Transcript Role of women as a teacher - Prince Mohammad Bin Fahd University

Prince Mohammed Bin Fahad University
ISLAMIC PHILOSOPHY
OF EDUCATION
Maha Al-Jalhami
Amani Alyousf
Afaf Al-Modarra
Dr. Anil Belvadi
201102550
201102748
201102537
Outline
I.
II.
III.
IV.
V.
Introduction
Aims of Islamic education
Methods of the curriculum
Role of the Teacher
Some of The Famous Islamic
Philosophers
VI. Conclusion
VII. References
Introduction
• Islamic education is uniquely different from other types of
educational theory and practice largely because of the allencompassing influence of the Koran. The Koran serves as a
comprehensive blueprint for both the individual and society and as
the primary source of knowledge.
• Arab society had enjoyed a rich oral tradition, but the Koran was
considered the word of God and needed to be organically
interacted with by means of reading and reciting its words. Hence,
reading and writing for the purpose of accessing the full blessings
of the Koran was an aspiration for most Muslims. Thus, education in
Islam unequivocally derived its origins from a symbiotic relationship
with religious instruction.
Aims of Education:
• In Islamic educational theory knowledge is gained in order to
actualize and perfect all dimensions of the human being.
• The goal of Islamic education is not to simply fill students’ minds
with information about Islam, but rather to teach them about being
Muslim.
• The goal of Islamic education is that people be able to live as the
prophet Muhammad lived because he is the model of perfection.
• Focus on personality and character development of children.
• Close attention to the real needs and concerns of students.
• Provide students with general understanding of Islam and How to
be a Muslim.
• Develop students’ understanding of the position of the Qur’an in
Islam.
Aims of Education:
• Preparation of students with the critical thinking and problem-solving
skills needed to function successfully as Muslims in society.
• Enhance the Islamic perspective of students.
• Create an environment that reflects an Islamic ideology and lead
students to faith and righteous path.
• Prepare the students for a life of purity and sincerity not cramming
their heads with facts.
• To provide an environment which allows the student to realize ideals
and gain an education that enhances his spiritual, intellectual,
imaginative, physical, scientific and linguistic growth.
• To make students aware of their responsibility as Muslims to their
environment.
Aims of Education:
• Acquiring intellectual knowledge of Muslim cultures, societies, and
civilizations and the changes. (through the application of reason
and logic)
• Developing spiritual knowledge (derived from divine revelation and
spiritual experience).
• Develop the learner’s interest and understanding of Islam and
Muslims.
• Draw attention to Islam and its role in the world in terms of politics,
economics, social structure etc.
• Promote the appreciation of Islamic ethics and code of personal
practice.
Role of the Teacher:
• There are ‘four basic patterns of knowledge which are the most important
patterns needed for producing effective, creative and successful teachers:
• a. Causal Knowledge
• b. Normative Knowledge
• c. Experiential Knowledge
• d. General Knowledge
• There are also 4 skills represent the basic talents, qualifications and
characteristics needed to develop a successful and effective teacher’. They
are:
• a. Knowledge of the subject matter
• b. Wealth in internalized values and beliefs
• c. Ability of transferring knowledge
• d. Generating student’s cooperation and confidence
Ethics
• Essentially, the call is for a Muslim teacher to have moral values and
professional knowledge and to be able to actualize these in daily
life routines. They must be honest and sincere, and cultivate ‘faith
in absolute values such as justice, mercy, truth, charity, love and
righteousness, all of which are enshrined in the names of God.
• wither the teacher teach history, geography, physics, chemistry,
biology, zoology, astronomy, economics, political science and other
social sciences without any reference to Allah ... a student will be
unable to synthesize the conflicting ideologies into a unifying
whole. Because of this intellectual polarization, his religious faith
gradually weakens.
Ethics
• There is also the point that ‘the most important quality of a Muslim
teacher is not what he knows but what he is’, (Baloch & Affendi,
1980, p. 157). The emphasis is placed on the character of the
teacher.
• The teacher should be carefully chosen because at this stage his
influence upon the character of the pupil is as great as his influence
upon his mind. Therefore, the teacher should be pious, have firm
moral principles and be of gentle disposition as well as being
knowledgeable, and be able to have insight into the character of his
pupils.
Language
• The teacher should be neither excessively lenient nor harsh. He
should choose a manner of instruction, whether it be through
mental training, imitation, repetition, logical analysis, etc., that is in
conformity with the nature of the student.
• they must also be able to deliver the subject taking into account the
different ability groups in the class and understanding the varied
strategies of delivering the material.
• They must be familiar with classroom management, curriculum
management, records management, to use a variety of teaching
strategies and an understanding of learning modes.
• teacher should not be severe and resort to punishing the child but
use strategies involving positive reinforcement and also appreciate
the value of play as a means of learning and providing the student
with a motivating learning environment.
Economic
• The role of an Islamic school teacher is to then produce a
wholesome child who carries out his obligations as set out by the
precepts of Islam. The teacher’s directive is to educate a child by
giving him or her the mannerisms and the etiquette that will serve
the child and the community.
• The role of teacher is to explain the relationship between man and
his Creator (Allah), between man and man, and between man and
his environment.
Role of the women teacher
• Role of women as a teacher was enhanced from the beginning of
Islam, it started from Aisha ( the wife of Prophet Mohammed
peace be upon him). She was teaching the sayings ( hadith) and
Islamic jurisprudence ( FIQH ), even the prophet’s followers
consulted her in consider as Islamic reference after Mohammed
(peace be upon him). Throughout Islam the role of women was
highlighted and her contributions to the Islamic education were
acknowledged. Some of them built universities and had been great
physicians, teachers, nurses, writers, and poets.
Methods of the Curriculum
• It has been acknowledge that educators throughout the world that
education serves a dual purpose, one is for the individual and one
for the society
• Through a proper education, individual potentials physical,
intellectual, moral, spiritual, and emotional grow up and develop.
The fast track of his development depends on his skills and the
ability of the teacher, because the teacher is the tool that delivers
the knowledge.
• Education serves another important role, which transmit and
transform the cultural values, and the legacy of a particular society
such as Islamic view toward education. Education is a reformer tool
to the society which leads to prosper and progressive life.
• Islam is a factor to enhance and empower the individual to think,
observe, and realize. The epistemological view of the quranic text ,
some passages exoteric while others obtain esoteric which
consider one of the epistemological features.
Methods of the Curriculum
• Education is a lifelong process; Prophet Mohammed exhorts
believers to "seek knowledge from the cradle to the grave". Just
recently the new researches (LEAMAN, 1998)found that a child
can receive stimuli even when he/she is still embryo. The potential
of learning begins as early as a few months after conception.
• Education is divided into three types; informal, formal, and none
formal. The home is the most important institution of the
informal learning; it takes place with the indirect manner done by
the first teacher who is the mother.
• Then takes place with the formal institution which is the school,
and in it the learning experience are structured and organized
systematically to achieve specific learning outcomes.
Methods of the Curriculum
• The curriculum in Islamic schools differs from other kinds of
schools; because it has been including religion subjects start from
Quran and other Islamic subjects to build the religion knowledge
from the start beside the religious subjects there comes, literature,
history, science and mathematics. According to Islam the students
should be aware of the world around him/her because that will lead
to the truth which is the existence of Allah.
• Education covers a broad spectrum of issues; some scholars
reasoned that as a discipline, education consists of five sub
discipline, namely; curriculum, counseling, management,
instruction, and evaluation.
• Islamic perspectives that education is to produce righteous
individual who are willing to bring happiness to the world.
Methods of the Curriculum
• Every country example is unique and cannot be used to generalize
or to make certain conclusions about the Islamic education system.
Before we move on, it is important to understand the difference
between the terms Quranic and Madrassa education. The Quranic
school or Maktab is a place where Muslim children go to read and
recite the Koran only. Koranic schools can function in the mosque,
under a tree, in the house of the Koran teacher or under an open
sky. The term Madrassa is usually used for a bit more organized
institutions with classrooms and teachers for different levels. Many
Madrassas have boarding and lodging facilities.
• In the mean time, the educational process has been developed and
started to focus on the scientific subjects and there have been
merging the scientific and the religious subject as has been at the
past, the history shows that Muslim people achieved a huge
contribution on the scientific movement.
Some of The Famous Islamic Philosophers
• Ibn-Sina (Abu-Ali al-Husayn ibn
'Abd Allah ibn Sina) ( 980-1037)
Al-Ghazali (Abu Hāmed Mohammad
ibn Mohammad al-Ghazzālī) (1058-19
December 1111)
Some of The Famous Islamic Philosophers
ibn al-Haytham ( Abū ʿAlī al-Ḥasan
ibn al-Ḥasan ibn al-Haytham) ( 9651040 )
• Ibn al-Nafis (Ala-al-din abu AlHassan Ali ibn Abi-Hazm al-Qarshi
al-Dimashqi) (1213-17 December
1288)
Conclusion
•The purpose of an Islamic education is
essentially to create an environment that
reflects an Islamic philosophy. It is warm,
embracing, encouraging and its decor
redirects its citizens towards God
remembrance and good actions.
References:
• Aminuddin Hassan, N. Z. (2011). Islamic Philosophy as the Basis to Ensure
Academic Excellence. Asian Social Seience , 37-41.
• Hassan, A. a. (2010). The role of Islamic Philosophy of education in aspiring
holistic learning. Procedia Social and Behavioral Sciences , 2113-2118.
• LEAMAN, O. (1998). Islamic philosophy. Routledge Encyclopedia of
Philosophy .
• Islamic Studies. (n.d.). Retrieved from
http://www.uasdubai.ae/uploaded/3_academics/Secondary_School/Grades
_7-10/Departments/Islamic_Studies.pdf.
• State university. (n.d.). Retrieved from
http://education.stateuniversity.com/pages/2133/Islam.html.
• Williams, F. G. (n.d.). Renaissance. Retrieved from http://www.monthlyrenaissance.com/issue/content.aspx?id=454.
• List of Muslim Philosophers. (n.d.). Retrieved from
http://en.wikipedia.org/wiki/List_of_Muslim_philosophers.