Yusef Waghid Libros

The book presents a compelling defense of ta'arruf, or associational knowing, as an enriched interpretation of good education. It begins by exploring Abu Bakr Effendi's rational and pragmatic approach to Muslim educational philosophy. The author argues that ta'arruf fosters an autonomous self, encourages diverse deliberative dialogues, and inspires reflective openness to growth. Ultimately, this concept is positioned as a means to cultivate humanity, extending the practices of tarbiyyah, ta'lim, and ta'dib within the context of Muslim educational philosophy.

Focusing on the philosophical concepts of wonder, wander, and whisper, this volume provides innovative frameworks for assessing the quality of doctoral research and supervision in South African higher education. It aims to enhance understanding and evaluation processes, offering insights into the academic landscape and fostering improved research practices.

Focusing on the intersection of educational philosophy, nihilism, and humanity, this book reexamines the role of education during crises, specifically within university settings. It challenges traditional approaches and encourages innovative thinking about teaching and learning, aiming to inspire educators and students to navigate complex societal issues.

Focusing on the intersection of academic activism and higher education, this book explores how teaching and learning are influenced by external social, political, and cultural factors. It advocates for a dynamic philosophy of higher education that aligns with real-world actions and challenges existing norms. Emphasizing South African social justice education, the authors envision transformative pedagogical practices that promote renewal and contestation, ultimately redefining the role of academia in fostering social change.

Recognizing diversity is central to engaging with multiple perspectives and embracing various ways of being in the world. This book delves into how increased diversity fosters opportunities to connect with different life-worlds, ultimately helping to dismantle prejudices and challenge misinformed fears. Through the lens of democratic education, it advocates for inclusion as a means to enrich understanding and promote social cohesion.

The book emphasizes the necessity of continuous reflection and adaptation in teaching and learning within higher education to ensure it serves the public good. It explores the concept of pedagogic pilgrimage, highlighting the journey educators and students undertake to foster meaningful educational experiences. Through this lens, it advocates for innovative practices that respond to evolving societal needs and challenges in the educational landscape.

Focusing on the concept of philia, or love, this book explores its significance in democratic citizenship education within university settings. The authors advocate for educational encounters that foster humanity, emphasizing virtues that promote autonomous and responsible engagement. By shifting the discourse from purely rational interactions to include emotive aspects, the book aims to deepen understanding of how love can enhance human relations and enrich the educational experience, moving beyond traditional notions of citizenship and pedagogy.

Exploring the identity of educators, this book emphasizes the significance of understanding who teachers are beyond their instructional roles. It argues that effective teaching and learning are deeply influenced by teachers' identities and potential for growth. By examining the interplay between curriculum, policies, and personal development, the text highlights the importance of recognizing the multifaceted nature of teaching and the transformative journey of educators.

Focusing on the evolution of higher education, this book explores the concept of the university as a dynamic space for creativity and joy. It advocates for transforming traditional academic environments into playful institutions that foster innovative opportunities and enrich the experiences of both faculty and students. By emphasizing the importance of play in learning, it presents a vision for a more engaging and fulfilling academic landscape.

Nuraan Davids and Yusef Waghid make the argument that philosophy and education are intertwined as action concepts with the potential to affect teacher education practices. This book addresses pertinent philosophical concepts in education and how these concepts impact teaching, learning, and management as classroom practices.