Q. 1 What is meant by philosophy?

Explain its definitions provided by the

different philosophers?

INTRODUCTION:

Progress of human civilization is the result of training, however the response to each instructive
inquiry is eventually impacted by our way of thinking of life. Theory needs to comprehend man
according to the entire universe nature and God. Reasoning arrangements with the idea of human
psyche and character, and with the manners by which man and his organizations can be under
stood. It tries to see all that accompanies in the bound of human experience. It points set crucial
comprehension of things the issue of human lead, the presumptions that under lie strict or logical
convictions, the instrument sand strategies for intuition, or any issue that emerges in any field of
human action. In this manner reasoning looks to give a total record of the man's reality. It is
intelligent and basic in nature. It is worried about basic assessment of the asset a men talnotions
and suppositions of any field that falls inside human experience. From the above we may infer
that way of thinking is a" look for a far reaching perspective on nature, an endeavor at general
clarification of the idea of things."

OBJECTIVES:

After reading this unit, you will be able to:

1. Define philosophy

2. Describe the scope of philosophy

3. Discuss the branches of philosophy

4. Analyze the relationship of education and philosophy

5. Evaluate the role of philosophy in educational policy and practice

DEFINITION AND SCOPE OF PHILOSOPHY:

An amateur in way of thinking is annoyed to track down that various rationalists have given
various meanings of theory. While a few savants have laid accentuation on mental realities,
others have given more significance to values. As indicated by John Dewey, "At whatever point
theory has been treated appropriately, it has consistently been expected that it's anything but an
intelligence that would impact the direct of life." On the other hand, as per Windelband,
reasoning is" the basic study of general values."However, some significant meanings of theory
are as per the following:
1. Philosophy is a Critical Method of Approaching Experience:
Examples of this type of definitions are as follows:

1. "Theory is basically a soul or strategy for moving toward experience as opposed to a

collection of decisions about experience." Edgar S. Brightman

2. "On the off chance that isn't the particular substance of the ends, yet the soul and strategy
by which they are reached, which qualifies them for be depicted as philosophical..." Clifford
Barrat

2. "Were I restricted to one line for my response to it, I should say that way of thinking is
general hypothesis of criticism."C. J. Ducasse.

3. Philosophy is Comprehensive Synthetic Science:

The following definitions of philosophy emphasize its synthetic aspect:

1. "Philosophy, like science, consists of theories of insights arrived at as a result of

systematic reflection." —Joseph A. Leighton

2. "Philosophy is concerned with everything as a universal science." Herbert Spencer

3. "Our subject is a collection of science, such as theory of knowledge, logic, cosmology,

ethics and aesthetics, as well as a unified survey." Roy Wood Sellars

4. The previously mentioned meanings of reasoning show that while a few scholars have
predominantly underlined basic way of thinking, others have characterized it as an
engineered discipline. Indeed, both these view-focuses are uneven on the grounds that way
of thinking is both basic just as engineered. In a real sense talking, the word 'theory' includes
two Greek words Phil significance love and Sophia meaning information. Consequently in a
real sense talking, theory implies love of insight. The exacting importance of reasoning
shows that the scholar is continually and wherever occupied with the quest for truth. He
doesn't trouble such a huge amount to come to conclusive end results and proceeds with his
quest for truth for the duration of his life. Hisaim is the quest for truth instead of its
ownership (Sharma, 2002).

Scope of Philosophy:

The scope of philosophy can be divided into the following two parts:

(1) Field of Philosophical Sciences.

The extent of theory incorporates distinctive philosophical sciences like

transcendentalism, epistemology, rationale, semantics, reasoning of science, axiology,
style, morals, theory of religion, political way of thinking, theory of training, reasoning
 of history, financial way of thinking and so on This load of sciences are significant
pieces of the field of reasoning.

(2) Field of Philosophy as Comprehensive Science.

Reasoning is the study of sciences, the mother, all things considered. Starting here of
view, its extension incorporates the analysis and union of the proposes and finishes of
the physical and sociologies.

(3) Subject Matter of Philosophy.

The degree of hypothesis clarifies its theme. Its subject fuses the finishes and proposes of
the general large number of physical and humanistic systems other than their general
issues. In the statements of C.D. Sweeping, "The object of thinking is to plan over the
outcome of the various sciences, add to them the delayed consequence of severe and
good experiences of mankind and subsequently consider the whole, hoping to have the
choice to show up at some expansive goals with respect to the possibility of the universe
and concerning our position and prospects in it." The above discussion explains that the
philosophical issues, augmentation and point depend upon philosophical science0s and
the finishes and proposes of different sciences.
Q. 2 Define the term ‘Idealism’. Which aims does idealism achieves
through education?

Idealism:

Idealism is a philosophical approach that has as its central tenet that ideas are the only
true reality, the only thing worth knowing. In a search for truth, beauty, and justice that
is enduring and everlasting; the focus is on conscious reasoning in the mind. Plato, father
of Idealism, espoused this view about 400 years BC, in his famous book, The Republic.
Plato believed that there are two worlds. The first is the spiritual or mental world, which
is eternal, permanent, orderly, regular, and universal. There is also the world of
appearance, the world experienced through sight, touch, smell, taste, and sound, which is
changing, imperfect, and disorderly. This division is often referred to as the duality of
mind and bodyii. Reacting against what he perceived as too much of a focus on the
immediacy of the physical and sensory world, Plato described a utopian society in which
"education to body and soul all the beauty and perfection of which they are capable" as
an ideal. In his allegory of the cave, the shadows of the sensory world must be overcome
with the light of reason or universal truth. To understand truth, one must pursue
knowledge and identify with the Absolute Mind. Plato also believed that the soul is fully
formed prior to birth and is perfect and at one with the Universal Being. The birth
process checks this perfection, so education requires bringing latent ideas (fully formed
concepts) to consciousness.

In confidence, the reason behind preparing is to discover and cultivate each individual's
abilities and full upstanding significance to all the more promptly serve society. The
curricular complement is subject of cerebrum: composing, history, hypothesis, and
religion. Showing methodologies revolve around dealing with musings through talk,
discussion, and Socratic trade (a procedure for teaching that uses addressing to help
understudies with finding and clarify data). Reflection, impulse, comprehension, and
whole part reasoning (The double dealing of creation arises when one actuates that
something is substantial for the whole from how it is legitimate for some piece of the
whole) are familiar with bring to mindfulness the constructions or thoughts which are
lethargic in the mind. Character is made through reflecting models and legends.

Idealism in Education:

Ever since knowledge dawned in human mind man has been thinking about problems
ontological, epistemological, eschatological and axiological. The questions of
philosophy in the beginning of human knowledge were everywhere mixed with
psychological 24 problems. Thus, psychology in the beginning was concerned with the
nature of the mind and the processes of consciousness. As men lived in small groups and
the society was generally confined to a particular village, city or group of villages, the
solutions offered were simple. There was hardly any distinction between social and
political problems as the political institutions were developed as a means to social
welfare. Therefore, most of the ancient thinkers did not distinguish between social
philosophy and political philosophy. As the life was simple and social stratification and
differentiation was not complex the thinkers offered solutions working in more than one
field of knowledge. Most of the thinkers were teachers and men of education who used
to pass their life completely free from worldly affairs. The state and the society generally
extended support to these scholars and they were generally respected and followed. The
job of instruction and education of the younger generation was generally entrusted to
these men of letters. The state supported finance but not interfered in the process of
education. These great teachers formed their own personal institutions where their
disciples collected to hear their learned discourses and learn through their lives. In this
way, society was generally governed by the teachings of these great scholars though the
administrative machinery was almost everywhere in the hands of the state.

Aims and Ideals of Education:

Confidence has affected each circle of preparing. Regardless we will take a gander at the
impact of confidence on the places of guidance. Since vision acknowledges human
person to be the principle, it needs preparing to zero in on the improvement of human
person completing the cycle in self-affirmation. In the statements of Home, "The
completion of terminations, the target of goals, as shown by Idealism, is the growing
affirmation of the Absolute Idea for the individual, society and the race". Further
explaining this reason behind preparing, Rusk has commented, "We may recognize that
the purpose in tutoring is the overhaul or improvement of character, the isolating feature
of which is the exemplification of boundless values".1 These overall characteristics are
imparted as the greatness, goodness and truth, and the place of guidance is to concretise
these characteristics in the young person's life. Therefore the sentimental people regard
the going with focuses and objectives of preparing:

1. Development of personality.

As has been already pointed out, the most important aim of education, according to
the idealist thinkers, both ancient and modern, Eastern and Western, is the
development of personality. This has been called manmaking by Vivekananda.
Explaining this ideal of education, Herman Harell Home says, "The forces that make
men and women I find to be heredity, environment and will. Education is not a fourth
elemental force, but it does its work in cooperation with these three. Education,
through public-opinion influences and may come to control, the force of heredity, it
is itself a part of the physical and social environment; it assists in the formation of
will. By consciously directing, through education and otherwise, these forces shall in
time have the true superman of our modern dreams, as well as the ideal people of
Plato's Republic. But unlike Plato and Shaw, we shall have to work through, not
without, the family as an institution."
2. The idealists believe that.
Man is God's ideal and outrageous creation. That is the explanation progression of
the human person has been recognized as the purpose in tutoring, and stress has been
laid on the educating of merciful subjects such a composition, craftsmanship,
religion, ethics, etc Through preparing the social and social tradition of the
neighborhood be stayed aware of and imparted to the going with ages. Some various
visionaries acknowledge that the mark of guidance is to guide the individual to
selfrealization, for this similarly consolidates the headway of the person. Such new
development, in reality, is the improvement of those brilliant attributes which are
natural in individuals in any case which are torpid at first experience with the world.
The teacher's task is to show these qualities. Likewise, therefore every individual has
a comparable right to preparing.

3. Self-realisation.
As has been already pointed out, according to idealists the aim of education is self-
realisation. This is the individualist aim of education emphasised by the idealist.

4. Development of will power.

Self-realisation requires development of will power. H.H. Home has given eight
points for the realisation of this ideal:
(i) The training of the will should be indirect by activity rather than idea.
(ii) The object lesson method according to time and context should be used.
(iii) The power of will should be increased by self-suggestion, knowledge and practice.
(iv) Practice is the only way to acquire will power.
(v) Proper discipline leads to will power.
(vi) The educands should be acquainted of facts concerning nature and society.
(vii) Development of moral character by ethical instruction.
(viii) Freedom to make choice in most of the matters concerning the individual.

5. Synthesis of Man and Nature.

Another part of the optimistic origination of instruction is the union among nature
and individuals. Adams has proposed that instruction should target accomplishing a
comprehension of nature in individuals and teaching them to accomplish agreement
with it. This should be possible by familiarizing the informed with the lasting laws
which guide and control normal marvels. These laws of nature are the reasons for all
normal movement. Just through such information can the educand show up at an
amicability with all that lies around him.

6. Cultural Development.
 Most noteworthy importance is joined to the social climate made by religion,
profound quality, craftsmanship, writing, math, science, and so forth That is the
reason the visionary propensity is to pressure the educating of humanities so the
social and social legacy is kept up with unblemished and permitted to develop.
Instruction is additionally worried about empowering the person to make his own
commitment to the social advancement of the local area. The beliefs of excellence,
goodness and truth are the profound goals of humanity, and the youngster must be
prepared to accomplish them in all actuality. Schooling should change the youngster
into a genuine individual by teaching him to show the heavenly characteristics which
are put resources into him. The romantics contend that there is framework in all
aspects of the universe, and thus the individual should likewise be educated to make
some framework in his life through scholarly and otherworldly direction. For this it
is fundamental to foster each part of his life—the physical, good, moral, scholarly,
otherworldly and the stylish. Inability to foster any of these would make a
lopsidedness in the person's character. In the expressions of Froebel, "The object of
schooling is the acknowledgment of a reliable, unadulterated, sacred 26 and
subsequently blessed life. Instruction should lead and guide man to clearness
concerning himself, and in himself, to look with nature, and to solidarity with God".

7. Exploration of Universal Values.

Vision puts more accentuation upon more widespread objects of training. Ross puts it
accordingly, "The capacity of instruction is to help us in our investigation of a
definitive all inclusive qualities so the reality of the universe may turn into our fact
and offer capacity to our life. Instruction should target adjusting not exclusively to
the actual climate yet to each sort of environment."3 Rusk calls attention to, "The
motivation behind training is to empower the youngster to get used to reality in the
entirety of its signs, not just to adjust to an indigenous habitat". From among this
load of different sorts of climate, the social climate is viewed as the most significant
on the grounds that man's social attributes are his most particular characteristics.
Q. 3 Compare the curriculum based on idealism with that of pragmatism.

Curriculum:
No place is this reliance of training on way of thinking more set apart than in the topic of the
educational plan. In the principal section of his work on Education Spencer declares that in the
assurance of the educational plan "our initial step should clearly be to group, in the request for
their significance, the main sorts of movement which establish human existence."

To this standard there can be nevertheless little complaint. Be that as it may, quickly we try to fix
the overall worth of subjects, to group them "in the request for their significance," contrasts of
point and of theory arise and confound the issues.

Smith, Stanley and Shores talk about upright authority as one of the main aides of educational
program building. They say that 'ethical authority is gotten from basic standards of good and bad.
Clearly, the issue is philosophical.

As per Spencer, the structure of an educational plan ought to be founded on the principle human
exercises. He fixes the overall worth of subjects arranged by their significance; e.g., he gives
ahead of all comers to subjects that identify with self-conservation.

According to the naturalists, the present experiences, activities and interests should be the
guiding factor. The idealists, the child’s present and future activities are not important at all in
the curriculum construction. The experiences of the human race as epitome in sciences and
humanities should provide the primary consideration in deciding a curriculum.

Pragmatism:
For practical people, just those things that are capable or noticed are genuine. In this late
nineteenth century American way of thinking, the emphasis is on the truth of involvement.
Dissimilar to the Realists and Rationalists, Pragmatists accept that the truth is continually
changing and that we learn best through applying our encounters and musings to issues, as they
emerge. The universe is dynamic and developing, a "turning out to be" perspective on the world.
There is no supreme and perpetual truth, yet rather, truth is what works. Realism is gotten from
the educating of Charles Sanders Peirce (1839-1914), who accepted that idea should deliver
activity, instead of wait in the brain and lead to uncertainty.
 John Dewey (1859-1952) applied pragmatist philosophy in his progressive approaches. He
believed that learners must adapt to each other and to their environment. Schools should
emphasize the subject matter of social experience. All learning is dependent on the context of
place, time, and circumstance. Different cultural and ethnic groups learn to work cooperatively
and contribute to a democratic society. The ultimate purpose is the creation of a new social order.
Character development is based on making group decisions in light of consequences.

For Pragmatists, showing strategies center around active critical thinking, testing, and tasks,
regularly having understudies work in gatherings. Educational plan ought to unite the orders to
zero in on taking care of issues in an interdisciplinary manner. Maybe than passing down
coordinated groups of information to new students, Pragmatists accept that students ought to
apply their insight to genuine circumstances through exploratory request. This plans understudies
for citizenship, day by day living, and future vocations.

Idealism and Curriculum:

Clarifying the optimist bases of educational plan as the bestowing of otherworldly and social
legacy to the kid alongside his self and character advancement, Herman H. Horne states, "It is
smarter to focus instruction in beliefs for kids and the race instead of in kids themselves. After all
youngsters are youthful, reliant and plastic individuals from the race. They are frequently
unreasonable in their singularity." As Socrates said as a result to the critics, "Not man however
reason is the proportion, everything being equal, not uniqueness but rather comprehensiveness,
not percepts, but rather ideas. Beliefs are the standards for all human experience, including that
of kids. All things considered, it is as yet a fact that acquiescence to simply law is an excellence,
that observing actual laws prompts wellbeing, that reality is something to be found, as opposed
to made, that similarity is an enormous component even in inventiveness, that restraint is an
important period of articulation. Affected by paidocentrism (what a mixture), self-articulation
may effortlessly become self-blast."

Idealists insist on emphasis being placed on the study of humanities such as literature, art,
religion, morality, etc., along with the teaching of science. All the elements necessary for
attaining God are included in the curriculum suggested by idealistic followers of Plato, who laid
down that education must aim to realize the ideals of truth, beauty and goodness. Hence, he has
suggested the inclusion of all those subjects or disciplines which help in the realization of these
ideals. Most significant among man's activities are the intellectual, the aesthetic and the moral.
The teaching of language, literature, history, geography, mathematics and science will encourage
intellectual activity while the aesthetic impulse can be reinforced through art and poetry. Moral
activities can be taught and instilled in the educand through the teaching of religion, ethics, etc.
This curriculum is determined on the basis of the goals to be realized through education and by
the criterion that it must reflect the experience, culture and glory of the human race. Man's
experiences relate not only to his physical or natural environment but also to his social
experiences, knowledge of which can be obtained through a study of the natural and the social
sciences.
James Ross, the educationist, has arranged human action in two gatherings—actual activities and
profound action. Active work incorporates the whole scope of activities relating 27 to substantial
government assistance and to engine abilities. The instructing of these must likewise be a piece
of schooling and they can be educated through physiology, work out, medication, cleanliness,
and so forth Profound action fathoms all scholarly person, moral, tasteful and strict action, which
can all be educated through history, topography, science, arithmetic, language, morals,
workmanship and religion. Herbart, the romantic savant of training, allows these subjects the
fundamental spot in the educational plan in light of the fact that these subjects can offer more
than some other to the otherworldly advancement of man. Be that as it may, this is the
inadequacy of the optimistic way of thinking since it doesn't connect any importance to the
educating of science. Herbart calls attention to that the part that writing and history can play in
the profound advancement of man, can't be played by science.

For that reason, scientific subjects such as the natural sciences, mathematics and even history and
geography are granted a secondary role.

T.P. Nunn, another educationist, has looked at the optimistic origination of the instructive
educational program, and has commented, "The school is to combine the country's profound
strength, to keep up with its notable congruity, to get its accomplishments, and to ensure its
future".4 In request to accomplish this load of objectives, training in the school ought to think
about two sorts of exercises. In the principal bunch fall such exercises which make conditions by
which the individual and public activity is guaranteed and kept up with, and this should be
possible through actual wellbeing, customs, social associations, moral lead, behavior, religion,
and so forth Instruction should give openings, hence, for actual preparing, morals, religion, and
so on The second gathering of exercises is the one which is more significant external the circle of
the school. In this gathering lie those exercises which keep up with the social existence of the
local area since they are inventive. To develop abilities for such exercises, educationists advocate
instructing of writing, workmanship, music, different sorts of handiworks and manual abilities,
sciences, math, history, and so on Henceforth the educational plan should be intended to the
point that it can assist with familiarizing the person with his social and social legacy and
furthermore to empower him to make some certain commitment to this legacy. Nunn expresses,
"In the school educational program this load of exercises ought to be addressed. For these are the
stupendous articulation of the human soul, and theirs are the structures where the inventive
energies of each age should be focused if the development of progress is to be commendably
kept up with."

Fundamental Principles of Pragmatism:

The following are the fundamental principles of pragmatism in the field of education:

1. Pluralism. Philosophically, the pragmatists are pluralists. According to them there are as
many worlds as human beings. The ultimate reality is not one but many. Everyone searches truth
and aim of life according to his experiences. The truth changes according to different spatio-
temporal circumstances.
2. Emphasis on change. The pragmatists emphasize change the word is a process, a constant flux.
Truth is always in the making. The word is ever progressing and evolving. Therefore, everything
here is changing.

3. Utilitarianism. Pragmatists are utilitarian’s. Utility is the test of all truth and reality. A useful
principle is true. Utility means fulfillment of human purposes. The results decide the good and
evil of anything, idea, beliefs and acts. If the results are good, these are good, if bad these are
evil. Beliefs and theories are determined by circumstances. Utility means satisfaction of human
needs.

4. Changing aims and values. The aims and values of life change in different times and climes.
The old aims and values, therefore, cannot be accepted as they are. Human life and the world is a
laboratory in which the aims and values are developed. Everyone should seek aims and values
according to his tendencies and abilities.

5. Individualism. Pragmatists are individualists. They put maximum premium upon freedom in
human life. Liberty goes with equality and fraternity. Everyone should adjust to his environment.

6. Emphasis on social aspects. Since man is a social animal, therefore, he develops in social
circumstances. His success is success in society. The aim of education is make him successful by
developing his social personality.

7. Experimentalism. Practical people are experimentalists. They give more significance to

activity than thoughts. Action is the way to accomplish the finish of information. Accordingly,
one ought to learn by doing consistent experimentation which is needed in each field of life. As
indicated by William James, "Sober mindedness is a temper of psyche, a demeanor, it's anything
but a hypothesis of the idea of thoughts and truth, lastly it is a hypothesis about the real world"
(Shivendra, 2006).
Q. 4 Explain the different forms of naturalism?

Philosophical Presuppositions:

In mysticism, a definitive reality, as indicated by naturalism, is the Nature and Nature is material.
In epistemology, the naturalists are empiricists. They accept that information is procured through
receptors and with the assistance of the mind. They don't acknowledge the realist's position that
all information is intrinsic. In current Western way of thinking John Locke, Bishop Berkeley and
David Hume, the British scholars were empiricists. They had confidence in the chance of direct
information. In axiology, the naturalists have confidence in living as per Nature as the best kind
of life. 'Follow Nature' is their trademark. Be normal is their proverb. They are pluralists since
Nature has made all people extraordinary.

Philosophical Forms of Naturalism:

From the standpoint of philosophical principles, the following three forms of naturalism are
distinguished:

(i) Naturalism of physical world.

This guideline looks to clarify human activities, singular encounters, feelings and
sentiments based on actual sciences. It tries to clarify the whole universe in the light
of the standards of actual sciences. It has almost no impact in the circle of schooling,
since all that it has done is to put information on science over each sort of
information. It brings up that in addition to the fact that science is one type of
information, yet that it is the solitary type of legitimate information. It is an idea of
positivism, and it holds that even philosophical information is useless.

(ii) Mechanical positivism.

According to this principle, the entire universe is a machine made of matter and is
possessed of a self-driving energy that ensures its functioning. This is materialism,
for it suggests that matter is the only reality, and anything that exists is a form of
 matter. The human being is conceived of as nothing more than an active machine
which is activated by certain environmental influences. The impact of this kind of
positivism led to the emergence of the behavioral school in psychology which
explained all human behavior in terms of stimulus and response. Behaviorists do not
believe in the existence of any consciousness distinguished from the material
element. All processes of the mental faculty such as imagination, memory, winking,
etc., are explained in physiological terms. This school also makes no distinction
between human and animal, because both can be explained in terms of stimulus and
response. Behaviorism thus seeks to explain the entire range of human activity as a
mechanical process. As naturalism it has had a tremendous impact on education.

(iii) Biological naturalism.

It is naturalism in this design, as natural naturalism, which has had the best impact
after tutoring. It has explained the speculation of the ordinary man, and has explained
that the advancement of man and animal is a single cycle. It will not surrender the
significant thought of man and clarifies that his personality is the inheritance he has
gotten from his ancestors. That is the explanation it follows various resemblances
among human and animal direct. Natural naturalism battles that all of the patterns of
Nature and the entire presence of the universe can't be explained similar to
mechanical and real cycles, considering the way that in the natural world,
advancement is a more critical wonder. All living animals have a drive to live and
thusly life creates from lower designs to higher and more 46 complex ones. One can
find all of the properties of progression in man's life. The norms essential headway
can explain the design that an individual will finally expect and the way where he
will progress. At the animal level, the pattern of advancement stops at the material or
genuine level, notwithstanding by virtue of individuals it is similarly displayed in the
mental, great and supernatural levels. This normal improvement is found in solitary
individuals just as in get-togethers of people, considering the way that these social
events furthermore advance to a period of more unmistakable unpredictability. In any
case, this improvement is in like manner regulated by comparative norms which
direct the individual's progression. In this pattern of headway, the norms of fight for
presence and regular choice have been considered the most huge by Charles Darwin,
considering the way that as he might want to think the rule of selfpreservation is the
most grounded law of nature.
Q. 5 What are the limitations of natural knowledge? It is of any use to
Muslims today?

INTRODUCTION:
Knowledge seems to be something we gain as we live. Knowledge is the awareness and
understanding of particular aspects of reality. It is the clear, logical information gained through
the process of reason applied to reality. The traditional approach is that knowledge requires three
necessary and sufficient conditions, so that knowledge can then be defined as "justified, true and
belief".

Every human being knows numerous things in his life, and numerous forms of thought and
knowledge are expressed in one’s soul. There is no doubt that many kinds of human knowledge
grow out of each other. Thus, in forming new knowledge, a human being is assisted by previous
knowledge. The issue is to be able to put our finger on the primary threads of thought and on the
common source of knowledge in general.

Knowledge is the initial point of philosophical discussions for the establishment of solid
philosophy of the world and universe. One of the wide discussions is that which handles the
sources and primary origins of knowledge through investigations, studies, and attempts to
discover the primary principles of the powerful intellectual structure with which the human race
is endowed.

Studying knowledge is something philosophers have been doing for as long as philosophy has
been around. It’s one of the constant topics. Philosophy also strives to find the answer of
question: what is the source that provides them with this stream of thought and knowledge?' But
how do we gain it? This issue has an important history in the various stages of Greek, Islamic
and European philosophy.

Throughout the history of philosophy, it received a number of solutions. This unit is focused
about such solutions. It will describe in detail different sources of knowledge acquisition.

OBJECTIVES:
After studying this unit students will be able to:

1. Describe significance of different sources of knowledge

2. Differentiate between different sources of knowledge

5. Identify the reliable source of knowledge

Use to Muslims today:

This sort of data relies upon revelation from some superb heavenly animals. This sort of data
is usually found in severe language. Uncovered data is the justification qualia/unprecedented
properties, similarly as the trust in God. Uncovered Knowledge, or Revelation, is that
collection of data that exists liberated from human start. Uncovered Knowledge is that
outstanding Knowledge with which this universe, and going before universes, and universes
truly coming to fruition, and universes yet to be made are outlined, upheld, and at last
separated.

Uncovered Knowledge portrayed as an information that God has unveiled to man. God
roused certain man to record reality that He uncovered to them so these fact may be known
from there on by all humankind. Uncovered information is outer information. For the
individuals who maintain this information, the condition is that there should be an all out
giving up of oneself to the wellspring of such disclosure, that is, the otherworldly being, is
forever better and can't be said than falsehood or commit an error.

In the Islamic practice, the Quran is held to be a legitimate and uncovered wellspring of
information. In the Christian overlay, for example, dreams, dreams and surprisingly the
Bible have come to be acknowledged as types of uncovered information. In African
conventional religions, the situation with self-disclosure is given to gods, progenitors,
divination of prophets and dreams.

Studies have shown that the bulk of knowledge we find in our religious institutions are
informed by revelations of visions. However, it should be noted that revealed knowledge is
associated with a major problem which is that of interpretation of messages. In other words,
messages may be subjected to various or false interpretations and thus giving room for
misleading knowledge. Revealed knowledge is also not suitable for classroom situations as
teacher cannot impact objectives knowledge based on revelation.

Revealed knowledge is from God. In every revealed message, there is a metaphysical aspect
and a physical. The metaphysical teaches the nature of the Divine Unity. The physical
provides a code of behavior. Revealed knowledge has always been brought by a messenger
who embodied it. The way he lives is the message. To behave as the messenger did is to
have knowledge of the message, and in this knowledge is certainty.

Revealed knowledge comes from a supernatural entity. According to ancient Israelites

believing that God gave Moses tens of thousands of words governing personal conduct and
society. According to Islamic belief, Allah created man and provided him with the tools for
acquiring knowledge, namely hearing, sight, and wisdom. Allah says: “And Allah has
brought you out from the wombs of your mothers while you know nothing. And He gave
you hearing, sight, and hearts that you might give thanks (to Allâh)[al-Nahl 16:78]

Islam is the religion of knowledge. The first Aayah of the Qur’aan to be revealed enjoined
reading which is the key to knowledge. Allah says: [al-‘Alaq 96:1-5]
“Read! In the Name of your Lord Who has created (all that exists).
He has created man from a clot (a piece of thick coagulated blood).
Read! And your Lord is the Most Generous.
Who has taught (the writing) by the pen.
He has taught man that which he knew not”

This verse clearly shows that Allah has taught man which the men did not know. It means
that the revealed knowledge is the true source of knowledge.

In Islam, knowledge comes before action; there can be no action without knowledge, as
Allah says (interpretation of the meaning): [Muhammad 47:19]
“So know (O Muhammad) that Laailaaha ill-Allâh (none has the right to be worshipped but
Allah), and ask forgiveness for your sin, and also for (the sin of) believing men and
believing women”

Allah warns every Muslim against speaking without knowledge, as He says: [al-Israa’
17:36]
“And follow not (O man, i.e., say not, or do not, or witness not) that of which you have no
knowledge. Verily, the hearing, and the sight, and the heart of each of those ones will be
questioned (by Allâh)”

Emphasizing the status of knowledge and the scholars, Allaah calls upon the scholars to bear
witness to His Oneness, as He says : [Aal ‘Imraan 3:18]

“Allah bears witness that none has the right to be worshipped but He, and the angels, and
those having knowledge (also give this witness); (He always) maintains His creation in
justice. None has the right to be worshipped but He, the All-Mighty, the All-Wise”

Knowledge and fear of Allah may be attained by knowing His signs and creation. The
knowledgeable are those who know that, hence Allaah praises them by saying: [Faatir
35:28]
“It is only those who have knowledge among His slaves that fear Allâh”

The scholars occupy a noble status in Islam, and which is higher than the position of others
in this world and in the Hereafter. Allaah says: [al-Mujaadilah 58:11]
“Allâh will exalt in degree those of you who believe, and those who have been granted
knowledge”

Islam calls us to seek knowledge. The Messenger (peace and blessings of Allah be upon
him) made seeking knowledge an obligation upon every Muslim, and he explained that the
predominance of the person who has information over the person who just adores resembles
the prevalence of the moon over each and every other sublime body. He said that the
researchers are the beneficiaries of the Prophets and that the Prophets didn't leave behind
dinars and dirhams (i.e., cash), rather their legacy was information, so whoever obtains it's
anything but an extraordinary offer. Furthermore, Muhammad (harmony and gifts of Allaah
arrive) said that looking for information is an approach to Paradise. Muhammad (harmony
and gifts of Allaah arrive) said: "Whoever follows a way chasing after information, Allah
will make a way to Paradise simple for him." (Narrated by al-Bukhaari, Kitaab al-'Ilm, 10)

Islam calls us to gain proficiency with a wide range of helpful information. Parts of
information fluctuate in status, the most elevated of which is information on sharee'ah, then,
at that point information on medication, then, at that point different fields of information.
This is the information with which Allaahhonoured His Messenger; He instructed it to him
so he may instruct it to humanity:

“Indeed, Allâh conferred a great favour on the believers when He sent among them a
Messenger (Muhammad) from among themselves, reciting unto them His Verses (the
Qur’ân), and purifying them (from sins by their following him), and instructing them (in) the
Book (the Qur’aan) and Al-Hikmah [the wisdom and the Sunnah of the Prophet (i.e. his
legal ways, statements and acts of worship)], while before that they had been in manifest
error” [Aal ‘Imraan 3:164 – interpretation of the meaning]

Concerning the matter of paying attention to the Qur’aan and learning and teaching it, the
Messenger (peace and blessings of Allaah be upon him) said: “The best of you is the one
who learns the Qur’aan and teaches it.” (Agreed upon. Narrated by al-Bukhaari, 4639) The
ummah needs knowledgeable people at all times and in all places. A nation without
knowledge and scholars will live in illusions and sink in darkness. If a person knows what
Allaah has prescribed..?? {Where does this go?} Whoever conceals this knowledge and
deprives the ummah of it, Allaah will place on him a bridle of fire on the Day of
Resurrection, and he will deserve to be cursed, except for the one who repents. Allaah says
(interpretation of the meaning):

“Verily, those who conceal the clear proofs, evidences and the guidance, which We have
sent down, after We have made it clear for the people in the Book, they are the ones cursed
by Allâh and cursed by the cursers.”

Revealed knowledge is of prime importance, especially in the field of education. It differs

from all other sources of knowledge by presupposing a transcendent, supernatural reality
that breaks into the natural order. Someone who views the world through the lens of
revealed knowledge has a belief, and then attempts to force all of the evidence to support the
conclusion. If it does not support the conclusion, is it either discounted or discarded.
Therefore, proper understanding of Islam is one of the best of good characteristics with
which a Muslim may be honoured, as the Prophet (peace and blessings of Allaah be upon
him) said: “When Allaah wishes good for a person, He makes him understand the religion.”
(Agreed upon).
 Truth obtained through revelation is believed to be absolute and uncontaminated. However,
it can be distorted in the process of human interpretation. It must be accepted by faith and
cannot be disproved or proved empirically.

Activity:

List down some examples in which shows that revealed knowledge helps human beings.

Self-Assessment Questions:

Q1. Compare the natural knowledge and revealed knowledge of God. What can these two
methods of God’s revelation teach us?
Q2. What are the limitations of natural knowledge? Is it of any use to Muslims today?
Q3. To what extent revealed knowledge is reliable?
Q4. In what situations revealed knowledge is suitable?
Q5. Reflect your views on revealed knowledge.