Dr. Mujadad Zaman
Member of the Internationalization Team
Center for Islamic Theology
Silcherstr. 5, 72076 Tübingen
Floor 3, Room 17
+49 7071 29-76936
Main research interests
- Philosophy of Education
- Theological Anthropology
- Religious and Values Education
- Aesthetics and Ethics in Education
- Educational Development and Innovation
- Craft, Experiential Learning and Human Development
- Intellectual Histories in Global Perspective
University of Cambridge
MPhil: Educational Research Methods
University of Cambridge
MSc: International and Comparative Education
University of Oxford
London School of Economics, University of London
Royal Holloway, University of London
I am interested in how knowledge is conceived, shared and transmitted for human growth and actualisation. In my work I adopt a cross-cultural, interdisciplinary, and ‘global’ approach to the philosophy of education. I am also interested in educational praxis and work in curriculum development, non-profit urban and rural educational projects in the USA, UK, and Pakistan, teacher training and educational innovation.
I. One key area of my research is examining the relationship between educational institutions and ethics. I am especially interested in the University as an institution dedicated to social good. In my forthcoming book on this subject, The University of Imaginations, I argue that the University can uphold its role as a generator of social betterment by adhering to more clear principles or ideals of why it exists, particularly as regards its role in fostering imagination.
II. My interest in Education stems from a deeper philosophical inquiry into what it means to be human. The formation of a person, as conceived through different educational philosophies and models, forms the core of my current postdoctoral research project at the Center for Islamic Theology. My co-edited volume on Philosophies of Islamic Education and various articles and book chapters in this field, explore how Islamic societies have understood knowledge itself and how knowledge is transmitted and shared within Islamic societies both past and present. In this latter area in particular, I am currently working on a second book which explores how ethics, life and learning collapse together into broader visions of community and society within Islamic educational practice.
In 2019 I received a 150,000 Euros grant to launch a three year project, Internationalizing, Learning and Mentoring (ILM). The project is designed as an international teaching exchange and training program for 20 student-teachers of religious education in Germany to dialogue and learn best practices from Religious Education in Europeans context, especially in the UK and Bosnia.
- Zaman, M. and Demiri, L. (eds.). Being Green, Being Human: Comparative Religious Responses. Tübingen: Mohr Siebeck ( Forthcoming, 2022).
- Zaman, M. and Nadeem, M. (eds.). The Philosophy of Islamic Education: Historical Perspectives and Emerging Discourses. London: Routledge (2016).
- ‘Sitting, Debating, Memorising and Discipleship: Considering Historical Patterns of Islamic Pedagogy for Contemporary Islamic Studies’ in Nadeem, M. and Alhashmi, M. (eds.). Teaching Islam: A Curriculum Guide for Primary and Secondary Educators (Routledge Series in Research in Religion and Education). New York: Routledge (2021), pp.131-149.
- ‘Children in the Medieval Islamic Imagination: A Path Towards Pedagogic Dialogue’, in Zaman, M. and Demiri, L. (eds.). Theological Anthropology: Perspectives on the Human Condition. Tübingen: Mohr Siebeck (2020, in press), pp.30-51.
- ‘Ruskin’s Orient and the Formation of a European Ideal’ in Clegg, J, A Great Community: John Ruskin's Europe. Venice: Ca' Foscari Digital Publishing (2020), pp.34-51.
- ‘Studies in the Philosophy of Islamic Education: A Survey of the Literature', in Holger, D. and Arjmand, R. (eds.). Springer International Handbook of Islamic Education, New York: Springer (2017) pp.61-75.
- ‘Volume Introduction’, in Zaman, M. and Nadeem, M. (eds.). The Philosophy of Islamic Education: Historical Perspectives and Emerging Discourses. London: Routledge (2016). pp.1-24
‘The Philosophy and Ideals of Islamic Education’
Oxford Encyclopaedia of Philosophy of Education, (2020). doi.org/10.1093/acrefore/9780190264093.013.1553
- The Experiential Imagination: Literacy Knowledge and Science in the British Enlightenment by Tita Chico, Stanford: Stanford University Press (2018). Journal of Literacy Studies (forthcoming, autumn edition, 2020).
- The Eternal Letter: Two Millennia of the Classical Roman Capital by Paul Shaw. Massachusetts: MIT Press (2015). The Journal of Roman Studies, Volume 106: 328-29 (2016).
- Schooled Society by David Baker. Stanford: Stanford University Press (2014). The Review of Higher Education, 40(2):307-309 (2017).
- Dynamics of the Contemporary University: Growth, Accretion, and Conflict by Neil J. Smelser. Berkeley: University of California Press (2013). Comparative Education Review 59(3):564-566 (2015).
- The Collective Imagination: The Creative Spirit of Free Societies by Peter Murphy. Surrey: Ashgate (2012). Sociology49(3): 595-597 (2015).
- Empire of Scholars: Universities, Networks and the British Academic World, 1850–1939 by Tamson Pietsch. Manchester: Manchester University Press (2013). British Journal of Educational Studies, 64:2, 266-269 (2016).
- Being a University by Ronald Barnett. London: Routledge (2011). The Review of Higher Education 36(1): 141-143 (2012).