Solution # 01

As described in our modern mythical tale, Jurassic Park, technology may

not always lead to positive outcomes if implemented without critical
thought, moral ground or inquiry. From cloning to social media, it is
more essential to understand the ethical implications of an idea and how
it will impact people than it is to build well-designed code.

With modern challenges, such as cyber-bullying or the increasing cost of

medicine, a classical education, with its focus on philosophy and inquiry,
can offer students the opportunity to gain knowledge and develop
innovative thought, while examining issues through a moral lens.

But how does a philosophy that has been taught for centuries stay
relevant in an education age immersed with iPads and apps, and careers
driven by the digital economy, automation and personalization?

A classical education provides the academic excellence and moral

framework to fight this injustice. It encourages students to pursue the
why, how and who of ideas and decisions in addition to the what, and
helps develop young people who own their power to enrich their lives
and the lives of others. Directly and indirectly, a classical education
offers a deeper, lasting preparation for college, careers and living a
meaningful life by encouraging its two guiding principles—
wisdom and virtue.

What Exactly Is a Classical Education?

Often misunderstood as a style incompatible to the modern world,
classical education is more than pencil-to-paper, memorization and
reading ancient text. A philosophy rooted in the history and culture of
the Western world, classical education includes both a classical
approach, encouraging deep and thoughtful reading and writing within a
moral frame, and classical content, such as the study of Ancient Greek
and Latin literature, history, art and languages.

Today, classical education can provide a roadmap for students to learn

and grow. It begins as an exploration and celebration of the human
condition, sharing the history of people and culture. Over time, it serves
as a platform for developing critical thinking skills by asking questions
along the way. Classical education emerges as a greater awareness of the
moral imperative to others and the ability to create change and
opportunity in the world—even when faced with resistance and
obstacles.

Wisdom is the quality of having knowledge, experience, and

good judgment.

Learning how words joined our language, where people came from, who
debated or fought for what and why and the role of religion, art, music,
animals and food on culture helps students better understand modern
subjects and challenges from science to race. Students are taught to
question, perceive and interpret, recognizing patterns and identifying
themes that guide their thinking. This process helps to build skills in
strategic and analytical thinking that can help develop a user-friendly
app, position a company for long-term financial success, solicit buy-in to
pass a meaningful law or resolve a conflict with a neighbor.

Students are asked to dig deeper into the meaning and purpose of words
and stories, and to raise questions about reason and relevancy. Is an
ancient “triumph” the original parade? Were debates, elections and
revolts in Ancient Rome similar to the political unrest of today? Religion,
right to bear arms, citizenship, violence and peace were topics of conflict
and protest even in 100 B.C.

Students are urged to consider the impact their decisions will have on
individuals, families, and communities, and can gain perspective from
stories, history, discussions, dialogue and experiences

Classical education also encourages hands-on discovery to better

understand people and culture. Students can visit museums and historic
sites; tour churches, synagogues, mosques or organizations; meet with
community members; volunteer; ask questions and research; and take
action if they see injustice.

Virtue is conformity of one's life and conduct to moral and

ethical principles.
Equally important as wisdom, classical education also encourages
thoughtful inquiry and respect. Students are urged to consider the
impact their decisions will have on individuals, families, and
communities, and can gain perspective from stories, history, discussions,
dialogue and experiences.

In fact, ancient mythology was developed to pass down important moral

lessons without being boring or dull in a narrative format that engages
the mind. Plato wrote dialogues about the conflicts in the Republic;
Sophocles wrote tragedies about leaders; Euripides showed strong
characters in unexpected places.

Distinguishing right from wrong, thinking before you act and

considering how actions impact other people—these are all classic
lessons about civility that are relevant in today’s world.

Embracing technology while teaching ancient lessons

In the Classics department at Germantown Friends School, where I

work, we use iPads to interact with Latin texts, giving students the
opportunity to supplement their reading and translation with notes and
vocabulary help upon the click of a mouse. In first grade, students
recently studied and wrote poetry—a very classical activity. To add a
modern twist, the teacher recorded students reading their works, and
developed QR codes that play their recitations so family and friends
could also experience this interactive project. Using technology allowed
students to share their lesson with others, while also exploring a modern
tool.

Adapting the definition of classical

Teaching, learning, and technology are always changing and evolving,

but contrary to definition, classical education can and should advance as
well. Classical education will always provide a framework for students to
become critical thinkers through deep reading, writing and inquiry, but
can shift in form and even in content. The next step for classical
education is to explore original cultures beyond Western Civilization.
Offering lessons and knowledge from historic Africa, Asia and the Middle
East will make the practice even more relevant and global.
There is immense value in an education that provides historic and timely
perspectives, one that will help students leave our doors understanding
that their power is rooted firmly in wisdom and virtue.

Solution # 02

The term metaphysics literally means "beyond the physical." This area of philosophy
focuses on the nature of reality. Metaphysics attempts to find unity across the domains
of experience and thought. At the metaphysical level, there are four* broad
philosophical schools of thought that apply to education today. They are idealism,
realism, pragmatism (sometimes called experientialism), and existentialism. Each will
be explained shortly. These four general frameworks provide the root or base from
which the various educational philosophies are derived.
* A fifth metaphysical school of thought, called Scholasticism, is largely applied in Roman Catholic schools in the
educational philosophy called "Thomism." It combines idealist and realist philosophies in a framework that
harmonized the ideas of Aristotle, the realist, with idealist notions of truth. Thomas Aquinas, 1255-127, was the
theologian who wrote "Summa Theologica," formalizing church doctrine. The Scholasticism movement encouraged
the logical and philosophical study of the beliefs of the church, legitimizing scientific inquiry within a religious
framework.

Two of these general or world philosophies, idealism and realism, are derived from

the ancient Greek philosophers, Plato and Aristotle. Two are more
contemporary, pragmatism and existentialism. However, educators who share one of
these distinct sets of beliefs about the nature of reality presently apply each of these
world philosophies in successful classrooms. Let us explore each of these
metaphysical schools of thought.

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, that is changing, imperfect, and disorderly. This division is often referred
to as the duality of mind and body. 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 idealism, the aim of education is to discover and develop each individual's abilities
and full moral excellence in order to better serve society. The curricular emphasis is
subject matter of mind: literature, history, philosophy, and religion. Teaching methods
focus on handling ideas through lecture, discussion, and Socratic dialogue (a method
of teaching that uses questioning to help students discover and clarify knowledge).
Introspection, intuition, insight, and whole-part logic are used to bring to
consciousness the forms or concepts which are latent in the mind. Character is
developed through imitating examples and heroes.

Realism
Realists believe that reality exists independent of the human mind. The ultimate
reality is the world of physical objects. The focus is on the body/objects. Truth is
objective-what can be observed. Aristotle, a student of Plato who broke with his
mentor's idealist philosophy, is called the father of both Realism and the scientific
method. In this metaphysical view, the aim is to understand objective reality through
"the diligent and unsparing scrutiny of all observable data." Aristotle believed that to
understand an object, its ultimate form had to be understood, which does not change.
For example, a rose exists whether or not a person is aware of it. A rose can exist in
the mind without being physically present, but ultimately, the rose shares properties
with all other roses and flowers (its form), although one rose may be red and another
peach colored. Aristotle also was the first to teach logic as a formal discipline in order
to be able to reason about physical events and aspects. The exercise of rational
thought is viewed as the ultimate purpose for humankind. The Realist curriculum
emphasizes the subject matter of the physical world, particularly science and
mathematics. The teacher organizes and presents content systematically within a
discipline, demonstrating use of criteria in making decisions. Teaching methods focus
on mastery of facts and basic skills through demonstration and recitation. Students
must also demonstrate the ability to think critically and scientifically, using
observation and experimentation. Curriculum should be scientifically approached,
standardized, and distinct-discipline based. Character is developed through training in
the rules of conduct.

Pragmatism (Experientialism)
For pragmatists, only those things that are experienced or observed are real. In this
late 19th century American philosophy, the focus is on the reality of experience.
Unlike the Realists and Rationalists, Pragmatists believe that reality is constantly
changing and that we learn best through applying our experiences and thoughts to
problems, as they arise. The universe is dynamic and evolving, a "becoming" view of
the world. There is no absolute and unchanging truth, but rather, truth is what works.
Pragmatism is derived from the teaching of Charles Sanders Peirce (1839-1914), who
believed that thought must produce action, rather than linger in the mind and lead to
indecisiveness.

Existentialism
The nature of reality for Existentialists is subjective, and lies within the individual.
The physical world has no inherent meaning outside of human existence. Individual
choice and individual standards rather than external standards are central. Existence
comes before any definition of what we are. We define ourselves in relationship to
that existence by the choices we make. We should not accept anyone else's
predetermined philosophical system; rather, we must take responsibility for deciding
who we are. The focus is on freedom, the development of authentic individuals, as we
make meaning of our lives.

Solution # 03

Al-Ghazali

Al-Ghazali (1058-1111) was one of the most influential Muslim thinkers. A jurist, logician,
theologian, and philosopher, he was honoured in the history of Islam with title of Hujjatul-
Islam (the Proof of Islam)." Among his numerous contributions to the renewal of the
intellectual life of the 5th Islamic century, he developed a theory of education rooted in his
philosophy and aiming at improving the objectives and principles of education. Based on a
reflexion on the methods and knowledge of teaching, and detailing the relationships between
scholars, teachers and pupils, his education concept had a notable influence inside and
outside the Muslim world.

The Philosophy of Education

Al-Ghazali’s philosophy of education represents the high point of Islamic thinking on education, in
which al-Ghazali’s inclination towards reconciliation and the integration of various intellectual schools
is apparent. Here he achieves a synthesis of legal, philosophical and mystical educational thinking.
Al-Ghazali was not a ‘philosopher of education’ (even though he did work as a teacher at the
beginning of his career); he was a philosopher of religion and ethics. When he had completed the
outlines of this great philosophical edifice, and begun to put it into practice, al-Ghazali found himself
turning to education and teaching, in the same way as the great philosophers before him had done.
Al-Ghazali’s philosophy was more an expression of the spirit of the age in which he lived than a
response to its challenges; his thinking on education, as indeed his philosophy, favoured continuity
and stability over change and innovation.

For Al-Ghazali, the purpose of society is to apply shari‘a, and the goal of man is to achieve
happiness close to God. Therefore, the aim of education is to cultivate man so that he abides by the
teachings of religion, and is hence assured of salvation and happiness in the eternal life hereafter.
Other worldly goals, such as the pursuit of wealth, social standing or power, and even the love of
knowledge, are illusory, since they relate to the transient world.

Man is born as a tabula rasa, and children acquire personality, characteristics and behaviour through
living in society and interacting with the environment. The family teaches the children its language,
customs and religious traditions, whose influence they cannot escape. Therefore, the main
responsibility for children’s education falls on the parents, who take credit for their probity and bear
the burden of their errors; they are partners in everything the children do, and this responsibility is
subsequently shared by the teachers. Al-Ghazali stresses the importance of childhood in character
formation. A good upbringing will give children a good character and help them to live a righteous
life; whereas, a bad upbringing will spoil their character and it will be difficult to bring them back to
the straight and narrow path. It is therefore necessary to understand the special characteristics of
this period in order to deal with the child in an effective and sound manner.

In the elementary stage, children learn the Koran and the sayings of the Prophet’s companions; they
should be preserved from love poetry and the company of men of letters, both of which sow the
seeds of corruption in boys’ souls. They must be trained to obey their parents, teachers and elders,
and to behave well towards their classmates. They should be prevented from boasting to their peers
about their parents’ wealth or the food they eat, their clothes and accessories. Rather, they should
be taught modesty, generosity and civility. Attention is drawn to the potentially pernicious influence
of the children’s comrades on their character. They must therefore be advised that their friends
should possess the following five qualities: intelligence, good morals, good character,
abstemiousness and truthfulness.

Finally, he proposes a ‘code of ethics’ whereby students should:

 1. Ensure that they are spiritually pure before they undertake the quest for knowledge;
 2. Divest themselves of their worldly possessions, detach themselves from hearth and home, and
devote themselves to the search for knowledge and the pursuit of the hereafter;
 3. Respect the rights of their teachers and behave in a civil manner towards them;
 4. Beware, especially at the beginning of their studies, of paying too much attention to doctrinal
controversies;
 5. Master the fundamentals of the praiseworthy sciences (linguistics, tafsir, hadith,
fiqh and kalam), and then specialize by studying one or more of those sciences in greater depth;
 6. Choose useful subjects in which to specialize, especially those that are conducive to salvation
in the hereafter;
 7. Study each subject thoroughly before going on to another, bearing in mind the logical
sequence and interconnectedness of the various disciplines;
 8. Have as their main goal in their search for knowledge the cultivation and perfection of the
innermost self in this world, and proximity to God in the hereafter, rather than the attainment of
high office or the acquisition of wealth or fame.
Ibn-e-Khuldoon

INTRODUCTION:
    The great thinker IbnKhaldunwas 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 within
the Islamic realm. His thoughts are all self-created. He has been affected by savants before
him but he is not a continuation of them. He created genuine and innovative ideas. It is due
to this fact that although he lived during the 14th century his thoughts still manages to shed
light among events of current times. His ideas have not lost their relevance as time has
passed. Recognized as the founder of sociological sciences, IbnKhaldunhas been accepted
and commented upon by historians, jurists, theologians, politicians, economists, teachers,
educators and environmentalists alike. IbnKhaldun’sgreat work of art, The Muqaddimahhas
been translated into the world’s most common languages.

Imparting Information to Students at their Level of Comprehension

    Information should be given to students gradually in stages, lower to higher, which they may
understand. If teaching methods are gradually applied to students, the education will prove more
effective for them. Initially, the main principles of information and sciences should be taught,
and taking into consideration the learning capacity of the students these matters should be
explained briefly. The subjects to be taught should be provided with this method until
completion. Such a method will result in the students showing more aptitude to the given
information. However, the students’ aptitude will remain weak and insufficient. The students
during this period will have learnt to absorb the given information. Pursuant to this, the teacher
should revise the subjects with a little more elaboration and continue to provide the information
in a wider aspect until completion. Then the students’ knowledge and adjustments shall be
enhanced accordingly. The teacher shall then revise the subject three times over from the
beginning. During this period, the teacher shall be able to explain more difficult and deeper
aspects of the subject. This will result in the students reaching their utmost aptitude. The subject
needs revision three times over and then students become well familiar with the subject. This is
the correct method of teaching according to Ibn Khaldun.1 
   
Students should not be Forced to Memorize 
    Teachers usually explain the difficult and deeper aspects of subjects which students are
learning for the 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 the period of learning is prolonged. This is
subsequently a result of poor teaching methods. The teacher should not impose upon the students
whether they are new or accustomed to the subject. He should not overload the students with
lessons beyond their capabilities and capacities, or should not intrude beyond the textbook under
study or begin a new textbook before the current one is completed. Otherwise, the issues will be
scrambled and subjects will become complex. When teaching, one must provide thought and
revision. Memorization should be avoided.
   
Subjects should not be taught in a Broken Sequence 
    To teach subjects in a broken sequence is to prolong the term of study for knowledge or the
sciences. 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 become
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 another 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. 
    
Appropriate Length of Subjects Taught 
    According to IbnKhaldun, an over-summarized text on certain information as well as an over-
extended text will create difficulty in learning the actual information. Furthermore, he separates
the sciences 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 results in the learning of these
subjects.
   
It is Harmful to be very 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 aggressiveness 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 drive the child to misbehaviour and to lie out of fear. He will learn to display
actions contrary to those really within his heart. In time, this will become his nature and part of
his character. It will corrupt the enhancements of social activities, modernization and the whole
meaning of humanity consisting of self-esteem and family values. Therefore, teachers, mothers
and fathers should not be aggressive towards children in order to teach them obedience and
manners.