ABSTRACT
This chapter focuses on the predominant mode of teaching and learning religion that prevails in madrasah education in the contemporary period. Changes in the condition of education, which extend to teacher training and resource development, institutionalisation of benchmarks for educators that include recruitment, mentoring, professional competency issues and related matters, are part of these changes. Both in terms of curriculum and the predominant style of teaching and learning, madrasah education distinctly mirrors the traits of traditionalism. While revaluation of madrasah education in the light of contemporary educational discourse and practice has hardly occurred given the predominance of traditionalism, the phenomenon of religious revivalism that emerged in Muslim societies since the mid-20th century has deflected its prospects and compounded the challenge. Though prominent Muslim scholars have long debunked theological construction and lashed at it for the decline of the Muslims, revivalists call for their integration to avoid the crisis of disintegration of human personality, which is their caricature of the West.
