Professor Glenn Hardaker is Director of Centre for Lifelong Learning and Professor of Education at Sultan Hassanal Bolkiah Institute of Education, Universiti of Brunei, Brunei. He is also a National Teaching Fellow for the Higher Education Academy (UK) and Editor of two international publications: Journal for Multicultural Education (JME) and International Journal Information & Learning Technology (IJILT). Dr Aishah Ahmad Sabki is an independent researcher, focused on community education for social inclusion, based in the UK. Her experience includes jointly setting up and managing a British higher education madrasah. She has developed policy and operational documentation for successfully achieving early years education OFSTED approval in the UK and has specialist knowledge and expertise in madrasahs, Islamic pedagogy, and technology management.

• PART I: ISLAMIC EDUCATIONAL INSTITUTION Chapter 1. The Rise of the Islamic Institution  Chapter 2. The Diversity of Islamic Educational Institutions Chapter 3. The Scholastic Community PART II: KNOWLEDGE AND THE SACRED Chapter 4. Philosophy of Islam and Knowledge Chapter 5. A Spiritual Understanding of Islamic Education Chapter 6. Knowledge and the Sacred as an Educational Compass PART III: IMPLICATIONS OF ISLAMIC PEDAGOGY Chapter 7. Islamic Pedagogy for Embodied Learning Chapter 8. Universal Nature of Islamic Pedagogy Chapter 9. Reflections on Islamic Pedagogy Chapter 10. Afterthoughts

The authors examine Islamic pedagogy from a spiritual perspective, using the concepts of sensory orders, identity, embodiment, and spirituality and proposing that the Islamic approach to the sensoria is different and privileges orality, kinesthesia, and embodiment. They reveal the relationship between Islamic pedagogy and embodied learning and associated features seen in madrasahs (Islam's institution of higher learning focused on the religious sciences and their ancillary subjects) and related educational institutions. They outline the impact of this approach on the use of language, moral values embedded in teaching and learning, a madrasah model of embodiment, and ideas about knowledge and the sacred. They explore key moments in madrasah history and their formation, the diversity of Islamic institutions, and the idea of the scholastic community, to show the rise of Islamic education institutions and the diversity within their formation; the philosophy of Islam and knowledge, spiritual understanding of Islamic education and knowledge, and the sacred as an educational compass; and the implications of Islamic pedagogy and embodied learning, the universal nature of Islamic pedagogy, and reflections for the future.

Professor Glenn Hardaker is Director of Centre for Lifelong Learning and Professor of Education at Sultan Hassanal Bolkiah Institute of Education, Universiti of Brunei, Brunei. He is also a National Teaching Fellow for the Higher Education Academy (UK) and Editor of two international publications: Journal for Multicultural Education (JME) and International Journal Information & Learning Technology (IJILT). Dr Aishah Ahmad Sabki is an independent researcher, focused on community education for social inclusion, based in the UK. Her experience includes jointly setting up and managing a British higher education madrasah. She has developed policy and operational documentation for successfully achieving early years education OFSTED approval in the UK and has specialist knowledge and expertise in madrasahs, Islamic pedagogy, and technology management.

• PART I: ISLAMIC EDUCATIONAL INSTITUTION Chapter 1. The Rise of the Islamic Institution  Chapter 2. The Diversity of Islamic Educational Institutions Chapter 3. The Scholastic Community PART II: KNOWLEDGE AND THE SACRED Chapter 4. Philosophy of Islam and Knowledge Chapter 5. A Spiritual Understanding of Islamic Education Chapter 6. Knowledge and the Sacred as an Educational Compass PART III: IMPLICATIONS OF ISLAMIC PEDAGOGY Chapter 7. Islamic Pedagogy for Embodied Learning Chapter 8. Universal Nature of Islamic Pedagogy Chapter 9. Reflections on Islamic Pedagogy Chapter 10. Afterthoughts

The authors examine Islamic pedagogy from a spiritual perspective, using the concepts of sensory orders, identity, embodiment, and spirituality and proposing that the Islamic approach to the sensoria is different and privileges orality, kinesthesia, and embodiment. They reveal the relationship between Islamic pedagogy and embodied learning and associated features seen in madrasahs (Islam's institution of higher learning focused on the religious sciences and their ancillary subjects) and related educational institutions. They outline the impact of this approach on the use of language, moral values embedded in teaching and learning, a madrasah model of embodiment, and ideas about knowledge and the sacred. They explore key moments in madrasah history and their formation, the diversity of Islamic institutions, and the idea of the scholastic community, to show the rise of Islamic education institutions and the diversity within their formation; the philosophy of Islam and knowledge, spiritual understanding of Islamic education and knowledge, and the sacred as an educational compass; and the implications of Islamic pedagogy and embodied learning, the universal nature of Islamic pedagogy, and reflections for the future.

Professor Glenn Hardaker is Director of Centre for Lifelong Learning and Professor of Education at Sultan Hassanal Bolkiah Institute of Education, Universiti of Brunei, Brunei. He is also a National Teaching Fellow for the Higher Education Academy (UK) and Editor of two international publications: Journal for Multicultural Education (JME) and International Journal Information & Learning Technology (IJILT). Dr Aishah Ahmad Sabki is an independent researcher, focused on community education for social inclusion, based in the UK. Her experience includes jointly setting up and managing a British higher education madrasah. She has developed policy and operational documentation for successfully achieving early years education OFSTED approval in the UK and has specialist knowledge and expertise in madrasahs, Islamic pedagogy, and technology management.

• PART I: ISLAMIC EDUCATIONAL INSTITUTION Chapter 1. The Rise of the Islamic Institution  Chapter 2. The Diversity of Islamic Educational Institutions Chapter 3. The Scholastic Community PART II: KNOWLEDGE AND THE SACRED Chapter 4. Philosophy of Islam and Knowledge Chapter 5. A Spiritual Understanding of Islamic Education Chapter 6. Knowledge and the Sacred as an Educational Compass PART III: IMPLICATIONS OF ISLAMIC PEDAGOGY Chapter 7. Islamic Pedagogy for Embodied Learning Chapter 8. Universal Nature of Islamic Pedagogy Chapter 9. Reflections on Islamic Pedagogy Chapter 10. Afterthoughts

The authors examine Islamic pedagogy from a spiritual perspective, using the concepts of sensory orders, identity, embodiment, and spirituality and proposing that the Islamic approach to the sensoria is different and privileges orality, kinesthesia, and embodiment. They reveal the relationship between Islamic pedagogy and embodied learning and associated features seen in madrasahs (Islam's institution of higher learning focused on the religious sciences and their ancillary subjects) and related educational institutions. They outline the impact of this approach on the use of language, moral values embedded in teaching and learning, a madrasah model of embodiment, and ideas about knowledge and the sacred. They explore key moments in madrasah history and their formation, the diversity of Islamic institutions, and the idea of the scholastic community, to show the rise of Islamic education institutions and the diversity within their formation; the philosophy of Islam and knowledge, spiritual understanding of Islamic education and knowledge, and the sacred as an educational compass; and the implications of Islamic pedagogy and embodied learning, the universal nature of Islamic pedagogy, and reflections for the future.