1. Should we teach Islam as a religion or as a civilisation? Robert Gleave (University of Exeter)

2. If the questions are the same, then the teacher is a oure transmitter of knowledge Is this the same question as, Islam and religion or a civilisation?? If the questions are the different, then whether Islam is a religion or not, we can teach it as one.

3. What is the greatest threat to the quality of Islamic Studies teaching in UK Higher Education? Modularisation

4. What is the greatest opportunity for the quality of Islamic Studies teaching in UK Higher Education? Modularisation

5. Introduction to Islam Modules/Units in UKHE Introduction to the Study of Islam Islam Introduction to Islam and the Muslims World Introducing Islam Introduction to Islamic Studies Muslims: their religious beliefs and practices Introduction to Islamic Studies

6. How has teaching the introduction to Islam not changed? The reading lists (Some) aims and objectives and the ILOs It is still integrated into a curriculum of Islamic Studies The standard format of topics

7. Pre-Islamic Arabia The Quran Muhammad Theology Law The Five Pillars Tasawwuf Shiism Modern Islam Lucky Dip? Women/Gender /Sexuality Jihad and political Islam Islam in the UK

8. This is an introductory course for students who have little or no previous knowledge of Islam and that area.... This module includes a consideration of the formative stage of Islam with specific reference to its scriptures and their personification by the Prophet. Students should complete this module with at least an awareness of the most basic vocabulary of the Islamic religious tradition

9. How has teaching the introduction to Islam changed? From a focus on belief/doctrine to a study of practice/culture From a focus on commonalities to a focus on distinctiveness and diversity From a pretended objective standpoint to an overt emphasis on non-academic outcomes From an uncritical acceptance of the category of religion, to a critical interrogation of religion as a category for Islam.

10. From a focus on belief/doctrine to a study of practice/culture special emphasis will be placed on analysing how these doctrines influence and govern everyday social practice of Muslims... The complex relationships between culture, customs and faith-based beliefs will be explored... Demonstrate an appreciation of the diversity of practice/belief within the Islamic tradition

11. From a focus on commonalities to a focus on distinctiveness and diversity To develop a broad understanding of the diversity and unity of the Islamic religion be aware of the heterogeneity of the Islamic traditions and appreciate their denominational, cultural and ethnic diversity Understand something of the diversity of Islamic views and practices

12. From a pretended objective standpoint to an overt emphasis on non-academic outcomes can show critical empathy with a variety of different forms and aspects of Islam to help students become aware of and begin to abandon cultural stereotypes about what constitutes Islam be able to see Islam as a religious, political, and social construct and to understand how this construct has been emerged, developed and changed according to the various historical contexts;

13. From an uncritical acceptance of the category of religion, to a critical interrogation of religion as a category for Islam. Discuss - and problematise - what is meant by 'religion': is religion a matter of belief, tradition, ethics, law, or a combination of all these things to help students become aware of and begin to abandon cultural stereotypes about what constitutes religion To understand the uniqueness of Islam as a way of life rather than a religion.

14. The relationship between module descriptors and class room experience is tangential... Conclusions: Question Our module syllabi often reflect not what is cutting edge in the field, but what is expected from a module introducing the students to Islam Why are there no (or few) Intro to Islam modules outside of RS and AS? We need IS modules which are strong within a particular disciplinary context – not lowest common denominator?