6505-Ppt Unit 7 Revised - 031103

CODE: 6505

UNIT: 07
MUSLIM THINKERS OF
EDUCATION

Prepared by: Riffat Tahira Ph. D Scholar

Revised by: M. Jamal Khan M. Phil Scholar
OBJECTIVES OF THE SESSION
i) To know about various Muslim thinkers of Education.

ii) To be aware of the ideas, theories and concepts of some
of the prominent Muslim educationists.
iii) To be familiar with the Islamic culture, heritage and
civilization.
iv) To understand the Islamic system of life in Pakistan.
v) To describe the guiding principles of Islamic system of
education in Pakistan.
AL-GHAZALI
 Abu Hamid al Ghazali was born at Ghazali near Tus in

1058 a.d. He lost his father when he was young and was
educated and brought up by a trusted family friend.
 In 1091, he was appointed as professor in Nizamiyah
University of Baghdad where he became famous. He
wrote a book Ihyaal-ul-muddin.
 Al Ghazali died on the 19th December 1111 A.D, at his
native town Tus. His closing year was mainly spent in
pious contemplation and the study of tradition which as
youth he could not remember.
AL-GHAZALI
Aims of education
o To achieve happiness close to God.
o To cultivate man so that he abides by teaching of religion
o To assure salvation and happiness in the eternal life and
hereafter.
o To pursuit of wealth
o Social standing or power
o Love of knowledge
o Character formation
o Intellectual, religious, moral and physical development

AL-GHAZALI
Concept of Knowledge and Methods of Teaching

 True knowledge is the knowledge of God, his book, his
prophets, the kingdom of earth and heaven, knowledge of
sharia as revealed by his prophet.
 Religious sciences are superior than secular sciences
 Knowledge that is praiseworthy whether in small or large

amount (knowledge of God).
 Knowledge that is reprehensible whether in small or large
amount (witchcraft, magic and astrology).
 Knowledge that is praiseworthy to a certain extent (tafsir,
hadith, fiqh, kalam, linguistics and grammar).
AL-GHAZALI
Curriculum
 Obligatory sciences (religious science and related
disciplines such as linguistics and literature)
 Optional sciences (studied according to students’ wishes
and capacities)
 These are in turn divided into revealed sciences which are
four;
 Fundamental (the book, sunna, Ijma, teachings of Sahaba)
 Branches (fiqh and ethics)
 Mean (linguistics and grammar)
 Non revealed (medicine, mathematics, poetry, history)

AL-GHAZALI
Teaching method
 Ghazali attaches great importance to environment for teaching
 Teaching should not be limited to subject but also aspects of

personality and life of pupils
 Teaching should be linked with concrete situation and it
should meet the needs of the learners
 Attention should be given to interconnections and interlinkage
between various branches
AL-GHAZALI
Scholar, teachers and students:
 Role of scholar in society:
 Seeking to attain the truth.
 Cultivate his innermost self and acting in accordance with the
knowledge he has attained.
 Disseminating the truth and teaching others without desire of fear.
 Whoever learns, acts and teaches shall be mighty in heaven
 Students should be spiritually pure before starting learning
 Devote themselves for searching knowledge
 Respect teachers
 Master the fundamentals of the praiseworthy science
 Study each subject thoroughly
 Choose useful subjects

AL-GHAZALI
Impact
IBN-I-KHALDUN
 Ibn-I-Khadun, one of the great thinkers of medieval Islam
belonged to a family migrated from Seville to Tunis.
 He was born in 1332 and rose to be a man of remarkable
knowledge and industry as well as of immense historical and
political acumen.
 He was first scientific historian who has left a strong impact on
sciences of historiography and sociology
 He learnt the Quran by heart, studied the traditions and Maliki
jurisprudence, learnt Arabic and rhetoric.
 In 1382, he went to Cairo to live rest of his life where he died in
1406.
KHALDUN’S CONCEPT OF
KNOWLEDGE
 to seek knowledge is a natural urge of human being which
differentiates them from other animals
 Faculty of thinking helps man in diversifying knowledge and
innovations in industry and technology
 There are two main types of knowledge;
 Firstly, the knowledge acquired by one’s own intellect and

thinking faculties which depends one’s mental potentials.
 The knowledge which is not acquired by intellect but
revealed by God through messengers
 Undertake journeys in pursuit of knowledge and come in
contact many teachers and scholars so that one would get
acquainted with different techniques of teaching and
terminologies
IBN-I- KHALDUN
Methods of teaching
 Discussions and debates
 Research based activities
 Never favored lecture method.
 Simple to complex
 Organize learning activities
 Learning is a gradual process
 He was against corporal punishment
 Strategies to character building and independent thinking

IBN-I- KHALDUN
Curriculum Load
 Discouraged a large number of books
 He recommended to read original books as well as their

explicators and commentaries
 Subjects to be studied rather memorized
 Suggested to study Arabic and its Nahv
 Emphasized on the basic principles and skills to be learnt
 Read whole book instead of reading summaries
 Review and improve textbooks frequently

IBN-I-KHALDUN
 Medium of instruction
He was an advocate of using of mother language as
medium of instruction.
 Simultaneous teaching of two language
He strongly opposed the teaching of two languages

simultaneously in the early stages of child hood because
he taught that it is not possible for the child to attain
sufficient mastery over them.
SHAH WALI ALLAH
INTRODUCTION
 Qutb-ud-din Ahmed popularly known as Shah Wali Allah was

born in 1703.
 His genealogy can be traced back to the family of “Umar
Farooq” the great caliph.
 His important work is Jujjat Allah al Balighak in which he made
an attempt to preset teaching of Islam in a scientific manner.
 The range of his work covers economic, political, social,
metaphysical as well as pure theological knowledge.
 His theses represent the first ever brilliant attempt to rethink the
entire system of Islam in a spirit of scientific approach
SHAH WALI ALLAH
His religious thoughts
 He criticized the evils prevalent in the society of the Muslims in his
time and also gave creative suggestion to remedy them.
 He was the first thinker who differentiated between history of Islam
and history of Muslims
 He told that the real knowledge can be obtained from Holy Quran and
Sunnah proved by the Prophet’s life and character.
 In order to revive the faith and purify the life from all non-Islamic
practices.
 As an independent thinker he studied he Fiqhah of all sects and
carved out a moderate way.
 Emphasized on the necessity of ijtehad and explained it basic
principles, rule and condition
 In Hujjatual Baligha and Al-Badoordul Bazdegha he started to with
metaphysical problems and came down to determine the right place
of a person in the universe.
SHAH WALI ALLAH
Aims of Education
 To make students aware of the relationship between God and
man.
 To develop the ability among students to conjure the universe.
 To give knowledge about the establishment and development

of the society.
 To develop an ability of self realization in the students.
 To give awareness about the relationship between individual

and society.
 To give students the training of social ethics.
 To make students a patriotic and responsible students

SHAH WALI ALLAH
 Curriculum
1. Principles of grammar and use of dictionary
2. Teaching of Muwatta-Imam-Maalik.
3. Teaching of Quran with translation.
4. Study of Tafser Jalalayn.
 Method of teaching
1. He was a great teacher of his time
2. Method of teaching should be logical as well as practical
3. He emphasized skills, encouragement and thinking leading

towards research.
SHAH WALI ALLAH
 Students
1. Criticized reading grammar and thoughts of Greek people
2. Asked students to learn Quran.
3. Learn Arabic grammar
4. Try to understand concepts and meanings
5. Work for promotion of Islamic awareness in the world
 Teachers
1. Explain the unknown with the help of dictionary
2. Explain difficult synthesis with the help of grammar
3. Use examples and made understand the aim
4. Teacher should use reasoning to make the meaning permanent
5. Teacher should follow sequence of giving knowledge

SIR SAYED AHMED KHAN
Introduction
 Sir Sayed Ahmed Khan was born on October 27,1817 in
Dehli.
 He got his early education by his mother at home
 He was educated in the oriental language Arabic, Persian,

Urdu religion and Arithmatics
Sir Sayed Services in Cause of Education
 Sir Sayed wanted to improve the conditions of Muslims
through education
 Established a school in Murabad
 Established an organization to promote education in Indea
 Aligarh Institute Gazette
ii) Education scheme in local language

iii) Tehzeeb-ul-Akhlaq.
iv) College and Muhammadan Educational conference.
Philosophy of education:
Sir sayed believed in the dynamic and progressive function of
education. He utilized education as an instrument for reforming
his nation thus becoming the pioneer instrumentalist or
pragmatist in the field of education in India.
Aims of Education
 To develop self esteem among students
 To enable students become good human beings
 To give students such training which help them to avoid evil

ways
 To give students ethical training
Curriculum
 Religion
 Moral science
 Mathematics
 Natural sciences
 Basic education curriculum
 Higher education curriculum
Teaching Method
 He did not mentioned any particular method
 Such a teaching method should be applied which develops initiation

and creativity towards progress and prosperity
 Teaching method should be a means to personality development
through scientific outlook.
ALLAMA MUHAMMAD IQBAL
 Born in Nov 09, 1877 in Sialkot

 He was an inquisitive and deliberative child
 Learnt the Quran in Mosque
 Did Masters degree in Philosophy
 Joined Lincoln’s Inn for Bar
 He worked as Professor of Philosophy and literature
 Gave the idea of Pakistan in 1930 at Allahabad
 He breathed his last on April 21, 1938.

Aims of Education
 Development of self or individuality
 Continued life with the highest quality of knowledge,

power, perfection, goodness, vision and creativity
 Reconstruction of experience, power, personality and
enrichment of life
 Cultivation of faculties such as reason, intellect and
intelligence
Curriculum
 Subject matter to develop efficiency and capacity for
creating ideals and realizing them into real situation
 Activities that supply desirable experience for growth of
individuality
 Curriculum needs to be changed frequently to meet the
needs of the learners
 Subject matter having social heritage
 Ijtihad or reinterpretation and adjustment even of religious

values
 Curriculum should be flexible catering to the individual
differences
Method of instruction
 Method should be organized in light of the child psychology
 Scientific method
 Activity based teaching
 Trial and error method
 Project method
 Excursion, observation and experimentation

Individual differences
 Physical differences
 Mental differences
 Social differences
 Emotional differences
 Differences in areas of interests

Role of Teacher
 Ideal
 Leader
 Guide
 Interpreter
 Psychologist
 Facilitator
 Trainer
 Regulator
 Supervisor
 Negotiator
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CODE: 6505

Prepared by: Riffat Tahira Ph. D Scholar

i) To know about various Muslim thinkers of Education.

 Abu Hamid al Ghazali was born at Ghazali near Tus in

o To cultivate man so that he abides by teaching of religion

o To assure salvation and happiness in the eternal life and

o Social standing or power

o Intellectual, religious, moral and physical development

Concept of Knowledge and Methods of Teaching

 Knowledge that is praiseworthy whether in small or large

 Branches (fiqh and ethics)

 Mean (linguistics and grammar)

 Non revealed (medicine, mathematics, poetry, history)

 Teaching should not be limited to subject but also aspects of

 Devote themselves for searching knowledge

 Master the fundamentals of the praiseworthy science

 Study each subject thoroughly

 Choose useful subjects

 Firstly, the knowledge acquired by one’s own intellect and

 Research based activities

 Never favored lecture method.

 Organize learning activities

 Learning is a gradual process

 He was against corporal punishment

 Strategies to character building and independent thinking

 He recommended to read original books as well as their

 Suggested to study Arabic and its Nahv

 Emphasized on the basic principles and skills to be learnt

 Read whole book instead of reading summaries

 Review and improve textbooks frequently

He strongly opposed the teaching of two languages

 Qutb-ud-din Ahmed popularly known as Shah Wali Allah was

 To give knowledge about the establishment and development

 To give awareness about the relationship between individual

 To make students a patriotic and responsible students

1. He was a great teacher of his time

2. Method of teaching should be logical as well as practical

3. He emphasized skills, encouragement and thinking leading

1. Explain the unknown with the help of dictionary

2. Explain difficult synthesis with the help of grammar

3. Use examples and made understand the aim

4. Teacher should use reasoning to make the meaning permanent

5. Teacher should follow sequence of giving knowledge

 He was educated in the oriental language Arabic, Persian,

 Established an organization to promote education in Indea

 Aligarh Institute Gazette

ii) Education scheme in local language

 To enable students become good human beings

 To give students such training which help them to avoid evil

 Basic education curriculum

 Higher education curriculum

 Such a teaching method should be applied which develops initiation

 Born in Nov 09, 1877 in Sialkot

 Learnt the Quran in Mosque

 Did Masters degree in Philosophy

 Joined Lincoln’s Inn for Bar

 He worked as Professor of Philosophy and literature

 Gave the idea of Pakistan in 1930 at Allahabad

 He breathed his last on April 21, 1938.