2. AL GHAZALI'S PHILOSOPHY OF EDUCATION san thar year —al-\siam in 1. Introduction“) y\oss ‘The full name of Al Ghazali is Muhammad Bin Muhammad Ghazali, His patronymic is Hujatul Islam Zainuddin Tusi. He was jurist as well as mystic. The reputation of his knowledge and excellence was widely spread. He was bom In “450 Hijri in Toos in Persia. His early education was given in toos by Ahmad Raz Kafi form whom he learnt Jurisprudence. Later on he went to Nishapur and Joined the schoo! of Imamul Hermen abul Mualli Jueni. He completed his education in early age and became reputed Muslim theologian in young age. After education, he engaged for Madarsa Nizamia of Baghded for teaching. He accepted the invitation and was very well received there for his knowledge and excellence. Then he traveled to Holy Mecca and stopped his teaching engagement. NS 2. Revelation a Source of Knowledge j Al Ghazali has propounded his philosophy of education on the bases of his personal experiences. His philosophy is very much similar to the philosophy of Plato. He has advocated that Revelation is essential to recognize the reality and that is granted to Advocated to Revelation is essential to recognize the reality and that is granted to Messengers of Allah only by Almighty, Acceding to Al Ghazali, itis the prime duty of Muslims to search reality through the ‘knowledge in accordance with Holy Quran, He considers human mind as simple slate whom the teacher brushes. His divides Muslim theologians into four categories Prophets, caliphs, divine theologians and general sermonizers. 3, Functions of Muslim Theologians The functions and objectives of the prophets are supreme and elevated. They communicate the orders of Allah to the People irrespective of any distinction and also do purification of mind. The Calihs regulate the society according to Commandments of Allah and strive for the supremacy of Allah over the earth and prevalence of his prescriptions. They communicate the virtues of knowledge to the people, They try to improve the moral conditions of the people which can be dome through proper education, 4. Division of Knowledge Al Ghazali divides knowledge into two parts. They are Dogmatic and Non-Dogmatic, (A) DOGMATIC KNOWLEDGE: Dogmatic knowledge is divided into two categories, Desirable and undesirable knowledge. (a) Desirable knowledge: the desirable knowledge is also divided into basic, subsidiary, introductory and supplementary. (i) Basic Knowledge: The Knowledge consists of Holy Quran, Prophet's Sunnah, and consensus of Muslim opinion and traditions of Companions of the Holy Prophet. (ii) Subsidiary Knowledge: in this knowledge, affairs of heart and its good and bad habits are discussed: the willingness and unwillingness of Allah are also’ included in it '(iii) Introductory Knowledge: there are knowledge of dictionary and syntax, These two are instruments for understanding Holy Quran and Sunnah, (iv) Supplementary knowledge: even in Holy Quran related with its vocabulary, Some are related with its explanation, some with Islamic Jurisprudence. In Hadith, cyclopedia of narrators and principles of traditions are included, (x) Knowledge related to Revelation: the revelation is the extreme and the supreme of all other knowledge. Any person who has not benefited at all from this source of knowledge is at a great loss. This knowledge reveals him about Allah, His Actions, Causes of creation of this world and Hereafter, wisdom of depending the Hereafier on the world, meaning of prophet and prophet hood. Revelation, Reality of Angels and Satan, enmity of evil powers towards human being, arrival of angels before the prophet and position of divine revelation etc (vi) Knowledge related to affairs: tells the condition of heart. It is knowledge of conditions. Some of them are desirable such as patience, thanks, fear, hop, abstinence, piety, trust in Allah, generosity, politeness, honesty and sincerity, etc. (b) Undesirable Knowledge: such as fear of poverty, anger with fate, malice, jealousy, hypocrisy, love for status, pride, greed, miserliness, respect for rich but insult of poor man ete, (B) NON- DOGMATIC KNOWLEDGE; are divided into three parts (a) Desirable knowledge: The desirable knowledge includes those subjects which are related to worldly life such as medicine and arithmetic. (b) Undesirable knowledge: The undesirable knowledge includes subjects like magic, sleight of hand etc. (c) Lawful or Permissible knowledge: the lawful or permissible knowledge includes poetry if it is not immoral, history ete, 5. Aims and Objective of Education Al Ghazali had determined the aims and objective of education in accordance with Islamic way of life. According to him, the objective of education is ut ity. He used wide meaning | of utility which prevails over the material and spiritual aspects, According to him the objective of Education formation, construction and com; : pletion of manners so that man can distinguish between good and bad and abstain from evil | 6 — Curriculums Al-Ghazali says that the teacher of each sul obligatory for all, Morn than req worldly subject, bject considers his subject of study as uired time is spent on religious Subjects while carelessness is done towards Differences occur in teaching religious subjects and consequent! i throw mud of each other : ae There is no referential order-in education and teaching knowledge and skills. Teachers on their own accord overemphasize certain Subjects while they ignore others,No place for teaching of moral education was given in the curriculum Al-Ghazali hat, advocated the inclusion of both academic and religious subjects. He suggested industrial subject ‘weaving, agriculture, tailoring and hair-cutting, etc. for inclusion in the curriculum. Thus we cat easily say that modem education is clearly reflected in his educational thoughts. 7. Methods and Techniques of Teaching Imam Ghazali has suggested to the teacher's that they should always prepare lesson in advance. A teacher cannot do justice to the students without adequate preparation. The teacher should have full command over the subject matter when they go to the class. The same principk and procedure of teaching is later on eniphasized and advocated by western educational thinkers Herbert and Pestalozzi are main exponent of this point of view. 8. Teacher Student Relationship Teacher should deal with the students with love and sympathy. The students learn bad habits due to compulsion and violence. Islam requires the teachers to treat their students as thei own children, They are responsible for their morals and custodians of their character, According to traditions of the Prophet "The teacher should be so Considerate and affectionate as a father on his son”, : 9, Women's Education Imam Ghazali advocated for primary education for women which should be it accordance with the society. It will help women to provide proper training and education 10] children and to fulfill the domestic responsibilities with fairness. He does rtot consider hight} ‘education essential for women like Aristotle and Rousseau. Imam Ghazali advocacy of Home Science education of women, 10, Physical and Health Education Imam Ghazali has also given great emphasis upon physical education of the children because physical health is required for mental health, growth and development of the child. 3. IBN KHALDUN AND EDUCATION Introduction ‘The great thinker Ibn Khaldun was born in Tunis, 1332 AD and died in Cairo, 1406 AD) His ideas have reflected their importance on the history of universal thought as much as withi the Islamic realm. His thoughts are all self-created. It is due to this fact that although he Ii during the 14" Century his thoughts still manage to shed light among events of current times, Ibn Khaldun has been accepted and commented upon by historians, Jurists, theologi politicians, economists, teacher, educators and environmentalists alike, Imparting Information to Students at their level of Comprehension Information should be given to students gradually in stages, lower to higher, syhich may understand. If teaching methods are gradually applied to students, the education will p more effective for them, Initially, the main principles of informiation and science shouldtaught, and taking into consideration the learning capacity of the students these matters should-be explain briefly. The subject to be thought should be provided with this methods until completion, ~ Such & method will result in the students showing more aptitude to the given information. However, the students’ aptitude will remain week and insufficient. The students during this period will have learnt to absorb the given information. Students should not a Forced to Memorize i Teachers usually explain the difficult and deeper aspects of subjects which students are learning for first time, therefore, forcing the students to memorize the subject. They accept this as the correct form of teaching. However, the students’ brains are not capable of understanding this. It’s difficult enough for them to learn a lesson. This results in the students becoming lazy, their mind rejects the information and period of learning is prolonged. This is subsequently a result of poor teaching methods. Subjects should not be Taught in a Broken Sequence To teach subject in a broken sequence is to prolong the term of study for knowledge or the science. For breaking up lessons or pausing results in a further period to learn that subject, ‘The connection of issues within a subject will lose its significance. If issues within the subjects of information are applied in an organized manner until completion, these subjects will becomes more profound and their impression more permanent and students will therefore gain more. The information shall be connected with relative subjects and concretely formed within the brain and the mind. Two Subjects should not be Taught Together Two subjects should not be taught at one and the same time or be mixed with another subject. One should not pass on to subject while the first remains incomplete. For this separates the heart from the mind. Concentration on learning both subjects at the same time unfortunately leads to an incomplete knowledge of both the subjects; the student absorbs neither information correctly, Apprapriate Length of Subjects Taught According to Ibn Khaldun, an over-summarized text on certain information as well as an oyer-extended text will create difficulty in learning the actual information. Furthermore, he separates the science into two categories of science-means and science-purposes. He explains the drawbacks of over-emphasizing on science-means. He believes that the wise men of recent times and their emphasis on science-means have led to negative resilts in the learning of these subjects. It is Harmful to be Strict on the Student ~ + During education and teaching, it is harmful to be very strict on the student especially if » the student iS of young age, This sort of aggressive negatively influences the child. It may affect the psychology of the child and create unhappiness as well as corrupt his desire to work and study. This will Team. to display actions contrary to those really within his heart. Therefore, teachers, mothers and fathers should not be aggressive towards children in order to feach them obedience and manners.Traveling and Conferencing with Scholars in Useful for Education People sometimes leam knowledge, ethics, occupation, views and virtues from teacher and also from persons who are masters of their fields or simply others whom they accept as rl models, Practical experience usually influences more concrete ideas on certain subjects, The mo knowledgeable the teacher from whom information is gained, the more solid the knowledge i acquired by the students, Terminology of subjects usually complicates the learning process. Education should be Practical Ibn Khaldun also emphasizes the teaching of arts and crafts, He states the importance df practical application such as to observe, to fee! and to apply the these sort of subjects cand specially be taught only in theory. He state that theoretical study must be accompanied by practical study. ; Learning Science requires Skill Ibn Khaldun believes that learning science requires skill. Tradition is important i teaching, Tradition must be upheld for the progress of science. Otherwise, science and educati will recede, Tradition of science and education only prevails in places which have progressed iti prosperity. ogo