From its genesis in the seventh century onwards, Islam has been a major paradigm that has shaped the politico-economic life of a vast portion of the world population, nearly a quarter at present. In view of the underdeveloped or developing structures of Muslim-majority nations, it has mostly been assumed that Islam predicates an autocratic theocracy and a conservative, rather than a progressive, economic policy that retards scientific research and entrepreneurial innovation. Conversely, with a reactive consciousness, orthodox Muslims take it for granted that Islam's divinely ordained normative axioms would be enough for them to spontaneously establish the most conciliatory political regime on the earth and an advanced economic system irrespective of the power and money-oriented dimensions of human interaction and the assimilative potential of capitalist world economy. To clarify this ambiguity between the reductionist and mythicising perceptions over the theory and praxis of Islamic political economy, this paper first and basically examines its framing institutions at the level of theory and then the causes and consequences of [in]consistencies between its theoretical axioms and their praxis by the Muslim nations.
From its genesis in the seventh century onwards, Islam has been a major paradigm that has shaped the politico-economic life of a vast portion of the world population, nearly a quarter at present.
The Arab Uprisings and their transformational impact across the Middle East and North Africa [MENA] have generated immense debate about the future of the region's countries during a period of re-organizational crisis in the international political economy. At this stage of the unfolding region-wide transition in the MENA, this paper performs a two-step theoretico-practical examination of the processes between and after the Uprisings. The first step is to crystallize the ambiguous manifestations between the theory of Islamic political economy and the praxis of these Muslim-majority countries: the high-income Arab Gulf States, upper-middle-income Tunisia, and lower-middle-income Egypt. The second is to contextualize the evolving continuities and discontinuities in these case countries between economy, polity, and society using the eight patterns of path-dependent changes that the author develops. And a discussion will ensue on the prospective changes these nations will face in terms of the potential trajectories of systemic change between the embedded path-dependencies of the established regimes and the patterns of change demanded by the subversive Islamic factions drawn from the pure theory of Islamic political economy.
The Arab Uprisings and their transformational impact across the Middle East and North Africa [MENA] have generated immense debate about the future of the region's countries during a period of re-organizational crisis in the international ...
a . experience is related to specific areas in general education , professional education , or specialty area competency . These are listed in Ed 609 , 610 , 611 and 612 . b . documentation must be provided for any life experience .
NEW HAMPSHIRE a . experience is related to specific areas in general education , professional education , or specialty area competency . These are listed in Ed 609 , 610 , 611 and 612 . b . documentation must be provided for any life ...
In developing countries across the world, qualified teachers are a rarity, with thousands of untrained adults taking over the role and millions of children having no access to schooling at all. Teacher Education and the Challenge of Development is co-written by experts working across a wide range of developing country situations. It provides a unique overview of the crisis surrounding the provision of high-quality teachers in the developing world, and how these teachers are crucial to the alleviation of poverty. The book explores existing policy structures and identifies the global pressures on teaching, which are particularly acute in developing economies.
The book explores existing policy structures and identifies the global pressures on teaching, which are particularly acute in developing economies.
The purpose of this text is to introduce the field of communication to students who may have little or no background in communication theory. The three overriding goals of the book are to help students understand the pervasiveness of theory in their lives, to demystify the theoretical process, and to help students become more systematic and critical in their thinking about theory.
The purpose of this text is to introduce the field of communication to students who may have little or no background in communication theory.
