1. Islamic Philosophy of education
Prince Mohammed Bin Fahad University
Islamic Philosophy of education
Maha Al-Jalhami
Amani Alyousf
Afaf Al-Modarra
Dr. Anil Belvadi

2. Outline
Introduction
Aims of Islamic education
Methods of the curriculum
Role of the Teacher
Some of The Famous Islamic Philosophers
Conclusion
References

3. Introduction
Islamic education is uniquely different from other types of educational theory and practice largely because of the all- encompassing influence of the Koran. The Koran serves as a comprehensive blueprint for both the individual and society and as the primary source of knowledge.
Arab society had enjoyed a rich oral tradition, but the Koran was considered the word of God 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 for most Muslims. Thus, education in Islam unequivocally derived its origins from a symbiotic relationship with religious instruction.

4. Aims of Education:
In Islamic educational theory knowledge is gained in order to actualize and perfect all dimensions of the human being.
The goal of Islamic education is not to simply fill students’ minds with information about Islam, but rather to teach them about being Muslim.
The goal of Islamic education is that people be able to live as the prophet Muhammad lived because he is the model of perfection.
Focus on personality and character development of children.
Close attention to the real needs and concerns of students.
Provide students with general understanding of Islam and How to be a Muslim.
Develop students’ understanding of the position of the Qur’an in Islam.

5. Aims of Education:
Preparation of students with the critical thinking and problem-solving skills needed to function successfully as Muslims in society.
Enhance the Islamic perspective of students.
Create an environment that reflects an Islamic ideology and lead students to faith and righteous path.
Prepare the students for a life of purity and sincerity not cramming their heads with facts.
To provide an environment which allows the student to realize ideals and gain an education that enhances his spiritual, intellectual, imaginative, physical, scientific and linguistic growth.
To make students aware of their responsibility as Muslims to their environment.

6. Aims of Education:
Acquiring intellectual knowledge of Muslim cultures, societies, and civilizations and the changes. (through the application of reason and logic)
Developing spiritual knowledge (derived from divine revelation and spiritual experience).
Develop the learner’s interest and understanding of Islam and Muslims.
Draw attention to Islam and its role in the world in terms of politics, economics, social structure etc.
Promote the appreciation of Islamic ethics and code of personal practice.

7. Role of the Teacher:
There are ‘four basic patterns of knowledge which are the most important patterns needed for producing effective, creative and successful teachers:
a. Causal Knowledge
b. Normative Knowledge
c. Experiential Knowledge
d. General Knowledge
There are also 4 skills represent the basic talents, qualifications and characteristics needed to develop a successful and effective teacher’. They are:
a. Knowledge of the subject matter
b. Wealth in internalized values and beliefs
c. Ability of transferring knowledge
d. Generating student’s cooperation and confidence

8. Ethics
Essentially, the call is for a Muslim teacher to have moral values and professional knowledge and to be able to actualize these in daily life routines. They must be honest and sincere, and cultivate ‘faith in absolute values such as justice, mercy, truth, charity, love and righteousness, all of which are enshrined in the names of God.
wither the teacher teach history, geography, physics, chemistry, biology, zoology, astronomy, economics, political science and other social sciences without any reference to Allah ... a student will be unable to synthesize the conflicting ideologies into a unifying whole. Because of this intellectual polarization, his religious faith gradually weakens.

9. Ethics
There is also the point that ‘the most important quality of a Muslim teacher is not what he knows but what he is’, (Baloch & Affendi, 1980, p. 157). The emphasis is placed on the character of the teacher.
The teacher should be carefully chosen because at this stage his influence upon the character of the pupil is as great as his influence upon his mind. Therefore, the teacher should be pious, have firm moral principles and be of gentle disposition as well as being knowledgeable, and be able to have insight into the character of his pupils.

10. Language
The teacher should be neither excessively lenient nor harsh. He should choose a manner of instruction, whether it be through mental training, imitation, repetition, logical analysis, etc., that is in conformity with the nature of the student.
they must also be able to deliver the subject taking into account the different ability groups in the class and understanding the varied strategies of delivering the material. 
They must be familiar with classroom management, curriculum management, records management, to use a variety of teaching strategies and an understanding of learning modes.
teacher should not be severe and resort to punishing the child but use strategies involving positive reinforcement and also appreciate the value of play as a means of learning and providing the student with a motivating learning environment.

11. Economic
The role of an Islamic school teacher is to then produce a wholesome child who carries out his obligations as set out by the precepts of Islam. The teacher’s directive is to educate a child by giving him or her the mannerisms and the etiquette that will serve the child and the community.
The role of teacher is to explain the relationship between man and his Creator (Allah), between man and man, and between man and his environment.

12. Role of the women teacher
Role of women as a teacher was enhanced from the beginning of Islam, it started from Aisha ( the wife of Prophet Mohammed peace be upon him). She was teaching the sayings ( hadith) and Islamic jurisprudence ( FIQH ), even the prophet’s followers consulted her in consider as Islamic reference after Mohammed (peace be upon him). Throughout Islam the role of women was highlighted and her contributions to the Islamic education were acknowledged. Some of them built universities and had been great physicians, teachers, nurses, writers, and poets.

13. Methods of the Curriculum
It has been acknowledge that educators throughout the world that education serves a dual purpose, one is for the individual and one for the society
Through a proper education, individual potentials physical, intellectual, moral, spiritual, and emotional grow up and develop. The fast track of his development depends on his skills and the ability of the teacher, because the teacher is the tool that delivers the knowledge.
Education serves another important role, which transmit and transform the cultural values, and the legacy of a particular society such as Islamic view toward education. Education is a reformer tool to the society which leads to prosper and progressive life.
Islam is a factor to enhance and empower the individual to think, observe, and realize. The epistemological view of the quranic text , some passages exoteric while others obtain esoteric which consider one of the epistemological features.

14. Methods of the Curriculum
Education is a lifelong process; Prophet Mohammed exhorts believers to "seek knowledge from the cradle to the grave". Just recently the new researches (LEAMAN, 1998)found that a child can receive stimuli even when he/she is still embryo. The potential of learning begins as early as a few months after conception.
Education is divided into three types; informal, formal, and none formal. The home is the most important institution of the informal learning; it takes place with the indirect manner done by the first teacher who is the mother.
Then takes place with the formal institution which is the school, and in it the learning experience are structured and organized systematically to achieve specific learning outcomes.

15. Methods of the Curriculum
The curriculum in Islamic schools differs from other kinds of schools; because it has been including religion subjects start from Quran and other Islamic subjects to build the religion knowledge from the start beside the religious subjects there comes, literature, history, science and mathematics. According to Islam the students should be aware of the world around him/her because that will lead to the truth which is the existence of Allah.
Education covers a broad spectrum of issues; some scholars reasoned that as a discipline, education consists of five sub discipline, namely; curriculum, counseling, management, instruction, and evaluation.
Islamic perspectives that education is to produce righteous individual who are willing to bring happiness to the world.

16. Methods of the Curriculum
Every country example is unique and cannot be used to generalize or to make certain conclusions about the Islamic education system. Before we move on, it is important to understand the difference between the terms Quranic and Madrassa education. The Quranic school or Maktab is a place where Muslim children go to read and recite the Koran only. Koranic schools can function in the mosque, under a tree, in the house of the Koran teacher or under an open sky. The term Madrassa is usually used for a bit more organized institutions with classrooms and teachers for different levels. Many Madrassas have boarding and lodging facilities.
In the mean time, the educational process has been developed and started to focus on the scientific subjects and there have been merging the scientific and the religious subject as has been at the past, the history shows that Muslim people achieved a huge contribution on the scientific movement.

17. Some of The Famous Islamic Philosophers
Al-Ghazali (Abu Hāmed Mohammad ibn Mohammad al-Ghazzālī) ( December 1111)
Ibn-Sina (Abu-Ali al-Husayn ibn 'Abd Allah ibn Sina) ( )

18. Some of The Famous Islamic Philosophers
ibn al-Haytham ( Abū ʿAlī al-Ḥasan ibn al-Ḥasan ibn al-Haytham) ( )
Ibn al-Nafis (Ala-al-din abu Al- Hassan Ali ibn Abi-Hazm al-Qarshi al-Dimashqi) ( December 1288)

19. Conclusion
The purpose of an Islamic education is essentially to create an environment that reflects an Islamic philosophy. It is warm, embracing, encouraging and its decor redirects its citizens towards God remembrance and good actions.

20. References:
Aminuddin Hassan, N. Z. (2011). Islamic Philosophy as the Basis to Ensure Academic Excellence. Asian Social Seience ,
Hassan, A. a. (2010). The role of Islamic Philosophy of education in aspiring holistic learning. Procedia Social and Behavioral Sciences ,
LEAMAN, O. (1998). Islamic philosophy. Routledge Encyclopedia of Philosophy .
Islamic Studies. (n.d.). Retrieved from _7-10/Departments/Islamic_Studies.pdf.
State university. (n.d.). Retrieved from
Williams, F. G. (n.d.). Renaissance. Retrieved from renaissance.com/issue/content.aspx?id=454.
List of Muslim Philosophers. (n.d.). Retrieved from