Aamir Khan Haqqani Education center

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ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD (Department of Secondary Teacher Education)

Course:

Foundations of Education (6500)Level: MA/M.ed

Semester:

Spring, 2018

ASSIGNMENT NO.1

Q No: 1 Describe Education and how it develops a Man? In global perspective highlight theaims of education?

Anwser

Training and education are both different facets of learning. At first, it may be difficult to tell thedifference between them, especially in today’s school system, but there are major differences intraining and education. Their purpose, history, and methodology are all vastly different.Purpose:Training ‘ is undertaken in the hopes of gaining a specific skill. Generally this skill will make youmore employable. These skills can be manual: Plumbing Carpentry Weaving or mental: Computer Programming Accounting MarketingEducation ‘ is undertaken in the hopes of furthering your individual knowledge and developing yourintellect. While a highly educated person is often more employable, education is not about getting ajob.Methodology:Training ‘ is usually done through specialized courses and textbooks. The learning can often be doneby rote and textbooks are very prescriptive. While independent thinking at a micro level isencouraged, revolutionary innovation is often looked down on. Training generally comes in a course;when the course is completed, the training is done. Education ‘“ is a lifelong process. Mosteducational learning is done through real books, rather than textbooks. The learner is encouraged tothink and write about what he is reading. Any point is open to discussion and the only right answersare those that can be found in the text. In today’s school systems, the line between education andtraining can be very fine indeed. Especially at the collegiate level, many areas of mental training arebeing passed off as education. Programming, for instance, requires a difficult and specialized skill setand needs years of training. However, its end result is employment rather than self-improvement.Contrastive concept to education:Training is usually considered as a contrastive concept to education, if not as its polar extreme. Aclassical although not consensual definition of education is adopted by Unesco: "the organized andsustained instruction designed to communicate a combination of knowledge, skills and understandingvaluable for all activities of life". Training, on the other hand, is most usually associated with the

world of work. Training can be defined as "the procedure whereby knowledge is transmitted with aninstrumental and operational vision of the learning process and of its expected results" or as "aplanned and systematic sequence of instruction under supervision, designed to impart skills,knowledge, information and attitudes. However, training has itself a vast array of meanings.Traditionally it has been associated with apprenticeship (Winch and Clarke, 2008). Nowadays itsmeanings stand from teaching someone how to perform relatively simple tasks to preparing someonefor new job challenges, but some commentators consider that "the differences between education andtraining have always been exaggerated and the most reputable training programs are education asmuch as training.Legal requirements:In impact assessment a common meaning of training is the transmittal of information, knowledge,and sometimes skills on the purpose, legal requirements, procedures, approaches and tools relative tothe process of identifying the future consequences of a current or proposed action. Training activitiesare normally aimed at professionals or practitioners. Education, by contrast, aims at instructinggraduate or postgraduate students, usually in fields such as environmental science or engineering,environmental or regional planning, geography, social and biological sciences, among others, on thesame evaluative process.Informed judgment:As impact assessment involves the use of independent and informed judgment, both education andtraining are necessary to develop the necessary formal and soft skills for its practice. Continuingeducation is a term normally used to designate the understanding that in the contemporary world,higher education is not enough to ensure the acquisition of skills to a professional life.Interchangeable words:Education and training, to most people would seem to be interchangeable words as this is theimpression most of the institutes are giving to students by substituting training for education.However, there is a vast difference between education and training which you will realize afterreading this article. There is no denying the importance of training, and without training, educationwould be incomplete as is easily demonstrated with the practical’s that we carry out in chemistry labsafter learning the concepts in the classes. Both are integral to any education system though there aresome courses that demand more of practical training than formal education.On formal education:Formal education is what is imparted in schools from elementary to 10+2 stage after which a studentperuses undergraduate and then graduate level courses. The basic purpose of this type of education isto impart knowledge about facts, concepts, events and principles. All these form the foundation uponwhich skills learnt later work smoothly. It is through concepts learnt in earlier classes that studentsget the ability to solve problems in higher classes.Focus on issues:Training on the other hand is focused upon gaining a particular skill. Training is taken to master aparticular task or job and is mostly imparted to adults to let them become proficient in a particularskill. You can get training yourself with the help of a how-to-book to do a particular job at home

The best example of training is when you learn to drive a car. Here you get to know about thepractical aspects of driving and using different car parts such as accelerator, clutch and brakes. Onthe other hand, if you are learning about driving laws and theoretical aspects of driving, you aregetting education and not training. It is clear then that education pertains to remembering facts andunderstanding concepts. On the other hand training pertains to practical aspects of a task or job and isimparted in training institutes and special training sessions.Skills and job requirements:Objectives, job requirements, and skill levels are constraints with training. Yet time required fortraining can vary because of the aptitude, experience, and previous skill level of the student. Witheducation, however, time is often a constant (four years, ninety semester hours, ten months, fortyhours in class) and therefore is specified. This is not to say that one's education is ever complete. It isnot. However, to fit time constraints, objectives in education must be selected from a much widerrange of possible objectives than can ever be included in the time available, due to the nearly infinitecombination of position responsibilities of the graduates. Objectives, job requirements, and skilllevels are not constraints with education, since persons are encouraged to develop to their potential.Training and best analysis:With training, a task analysis can be done so that the curriculum will include a complete listing ofskills and knowledge required for the graduate to demonstrate competence. With education,curriculum planners and instructors must select a sample to teach from a universe of ideas.Furthermore, they must often rely on opinion from acknowledged, credible experts to determinewhat needs to be taught. Creative, visionary experts are needed to predict future needs rather thanmerely reflect current ones. This absence of exactness often results in a lack of consensus on whatshould be taught. Analyze courses taken by majors in a given field or discipline at differentuniversities, and you will find differences. For that matter, you will find differences among curriculaof the various senior and intermediate service schools. Differences in curricula and emphasis onindividual study are good in education but usually not in training.Importance of learning:These differences between education and training do not suggest that one facet of learning is moreimportant than the other, only that they are different. Obviously, genuine accomplishment(competence, proficiency, good judgment, effectiveness) incorporates both. A person cannot, forexample, effectively give a speech, fly an airplane, edit a scholarly journal, or command an Air Forceorganization without a wide range of knowledge and skills. Still, these differences have strongimplications for those who provide education or training. Failure to acknowledge them will hinderlearning and, ultimately, performance. Recognizing their relevance in curriculum planning andteaching will improve both education and training in the world.

Q No: 2 Analyze different schools of thought of education philosophy. Which philosophy wouldyou apply as a teacher?

Anwser

The term metaphysics literally means "beyond the physical." This area of philosophy focuses on thenature of reality. Metaphysics attempts to find unity across the domains of experience and thought.At the metaphysical level, there are four* broad philosophical schools of thought that apply toeducation today. They are idealism, realism, pragmatism (sometimes called experientialism), and

existentialism. Each will be explained shortly. These four general frameworks provide the root orbase from which the various educational philosophies are derived.* A fifth metaphysical school of thought, called Scholasticism, is largely applied in Roman Catholicschools in the educational philosophy called "Thomism." It combines idealist and realist philosophiesin a framework that harmonized the ideas of Aristotle, the realist, with idealist notions of truth.Thomas Aquinas, 1255-127, was the theologian who wrote "Summa Theologica," formalizingchurch doctrine. The Scholasticism movement encouraged the logical and philosophical study of thebeliefs of the church, legitimizing scientific inquiry within a religious framework.Two of these general or world philosophies, idealism and realism, are derived from the ancientGreek philosophers, Plato and Aristotle. Two are more contemporary, pragmatism andexistentialism. However, educators who share one of these distinct sets of beliefs about the nature ofreality presently apply each of these world philosophies in successful classrooms. Let us explore

each of these metaphysical schools of thought.Idealism

Idealism is a philosophical approach that has as its central tenet that ideas are the only true reality,the only thing worth knowing. In a search for truth, beauty, and justice that is enduring andeverlasting, the focus is on conscious reasoning in the mind. Plato, father of Idealism, espoused thisview about 400 years BC, in his famous book, The Republic. Plato believed that there are twoworlds. The first is the spiritual or mental world, which is eternal, permanent, orderly, regular, anduniversal. There is also the world of appearance, the world experienced through sight, touch, smell,taste, and sound, that is changing, imperfect, and disorderly. This division is often referred to as theduality of mind and body. Reacting against what he perceived as too much of a focus on theimmediacy of the physical and sensory world, Plato described a utopian society in which "educationto body and soul all the beauty and perfection of which they are capable" as an ideal. In his allegoryof the cave, the shadows of the sensory world must be overcome with the light of reason or universaltruth. To understand truth, one must pursue knowledge and identify with the Absolute Mind. Platoalso believed that the soul is fully formed prior to birth and is perfect and at one with the UniversalBeing. The birth process checks this perfection, so education requires bringing latent ideas (fullyformed concepts) to consciousness.In idealism, the aim of education is to discover and develop each individual's abilities and full moralexcellence in order to better serve society. The curricular emphasis is subject matter of mind:literature, history, philosophy, and religion. Teaching methods focus on handling ideas throughlecture, discussion, and Socratic dialogue (a method of teaching that uses questioning to helpstudents discover and clarify knowledge). Introspection, intuition, insight, and whole-part logic areused to bring to consciousness the forms or concepts which are latent in the mind. Character isdeveloped through imitating examples and heroes.RealismRealists believe that reality exists independent of the human mind. The ultimate reality is the worldof physical objects. The focus is on the body/objects. Truth is objective-what can be observed.Aristotle, a student of Plato who broke with his mentor's idealist philosophy, is called the father ofboth Realism and the scientific method. In this metaphysical view, the aim is to understand objectivereality through "the diligent and unsparing scrutiny of all observable data." Aristotle believed that to

understand an object, its ultimate form had to be understood, which does not change. For example, arose exists whether or not a person is aware of it. A rose can exist in the mind without beingphysically present, but ultimately, the rose shares properties with all other roses and flowers (itsform), although one rose may be red and another peach colored. Aristotle also was the first to teachlogic as a formal discipline in order to be able to reason about physical events and aspects. Theexercise of rational thought is viewed as the ultimate purpose for humankind. The Realist curriculumemphasizes the subject matter of the physical world, particularly science and mathematics. Theteacher organizes and presents content systematically within a discipline, demonstrating use ofcriteria in making decisions. Teaching methods focus on mastery of facts and basic skills throughdemonstration and recitation. Students must also demonstrate the ability to think critically andscientifically, using observation and experimentation. Curriculum should be scientificallyapproached, standardized, and distinct-discipline based. Character is developed through training inthe rules of conduct.Pragmatism (Experientialism)For pragmatists, only those things that are experienced or observed are real. In this late 19th centuryAmerican philosophy, the focus is on the reality of experience. Unlike the Realists and Rationalists,Pragmatists believe that reality is constantly changing and that we learn best through applying ourexperiences and thoughts to problems, as they arise. The universe is dynamic and evolving, a"becoming" view of the world. There is no absolute and unchanging truth, but rather, truth is whatworks. Pragmatism is derived from the teaching of Charles Sanders Peirce (1839-1914), whobelieved that thought must produce action, rather than linger in the mind and lead to indecisiveness.John Dewey (1859-1952) applied pragmatist philosophy in his progressive approaches. He believedthat learners must adapt to each other and to their environment. Schools should emphasize thesubject matter of social experience. All learning is dependent on the context of place, time, andcircumstance. Different cultural and ethnic groups learn to work cooperatively and contribute to ademocratic society. The ultimate purpose is the creation of a new social order. Characterdevelopment is based on making group decisions in light of consequences.For Pragmatists, teaching methods focus on hands-on problem solving, experimenting, and projects,often having students work in groups. Curriculum should bring the disciplines together to focus onsolving problems in an interdisciplinary way. Rather than passing down organized bodies ofknowledge to new learners, Pragmatists believe that learners should apply their knowledge to realsituations through experimental inquiry. This prepares students for citizenship, daily living, andfuture careers.ExistentialismThe nature of reality for Existentialists is subjective, and lies within the individual. The physicalworld has no inherent meaning outside of human existence. Individual choice and individualstandards rather than external standards are central. Existence comes before any definition of whatwe are. We define ourselves in relationship to that existence by the choices we make. We should notaccept anyone else's predetermined philosophical system; rather, we must take responsibility fordeciding who we are. The focus is on freedom, the development of authentic individuals, as we makemeaning of our lives.

There are several different orientations within the existentialist philosophy. Soren Kierkegaard(1813-1855), a Danish minister and philosopher, is considered to be the founder of existentialism.His was a Christian orientation. Another group of existentialists, largely European, believes that wemust recognize the finiteness of our lives on this small and fragile planet, rather than believing insalvation through God. Our existence is not guaranteed in an after life, so there is tension about lifeand the certainty of death, of hope or despair. Unlike the more austere European approaches wherethe universe is seen as meaningless when faced with the certainty of the end of existence, Americanexistentialists have focused more on human potential and the quest for personal meaning. Valuesclarification is an outgrowth of this movement. Following the bleak period of World War II, theFrench philosopher, Jean Paul Sartre, suggested that for youth, the existential moment arises whenyoung persons realize for the first time that choice is theirs, that they are responsible for themselves.Their question becomes "Who am I and what should I do?Related to education, the subject matter of existentialist classrooms should be a matter of personalchoice. Teachers view the individual as an entity within a social context in which the learner mustconfront others' views to clarify his or her own. Character development emphasizes individualresponsibility for decisions. Real answers come from within the individual, not from outsideauthority. Examining life through authentic thinking involves students in genuine learningexperiences. Existentialists are opposed to thinking about students as objects to be measured,tracked, or standardized. Such educators want the educational experience to focus on creatingopportunities for self-direction and self actualization. They start with the student, rather than oncurriculum content.Derivative Meaning of educationIt is derivative sense the term Education may be understood as Educare and Educere .Educare is aLatin word and it means to nourish to bring up or to raise. This means, educating a child andnourishing or bringing up the child according to certain ends or aims.Thinker of the pastAccording to Aristotle , Education is the creation of a sound mind in a sound body…….It develops ahumans’ faculty especially the mind so that it may be able to enjoy the contemplation of supremetruth , goodness and beauty of which prefect happiness essentially consists.Modern thinkersAccording to John Dewey education is a process of development of all those capacities in theindividual which enables to control his environment and fulfill his possibilities.Plato’s view:According to Plato, ‘philosophy aims at knowledge of the eternal nature of things’. In shortphilosophy is an attempt to answer all the questions of life. This is so because human mind is movedby ‘intellectual curiosity and by the desire for order’ Relationship between Philosophy andEducatioN

Philosophy and education are closely inter-related. Education is the application of philosophy orphilosophy of education is applied philosophy. It is the application of philosophy to the study of theproblems of education that is known as philosophy of education. Further, “a sound philosophy ofeducation is based on an adequate philosophy of life”. Philosophy and education are reconstructive;they give to and take from each other in ebb and flow of thought and action; they are means to oneanother, and ends; they are process and product.Great philosophers have also been great educators: According to many, philosophy and education arelike the sides of a coin, presenting different views of the same thing, and that the one is implied onthe other.Education is the dynamic side of philosophy. If one is contemplative the other is active side.Philosophy is an attempt to answer the ultimate question of education. Philosophy of educationundertakes the systematic discussion of educational problems on a philosophical level.John Dewey: “Education is a laboratory, in which philosophical distinctions become concrete aretested.”Philosophy prescribes the goals and essentials of good life and education is the best means to achievethese goals. It is been rightly said that without philosophy, education would be a blind effort andwithout education, philosophy would be a cripple.Impact of Philosophy on EducationSince philosophy and education are intimately related, it seems necessary to discuss their relationshipin different fields for example1.) Aims2.) Curriculum3.) Teaching techniques4.) Concept of discipline5.) TeacherPhilosophy and aims of education: education being a planned and purposeful activity has manifoldaims. These aims or objectives are formulated by the philosophy of life.Aims of education are co-related to the ideals of lifePhilosophy is the determining force for laying down the aims of educations. Unless we have someguiding philosophy in the determination of objectives, we get nowhere at all. Different philosophieshave prescribed different aims of education.Philosophy and curriculum: there are two sides of philosophy, one is theory and one is practice.Curriculum being the contents of education may be deemed as the practical side of philosophy.Curriculum is constructed in accordance with the aims of education that are ultimately guided by theobjectives of life over which philosophy has great bearing. In the light of different philosophies,different types of curriculum have been described.Philosophy and the teacher:in the process of education, teacher plays the pivotal role, the heart of the matter. Education takesplace through the interaction between the teacher and the thought. The teacher influences the

personality of the child and instills in him a thoughtful awakening, a new life and beliefs. To be asuccessful teacher it is for him to know the philosophy of education and its related ingredients. Hisphilosophy of life finds an experience the philosophy of education. Therefore, some knowledge ofphilosophy is fundamental not only to an understanding of education as a whole but also to have aclear grasp of the actual techniques of teaching and their effective uses.Idealism assigns a very important role to the teacher who has to inspire and influence his pupils andmould them into spiritual beings. He is a co-worker with god in perfecting man naturalism regardsteacher as the stage manager who has to provide educational environment. According to pragmatism,teacher is a friend, a guide and a philosopher. He encourages self education on the part of his pupils.Philosophy and the Textbook: A text book is an important means for the realization of educationalaims. Philosophical implications are given special attention in the preparation of a text book and inthe selection of the content. We have to keep in mind some standard and judgment. These areformulated by philosophy. Text books need special care and attention. These must be written inaccordance with the philosophy of time, cultural, social and political background of a society ornation.

Q No: 3 Elaborate the Islamic philosophy of education and describe how it is being applied inPakistan?

Anwser

Islam has, from its inception, placed a high premium on education and has enjoyed a long and richintellectual tradition. Knowledge ('ilm) occupies a significant position within Islam, as evidenced bythe more than 800 references to it in Islam's most revered book, the Koran. The importance ofeducation is repeatedly emphasized in the Koran with frequent injunctions, such as "God will exaltthose of you who believe and those who have knowledge to high degrees" (58:11), "O my Lord!Increase me in knowledge" and "As God has taught him, so let him write" (2:282). Such versesprovide a forceful stimulus for the Islamic community to strive for education and learning.Islamic education is uniquely different from other types of educational theory and practice largelybecause of the all-encompassing influence of the Koran. The Koran serves as a comprehensiveblueprint for both the individual and society and as the primary source of knowledge. The advent ofthe Koran in the seventh century was quite revolutionary for the predominantly illiterate Arabiansociety. Arab society had enjoyed a rich oral tradition, but the Koran was considered the word ofGod and needed to be organically interacted with by means of reading and reciting its words. Hence,reading and writing for the purpose of accessing the full blessings of the Koran was an aspiration formost Muslims. Thus, education in Islam unequivocally derived its origins from a symbioticrelationship with religious instruction.History of Islamic EducationThus, in this way, Islamic education began. Pious and learned Muslims (mu' allim or mudarris),dedicated to making the teachings of the Koran more accessible to the Islamic community, taught thefaithful in what came to be known as the kuttāb (plural, katātīb). The kuttāb could be located in avariety of venues: mosques, private homes, shops, tents, or even out in the open. Historians areuncertain as to when the katātīb were first established, but with the widespread desire of the faithfulto study the Koran, katātīb could be found in virtually every part of the Islamic empire by the middleof the eighth century. The kuttāb served a vital social function as the only vehicle for formal publicinstruction for primary-age children and continued so until Western models of education wereintroduced in the modern period. Even at present, it has exhibited remarkable durability andcontinues to be an important means of religious instruction in many Islamic countries.

Ritual ablutionsThe curriculum of the kuttāb was primarily directed to young male children, beginning as early asage four, and was centered on Koranic studies and on religious obligations such as ritual ablutions,fasting, and prayer. The focus during the early history of Islam on the education of youth reflectedthe belief that raising children with correct principles was a holy obligation for parents and society.As Abdul Tibawi wrote in 1972, the mind of the child was believed to be "like a white clean paper,once anything is written on it, right or wrong, it will be difficult to erase it or superimpose newwriting upon it" (p. 38). The approach to teaching children was strict, and the conditions in whichyoung students learned could be quite harsh. Corporal punishment was often used to correct lazinessor imprecision. Memorization of the Koran was central to the curriculum of the kuttāb, but little orno attempt was made to analyze and discuss the meaning of the text. Once students had memorizedthe greater part of the Koran, they could advance to higher stages of education, with increasedcomplexity of instruction. Western analysts of the kuttāb system usually criticize two areas of itspedagogy: the limited range of subjects taught and the exclusive reliance on memorization.The contemporary kuttāb system still emphasizes memorization and recitation as important means oflearning. The value placed on memorization during students' early religious training directlyinfluences their approaches to learning when they enter formal education offered by the modernstate. A common frustration of modern educators in the Islamic world is that while their students canmemorize copious volumes of notes and textbook pages, they often lack competence in criticalanalysis and independent thinking.Islamic empireDuring the golden age of the Islamic empire (usually defined as a period between the tenth andthirteenth centuries), when western Europe was intellectually backward and stagnant, Islamicscholarship flourished with an impressive openness to the rational sciences, art, and even literature. Itwas during this period that the Islamic world made most of its contributions to the scientific andartistic world. Ironically, Islamic scholars preserved much of the knowledge of the Greeks that hadbeen prohibited by the Christian world. Other outstanding contributions were made in areas ofchemistry, botany, physics, mineralogy, mathematics, and astronomy, as many Muslim thinkersregarded scientific truths as tools for accessing religious truth.Individual judgmentGradually the open and vigorous spirit of enquiry and individual judgment (ijtihād) thatcharacterized the golden age gave way to a more insular, unquestioning acceptance (taqlīd) of thetraditional corpus of authoritative knowledge. By the thirteenth century, according to Aziz Talbani,the 'ulama' (religious scholars) had become "self-appointed interpreters and guardians of religiousknowledge.… learning was confined to the transmission of traditions and dogma, and [was] hostileto research and scientific inquiry" (p. 70). The mentality of taqlīd reigned supreme in all matters, andreligious scholars condemned all other forms of inquiry and research. Exemplifying the taqlīdmentality, Burhän al-Din al-Zarnüji wrote during the thirteenth century, "Stick to ancient thingswhile avoiding new things" and "Beware of becoming engrossed in those disputes which come aboutafter one has cut loose from the ancient authorities" (pp. 28, 58). Much of what was written after thethirteenth century lacked originality, and it consisted mostly of commentaries on existing canonicalworks without adding any substantive new ideas. The lethal combination of taqlīd and foreign

invasion beginning in the thirteenth century served to dim Islam's preeminence in both the artisticand scientific worlds.Glorious legacy of earlier periodsDespite its glorious legacy of earlier periods, the Islamic world seemed unable to respond eitherculturally or educationally to the onslaught of Western advancement by the eighteenth century. Oneof the most damaging aspects of European colonialism was the deterioration of indigenous culturalnorms through secularism. With its veneration of human reason over divine revelation and itsinsistence on separation of religion and state, secularism is anathema to Islam, in which all aspects oflife, spiritual or temporal, are interrelated as a harmonious whole. At the same time, Westerninstitutions of education, with their pronounced secular/religious dichotomy, were infused intoIslamic countries in order to produce functionaries to feed the bureaucratic and administrative needsof the state. The early modernizers did not fully realize the extent to which secularized educationfundamentally conflicted with Islamic thought and traditional lifestyle. Religious education was toremain a separate and personal responsibility, having no place in public education. If Muslimstudents desired religious training, they could supplement their existing education with moralinstruction in traditional religious schools–the kuttāb. As a consequence, the two differing educationsystems evolved independently with little or no official interface.Aims and Objectives of Islamic EducationThe Arabic language has three terms for education, representing the various dimensions of theeducational process as perceived by Islam. The most widely used word for education in a formalsense is ta'līm, from the root 'alima (to know, to be aware, to perceive, to learn), which is used todenote knowledge being sought or imparted through instruction and teaching. Tarbiyah, from theroot raba (to increase, to grow, to rear), implies a state of spiritual and ethical nurturing inaccordance with the will of God. Ta'dīb, from the root aduba (to be cultured, refined, wellmannered), suggests a person's development of sound social behavior. What is meant by soundrequires a deeper understanding of the Islamic conception of the human being.Useful model of perfectionEducation in the context of Islam is regarded as a process that involves the complete person,including the rational, spiritual, and social dimensions. As noted by Syed Muhammad al-Naquib alAttas in 1979, the comprehensive and integrated approach to education in Islam is directed towardthe "balanced growth of the total personality…through training Man's spirit, intellect, rational self,feelings and bodily senses…such that faith is infused into the whole of his personality" (p. 158). InIslamic educational theory knowledge is gained in order to actualize and perfect all dimensions ofthe human being. From an Islamic perspective the highest and most useful model of perfection is theprophet Muhammad, and the goal of Islamic education is that people be able to live as he lived.Seyyed Hossein Nasr wrote in 1984 that while education does prepare humankind for happiness inthis life, "its ultimate goal is the abode of permanence and all education points to the permanentworld of eternity" (p. 7). To ascertain truth by reason alone is restrictive, according to Islam, becausespiritual and temporal reality are two sides of the same sphere. Many Muslim educationists arguethat favoring reason at the expense of spirituality interferes with balanced growth. Exclusive trainingof the intellect, for example, is inadequate in developing and refining elements of love, kindness,compassion, and selflessness, which have an altogether spiritual ambiance and can be engaged onlyby processes of spiritual training

Education in Islam is twofold: acquiring intellectual knowledge (through the application of reasonand logic) and developing spiritual knowledge (derived from divine revelation and spiritualexperience). According to the worldview of Islam, provision in education must be made equally forboth. Acquiring knowledge in Islam is not intended as an end but as a means to stimulate a moreelevated moral and spiritual consciousness, leading to faith and righteous action.

Q No: 4 Discuss the importance of moral values in education. Which moral values are quotedin the Holy Quran?

Anwser

Islam placed a high value on education, and, as the faith spread among diverse peoples, educationbecame an important channel through which to create a universal and cohesive social order. By themiddle of the 9th century, knowledge was divided into three categories: the Islamic sciences, thephilosophical and natural sciences (Greek knowledge), and the literary arts. The Islamic sciences,which emphasized the study of the Quran (the Islamic scripture) and the Ḥadīth (the sayings andtraditions of the Prophet Muhammad) and their interpretation by leading scholars and theologians,were valued the most highly, but Greek scholarship was considered equally important, albeit lessvirtuous.Application of technological expertiseEarly Muslim education emphasized practical studies, such as the application of technologicalexpertise to the development of irrigation systems, architectural innovations, textiles, iron and steelproducts, earthenware, and leather products; the manufacture of paper and gunpowder; theadvancement of commerce; and the maintenance of a merchant marine. After the 11th century,however, denominational interests dominated higher learning, and the Islamic sciences achievedpreeminence. Greek knowledge was studied in private, if at all, and the literary arts diminished insignificance as educational policies encouraging academic freedom and new learning were replacedby a closed system characterized by intolerance toward scientific innovations, secular subjects, andcreative scholarship. This denominational system spread throughout eastern Islam from Transoxania(roughly, modern-day Tajikistan, Uzbekistan, and southwest Kazakhstan) to Egypt, with some 75schools in existence between about 1050 and 1250.Organization of educationThe system of education in the Muslim world was uninterested and undifferentiated. Learning tookplace in a variety of institutions, among them the ḥalqah, or study circle; the maktab (kuttab), orelementary school; the palace schools; bookshops and literary salons; and the various types ofcolleges, the meshed, the masjid, and the madrasa. All the schools taught essentially the samesubjects.The simplest type of early Muslim education was offered in the mosques, where scholars who hadcongregated to discuss the Qurān began before long to teach the religious sciences to interestedadults. Mosques increased in number under the caliphs, particularly the Abbāsids: 3,000 of themwere reported in Baghdad alone in the first decades of the 10th century; as many as 12,000 werereported in Alexandria in the 14th century, most of them with schools attached. Some mosques—such as that of al-Manṣūr, built during the reign of Hārūn al-Rashīd in Baghdad, or those in Isfahan,Mashhad, Ghom, Damascus, Cairo, and the Alhambra (Granada)—became centres of learning forstudents from all over the Muslim world

Value system

The emphasis can then be said to be on a value system. What is important is that the Muslim child beexposed to an education that predominantly teaches values such as obedience, care, forgiveness,respect and truthfulness etc. According to Sharif, Islamic education is ‘the device for helping anindividual to full stature.Balanced growth of the total peEducation should aim at the balanced growth of the total personality of man through the training ofman’s spirit, intellect, his rational self, feelings and bodily senses. Education should cater thereforefor the growth of man in all its aspects: spiritual, intellectual, imaginative, physical, scientific,linguistic, both individually and collectively and motivate all aspects towards goodness and theattainment of perfection. The ultimate aim of Muslim education lies in the realization of completesubmission to Allah on the level of the individual, the community and humanity at large.It would follow then that the aim of an Islamic school is to provide an environment which allows thestudent to realize these ideals and gain an education that enhances his spiritual, intellectual,imaginative, physical, scientific and linguistic growth. Using the above definition as an informativeguide, one would expect an Islamic school then, to have facilities and a programme of learning thatallows a pupil to develop his/her sense of spirituality and build a positive relationship with Godwhich becomes manifest in doing righteous deeds.Create an environmentThe purpose of an Islamic school is essentially to create an environment that reflects an Islamicideology. It is warm, embracing, encouraging and its decor redirects its inhabitants towards Godremembrance and good actions. The role of an Islamic school teacher is to then produce awholesome child who carries out his obligations as set out by the precepts of Islam. The teacher’sdirective is to educate a child by giving him or her the mannerisms and the etiquette that will servethe child and the community: To ultimately make the child understand the purpose of his life and toprovide that child with knowledge that will equip him/her to pursue both worldly gains and mostimportantly after-life gains. Such a child does not feel coerced, stifled or imprisoned but feelsmotivated, free and eager.Knowledge is gainedIn Islamic theology, knowledge is gained in order to actualize and perfect all the dimensions of thehuman. The paradigm of perfection is the Prophet (peace be upon him), and thus the goal of Islamiceducation is for Muslims to live as he (peace be upon him) lived and to imitate him. Muslims aresanctioned to do this: ‘Indeed in the Messenger of Allah you have a good example to follow for himwho hopes for (the Meeting with) Allah and the Last Day and remembers Allah much.’[4]Thissuggests that the Qur’an and the Sunnah are the perennial sources of rulings regarding both spiritualand temporal life. Al-Saud also confirms this in his contribution to the 1977 Muslim educationalconference that the Qur’an ‘…by consensus of Muslim opinion, in the past and present, theimmutable source of the foundational tenets of Islam, of its principles, ethics and culture. … All theother facets of the curricula of that Islamic education are based upon the acknowledgement of theQur’an as the core, pivot and gateway of learning.Early Muslim Education:

Early Muslim education emphasized practical studies, such as the application of technologicalexpertise to the development of irrigation systems, architectural innovations, textiles, iron and steelproducts, earthenware, and leather products; the manufacture of paper and gunpowder; theadvancement of commerce; and the maintenance of a merchant marine. After the 11th century,however, denominational interests dominated higher learning, and the Islamic sciences achievedpreeminence. Greek knowledge was studied in private, if at all, and the literary arts diminished insignificance as educational policies encouraging academic freedom and new learning were replacedby a closed system characterized by an intolerance toward scientific innovations, secular subjects,and creative scholarship. This denominational system spread throughout eastern Islam between about1050 and 1250 C.E.Pursuit of Scientific Knowledge & Libraries:Thus during first half of millennia of its history, Islamic civilization has been keen to gainknowledge, be it physics, chemistry (alchemi), algebra, mathematics, astronomy, medicine, socialsciences, philosophy or any other field. The high degree of learning and scholarship in Islam,particularly during the ‘Abbasid period in the East and the later Umayyads in West (Spain),encouraged the development of bookshops, copyists, and book dealers in large, important Islamiccities such as Damascus, Baghdad, and Cordoba. Scholars and students spent many hours in thesebookshop schools browsing, examining, and studying available books or purchasing favouriteselections for their private libraries. Book dealers traveled to famous bookstores in search of raremanuscripts for purchase and resale to collectors and scholars and thus contributed to the spread oflearning. Many such manuscripts found their way to private libraries of famous Muslim scholarssuch as Avicenna, al-Ghazali, and al-Farabi, who in turn made their homes centres of scholarlypursuits for their favourite students.Role of Islam in Renaissance & Enlightenment:Europe owes it awakening form the dark ages to the Renaissance and Enlightenment by the transferof knowledge including lost Greek heritage through the Muslim scholars and centers of learning atSpain and their contact with the Muslim world through Crusades. As long as Muslims continued thepursuit of all branches of useful worldly knowledge of physical science, technology along with thereligious sciences, the Islamic Civilization was at its zenith.Stages of Evolution of Learning Process:The education and learning process may be divided in to various stages among the Muslims. Therenaissance of Islamic culture and scholarship developed largely under the ‘Abbasid administrationin Eastern side and under the later Umayyads in the West, mainly in Spain, between 800 and 1000C.E. This latter stage, the golden age of Islamic scholarship, was largely a period of translation andinterpretation of classical thoughts and their adaptation to Islamic theology and philosophy. Theperiod also witnessed the introduction and assimilation of Hellenistic, Persian, and Indian knowledgeof mathematics, astronomy, algebra, trigonometry, and medicine into Muslim culture. Whereas the8th and 9th centuries, mainly between 750 and 900 C.E, were characterized by the introduction ofclassical learning and its refinement and adaptation to Islamic culture, the 10th and 11th werecenturies of interpretation, criticism, and further adaptation. There followed a stage of modificationand significant additions to classical culture through Muslim scholarship. Then, during the 12th and13th centuries, most of the works of classical learning and the creative Muslim additions weretranslated from Arabic into Hebrew and Latin. The creative scholarship in Islam from the 10th to the

12th century included works by such scholars as Omar Khayyam, al-Biruni, Fakhr ad-Din ar-Razi,Avicenna (Ibn Sina), at-Tabari, Avempace (Ibn Bajjah), and Averroës (Ibn Rushd).

Q No: 5 Present a comparative analysis of traditional philosophies and Islamic philosophies ofeducation.

Anwser

The educational process depends on four fundamental aspects: the education institution, teachers,curriculums, and the students. These four aspects correlate with each other strongly.Educational processIn fact, all aspects are being integrated into the educational process in any educational institutions.Each one of those aspects is working side by side to support the other aspect accurately. It is wellknown that an educational philosophy reflects a social philosophy. A social philosophy is consideredas a plan to guide the educational process. A relation between philosophy and education is unclear;however, there is acceptance for this relations existence. Some people believe that education is aresult of philosophical doctrines, and educators are, in fact, philosophers. Moreover, education is aprocess of keeping and transferring social heritage throughout history.Firstly, the education institution – the school - is a social educational institution which plays asignificant role side by side with other aspects. The primary function of the school is raising thechildren by transferring the cultural heritage from previous generations. Additionally, within theschool environment children learn the basic studies such as: knowledge of religion, history,literature, science, and linguistic. Those studies will made clear by teaching specific curriculums foreach level and gradually, starting from primary education to higher education. Following this further,the school seeks during each stage of education to enhance pupils’ values of cultural identity andprinciples of Human Rights. Undoubtedly, the significant objective of any educational institution isto qualify a person for public life and to be an effective member of society.Fundamental aspects of the educational processSecondly, the teacher is one of the fundamental aspects of the educational process. The transitionfrom the traditional education system to the E-learning system made some changes in the teachers’role. The teacher is a mentor, director, and educational leader in the educational process. Asuccessful teacher is the one who is able to organize the work and classroom life. Also, he creates adesire in each student to do the work. In the concept of emotional intelligence, a person who’s able tounderstand his emotions has the ability to understand and to control others’ emotions. Pursuing thisfurther, the teacher affects the learner both emotional and behavioral ways. He, also, contributes toachieving the objectives of education process which is a result of his effective role. Basically, theteacher conveys knowledge to students easily and visibly. Providing a great classroom climate helpsto gain good learning outcomes. The climate that is dominated by warmth is more likely to achievemost teachers’ objectives. It was found that there is a strong correlation between the climate duringthe teaching process and the learning outcomes. Obviously, it is a positive correlation; as much as theclimate provided was suitable, the learning outcomes were better.Educational experiences

Thirdly, curriculum is not less important than other aspects. It’s defined as all the educationalexperiences that are offered by teachers at the school. Another definition, is all educationalexperiences that are offered by teachers either in the classroom or outside the classroom. Besidesthat, there are several dimensions that must be accrued in any curriculum. Those dimensions areobjectives, content, teaching methods, and assessment. Objectives mean all knowledge that isestablished by the educational institution and achieved by students. The content is the components ofthe curriculum which organizes all knowledge in a particular manner in order to achieve allobjectives. Both previous dimensions will be explained by the teaching method. It means the waythat is used to deliver information by the instructor to students. The assessment aims to determine ifthe student may have reached all educational objectives in all areas or not. All the previous aspectsare working together to create a healthy and educational environment for the student, who’sconsidered a fundamental factor to build the future.Forgettable part of the education approachFinally, the student role is unclear in the education process. As it is well known that the student is thecenter of the education. For instance, in Saudi Arabia, they treat the student as a receiver, which isunacceptable. That action made a huge gap between student and teacher; also, it changed the real roleof the education process. Therefore, benefits that the student is looking forward to gaining are quitefew. A field of discussion is virtually rare in some classes, as well a creative field. All thoseimperfections must be changed by applying new strategies and employing specialized teachers.Those teachers are able to discuss and explain curriculums accurately. Special needs students are aforgettable part of the education approach. Ignoring their needs and not understanding their situationwere clear actions in some education institutions in Saudi Arabia. However, lately these actions werechanged significantly. It started by integrating disabled students with normal students which gives agood opportunity for both of them to discover others’ lives and make friendships. Furthermore,disabled students will get a better understanding to accept their situation and looking for a positiveaspect of the handicap. The benefit of that action is not confined to the disabled student; it alsoincludes the normal student. In fact, integration leads to changing the attitude of the normal studentand to accept the disabled student.Aspirations of the future are changing the teaching methods, especially in Saudi Arabia, andestablishing many institutions that care about early childhood and special needs students. Moreover,applying self-learning for students will help them to discover the hidden aspects behind theirpersonality. Providing students with a good environment will lead them to innovation and creativeideas and thoughts. Substantially, teachers and students must understand their roles in order to get abetter outcome of learning. There is no benefit of curriculum development if it is not accompaniedby qualification, either for teachers or school environment.Although, there are many different branches of education, but the present time requires the presenceof philosophy in the field of education, considering that the educational philosophy derives itssubject from the education. Essentially, the main goal of any learning process is finding a change inthe learner’s behavior. Therefore, the measurement and evaluation process is an integral part of theeducational process. There is no right or wrong strategy in any function, because each strategy hasadvantages and disadvantages. All ways support each other and each student is on a different level oflearning.Philosophy and teaching

It is important to start by describing where you want to end. In other words, what are yourobjectives as a teacher? The rest of your philosophy statement should support these objectiveswhich should be achievable and relevant to your teaching responsibilities; avoid vague oroverly grandiose statements. On the other hand, you will want to demonstrate that you strivefor more than mediocrity or only nuts-and-bolts transference of facts.You would certainly want your students to learn the fundamental content of the courses youteach. But beyond that, do you hope to foster critical thinking, facilitate the acquisition of lifelong learning skills, prepare students to function effectively in an information economy, ordevelop problem-solving strategies? What is your role in orienting students to a discipline, towhat it means to be an educated person in your field? How do you delineate your areas ofresponsibility as compared to your students’ responsibilities? In what specific ways do youwant to improve the education of students in your field? Are there discussions in academicjournals or in professional organizations about shortcomings in the education of students todayor unmet needs in the discipline and do you have ideas about how to address thoseshortcomings and needs? If you are going to use teaching in P & T bids, you will probably needto connect to national issues or objectives.These are questions that will require some thought and you will probably benefit fromdiscussing them with other faculty in your department. Some people can sit down and bang outa paragraph or two in a short time but most of us become more thoughtful about the “big”questions when we bounce them off of our colleagues, consider their responses, re-evaluate ourpositions, revise, talk some more, etc. Your statement of objectives as a teacher is the mostimportant part of your teaching philosophy and you should take some time with it. And if youtake it seriously, you will probably come back to this statement to revise or add to it. Think ofit as a work in progress.Teaching objectivesWhen you have a clear idea about your teaching objectives, you can discuss methods that youuse to achieve or work toward those objectives. Here is where you can display your knowledgeof learning theory, cognitive development, curriculum design, etc. You will want to explainspecific strategies, techniques, exercises, and include both what you have used in the past andare planning for future courses. You will want to tie these directly to your teaching objectivesand discuss how each approach is designed for that purpose.Discuss how you make decisions about content, resources, and methods. If you include a fieldtrip, what are your learning objectives? If you assemble a collection of readings, how did youdecide what to include? How do you decide whether to use collaborative or individual projects?Do you use active learning or student-centered learning principles and why? Relate thesedecisions and methods to the kinds of classes you teach (large lecture, small discussion, lab,etc.) and make connections to your course objectives.Again, relate your methods to national-level needs for teaching in your discipline wheneverpossible. If you have developed instructional materials that have been or could bedisseminated, be sure to discuss them. If you have designed or are planning innovativeactivities, describe how they address specific teaching objectives. Have you presented a paperor a workshop at a professional conference related to your teaching methods?Philosophy and Evaluation

. Educational philosophy and evaluation is the evaluation process of characterizing and appraisingsome aspect/s of an educational process. There are two common purposes in educational evaluationwhich are, at times, in conflict with one another. Educational institutions usually require evaluationdata to demonstrate effectiveness to funders and other stakeholders, and to provide a measure ofperformance for marketing purposes. Educational evaluation is also a professional activity thatindividual educators need to undertake if they intend to continuously review and enhance thelearning they are endeavoring to facilitate.Standards for educational evaluationEach publication presents and elaborates a set of standards for use in a variety of educationalsettings. The standards provide guidelines for designing, implementing, assessing and improving theidentified form of evaluation. Each of the standards has been placed in one of four fundamentalcategories to promote evaluations that are proper, useful, feasible, and accurate

The Personnel Evaluation Standards

“ The propriety standards require that evaluations be conducted legally, ethically, and with dueregard for the welfare of evaluatees and clients involved

,, The utility standards are intended to guide evaluations so that they will be informative,timely, and influential.

The feasibility standards call for evaluation systems that are as easy to implement as possible,efficient in their use of time and resources, adequately funded, and viable from a number ofother standpoints

The accuracy standards require that the obtained information be technically accurate and that

conclusions be linked logically to the data.The Program Evaluation Standards

The utility standards are intended to ensure that an evaluation will serve the informationneeds of intended users

The feasibility standards are intended to ensure that an evaluation will be realistic, prudent,diplomatic, and frugal

The propriety standards are intended to ensure that an evaluation will be conducted legally,ethically, and with due regard for the welfare of those involved in the evaluation, as well asthose affected by its results

The accuracy standards are intended to ensure that an evaluation will reveal and convey

technically adequate information about the features that determine worth or merit of theprogram being evaluated.

The Student Evaluation Standards

The Propriety standards help and ensure that student evaluations are conducted lawfully,ethically, and with regard to the rights of students and other persons affected by studentevaluation.

The Utility standards promote the design and implementation of informative, timely, and

useful student evaluations.

The Feasibility standards help ensure that student evaluations are practical; viable; costeffective; and culturally, socially, and politically appropriate

The Accuracy standards help ensure that student evaluations will provide sound, accurate,and credible information about student learning and performance.

Philosophy and aims of EducationThe most basic problem of philosophy of education is that concerning aims: what are the proper aimsand guiding ideals of education? What are the proper criteria for evaluating educational efforts,institutions, practices, and products? Many aims have been proposed by philosophers and othereducational theorists; they include the cultivation of curiosity and the disposition to inquire; thefostering of creativity; the production of knowledge and of knowledgeable students; the enhancementof understanding; the promotion of moral thinking, feeling, and action; the enlargement of theimagination; the fostering of growth, development, and self-realization; the fulfillment of potential;the cultivation of “liberally educated” persons; the overcoming of provincialism and closemindedness; the development of sound judgment; the cultivation of docility and obedience toauthority; the fostering of autonomy; the maximization of freedom, happiness, or self-esteem; thedevelopment of care, concern, and related attitudes and dispositions; the fostering of feelings ofcommunity, social solidarity, citizenship, and civic-mindedness; the production of good citizens; the“civilizing” of students; the protection of students from the deleterious effects of civilization; thedevelopment of piety, religious faith, and spiritual fulfillment; the fostering of ideological purity; thecultivation of political awareness and action; the integration or balancing of the needs and interestsof the individual student and the larger society; and the fostering of skills and dispositionsconstitutive of rationality or critical thinking.All such proposed aims require careful articulation and defense, and all have been subjected tosustained criticism. Both contemporary and historical philosophers of education have devotedthemselves, at least in part, to defending a particular conception of the aims of education or tocriticizing the conceptions of others. The great range of aims that have been proposed makes vividthe philosopher of education’s need to appeal to other areas of philosophy, to other disciplines (e.g.,psychology, anthropology, sociology, and the physical sciences), and to educational practice itself.Given that consideration of education’s proper aims is of fundamental importance for the intelligentguidance of educational activities, it is unfortunate that contemporary discussions of educationalpolicy rarely address the matter.Clarification of educational conceptsA perennial conception of the nature of philosophy is that it is chiefly concerned with theclarification of concepts, such as knowledge, truth, justice, beauty, mind, meaning, and existence.One of the tasks of the philosophy of education, accordingly, has been the elucidation of keyeducational concepts, including the concept of education itself, as well as related concepts such asteaching, learning, schooling, child rearing, and indoctrination. Although this clarificatory task hassometimes been pursued overzealously—especially during the period of so-called ordinary languageanalysis in the 1960s and ’70s, when much work in the field seemed to lose sight of the basicnormative issues to which these concepts were relevant—it remains the case that work in thephilosophy of education, as in other areas of philosophy, must rely at least in part on conceptualclarification. Such analysis seeks not necessarily, or only, to identify the particular meanings ofcharged or contested concepts but also to identify alternative meanings, render ambiguities explicit,reveal hidden metaphysical, normative, or cultural assumptions, illuminate the consequences ofalternative interpretations, explore the semantic connections between related concepts, and elucidate

the inferential relationships obtaining among the philosophical claims and theses in which they areembedded.Rights, power, and authorityThere are several issues that fall under this heading. What justifies the state in compelling children toattend school—in what does its authority to mandate attendance lie? What is the nature andjustification of the authority that teachers exercise over their students? Is the freedom of studentsrightly curtailed by the state? Is the public school system rightly entitled to the power it exercises inestablishing curricula that parents might find objectionable—e.g., science curricula that mandate theteaching of human evolution but not creationism or intelligent design and literature curricula thatmandate the teaching of novels dealing with sexual themes? Should parents or their children have theright to opt out of material they think is inappropriate? Should schools encourage students to bereflective and critical generally—as urged by the American philosophers Israel Scheffler and AmyGutmann, following Socrates and the tradition he established—or should they refrain fromencouraging students to subject their own ways of life to critical scrutiny, as the American politicalscientist William Galston has recommended?The issue of legitimate authority has been raised recently in the United States in connection with thepractice of standardized testing, which some critics believe discriminates against the children ofsome racial, cultural, religious, or ethnic groups (because the test questions rely, implicitly orexplicitly, on various culturally specific cues or assumptions that members of some groups may notunderstand or accept). In such controversial cases, what power should members of allegedlydisadvantaged groups have to protect their children from discrimination or injustice? The answer tothis question, as to the others raised above, may depend in part on the status of the particular schoolas public (state-supported) or private. But it can also be asked whether private schools should enjoymore authority with respect to curricular matters than public schools do, particularly in cases wherethey receive state subsidies of one form or another.These questions are primarily matters of ethics and political philosophy, but they also requireattention to metaphysics (e.g., how are “groups” to be individuated and understood?), philosophy ofscience (e.g., is “intelligent design” a genuinely scientific theory?), psychology (e.g., do IQ testsdiscriminate against members of certain minority groups?), and other areas of philosophy, socialscience, and law.

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