ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD

Foundations of education
Course Code: 6500

Submitted to
Tayyaba kanwal

Submitted by
Kaynat Tanveer
Roll #: CC512058

Department of Secondary Teacher Education

Q1: Describe how education develops an individual? Highlight the
aims of education in global perspective.
Education helps in human development:

Education gives the ability to think with reason, pursue dreams and aspirations in life
and live a respectable life in the society. Education gives us a definite path to follow,
to lead our lives by principles and gives us the freedom of expression. It frees our
minds from the prejudices and motivates it to think with logic and reason. It is
essential for the overall development of the human mind and brain. The literacy rate
of a country determines its prosperity and economic health.

The benefits of education are numerous, but a few points are highlighted below,
which shows how education helps in human development from different aspects –
personal, social, economic and spiritual.

Overcome social prejudices:

This is likely the main advantage of education Social disasters and belief can truly
keep down the development and advancement of a general public, and a country.
Along these lines, to beat this and comprehend and clarify things with rationale and
thinking, instructed minds and fundamental. One illuminated brain can lit up 1,000
more. Schooling, utilized in the legitimate way additionally assists with decreasing
wrongdoing and reestablish law and order.This is presumably the main advantage of
training. Social shades of malice and conviction can truly keep down the development
and advancement of a general public, and a country. Thus, to beat this and
comprehend and clarify things with rationale and thinking, instructed minds and
fundamental. One illuminated psyche can lit up 1,000 more. Training, utilized in the
appropriate way additionally assists with diminishing wrongdoing and reestablish law
and order.This is likely the main advantage of instruction. Social shades of malice and
conviction can truly keep down the development and improvement of a general
public, and a country. Along these lines, to beat this and comprehend and clarify
things with rationale and thinking, instructed minds and fundamental. One illuminated
psyche can lit up 1,000 more. Instruction, utilized in the appropriate way additionally
assists with diminishing wrongdoing and reestablish law and order.This is likely the
main advantage of training. Social wrongs and conviction can truly keep down the
development and advancement of a general public, and a country. Thus, to defeat this
and comprehend and clarify things with rationale and thinking, instructed minds and
fundamental. One edified psyche can lit up 1,000 more. Instruction, utilized in the
appropriate way likewise assists with lessening wrongdoing and reestablish
lawfulness.

Nurture talent and pursue dreams:

Every human has dreams and aspirations. So, education is a medium to pursue and
fulfill them. It increases the knowledge of a person in different fields of studies. It
helps to determine a path to follow and express your talent to the world.
Enhance creativity and imagination:

education opens up new ways and thoughts to consider. It develops a youthful mind to
think out-about the-container and investigate various things throughout everyday life.
Education additionally assists with thinking about things and stay sound, fit and
follow a profitable way of life.

Contribute to a bigger growth:

education is a method of scholarly greatness and clears the way for economic
development of the country. Innovative work in areas like innovation, medication, and
others, advancement development and reformist attitude – the entirety of this are
products of education, which takes a country and its people forward. educated
individuals contribute towards advancement in each area.

Knowledge, wisdom and exposure:

education opens up each channel of information and wisdom. It opens us to an

entirely different universe of information, design new things and ability we can make
our environmental factors a better place to live and out our lives to a greater, and
better use.

As Nelson Mandela said, “Education is the most powerful weapon, which you can use
to change the world.” When the world is busy with getting equipped with lethal
weapons and apparatus, it is vital to comprehend that education is the genuine
resource that can build up a person just as a country. Individuals and pioneers across
the world should hold hands to make education a principal ideal for all, yet in addition
the controlling light, which can take humanity ahead through any period of darkness.

Education And Critical Thinking Skills:

Educated people don't just know about things. They are better able to process
information, because they have better critical thinking skills. People use critical
thinking to analyze issues, and the information available to them as it relates to that
issue. It helps them to:

 Discern good information from bad.

 Identify reliable information sources.
 Conduct research.
 Identify bias.
 Draw conclusions and make inferences.
 Develop curiosity

Discovery of talent and abilities:

Education leads openness. It's the way individuals are introduced with science,
arithmetic, writing, reasoning, expressive arts, and that's only the tip of the iceberg. At
the point when they invest energy submerged in these subjects have the chance to find
where their talents and capacities lie. For instance, not many talented artists would
know the depth of their capacities without investing energy in an art classroom.
Obviously, it takes more than openness to have an effect. It needs help and
mentorship. The understudies approach mentoring, academic writing help from
sources like monetary help, and family support who are in the best situation to
recognize and seek after their abilities.

Identification of Deficits:

On the opposite side of the range, a decent educational system additionally gives
understudies and instructors the tools they need to recognize regions of shortage. This
incorporates learning disabilities, mental and emotional health concerns, physical
disabilities and holes in training. At the point when these are distinguished,
appropriate action can be made to help understudies and offer help.

Improved Memory Cognition And Processing

The phrase, “the brain is like a muscle” has some lovely strong science behind it. The
more individuals think carefully through studying, exploring, talking about thoughts,
discussing, directing trials, and testing their insight the more grounded their brain
become. It leads better memory and review, improved capacity to handle data, and
leads quicker and better agreement.

Better Communication Skills

At the point when individuals are learning, they are frequently called upon to
communicate verbally and recorded as a hard copy. Through this, they get better
relational abilities. They improve their spelling and language structure. Their
vocabulary develops. They learn to utilize language viably to impart thoughts, protect
their feelings, and ask inquiries.

Aims of education in global perspective:

Internationalization of education:

Education is getting progressively global. The most addressed case is the spread of
mass schooling. Mass schooling has embedded the principal ideas that everybody has
a privilege to be taught paying little mind to his/her social foundation and sexual
orientation contrasts. The framework has likewise advanced the worldwide guidelines
and standards of how the school ought to work and what is training. In Europe, for
instance, the Socrates-Erasmus Program invigorates trades across European colleges.
Additionally, the Soros Foundation gives numerous chances to understudies from
Central Asia and Eastern Europe. Projects, like the International Baccalaureate, have
added to the internationalization of instruction. A few researchers contend that,
whether or not one framework is viewed as preferable or more regrettable over
another, encountering an alternate method of schooling can frequently be viewed as
Global education:

Global education is training viewpoint which emerges from the way that
contemporary individuals live and interface in an increasingly globalized world. This
makes it vital for schooling to give students the chance and abilities to reflect and
share their own perspective and job inside a worldwide, interconnected society, just as
to comprehend and talk about complex connections of regular social, biological,
political and monetary issues, in order to infer better approaches for deduction and
acting. Notwithstanding, worldwide education ought not be introduced as a
methodology that we may all acknowledge uncritically, since we definitely know
there are quandaries, strains, questions and various discernments in a training cycle
when managing worldwide issues. There are numerous meanings of worldwide
instruction. The Maastricht Global Education Declaration (2002) states: Global
education is instruction that opens individuals' eyes and brains to the real factors of
the globalized world and stirs them to achieve a universe of more prominent equity,
value and Human Rights for all. Worldwide education is perceived to include
Development Education, Human Rights Education, Education for Sustainability,
Education for Peace and Conflict Prevention and Intercultural Education; being the
worldwide component of Education for Citizenship.

Aims of education:

Intellectual Achievement:

To give students scholastic information and abilities to set them up for post-optional
instruction or the work force. This has been the most endless supply of education.
Most guardians need their kids to arrive at exclusive requirements in math, English,
history, and science.

Prosocial Values:

To prepare studentsfor mindful citizenship and set them up for adulthood through
socializing them in the standards and estimations of society. Instructors, who
represent power to the kid, underscore the estimations of a vote based society, like
enthusiasm, obedience, trustworthiness, participation, seriousness, and good duty. 

Economic Competitiveness (social efficiency): To provide students with skills and

knowledge needed to be competitive in a global economy; become an effective and
efficient work force; and prepare workers with values and socialization needed in the
workplace through developing attitudes such as punctuality, cooperation, and
following rules.

Personal Growth:

To help students get self-satisfaction, individual pertinence, explanation of individual

qualities, correspondence and self-articulation abilities, and advancement of viable
learning styles. Understudy interests and sentiments are stressed. The educational plan
is made cooperatively among educators and understudies to help understudies arrive
at their latent capacity.
Socialization and Culture:

To bestow culture to understudies through good thoughts of western culture, like

show-stoppers, artistic works of art, and fundamental abilities so they are literate and
refined residents and can participate intelligently in American culture. Schools are
where understudies from different language and social foundations learn English and
find out about American practices, occasions, recorded figures, topography, and
democracy.

Social Change: To help students become profitable residents that are equipped for
changing the social request through emphasis on social issues and taking care of
social issues. students are furnished with the information and abilities to improve
society and are offered freedoms to consider themselves to be the two people and
adding to the gathering and the bigger society. They are urged to take an interest in
local area administration or administration learning, so they become intelligent and
responsive about the requirements and issues locally. A motivation behind schooling
is to propel social portability, as opposed to propagate business as usual.

Equal Educational Opportunity: To guarantee that all students have free

instruction, regular educational plan openings for different students to go to a similar
school, and fairness of monetary consumption in a given region. There is clear proof
that specific gatherings in American culture are denied equivalent freedom
financially, socially, and instructively. It is fundamental that all youngsters, paying
little heed to race, ethnic foundation, sexual orientation, religion, financial level, or
language, get quality training. A balance among variety and unity is required in
schools.

Problem Solving: To teach student show to learn through the advancement of

reasoning, exploration, and study abilities so they become superb issue solvers and
imaginative scholars who are fit for managing change. The quickness of progress
today, innovative advances, explosion of information, and necessitate that
understudies create devices for lifelong learning.

Q2: Compare the basic philosophies e.g Ontology, epistemology and

axiology. Apply these philosophies to the field of education.

Ontology:

Ontology in Greek means “on being.” Its other meaning is, “being qua being.” The
word ontology was coined in the early seventeenth century to avoid some ambiguities
of “metaphysic” – Leibniz was the first philosopher to adopt the word

Ontology is the branch of philosophy that studies concepts such

as existence, being, becoming, and reality. It includes the questions of how entities are
grouped into basic categories and which of these entities exist on the most
fundamental level. Ontology is sometimes referred to as the science of being and
belongs to the major branch of philosophy known as metaphysics.
Ontologists regularly attempt to figure out what the classifications or most elevated
sorts are and how they structure an arrangement of classes that gives an including
grouping, everything being equal. Normally proposed classifications incorporate
substances, properties, connection, conditions of issues and occasions. These classes
are portrayed by essential ontological ideas, similar to distinction and
comprehensiveness, dynamics and solidness or plausibility and need. Of exceptional
interest is the idea of ontological reliance, which decides if the substances of a
classification exist on the most central level. Differences inside cosmology are
frequently about whether substances having a place with a specific classification exist
and, provided that this is true, how they are identified with different elements.
The terminology introduced by Christian Wolf in the early eighteenth century came to
be widely adopted: ontology is the general theory of being as such, and forms the
general part of metaphysics, or theoretical philosophy.
The three special parts are general cosmology, rational psychology and natural
theology, i.e. the theory of the world, the soul, and God. It is on the ontological
question that modern materialism, physical and naturalism differ sharply from their
opponents: the question of what there is (Maunter, 2005).
Ontology and Islam:

In Islam, it is accepted that the world outside the mind has a genuine being. The first
certainty in everything is its "being" (Tabataba'i, 1971) and the "being" is considered
as the most evidential things which don't should be demonstrated (Ebrahim Zadeh,
1990). The world isn't just summed up in the material viewpoint, yet additionally
insignificant realities have reality.

The truth of the being, disregarding having various structures, is novel and one
(Tabatabaie, undated). Sickness of the impact is intrinsic in it and ward being won't
ever be unnecessary of the "cause." all in all, the being and presence of the impact is
the very having a place and reliance to the maker cause (Mesbah Yazdi, 1986).

Accordingly, the being of the world is the very having a place and reliance on God,
that is, the whole world is as an impact, the reason for which is God. Every molecule
of the world owes its being to God. All in all, God is outright and complete being who
has incorporated the world, and that is the reason the whole universe shows the
presence of the maker. Consequently, God can't be considered as a current for
instance, "in the sky", who is making the being and the animals.

The God which the Glorious Qur'an characterizes is excellent and interesting, maker,
everything being equal, and the universes, and any remaining things are made by Him
(Goreshi, 1985). The root of the world, for example the maker or God, ought to have
the essential conditions and merits for making the world. The maker of order and
general development ought to have ceaseless information, astuteness, episteme,
advancement, life and the board. The fundamental beginning of the world ought to
have creativity and ought to be previous and unceasing (Dashti, 1981).
Ontology and education:

In educational research, metaphysics alludes to your "perspective" and this is

fundamental, since if you know it, you have the ability to pick your perspective, or
 philosophy, which influences how you see and comprehend the world. While we learn
(erroneously) to zero in on apparently widespread 'realities' as youthful students, we
learn further down the road that realities are outlined by a series of expectations.

Realities meaning future, for instance, accept that the end of imperative finishes
paperwork for our body compares to a finish to our life, as opposed to the change to
another phase of being, as numerous societies accept.

Similarly, laws that confine certain rights for youngsters, like a base age for casting a
ballot, or to hold elective office, are established in a cosmology that accepts we are
conceived (generally) without information and skill. In any event one culture I've
investigated accepts the inverse, or holds an opposite metaphysics, that children are
resurrected from the older thus have most extreme insight which is lost (for some
time) as they 'develop' into youthfulness.

Here we show up at a typical acknowledgment, social contrasts are frequently

established in varying ontologies! As when somebody accepts the Bible to be a strict
portrayal of the real world, which guarantees the age of the Earth to be 10,000 years.
Contending over logical 'realities' to the opposite would be silly without first
recognizing contrasts in perspective, or philosophy.

Getting back to instruction, on the off chance that we encourage understudies about
the chance of varying realities dependent on elective ontologies, at that point they
may take part in less vain contentions over the #1 'right way' and rather investigate
and comprehend contrasting perspectives among societies, and even question their
own philosophy to assess zones that do a lot not resound with their instinct.

We don't need to surrender to the 'rules of the game' in the event that we embrace or
receive contending ontologies that ask to play an altogether unique game. This is
particularly significant when you are a minority part excessively slandered by a
current cosmology, for instance non-White, non-Male, non-Affluent individuals from
American culture.

You can embrace a philosophy that demands you have self-esteem, organization, the
capacity to deliver information, and the ability to make an incentive through work,
regardless of whether existing entrepreneur propensities keep an eye on pipeline you
toward exiting, joblessness, and criminal status.
Epistemology:
Epistemology is the branch of philosophy that concerns itself with knowledge, with
cognition. A teacher operates knowledge by many means. A teacher creates new
knowledge. A teacher knows that he must possess much knowledge, and therefore
needs to understand the deeper foundations for it.

In the modules, students will:

 Investigate the foundations for knowledge, the scope of knowledge, meaning
how much can we know and how deep can we dig into our knowledge
 Understand how validity of knowledge can be achieved
 Lean how to validate justified true belief
 Learn about the basics of neurosciences and brain research into how
knowledge is born.
Epistemology and teaching:
The educator works information by numerous methods. An educator makes new
information. An instructor realizes that he should have a lot of information. They will
comprehend our explanations behind contribution him a view into epistemology, the
study of information or cognition.
Epistemology doesn't just fret about information in that capacity. Or maybe, it
explores the establishments for information, the extent of information, which means
what amount would we be able to know and how profound would we be able to delve
into our insight before we should surrender or it breaks, lastly, and perhaps above all,
concerns itself with the validity of knowledge.
Axiology:
Axiology is the philosophical study of value. As a philosophical area, it was created
only in the 19th century. Axiology studies mainly two kinds of values: ethics and
aesthetics. Ethics investigates the concepts of “right” and “good” in individual and
social conduct. Aesthetics studies the concepts of “beauty” and “harmony.” Formal
axiology, the attempt to lay out principles regarding value with mathematical rigor, is
exemplified by Robert S. Hartman’s science of value.
 Its significance lies
(1) In the considerable expansion that it has given to the meaning of the term value
and
(2) In the unification that it has provided for the study of a variety of questions
economic, moral, aesthetic, and even logical that had often been considered in relative
isolation.
Axiology and islam:
Axiology means a worth hypothesis that regularly shows the nature, sorts, standards,
and status of qualities and worth decisions and endeavors to determine such questions
as whether esteems are abstract or objective. Albeit virtue is significant like strict and
tasteful one, "Axiological morals" decides good and bad activities by reference to
their finishes, results, regularly indistinguishable from religious morals (Findlay,
1970; refered to by Childress, 2000).
Axiology and education:
In axiology education is something other than about information yet in addition
personal satisfaction. Axiology centers around inquiries concerning what 'should be'.
It manages the idea of qualities and identifies with the educating of virtues and
character advancement. Most rationalists incorporate, as region of axiology, Ethics,
the part of Philosophy that is worried about ethics; and Esthetics, the branch that is
worried about the issues of excellence and workmanship. Worth based training is a
critical component of building harmony, resistance, social lead, equity and
intercultural understanding. For the genuine advancement of a country, it is important
to create values taking all things together residents and to accomplishing this
objective, educator has a significant impact. Educators are key for knowing or
understanding a country. In different words, they are the manufacturers of a country.
So to cause the huge advancement in a country or society we to need to look towards
educators. Accordingly we can want to accomplish sound improvement of character
of a youngster by the educator. It is a well known fact that character of an educator
has a beneficial outcome. An educator can assume a significant part in advancing this
conversation in light of the fact that an instructor has the ability to impact
understudies with their considerations and character and draw in them in these
exercises. The educator should never force moral codes or principles of conduct: these
ought to emerge out from social circumstance and the understudy's assessing of his
own conduct. Bring up a youngster to see how to relate well with others and honesty
open ways to numerous chances.

Q3: Explain the Islamic philosophy of education and disscuss its

application in our education system.

Islamic philosophy of education:

Acquisition of knowledge (‘ilm) 3 is emphasized in Islam as an important activity

besides its dissemination. It has been made compulsory (far) upon its adherents,
regardless of gender, to learn and disseminate knowledge. The obligation of seeking
out knowledge is binding upon every Muslim by the command of the Qur’an and
Sunnah of the Prophet (PBUH),

‫طلب العلم فریضة على كل مسلم‬

Acquisition of knowledge is compulsory upon every Muslims4 In the Qur’an, those

who seek for knowledgeare honoured as the group of people who strive to obtain
understanding in religious matters (tafaqquh fī al-dīn). They are entrusted with the
responsibility to disseminatethe knowledge and skills they knew to those who do not
have the opportunity to learn them.

َ‫فَلَوْ اَل نَفَ َر ِم ْن ُك ِّل فِرْ قَ ٍة ِم ْنھُ ْم طَائِفَةٌ لِیَتَفَقَّھُوا فِي الدِّی ِن َولِیُ ْن ِذرُوا قَوْ َمھُ ْم إِ َذا َر َجعُوا ِإلَ ْی ِھ ْم لَ َعلَّھُ ْم یَحْ َذرُون‬

For there should separate from every division of them a group [remaining] to obtain
understanding in the religion and warn their people when they return to them that they
might be cautious5 In Islam, seeking out knowledge is part of the process of
education that aims to enlighten the human soul and enriches the treasures of
knowledge that helps in knowing Allāh SWT, the Creator of all humankind and
universe. This will instil the sense of responsibility to worship the Creator and obey
His command at all times and circumstances as well as to accomplish the purpose of
the creation of mankind as stipulated inthe Qurān, that is, to worship Allāh,

َ ‫ت ْال ِج َّن َواإْل ِ ْن‬

‫س إِاَّل لِیَ ْعبُدُو ِن‬ ُ ‫َو َما َخلَ ْق‬

And I did not create the jinn and mankind except to worship Me6 Being the
vicegerent of Allāh, man is taught about how to conduct hisreligious and
sociopolitical affairs on earth as means to realize the purpose of his creation in
accordance with the absolute will the Creator. It occupies a significant position in
Islamic civilization. In Islam, knowledge that can only be learned through education is
a prerequisite of faith and development. The first revelation to Prophet Muhammad
(PBUH) in Sūrah al-‘Alaq (verses 1-4) is about the divine instruction to “reading by
the name of God”, thus underscores the tawīd philosophy that education in its essence
is not purely a mundane activity, but an integral part of faith.

From the setting of theory, Islamic Philosophy depends on divine revelation, which is
the Al-Quran and the As-Sunnah. As indicated by Hassan Langgulung (1979), the
premise of Islamic Philosophy are the have confidence in God (Allah), the put stock
in God's lovers, the have faith in heavenly disclosure that had been provided for the
prophets, the accept that human includes a strength inside the advancement of
profound quality and otherworldliness, the accept that every individual is liable for his
activity, the confidence throughout everyday life and eternal life, and furthermore the
conviction on general likeness among the Muslims. In light of these viewpoints, an
equilibrium and all encompassing individual can be created through the appreciation
towards Islamic Philosophy of Education. It is corresponding with the execution of
National Philosophy of Education that dependent on God's dedication in creating the
person that truly, inwardly, mentally, profoundly and socially adjusted (Mok Soon
Sang, 2004).

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 aspect 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.

Applications of Islamic philosophy:

Implications of Islamic philosophy in teaching process:

Islamic Philosophy of Education and Holistic Learning The way of thinking of

Islamic Education is to give human adequate information to make them know and
understand their creation, obligation, and the manner in which they ought to deal with
the duty as the caliph of Allah. Due to human was made with a few shortcomings,
hence, they need a direction from the religion. The push to develop themselves with
the better and amazing qualities is the interaction of Islamic schooling (Abdul
Rahman Aroff and Zakaria Kasa, 1988). In Islam, the mainstay of confidence inside
Quran turns into the reference and direction for Muslim (Hassan Langgulung, 1979).
Among of them are; to have confidence in Allah (SWT) (God) in His Existence, His
entitlement to be venerated, His Oneness, His Attributes, and His entitlement to
administer, to trust in God's heavenly messengers, to have faith in the Holy Qur'an
and the other Holy Books, to put stock in God's Messengers, of whom Adam was the
first and the Prophet Muhammad (PBUH) was the last, to trust in the Resurrection and
the Day of Judgment, to have faith in Divine Preordainment. The outcome from this
conviction shows that the goal of Islamic schooling is to create the fair advancement
of human itself alongside the Islamic qualities. As per Kurshid Ahmad (1980),
training dependent on Islam can deliver a person that has his own quality and
conviction towards the Islamic optimism. By taking a gander at its definition, the way
of thinking of Islamic schooling actualizes the all encompassing methodology. All
encompassing is one of the attribute of theory which implies exhaustiveness and
culmination. This term is vital in schooling as it incorporates the part of insight,
feeling, otherworldly, and physical. Islam not limits the devotees from learning
different fields of schooling. The clarification in regards to the comprehensive way of
thinking of Islamic schooling turns out to be wide. As per Syed Muhammad al-
Naquib al-Attas (1977), the principle objective of information from the Islamic point
of view is through the ideas that forming the significant components in Islamic
schooling, which are the idea of al-noise, idea of human, idea of information and
ma'rifah, idea of hikmah, idea of uniformity, idea of ethic, and the idea of Kulliyah-
Jami'ah. Every one of the ideas is commonly reliant. Moreover, Syed Muhammad al-
Naquib al-Attas states that from the viable use, the idea,

(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 second and third

(5) based on the dissemination regarding the fourth;

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

(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).

Uses of Islamic education:

1) To develop the potential that exists for Muslim students as creatures that can be
educated

2) To pass down the cultural valuesof Islamic religion to students as future

generations or prospective leaders of the people.
3) Because the science of Islamic education is based on the Al-Quran and Hadith both
of which use the Arabic language, so can train and practice the language to Muslim
students.

4) To give understanding to students that he is only as a Muslim who is guided by the

Qur’an and Hadith, but he is also an Indonesian citizen who has the philosophy of life
of the nation namely Pancasila and the 1945 Constitution.

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.

Q4: Elaborate the philosophy of idealism in the context of

metaphysics. Determine the relationship of idealism with aims and
process of education.

Philosophy of idealism in context of Metaphysics:

Idealism:

This is the view that the only reality is the ideal world. This would be the world of
ideas.  It is the view that there is no external reality composed of matter and energy. 
There are only ideas existing within minds. Idealism is the metaphysical view that
associates reality to ideas in the mind rather than to material objects.  It lays emphasis
on the mental or spiritual components of experience, and renounces the notion of
material existence.  Idealists regard the mind and spirit as the most essential,
permanent aspects of one’s being.  The philosophical views of Berkeley, Christian
Science, and Hinduism embrace idealist thought as they relate it to the existence of a
supreme, divine reality that transcends basic human understanding and inherent
sensory awareness. Idealism doesn’t have well-defined sub-schools, but here are some
labels for the purpose of this article:

a. Subjective Idealism
For some idealists, it means that nothing is truly real other than consciousness and its
contents. That is, when you look out on the world what you are really seeing is a
world created by the mind. Perception, in other words, is reality. That doesn’t mean
that you’re stuck in your own mind, though, since we’re lucky enough to have other
minds that we can communicate with. Thus, the truth may lie somewhere in between
your mind and mine (but still not in any external physical world). We can call
this intersubjective idealism.

b. Divine Idealism
Alternatively, the world may be seen as manifestations of some other mind, such as
the mind of one God. (However, remember that all of physical reality would be
contained in the mind of God on this view — so God would have to be a
consciousness outside of the physical multiverse!)

c. Ontological Idealism

Others don’t take it quite as far: they argue that the material world exists, but that at
its most basic level it’s made out of ideas. For example, some physicists believe that
the universe, at its most basic level, is made of numbers. So scientific formulas don’t
just describe physical reality; they are the physical reality. E=MC2, for example,
would be seen as a fundamental aspect of reality which Einstein discovered, rather
than a description that he invented.

d. Epistemological Idealism

Maybe it doesn’t actually matter whether there’s a physical world beyond the mind.
After all, the mind is our only tool for understanding that world, and therefore all of
our perceptions and understandings will be constrained by the structure of the mind.
When we try to understand that structure, we may not be exploring the most basic
truths of the universe (as ontological idealists would claim); rather, we’re just trying
to understand the human mechanisms and tools that make all understanding possible.

Principles of idealism:

The following are the fundamental principles of idealism:

i. Spiritual power is the ultimate reality of truth.

ii. Final truth is in the nature of mind.

iii. Realization of higher values

iv. It believes two types of environment such as spiritual and physical.

v. It believes evolution of mind.

vi. God is the source of knowledge.

vii. Knowledge is acquired by mind.

Idealism and aims of education:

Self Realization:

The point is to empower every youngster to acknowledge soul, recognize his real
form and proceed towards self knowledge. Self acknowledgment implies full
information on oneself or the spirit. Man has a spirit. Past soul there is incomparable
soul. Human spirit is a piece of this spirit. Man accomplishes flawlessness when he
understands self. So romantic thinkers have pushed that freedom or nirvana or mukti
is the ultimate aim of life

Spiritual Development:

Man converts his original nature to spiritual nature where man can realize spiritual
values like truth, beauty and goodness in life. One has to enjoy intellectual, aesthetic
and moral values through spiritual development of mind.

Cultivation of Moral Values:

Moral values enable one to achieve perfection in life. One has to express his moral
values through all activities in life. Intellectual values solve all human problems what
he faces in life time. So that idealism cultivates moral values in order to make life
perfect, noble one.

Conservation, Promotion and Transmission of Culture:

As indicated by vision point of education ought to be identified with safeguard,

advance and communicate culture occasionally, individual to individual and all
around. Good, intelligent and tasteful exercises of man help in saving, advancing and
sending society from one age to another.
Cultural heritage of mankind ought to be safeguarded. Notwithstanding this
otherworldly and virtues not just contribute the human culture by advancing society
yet in addition communicate the equivalent to the approaching age.

Development of physical health:

Idealist philosophers advocate that education should be religious, moral, intellectual,

aesthetic and physical. Emphasis should be given on physical health i.e. sound health
through spiritual values. Education should aim at developing child into a complete
man with full mental, intellectual, moral and cultural uplift. So sound health provides
sound mind where creative values are produced for the well being of human society.

Idealism and process of education:

Roles of the Teacher

According to idealist, the teacher must be excellent in order to serve as an example for
the student, both intellectually and morally.  Some examples of the teacher’s roles
consist of: assisting students in choosing important material, serving as exemplary
models, encouraging students to ask questions, and providing a suitable environment
for learning.  Idealists have high expectations of the teacher.

Curriculum and Methods

It is believed students should be taught how to think in school.  The teacher passes on
knowledge to the students, and the students gain and adapt the knowledge.  Idealist
think lecture is the most important method to deliver knowledge to students.  Dialect
or critical discussions is another method idealist believe is important along with self-
directed activity.

Idealism and methods of teaching:

Different idealists have adopted different methods. Socrates advocated question

method. Aristotle used inductive and deductive method where as Hegel advocated
logical method. Froebel practiced kindergarten method where Pestalozzi did not
forget to use self activity method. Besides these methods idealists were in favour of
adopting some other methods like memorization and imitation, learning through
lecturing, narration cum discussion methods.

Idealism and discipline:

Idealism advocates discipline at all costs. Freedom is to be restricted by ideals. It

emphasizes on impressionistic discipline. Spiritual development cannot be feasible
without discipline. Idealism emphasizes sympathetic control on undesirable activities
of the child. It grants regulated liberty for his spiritual development.

Q5: Compare the traditional and Islamic philosophies of education?

Islamic philosophy of education:

Schooling in Islam is "instruction which prepares the reasonableness of a person, in

such a way that their disposition towards life, their activities, choices and way to deal
with a wide range of information are administered by the profound and profoundly
felt moral estimations of Islam". It plans people for all encompassing existence with
no division of this impermanent life which closes with death, and the unceasing starts
after death.25 It is a methods for preparing the body, brain and soul through
bestowing the information on numerous sorts for example crucial as mandatory and
particular as discretionary. Instruction in Islam isn't simply of procuring scholarly
information yet it is a mean of embellishment the nature and character of an
individual so they can on the whole address Islamic qualities, carry on as khalīfatullāh
fī al-ar(vicegerent of Allāh on the earth), observer of valid, honorability and human
greatness.28In another word, schooling is "a cycle through which people are prepared
constantly in a deliberate manner to do their Creator's offering in this life (dunyā) to
be remunerated in the eternal life (ākhirah)".The phrasing of training from Islamic
viewpoint is regularly characterized by Muslim researchers from three distinct
measurements which are reflected in various ideas presented, significant among them
are; tarbiyyah – the interaction of instruction that gives accentuation on physical and
scholarly improvement of an individual; ta'dīb – the interaction of schooling that
gives accentuation on supporting great people with information on the confidence and
the respectable sets of principles/morals endorsed by Islam, so he may put himself and
manage others in the public arena with equity; and talīm – the cycle of instruction that
depends on educating and learning. The idea of training in Islam should contemplate
of the relative multitude of measurements of educating and learning exercises that
mirror the above ideas oftarbiyyah, ta'līm and ta'dīb. Regardless of which one of the
expressed ideas is desirable over researchers, it ought not be utilized as an appearance
for contention and scholarly rancor among researchers, since what does it matter isn't
the idea, however the training, strategy and its destinations.

Traditional philosophy of education:

 Idealism believes that the world of mind, ideas and reasons are primary. Mind over
matter.

Realism feels that the universe exists whether the mind perceives it or not. Reality for
them is composed of matter and form.

Pragmatism values experience through experimentation, especially testing if a certain

technique works. For them, reality is relative and considered an event whose meaning
depends to how they experience it focuses on personal and subjective existence.
Reality for them is also relative but they find no purpose or meaning to the universe.
They just exist as they are, and they believe that truth is subjective.

Topic Traditional approach Alternate approaches

Teacher-centred instruction:
Student-centred instruction:
Person  Educational essentialism
 Educational progressivism
 Educational
perennialism
Main High test scores, grades, Learning, retention, accumulation of
Objective graduation valuable knowledge & skills

Students dynamically grouped by

Students matched by age, and interest or ability for each project or
possibly also by ability. All subject, with the possibility of
Classroom
students in a classroom are different groups each hour of the
taught the same material. day. Multi-age classrooms or open
classrooms.[3]

Teaching Traditional education Progressive education emphasizes:

methods emphasizes:
 Hands-on activities
 Direct instruction and  Student-led discovery
lectures  Group activities
  Seatwork
 Students learn through
listening and observation
Instruction based on textbooks, Project-based instruction using any
Materials lectures, and individual written available resource including
assignments Internet, library and outside experts

Individual, independent Integrated, interdisciplinary subjects

subjects. or theme-based units, such as
Subjects
reading a story about cooking a meal
Little connection between
and calculating the cost of the food.
topics

Understanding the facts, Application

Memorization of facts,
of facts, Analysis, Evaluation,
Content objective information; Correct
Innovation; Critical thinking is
knowledge is paramount
paramount

Little or no attention to social

development.
Significant attention to social
Social Focus on independent learning. development, including teamwork,
aspects Socializing largely discouraged interpersonal relationships, and self-
except for extracurricular awareness.
activities and teamwork-based
projects.

 A single, unified
curriculum for all students,
regardless of ability or
interest. Students choose (or are steered
towards) different kinds of classes
 Diverse class offerings
according to their perceived abilities
without tracking, so that
or career plans. Decisions made
Multiple students receive a custom-
early in education may preclude
tracks tailored education.
changes later, as a student on a vo-
 With School to work tech track may not have completed
academically weak students necessary prerequisite classes to
must take some advanced switch to a university-preparation
classes, while the college program.
bound may have to spend
half-days job shadowing at
local businesses.
Equity  Presentation and testing  Context learning integrates
methods favor students who personal knowledge within the
have prior exposure to the school environment.
material or exposure in  Individualized expectations
multiple contexts. simplifies individual supports
  Requirements to study
or memorize outside school
inadvertently tests homes
not students.
 Students from homes
where tested subjects are and keeps focus student based.
used in common  Community study settings
conversation, or homes include multiple cultures and
where students are routinely expose all students to diversity.
given individual help to
gain context beyond
memorization, score on
tests at significantly higher
levels.
Students often address teachers
formally by their last names.
The teacher is considered a
In alternative schools students may
Student and respected role model in the
be allowed to call teachers by their
teacher community. Students should
first names. Students and teachers
relationship obey the teacher. Proper
may work together as collaborators
behavior for the university or
professional work community is
emphasized.