Critically Explore Perceptions of Human Development in Classical Muslim Educational Thought and Discuss its Implications for Contemporary Islamic Education.
Abstract
Education is a contemporary social science that has received a lot of attention. As education defines society, it is imperative to introspect the philosophy of education. Moreover, the current philosophy of education in conventional settings is confined to empiricism. Thus, the broader concepts of education such as spiritual transformation and character reformation seem to be non-existent. The lack of discussion-based pedagogies compounds the educational crisis. This article aims to explore human development models relevant to Islamic education as its purpose is, alongside enhancing academic prowess, to provide spiritual transformation that leads to Gods pleasure and good character. The inquiry uses a historical-textual methodology with a particular focus on psychological foundations of Islamic theory to answer its questions. It will aim to explore childhood developmental models briefly and the concept of self-reflection more specifically and how it can be applied in Islamic education. The key findings of the study illustrate the concept of the three types of Nafs and how self-reflection is integral in achieving transformation, a concept that is condoned in conventional educational practice. Muhāsibī’s Risālatul Mustarshidīn with Shaykh Abdul Fattāh Abū Ghudda’s footnotes is the primary text used to establish the broader purpose of education. A brief overview of Qushayrī’s Risālah and Ibn Qayyim’s Kitābul Rūh will be outlined. Moreover, multiple attributes of human development conform to the demands of contemporary psychology to achieve a healthy mental transformation.
Downloads
References
Abdalla, Mohamad, Dylan Chown, and Muhammad Abdullah, eds. Islamic Schooling in the West: Pathways to Renewal. Palgrave Macmillan, 2018. https://doi.org/10.1007/978-3-319-73612-9.
Abdullah, M. Amin. “Religion, Science, and Culture: An Integrated, Interconnected Paradigm of Science.” Al-Jami’ah: Journal of Islamic Studies 52, no. 1 (June 8, 2014): 175–203. https://doi.org/10.14421/ajis.2014.521.175-203.
Abū Ghuddah, Abdul Fattāh. “Asbābun Nubūg Inda Salaf.” In Asbābun Nubūg Inda Salaf, edited by Salmān Abū Ghuddah, 2018.
Adamson, Peter, and Peter Adamson. Philosophy in the Islamic World. A History of Philosophy without Any Gaps, volume 3. United Kingdom: Oxford University Press, 2018.
Ahmad. Kitābuz Zuhd. Beirut: Dārul Kutub Ilmiyyah, 1999.
———. Musnad Ahmad. Beirut: Muassasatul Risālah, 2001.
Aslan Guemuesay, Ali. “Boundaries and Knowledge in a Sufi Dhikr Circle.” Journal of Management Development 31, no. 10 (October 19, 2012): 1077–89. https://doi.org/10.1108/02621711211281861.
Bartlett, Steve. Introduction To Education Studies. London: Sage Publications Ltd, 2016.
Bayrūnī, Abū Rayhān. Tahqīqu Mā LilHindi Min Maqūlatin Maqbūlatin Fil Aqli Aw Mardhūlatin. Beirut: Ālamul Kutub, 1983.
Bukhārī, Muhammad. Sahīh Bukhārī. Beirut: Dāru Tawq Najāh, 2001.
Cole, Juan. Muhammad: Prophet of Peace Amid the Clash of Empires. Hachette: Hachette Book Group, 2018.
Dhahabī, Shamsuddīn. Siyar Alām Nubalā. 3rd ed. Damascus: Muassasatul Risālah, 1985.
Emmons, Robert. Thanks! How Practicing Gratitude Can Make You Happier. Boston: Mariner Books, 2008.
Erikson, Erik. The Life Cycle Completed. New York: W.W. Norton & Company, 1997.
Ghazzālī, Muhammad. Ihyā Ulūmid Dīn. Cairo: Dāru Ibn Hazm, 2005.
Hume, Robert. “The Aims and Uses of ‘Textual Studies.’” The Papers of the Bibliographical Society of America 99, no. 2 (2005): 197–230.
Ibn Hajar, Ahmad. Fathul Bāri. Beirut: Dārul Marifah, 1959.
Ibn Kathīr, Ismaīl. Tafsīrul Qurānil Adhīm. 2nd ed. Riyadh: Dār Tayba Linashri w Tawzī, 1999.
Ibn Khaldūn, Abdul Rahmān. Muqaddimah. Beirut: Dārul Fikr, 1988.
Ibn Rajab, Abdul Rahmān. Jāmiul Uloomi Walhikam. Beirut: Muassasatul Risālah, 2001.
Ibnul Qayyim, Muhammad. Igāthatul Lahfān Fī Masāid Shaytān. Makkah: Dār Ālamil Fawāid, 2010.
———. Kitābul Rūh. Cairo: Dārul Hadīth, 2003.
Jarvis, Matt, and Emma Chandler. Angles on Child Psychology. Cheltenham: Nelson Thorne, 2001.
Karmali, Hamza. The Madrasa Curriculum in Context. Abu Dhabi: Kalam Research & Media, 2017.
Kilābādhi, Abū Bakr. Attarruf Limadhabi Ahli Tasawwuf. Beirut: Dārul Kutub Ilmiyyah, 2011.
Kohler, Richard. Piaget. London: Bloomsbury Academic, 2008.
Lakhnawī, Muhammad Abdul Hay. Arrafu Wat Takmīl Fil Jarhi Wat Ta’dīl. Edited by Abdul Fattāh Abū Ghuddah. Dārul Bashāir Alislāmiyyah, 2016.
Mālik. Muwatta. Abu Dhabi: Muassah Zayid bin Sultan, 2004.
Marcia, James. “Identity Status Theory.” Accessed December 18, 2019. https://www.learning-theories.com/identity-status-theory-marcia.html.
Mitchell, Peter, and Fenga Ziegler. Fundamentals of Development: The Psychology of Childhood. Hove, East Sussex: Psychology Press, 2007.
Mojaddedi, Jawid. The Biographical Tradition in Sufism. Richmond, Surrey: Curzon Press, 2001.
Mubārak, Abdullāh bin. Kitābuz Zuhdi w Raqāiq. Edited by Habībul Rahmān Azamī. Beirut: Dārul Kutub Ilmiyyah, 2004.
Muhāsibī, Hārith. Risālatul Mustarshidīn. Edited by Abdul Fattāh Abū Ghuddah. 2nd ed. Halb: Dārus Salām, 1971.
Nicholson, Reynold. The Mystics of Islam. London: Routledge & Kegan Paul Ltd, 1941.
Qushayrī, Abul Qāsim. AlRisālah Qushayriyya. 5th ed. Cairo: Dārus Salam, 2014.
———. Translator’s Introduction. Edited by Alexander Knysh. Reading: Garnet Publishing, 2007.
Sahin, Abdullah. “Critical Issues in Islamic Education Studies: Rethinking Islamic and Western Liberal Secular Values of Education.” Religions 9, no. 11 (2018).
———. “Islam, Muslims and Education: Framing an Interdisciplinary Field of Research, Critical Scholarship and Professional Practice.” The Muslim World Book Review 1, no. 40 (2019).
———. New Directions in Islamic Education Pedagogy & Identity Formation. Markfield: Kobe Publishing Ltd, 2013.
Schweitzer, Friedrich, and Peter Schreiner. “International Knowledge Transfer in Religious Education - a Manifesto for Discussion.” Religious Education 115, no. 1 (January 1, 2020): 10–14. https://doi.org/10.1080/00344087.2019.1677988.
Subkī, Tājuddīn. Tabaqāt Shāfi’yyatul Kubrā. 2nd ed. Cairo: Hajar Litabā’ati Wannashri Wattawzī, 1992.
Suharwardī, Umar. Awāriful Ma’ārif. Cairo: Dārul Ma’ārif, 2000.
Sutherland, Peter. Cognitive Development Today: Piaget and His Critics. London: PCP, 1992.
Tabarī, Muhammad Ibn Jarīr. Tarīkh Rusul Wal Mulūk. Cairo: Dārul Ma’ārif, 1967.
Tayyār, Ahmad. Hayātus Salaf Baynal Qawli Wal’Amal. Riyadh: Dār Ibn Jawzī, 2015.
Thānvī, Ashraf Alī. Tarbiyyatus Sālik. Karachi: Zam Zam Publishers, 2009.
Tūsī, Sirāj. Allum’a Fī Tarikhi Tasawwufil Islāmī. Beirut: Dārul Kutub Ilmiyyah, 2007.
Vygotsky, Lev. Thought and Language. Cambridge: Massachusetts Institute of Technology Press, 1986.
Copyright (c) 2021 Idris Sidat

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.