and field research. Primary Sources were consulted for the research. The research found that the selection of some curricula was based solely on sectarian affiliation, there are many good books and curricula in a particular discipline, yet some educational boards have chosen books authored by their own scholars or followers, without applying any standard of merit. This is evident in some of the prescribed curricula, as shown in the curriculum tables of the boards. The officials overseeing these boards must reconsider these selections and establish strict criteria for choosing textbooks, ensuring that a single author does not have multiple books included in the board's curriculum. The curricula of religious schools have included only grammar (syntax) and morphology in the field of linguistics. Their syllabi lack subjects such as philology, linguistics, the fundamentals of grammar, grammatical schools, language policy, and other linguistic disciplines. In general, the educational boards (Wifaqat) have shown interest in Arabic literature; however, they lack courses specifically dedicated to modern Arabic literature. The study recommends that religious schools are in urgent need of financial support, the provision of printed books by the Pakistani government, and training for teachers in modern teaching methods and recent developments, especially in the art of the Arabic language, and Providing scholarships for outstanding and excellent students in religious schools so they can complete their education in public universities. Keywords: Arabic literature, Curriculum, Madrasa, Textbooks.

Type Thesis/Dissertation MS

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Department Arabic

Language Arabic

Publication Date 2025-08-21

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