Name.

SAPNA FALAK SHER

Roll No. CF503407

Semester. 1

Course: Foundation of Education (6500)

Level: MA T. EDU

Allama Iqbal Open University

Assignment No. 1

Q.1 Explain the importance of "Education". Diferentiate between the aims of educatin in a
Muslim society and in the global perspective

Importance of Education in Our Society

Education is an important aspect that plays a huge role in the modern, industrialized world.
People need a good education to be able to survive in this competitive world. Modern society is
based on people who have high living standards and knowledge which allows them to implement
better solutions to their problems.

Features of Education

Education empowers everyone. Some of the areas where education helps are:

1. Removing Poverty

Education helps in removing poverty as if a person is educated, he can get a good job and fulfill
all the basic needs & requirement of his family.
2. Safety and Security against Crime

If a person is well-educated, he will not be fooled by anyone easily. An educated person is less
prone to involve in domestic violence & other social evils. They enjoy healthy relationships in
life. This means people are less susceptible to being cheated or becoming a victim of violence.

3. Prevention of Wars and Terrorism

To lead a safe & secure life, one needs to understand the value of education in our daily life. One
needs to take an active part in various educational activities. These types of productive activities
provide knowledge to live a better life.

4. Commerce and Trade

A good education doesn’t simply mean going to school or college & getting a degree. Trade &
commerce of the country will also be flourished easily if its citizens are well-educated.
Education helps to become self-dependent and build great confidence among them to accomplish
difficult tasks. On getting an education, their standard of life gets improved.

5. Law and Order

Education enables the process of the Nation’s Fast Development. If you have a good education,
you can serve your country well. It develops a good political ideology.

6. Women Empowerment

Education also helps in empowering women. Certain old customs like Not Remarrying Widows,
Sati Pratha, Child Marriage, Dowry System etc. can be demolished with the power of education.
Women, if educated, can raise voice against the injustice done to her. This will bring a lot of
development in society as well as in the nation. In short, Right to Freedom of speech &
expression can be used in the right way if all women will become educated.
7. Upliftment of economically weaker sections of society

Education is the most important ingredient to change the world. Due to lack of education, many
illiterate people suffer the hardships of discrimination, untouchability & injustices prevailing in
the society but with the advancement of a good education. If all the people will be educated; this
ultimately leads to the upliftment of economically weaker sections of society.

8. Communications

The relation between education & communication is apparent. Good education helps to
communicate better with other people. It also improves our communication skills such as speech,
body language etc. A person who is educated feels confident within him to confront or give a
speech in front of a large public or can held a meeting or seminar.

Writing emails, letters, typing messages, reading magazines & newspapers or even using a
Smartphone can never be possible without getting a basic education.

Role of Education in Society

Education is the social institution through which society provides its members with important
knowledge, including basic facts, job skills, and cultural norms values.

One of the most important benefits of education is that it improves personal lives and helps the
society to run smoothly. By providing education, poverty can be removed and every person can
provide their contribution to developing the country.

Education Helps in Creation of a better society.

An educated person is more likely to develop better moral and ethical values as compared to an
uneducated person. Lack of education creates problems like superstition, domestic violence, poor
health, and poor living standards. Education brings equal opportunity for both men and women
and educated people will be able to create a better society. Without a good education, a better
society can’t be formed.

Education act as Back Bone of a Society.

Education is an integral part of human society. Its importance in life can’t be ignored as lack of
education gives birth to numerous social problems like poor health, internal conflict, poor living
standards and many more. It helps people to find a better solution to their problems. Education
lets people realize the true value of contribution and help become the backbone of the society.

Education encourages Innovation and Creativity.

Education means innovation. Innovation and creativity can only occur when people are skilled
enough to know how to operate with different technologies. Educated people always find a
solution to their problems with the help of better techniques.

Education Can Create Better Human Beings.

Education is the most powerful weapon which we can use to change the perspective of the world.
An educated person knows how to deal with different types of problems. Through the right
education, a person can develop good moral values. It helps us to become a good human being.

Education Gives Ability to Read & Write.

“A man without education is like a building without foundation.”

Education helps a person to be able to read and write. Most of the information is communicated
by writing. A man who has this ability to read is called a literate.
He can read books, newspapers, signs, and symbols. It also helps to read signboards in the street,
at shops, bus, train and air stations. It also helps them in their day to day activities like banking,
shopping, money transaction and many more.

Without primary education, one has to depend on others for all the above basic needs.

Understanding the Responsibilities

As a social being, it is our responsibility to give something back to the society and make it a
better place for the next generation. An uneducated man can’t be fully aware of his
responsibilities. An educated person is aware of his personal as well as social responsibilities.
Proper education teaches a person to think beyond his personal interests and also provides him
the ability to give something back to the society.

Make This World A Better Place To Live In

Without educated people, this world can’t become a better place. That is why proper education is
needed to turn this world into a better place. Hence, we can conclude that for the evolution of a
country, there is a need for education.

Aims of education in Islamic Society

Every social activity should have specific aims and objectives. There are also some basic
aims and objectives of education. Education changes as per the changing needs within the
society the aims and objectives also changes time to time in the same society.
Aims and Objectives of Education
There are some basic and general aims and objectives of education in society which are as
follows:

1. Good Citizens
The basic  aims of education system is to have useful and good citizens, who can be beneficial
for society. Education develops in a person the following basic social qualities:
  To respect the law; 
 To respect the customs and tradition;
 To know his/her rights and duties;
 To earn his /her livelihood in an honest way;
 To be emotionally and mentally sound person.
2. Cultural Aims and Objectives of Education
Education is the medium through which the cultural traditional social and religious values of the
past are transferred to the next generation. Our education system is transferring the Islamic
cultural and religious values, which include Quran and hadith and other related literature and the
practical life style of our holy prophet Muhammad (PBUH). The same is about other states and
religions, who want to transfer their cultures to the next generation.

3. Education as Social Change Agent

Education is very powerful social change agent through which a particular society’s social,
religious, and political setups are changed. If there exists some out dated cultural values, formal
and informal education is carried out in order to bring the desired change. Which ultimately leads
to social change?

4. To Explore the New Dimensions of Science and Matter

Now-a-days, especially in the developed societies the main aim of education is to enable an
individual and society to explore the new ideas. And have more and more information about the
material world so as to give more and more facilities to the public.

Education and the Global Perspective

In today’s world, some degree of education is necessary for people in most countries.

Education Today

In today’s world, some degree of education is necessary for people in most countries. Due to
population growth and the proliferation of compulsory education, UNESCO has calculated that
in the next 30 years, more people will receive formal education than in any prior period of
human history. In fact, illiteracy and the percentage of populations without any schooling have
already decreased, from 36% in 1960 to 25% in 2000.
Education in its broadest, most general sense is a means through which the aims and habits of a
group of people is passed from one generation to the next. Generally, education results from any
experience that affects the way in which one thinks, feels, or acts. In its narrowest, most
technical sense, education is the formal process (e.g., instruction in schools) by which society
deliberately passes accumulated knowledge, skills, customs, and values from one generation to
the next.

Education in the Developing World

India is developing technologies that bypass land-based telephone and internet lines. The country
recently launched EDUSAT, an education satellite that can reach a great number of people at a
significantly reduced cost. Another initiative, started by the OLPC foundation, involving a group
from the MIT Media Lab, and supported by several major corporations, has developed a $100
laptop for the delivery of educational programs. As of 2008, the laptops were already widely
available.

In Africa, the New Partnership for Africa’s Development (NEPAD) has launched an e-school
program. The goal is to provide 600,000 primary and high schools with computer equipment,
learning materials, and internet access within 10 years. Private groups, like Church of Jesus
Christ of Latter-day Saints, are also working to improve access to education through such
programs as the Perpetual Education Fund.

Internationalization ( Globalization and Education)

Education is becoming increasingly international, and mass schooling has promoted the
fundamental idea that everyone has a right to be educated regardless of his/her cultural
background. In Europe, for example, the Socrates-Erasmus Program fosters exchanges between
European universities, while the Soros Foundation provides educational opportunities to students
from central Asia and eastern Europe. Programs such as the International Baccalaureate have
also contributed to the internationalization of education. Some scholars argue that, regardless of
the perceived quality of different educational systems, experiencing a different system of
education can be an important and enriching aspect of an international learning experience.
Meanwhile, the global online campus, led by American universities, has promoted free access to
class materials and lectures recorded during actual classes. This project further facilitates the
globalization of education.
Recent Worldwide Trends

The emergence of secondary education in the United States did not occur until 1910, when a rise
in big business and technological advances in factories (for instance, the emergence of
electrification) required skilled workers. In order to meet new job requirements, high schools
were created with curriculums focused on practical job skills that would prepare students for
white- or blue-collar work. This emerging system proved to be beneficial for both the employer
and the employee; improved job skills increased efficiency and lowered costs for employers,
while skilled employees received higher wages.

Indigenous education refers to the inclusion of indigenous knowledge, models, methods, and
content within formal and non-formal educational systems. Often in a post-colonial context, the
growing recognition and use of indigenous education methods has been a response to the erosion
and loss of indigenous knowledge and language through earlier processes of colonialism. It has
also enabled indigenous communities to strengthen links to their traditional languages and
cultures, a process that has also been linked to increased academic success.

Higher education generally involves work towards a degree-level or foundation degree

qualification. In most developed countries, a high proportion of the population (up to 50%) now
obtain higher education at some point in their lives. Higher education is therefore important to
national economies as both a significant industry in its own right and a source of trained and
educated personnel.

As a result of the Internet, higher education is increasingly open and accessible. Online learning
gives students flexibility and choice in terms of what, when, and at what pace they learn. Many
universities and organizations are creating open educational resources that self-motivated
students can access anywhere and at any time. Unlike traditional forms of higher education,
open, online education generally does not take the form of recognized degree programs.

Reference:

https://www.theasianschool.net/blog/importance-of-education/

http://studylecturenotes.com/aims-and-objectives-of-education-objectives-of-islamic-education/

https://courses.lumenlearning.com/boundless-sociology/chapter/education-and-the-global-
perspective/
Q.2 How can you apply different philosophies to the discipline of education? Analyse
different schools of thought of educational philosophy.

Within the epistemological frame that focuses on the nature of knowledge and how we come to
know, there are four major educational philosophies, each related to one or more of the general
or world philosophies just discussed. These educational philosophical approaches are currently
used in classrooms the world over.

They are Perennialism, Essentialism, Progressivism, and Reconstructionism. These educational

philosophies focus heavily on WHAT we should teach, the curriculum aspect.

Perennialism

For Perennialists, the aim of education is to ensure that students acquire understandings about
the great ideas of Western civilization. These ideas have the potential for solving problems in
any era. The focus is to teach ideas that are everlasting, to seek enduring truths which are
constant, not changing, as the natural and human worlds at their most essential level, do not
change. Teaching these unchanging principles is critical. Humans are rational beings, and their
minds need to be developed. Thus, cultivation of the intellect is the highest priority in a
worthwhile education. The demanding curriculum focuses on attaining cultural literacy, stressing
students' growth in enduring disciplines. The loftiest accomplishments of humankind are
emphasized– the great works of literature and art, the laws or principles of science. Advocates of
this educational philosophy are Robert Maynard Hutchins who developed a Great Books
program in 1963 and Mortimer Adler, who further developed this curriculum based on 100 great
books of western civilization.

Essentialism

Essentialists believe that there is a common core of knowledge that needs to be transmitted to
students in a systematic, disciplined way. The emphasis in this conservative perspective is on
intellectual and moral standards that schools should teach. The core of the curriculum is essential
knowledge and skills and academic rigor. Although this educational philosophy is similar in
some ways to Perennialism, Essentialists accept the idea that this core curriculum may change.
Schooling should be practical, preparing students to become valuable members of society. It
should focus on facts-the objective reality out there--and "the basics," training students to read,
write, speak, and compute clearly and logically. Schools should not try to set or influence
policies. Students should be taught hard work, respect for authority, and discipline. Teachers are
to help students keep their non-productive instincts in check, such as aggression or mindlessness.
This approach was in reaction to progressivist approaches prevalent in the 1920s and 30s.
William Bagley, took progressivist approaches to task in the journal he formed in 1934. Other
proponents of Essentialism are: James D. Koerner (1959), H. G. Rickover (1959), Paul
Copperman (1978), and Theodore Sizer (1985).

Progressivism

Progressivists believe that education should focus on the whole child, rather than on the content
or the teacher. This educational philosophy stresses that students should test ideas by active
experimentation. Learning is rooted in the questions of learners that arise through experiencing
the world. It is active, not passive. The learner is a problem solver and thinker who makes
meaning through his or her individual experience in the physical and cultural context. Effective
teachers provide experiences so that students can learn by doing. Curriculum content is derived
from student interests and questions. The scientific method is used by progressivist educators so
that students can study matter and events systematically and first hand. The emphasis is on
process-how one comes to know. The Progressive education philosophy was established in
America from the mid 1920s through the mid 1950s. John Dewey was its foremost proponent
One of his tenets was that the school should improve the way of life of our citizens through
experiencing freedom and democracy in schools. Shared decision making, planning of teachers
with students, student-selected topics are all aspects. Books are tools, rather than authority.

Reconstructionism/Critical Theory Social

reconstructionism is a philosophy that emphasizes the addressing of social questions and a quest
to create a better society and worldwide democracy. Reconstructionist educators focus on a
curriculum that highlights social reform as the aim of education. Theodore Brameld (1904-1987)
was the founder of social reconstructionism, in reaction against the realities of World War II. He
recognized the potential for either human annihilation through technology and human cruelty or
the capacity to create a beneficent society using technology and human compassion. George
Counts (1889-1974) recognized that education was the means of preparing people for creating
this new social order.

Critical theorists, like social reconstructionists, believe that systems must be changed to
overcome oppression and improve human conditions. Paulo Freire (1921-1997) was a Brazilian
whose experiences living in poverty led him to champion education and literacy as the vehicle
for social change. In his view, humans must learn to resist oppression and not become its
victims, nor oppress others. To do so requires dialog and critical consciousness, the development
of awareness to overcome domination and oppression. Rather than "teaching as banking," in
which the educator deposits information into students' heads, Freire saw teaching and learning as
a process of inquiry in which the child must invent and reinvent the world. For social
reconstructionists and critical theorists, curriculum focuses on student experience and taking
social action on real problems, such as violence, hunger, international terrorism, inflation, and
inequality.

Strategies for dealing with controversial issues (particularly in social studies and literature),
inquiry, dialogue, and multiple perspectives are the focus. Community-based learning and
bringing the world into the classroom are also strategies.

Eclecticism

is a conceptual approach that does not hold rigidly to a single paradigm or set of assumptions,
but instead draws upon multiple theories, styles, or ideas to gain complementary insights into a
subject, or applies different theories in particular cases. It can be inelegant, and eclectics are
sometimes criticised for lack of consistency in their thinking, but it is common in many fields of
study. For example, most psychologists accept parts of behaviorism, but do not attempt to use the
theory to explain all aspects of human behavior. A statistician may use frequentist techniques on
one occasion and Bayesian ones on another. An example of eclecticism in economics is John
Dunning's eclectic theory of international production.

Existentialism "

Childhood is not adulthood; childhood is playing and no child ever gets enough play. The
Summerhill theory is that when a child has played enough he will start to work and face
difficulties, and I claim that this theory has been vindicated in our pupils' ability to do a good job
even when it involves a lot of unpleasant work."

Existentialism as an Educational Philosophy

Just as its namesake sprang from a strong rejection of traditional philosophy, educational
existentialism sprang from a strong rejection of the traditional, essentialist approach to education.
Existentialism rejects the existence of any source of objective, authoritative truth about
metaphysics, epistemology, and ethics. Instead, individuals are responsible for determining for
themselves what is "true" or "false," "right" or "wrong," "beautiful" or "ugly." For the
existentialist, there exists no universal form of human nature; each of us has the free will to
develop as we see fit.

In the existentialist classroom, subject matter takes second place to helping the students
understand and appreciate themselves as unique individuals who accept complete responsibility
for their thoughts, feelings, and actions. The teacher's role is to help students define their own
essence by exposing them to various paths they may take in life and creating an environment in
which they may freely choose their own preferred way. Since feeling is not divorced from reason
in decision making, the existentialist demands the education of the whole person, not just the
mind. Although many existentialist educators provide some curricular structure, existentialism,
more than other educational philosophies, affords students great latitude in their choice of subject
matter. In an existentialist curriculum, students are given a wide variety of options from which to
choose. To the extent that the staff, rather than the students, influence the curriculum, the
humanities are commonly given tremendous emphasis.

They are explored as a means of providing students with vicarious experiences that will help
unleash their own creativity and selfexpression. For example, rather than emphasizing historical
events, existentialists focus upon the actions of historical individuals, each of whom provides
possible models for the students' own behavior. In contrast to the humanities, math and the
natural sciences may be deemphasized, presumably because their subject matter would be
considered "cold," "dry," "objective," and therefore less fruitful to self-awareness.

Moreover, vocational education is regarded more as a means of teaching students about

themselves and their potential than of earning a livelihood. In teaching art, existentialism
encourages individual creativity and imagination more than copying and imitating established
models. Existentialist methods focus on the individual. Learning is self-paced, self directed, and
includes a great deal of individual contact with the teacher, who relates to each student openly
and honestly. Although elements of existentialism occasionally appear in public schools, this
philosophy has found wider acceptance in private schools and ill alternative public schools
founded in the late 1960s and early 1970s.

Reference:

https://web.augsburg.edu/~erickson/edc490/downloads/comparison_edu_philo.pdf
Q.3 Discuss the Islamic philosophy of education and highlight its implication in the present
teaching process.

Philosophy of Islamic Education from the Perspectives of Philosophy

Pragmatism

Each elements of Islamic Philosophy of Education are entirely focused, as this philosophy
stresses towards the correlation of knowledge, belief and practice. Based on the definition of
philosophy from the characteristic of philosophy, the realm of philosophy is deeply looking
towards the fact, value, knowledge and God. For instance, the aspect of cleanliness is very
important in Islam. There are many arguments regarding the factor that cleanliness has been
stressed in Islam, as it is closely related to Muslims’ belief as well as the human’s wellness. This
is parallel with the principle of pragmatism that believe the medium of knowledge has a quality
of truth if it is able to be practiced within the daily life of human. The member of pragmatism
also believes that knowledge integrated between acquired knowledge and revealed knowledge.
Based on the knowledge regarding the cleanliness, the epistemology about this aspect is stated in
Quran and has been known as the sahih ilmu wahyu, while the ilmu akal is based on logical
thought. Logically, the aspect of cleanliness should be concerned as carelessness will cause a lot
of problem in our daily life. Thus, Islamic Philosophy of Education naturally pragmatism
because it combines acquired knowledge and revealed knowledge, which cannot be separated.

Metaphysic

From the view of metaphysic, the thought of Islam concentrates on the aspects between human,
human and God, and human with the environment. Obviously, Islamic Philosophy of Education
teaches humans to recognize their Creator, that is Allah, and the way they should behave for each
of the relation. For instance, based on the principles that support the thoughts of Islam towards
nature, it is stated that the nature is belong to Allah, not human. Thus, natures need to be
protected including the ecological balance. Humans are forbidden to exploit the sources of nature
since nature has been created by Allah to reinforce human’s life. According to this principles the
Islamic Philosophy of Education stresses on the good relation between human and nature.
Moreover, in order to overcome the social problem among teenagers for instance, the awareness
towards their responsibility as the khalifah Allah is able to bring them to the ‘right path’.

Axiology
Axiology is a theory of ethic that is one of branches of philosophy. From the view of Islam,
axiology can be defined as behaviour that includes the entire manners in human’s life. According
to Mohammad Qutb, education is the process to shape the holistic and balanced human (Mok
Soon Sang, 2004). The main objective of education is to develop the potency of human’s
intellect, physical, emotion and spiritual towards the level of perfection. Within this process, the
implementation of values has being focused by the Islamic Philosophy of Education, which the
aspect of ethic and moral can not be separated from education and the thought of Islam. It is
parallel with the branches of axiology that believe education is the realm that provide with
values. Within the axiology of Islam itself, the knowledgeable person should be the moralistic
and well-behaved person. There are three branches within the thought of Islam, and one of them
is the thought of moral and manner. This branch include the matters that should be practiced,
which is connected with the manner and moral of human, such as fair, religiosity, brave, wisdom,
and trustworthiness. The venerable characteristic of human can be seen from the existence of two
inclinations, which is the focus towards worldly concerns and the sense of selfishness, and also
the conflict between right and wrong.

However, both factors can be prevented if humans believe on Allah, by doing His command and
avoid from His prohibition. If humans practice the aspects that has been highlighted by the
Islamic Philosophy of Education such as make the Prophet Muhammad as the role model in their
life, the universal peacefulness will be able to be achieved. This values has been implemented in
the Islamic Education in order to be practiced by each individual and endowed from generation
to generation, and producing the strength society in leading this world as khalifah. The system of
moral and manner in Islam correlates with the system of belief, religious worship, muamalat, and
others. It has the connection with the purpose of the creation of nature.

Islamic Philosophy of Education and Holistic Learning

The philosophy of Islamic Education is to provide human with sufficient knowledge in order to
make them know and realize their creation, responsibility, and the way they should manage the
responsibility as the caliph of Allah. Because of human was created with several weaknesses,
thus, they need a guidance from the religion. The effort to improve themselves with the better
and perfect characteristics is the process of Islamic education (Abdul Rahman Aroff & Zakaria
Kasa, 1988). In Islam, the pillar of faith within Quran becomes the reference and guidance for
Muslim (Hassan Langgulung, 1979). Among of them are; to believe in Allah (SWT) (God) in
His Existence, His right to be worshipped, His Oneness, His Attributes, and His right to legislate,
to believe in God's angels, to believe in the Holy Qur'an and the other Holy Books, to believe in
God's Messengers, of whom Adam was the first and the Prophet Muhammad (PBUH) was the
last, to believe in the Resurrection and the Day of Judgment, to believe in Divine Preordainment.
The result from this belief shows that the objective of Islamic education is to produce the
balanced development of human itself along with the Islamic values.

According to Kurshid Ahmad (1980), education based on Islam is able to produce an individual
that has his own quality and belief towards the Islamic idealism. By looking at its definition, the
philosophy of Islamic education implements the holistic approach. Holistic is one of the
characteristic of philosophy which means comprehensiveness and completeness. This term is
very important in education as it includes the aspect of intellect, emotion, spiritual, and physical.
Islam not restricts the followers from learning the other fields of education. The explanation
regarding the holistic philosophy of Islamic education becomes wide. According to Syed
Muhammad al-Naquib al-Attas (1977), the main objective of knowledge from the Islamic
perspective is through the concepts that shaping the major elements in Islamic education, which
are the concept of al-din, concept of human, concept of knowledge and ma’rifah, concept of
hikmah, concept of equality, concept of ethic, and the concept of Kulliyah-Jami’ah. Each of the
concepts is mutually dependent. Furthermore, Syed Muhammad al-Naquib al-Attas states that
from the practical use, the concept

(1) is based on the objective to gain knowledge and the involvement within the education
process

(2) based on the scope and its target

(3) based on the content

(4) based on value or criteria regarding the second and third

(5) based on the dissemination regarding the fourth

(6) based on the method regarding the first until fifth

(7) based on the way of implementation regarding all the aspects. Moreover, the education in
Islam also becomes the effort to develop the proactive individual, which is individual that realize
on his creation, status, trustworthiness, and his responsibility as the slave of Allah; has the
strength of thinking, vision and able to look something in the right perspective; aware and
sensitive towards every act, as each will be judged, until every choices are made based on right
and implemented through the right path (Mohd Idris Jauzi, 1991).
Therefore, education in Islam is to reinforce the self potential of an individual. From the aspect
of intellectual, each human has already been provided with the ability to empower the knowledge
and truth. From the aspect of physical, human has the ability to develop the strength and
resistance. Thus, with education, human will gain the sense of perfection in their life and also
able to strengthen their civilization.

Reference:

https://pdf.sciencedirectassets.com/277811/1-s2.0-S1877042810X00106/1-s2.0-
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Q.4 In the light of Quranic verses discuss the importane of moral values in the Islamic
system of education.

Morality in Islam encompasses the concept of righteousness, good character, and the body of

moral qualities and virtues prescribed in Islamic religious texts. The principle and fundamental
purpose of Islamic morality is love: love for God and love for God's creatures. The religious
conception is that mankind will behave morally and treat each other in the best possible
manner to please God.

Teachings on morality and moral conduct constitute a major part Islamic literature.

The Quran and the Hadith – the central religious texts of Islam – serve as the primary source for
these teachings. Both the Quran and the hadith often instruct Muslims to adopt a morally
upright character. Showing kindness to people and charity to the poor and the helpless are the
most emphasized moral virtues in the Quran. In particular, helping people in their time of
need, forgiving others' offenses, respecting parents and elders, fulfilling promises, being kind to
people and to animals, being patient in adversity, maintaining justice, being honest, and
controlling one's anger appear as major virtues in the Islamic concept of morality.

Sources

The Quran, which Muslims believe to be the verbatim word of God, serves as the primary source
of moral teachings in Islam. The Sunnah, which is the teachings, deeds and sayings, silent
permissions (or disapprovals) of the Islamic prophet Muhammad, as well as various reports
about Muhammad's companions, also serves as an important source for Islamic moral
teachings. Besides these, the works of Islamic scholars and philosophers, and the moral examples
set by important Islamic personalities (such as the four rightly guided caliphs) are other sources
for Islamic ethical and moral guidance.

General principle

Islamic secondary sources and later Islamic scholarly works have made detailed discussions and
laid down detailed instructions on moral issues. However, some general principles can be found
in case of following morality. One typical Islamic teaching on morality is that imposing a penalty
on an offender in proportion to their offense is permissible and just; but forgiving the offender is
better. To go one step further by offering a favor to the offender is regarded the highest
excellence. Another principle is that whatever is good and beneficial for mankind is morally
good, and vice versa. According to Islamic sharia, a Muslim is expected to act only in good
manners as bad manners earn vices. Muhammad is reported as saying "It is not possible that you
indulge in rebuking and reviling and remain righteous at the same time".

Significance

Much emphasis has been attached in Islamic tradition on developing strong

moral values. Faith is considered incomplete without having sense of morality. In Islamic sharia,
a worshiper devoid of morality is seen as someone who has failed to realize the true significance
of worshiping. In other words, the prayers which can not keep a person away from wrongdoings
are seen worthless. Muhammad is reported as saying that a real poor person is he who will
appear on the Day of Judgment with a lot of rewards earned by his prayers, fasting, zakat; but in
his life he had also abused someone, had falsely accused someone, had illegally taken another's
property, had murdered somebody; so all his virtues will be distributed to the victims, and he will
be thrown to hell (Sahih Muslim, 32:6251). Islamic tradition holds that moral qualities and good
actions elevate the status of a man.Since the pursuance of moral qualities are more of a voluntary
nature, their observance falls into the category of supererogatory worshipping, and is seen as the
key to attaining the nearness of God Islamic prophet Muhammad said, "The best among you are
those who have the best manners and character"

Emphasis on good character

Character primarily refers to the assemblage of qualities that distinguish one individual from
another. Character can be good or bad. A good character is the one that has good moral qualities.
There was a debate among the early Islamic moralists as to whether character could be changed.
They recognized the dual aspect of character – innate and acquired – and thus noted that with
conscious practice it could be changed to a certain degree.

As a religion, Islam promotes the idea of good character as is evident from its canonical texts.
The Quran describes Muhammad as being 'on exalted quality of character' (Q68:4)  and refers to
him as 'an excellent example' (Q33:21) which ultimately means that the religious and moral
examples, set by Muhammad, are to be followed and cultivated by the Muslims in order to
construct a morally good character Muslim moralists have discussed the ethico-
religious importance of having a good character as well as the ways of acquiring it. Imam
Birgivi, a 16th-century Muslim scholar and moralist, says that 'To cure yourself of a bad feature
of character is an obligation' Continuous practice of moral virtues and a conscious effort to
internalize those qualities can lead to the formation of a morally good character. Al-Isfahani says
that purification of soul means the control, not the elimination, of desires. According to Birgivi,
changing of character depends on such things as 'a person's wish' and 'the strength of one's
understanding', and the preservation of a good character requires the avoidance of the company
of evil-charactered people who indulge into indecent activities, drunkenness, and meaningless
gossip. There are numerous sayings of Muhammad that highlight the importance of good
character. Some of them are:

 Anas ibn Malik reported that the Prophet said: The one with good morals and character
already owns the best of this world and the Hereafter (Tabarani and Abu Dawud).
 Abu Hurayrah reported that the Prophet said: I have been sent for the perfection of character
(Imam Ahmad and Bayhaqi).
 Anas ibn Malik reported that the Messenger of Allah said: A person reaches the best and
most honored levels in the Hereafter as a result of good character.... And bad character
condemns a person to the lowest depths of Hell (Tabarani).
 One can repent for any sin but bad character – because with bad character, before a person
can attempt to ask forgiveness for one sin, he commits a worse (Tabarani, Isfahani).

Charity

O Aisha, Never turn away any needy man from your door empty-handed. Love the poor; bring
them near to you and God will bring you near to Him on the Day of Resurrection.

Numerous verses of the Quran and the sayings of Muhammad tell the Muslims to
be generous with their wealth and to respond to the calls of the mankind's needs. Muslims
believe that spending wealth for others, especially for the needy, and helping people are a
fundamental duty for them, and, these things earn God's mercy and reward in the afterlife.
Similarly, caring for one's kinsmen and neighbors has also been emphasized. The Quran says
that the righteous are those people who fulfill their promises, and feed the needy, the orphans and
the captive for the love of God (76:5-8). At another place, it says "Those who (in charity) spend
their goods by night and by day, in secret and in public have their reward with their Lord; on
them shall be no fear, nor shall they grieve" (2:274). In a long hadith collected in Sahih Muslim,
Jarir narrates that once they were with Muhammad when some poor people came. They were ill-
clad with torn dresses and were starving. When Muhammad saw them, the color of his face
changed. He asked Bilal to assemble the people and then delivered a speech, and said "Everyone
should give in charity dinar, dirham, cloth, dates, wheat, etc." He went on till he urged: "Give,
even if it is a stone of a date." After this, a man from Ansar brought a bag so full of materials that
it was slipping from his hand. Other people also brought things to be given in charity till there
were two big heaps of eatable goods and clothes. At that, the face of Muhammad glowed with
joy.

Miserliness is discouraged in Islam, and the hoarding of wealth which is not used to redress the
miseries of the needy and the poor is seen to be a cause of punishment in the afterlife. Helping
people in time of their needs is seen more important than praying in the mosque.

Forgiveness

As a virtue, forgiveness is much celebrated in Islam, and is regarded as an important Muslim

practice, inspired by both the Quran and the Sunnah. The issue of forgiveness can take on two
different forms: God's forgiveness for human beings for their sins, and forgiveness among fellow
human beings for each other. In the first instance, human beings have been asked to seek God's
forgiveness for their sins, and they have been promised God's mercy and forgiveness. In the
second instance, human beings have been encouraged to practice the act of forgiveness among
themselves. To forgive a person who has done moral offense, and not to be cruel to him is seen
as a noble virtue. In Islamic theology, the act of forgiveness is not meant to deny or underplay
the moral injury suffered by the victim; rather it involves a positive change in mentality toward
the offender. Thus, an act of forgiveness means rising above one's self-interest or narrow-
mindedness, and achieving nobler quality of heart. Those who practice the act of forgiveness
have been promised reward by God. In a frequently quoted hadith, Muhammad is reported as
saying: 'the best deeds before God are to pardon a person who has wronged you, to show
affection for relatives who have broken ties with you, and to act generously towards a person
who has deprived you.'

Tolerance

In Islamic context, to be tolerant of one another comes both as a teaching and an injunction
which is to be cultivated at personal, social, and religious levels. After its introduction in 610 CE,
Islam sought to moderate the violent attitudes, prevalent among the people of pre-Islamic Arabia,
with the practice of tolerance and other virtues. Islam expects people to practice tolerance in their
family and social life. It is the teaching of Islam that when faced with ill-treatment by any unwise
person, a sensible person should be less reactive and more tolerant. The misbehavior of others
should not provoke him to do the same. During the initial years of Islam, Muslims faced
persecutions by the Meccan pagans. During this period, Muhammad was once asked by his
companions to invoke God's wrath on the persecutors. Muhammad became displeased with such
a request and advised them to be more tolerant. Once a Bedouin became discontented and
expressed his dissatisfaction even after receiving gifts from Muhammad. Muhammad understood
his nature, showed tolerance to him, and satisfied him with more gifts, thus paving the way for
the Bedouin to take lesson from this. In the History of Islam, Abdullah ibn Ubayy was known as
the "leader of the hypocrites". The activities of the hypocrites were condemned by several verses
in the Quran. After Ubayy's death, at his son's request, Muhammad offered his own shirt as
Ubayy's shroud At his son's second request, Muhammad even led his funeral
prayer. When Umar objected about this, Muhammad said: "If I knew that Allah will pardon
Ubayy if I pray for his forgiveness more than seventy times, I would even do that."

On social and state levels, the importance of tolerance comes from the fact that it is related to
such greater issues as peace and justice which are said to be the desired goal of Islam. Given that
diversity is a natural phenomenon in this world, the Quran puts much emphasis on the
observance of tolerance in order to maintain peace and security. In 49:13, the Quran recognizes
the diversity among people: 'O mankind! We created you from a single (pair) of a male and a
female, and made you into nations and tribes, that ye may know each other (not that ye may
despise each other). Verily the most honoured of you in the sight of Allah is (he who is) the most
righteous of you.' By mentioning the common origin of mankind, the Quran reminds them of
their relating to each other, and urges them to 'rise above' the racial and national divisions. In a
nutshell, it is the teaching of Islam that the diversity or difference in social, cultural,
political,financial or religious spheres are to be accepted by members of communities to secure a
peaceful co-existence. No forceful conversion is recognized in Islam. According to Islamic
jurists, forced conversion is not possible in Islam because faith basically relates to heart, and not
so much to external affairs.

Honesty

In Islam, honesty Implies maintaining sincerity and truthfulness in all actions, interactions, and

transactions, and the issue of honesty touches almost all aspects of human life. Here, honesty
serves as an umbrella term having some basic components like speaking truth; fulfilling
commitments, whether written or verbal; remaining truthful to one's word; rendering the
assigned duty sincerely and as meticulously as possible; imparting everyone's due rights without
the person's asking for it; being objective in evaluating any case and giving judgments; avoiding
falsehood, deception, and favoritism. Selection and promotion of personnel in an organization
based on merit and not on favoritism is also a part of honesty. As Islam is a God-centered
religion, honesty demands that it be maintained not only in public but also in private, not only
when supervised but also when not supervised. Honesty has particularly been emphasized
in business transactions, not only in selling and buying but in issues
like pricing and advertising policies. Correct measurement is to be maintained. Again,
Muhammad has instructed that the sellers should put the commodities of poorer quality in clear
display so that the customers are not deceived. Hiking the price to gain more profit or lowering
the price to put the competitors at trouble are considered unethical. Similarly, exaggerated claims
and suppression of unfavorable information in advertising are discouraged.Honesty is regarded
by Muslim scholars as one of the five essential qualities for any Muslim accountants.

Kindness and leniency

The Quran and the hadith describ God as being kind and merciful to His creatures, and tell
people to be kind likewise. Among the 99 Names of God in Islam, the most common and famous
are "the Compassionate" (al-raḥmān) and "the Merciful" (al-raḥīm). The Quran says, "Verily,
Allah is kind and merciful to the people" (2:143). Numerous sayings of Muhammad tell the
Muslims to be kind and merciful to the creatures of God. In Sahih Bukhari, it is said "He who is
not merciful to others, will not be treated mercifully (by God)" Narrated in Sahih Muslim,
Muhammad said, "Verily, Allah is mild and is fond of mildness, and He gives to the mild what
He does not give to the harsh". He also said, "He who is deprived of kindness is in fact deprived
of goodness

Muhammad has been described as being kind and compassionate to people and
animals. Biographies of Muhammad record incidences showing his kindness and leniency to
others. Once, a man came to him and said that he had committed a certain sin. As reparation for
his sin, Muhammad asked the man if he could free a slave upon which the man expressed his
inability. Muhammad asked him if he could fast for two months upon which the man replied in
the negative. Muhammad asked him again if he could feed sixty poor men upon which the man
replied that he was even unable to do that. In the meantime, a bag of dates was brought there as
gift for Muhammad. Muhammad gave the bag of dates to the man and told him to distribute the
dates among the poor as reparation. The man passionately said "who is poorer than me
in Medina?" Hearing this, Muhammad smiled and told the man to distribute the dates among his
own family members

Reference:
https://en.wikipedia.org/wiki/Morality_in_Islam

Q.5 Critically analyze the role of a teacher in the four traditional philsolphies of education
while focusing on the aims of education of each philosophy.

The word philosophy is derived from two Greek words. The first word, philo, means “love.” The
second, sophy, means “wisdom.” Literally, then, philosophy means “love of wisdom” (Power,
1982).  Each individual has an attitude toward life, children, politics, learning, and previous
personal experiences that informs and shapes their set of beliefs. Although you may not be
conscious of it, this set of beliefs, or personal philosophy, informs how you live, work, and
interact with others. What you believe is directly reflected in both your teaching and learning
processes. This article explores the various philosophical views influence the teaching
profession.

It is important to understand how philosophy and education are interrelated. In order to become
the most effective teacher you can be, you must understand your own beliefs, while at the same
time empathizing with others. In this chapter we will examine the study of philosophy, the major
branches of philosophy, and the major philosophical schools of thought in education. You will
have a chance to examine how these schools of thought can help you define your personal
educational philosophy. Developing your own educational philosophy is a key part of your
journey to becoming a teacher. In this article, we will discuss the 5 things that educators should
know about the philosophy of education.

What are the major branches of philosophy The four main branches of philosophy are
metaphysics, epistemology, axiology, and logic. Metaphysics considers questions about the
physical universe and the nature of ultimate reality. Epistemology examines how people come to
learn what they know. Axiology is the study of fundamental principles or values. Logic pursues
the organization of the reasoning process. Logic can be divided into two main components:
deductive reasoning, which takes general principles and relates them to a specific case; and
inductive reasoning, which builds up an argument based on specific examples.

What are the major schools of thought in philosophy Idealism can be divided into three
categories: classical, religious, and modern. Classical idealism, the philosophy of the Greeks
Socrates and Plato, searches for an absolute truth. Religious idealism tries to reconcile God and
humanity. Modern idealism, stemming from the ideas of Descartes, links perception and
existence.

Realism, the school of thought founded by Aristotle, believes that the world of matter is separate
from human perceptions. Modern realist thought has led to the “blank slate” notion of human
capabilities. Pragmatism believes that we should select the ideas, actions, and consequences with
the most desirable outcome, as well as learning from previous experiences to achieve desirable
consequences. John Dewey’s Experimentalism brought the scientific method of inductive
reasoning to the educational sphere.

Postmodernism and existentialism focus on intricate readings of texts and social and political
conventions, examining existing structures for flaws. Essentially, they focus heavily on the
present, and on understanding life as we know it. Jacques Derrida’s deconstruction methods of
reading texts suggests that universal rationality is not found in objective reality, but in the text.
Michel Foucault, another postmodern philosopher, examined the relationship between truth and
power.

What are the major philosophies of education The major philosophies of education can be
broken down into three main types: teacher-centered philosophies, student-centered
philosophies, and society-centered philosophies. These include Essentialism, Perennialism,
Progressivism, Social Reconstructionism, Existentialism, Behaviorism, Constructivism,
Conservatism, and Humanism.

Essentialism and Perennialism are the two types of teacher-centered philosophies of education.
Essentialism is currently the leading style of public education in the United States. It is the
teaching of basic skills that have been proven over time to be needed in society. Perennialism
focuses on the teaching of great works.

There are three types of student-centered philosophies of education. Progressivism focuses on

developing the student’s moral compass. Humanism is about fostering each student to his or her
fullest potential. Constructivism focuses on using education to shape a student’s world view.

There are two types of socially-centered philosophies of education. Reconstructionism is the

perspective that education is the means to solve social problems. Behaviorism focuses on
cultivating behaviors that are beneficial to society.
What additional ideologies of educational philosophy exist Other notable ideologies of
educational philosophy include Nationalism, American Exceptionalism, Ethno-nationalism,
Liberalism, Conservatism, and Marxism. Nationalism is a national spirit, or love of country, that
ties the interests of a nation to the symbols that represent it. American Exceptionalism is a form
of Nationalism that implies that the United States is a special country that is privileged to have a
manifest destiny. Ethno-nationalism is similar to nationalism, but rather than the loyalty lying
with one’s nation, it lies with one’s ethnic or racial group. Liberalism is the ideology that people
should enjoy the greatest possible individual freedoms and that it should be guaranteed by due
process of law. The opposite of liberalism is conservatism. Conservatism is the belief that
institutions should function according to their intended original purpose and any concepts that
have not been maintained should be restored. Finally, Marxism is an ideological and political
movement that focuses on the class system as a form of conflict within the social, political, and
educational realms.

How is an educator’s educational philosophy determined It is important to identify your own

philosophy of education in order to understand your own system of values and beliefs so that you
are easily able to describe your teaching style to potential employers.

While writing your own personal philosophy of education statement, it is vital to address several
key components: How do I think? What is the purpose of education? What is the role of the
teacher? How should the teacher teach? What is the role of the student? What should be taught?
Additionally, make sure that you be yourself and are clear and concise. Do some research about
the school you are applying for and address their missions and goals in your statement.
Remember that education is about the students and also remember to focus on your discipline.
Think of the great teachers you have had in your life. Remember to get feedback. Additionally,
don’t make it long and don’t ramble. Don’t rehash your resume, be a know-it-all, or use strong
statements.

Reference:

https://www.theedadvocate.org/5-things-that-educators-should-know-about-the-
philosophy-of-education/