Abstract
Some crucial questions have been raised in recent decades about proper Islamic education: its aim, underlying philosophy and assumptions, value system, and the most profound question is how to integrate the dualistic and contradictory systems of education to solve the problem of dualism or bifurcation faced by the Ummah in this present day. Some Muslim scholars suggest that the pre-requisites of being excellent in this world and the hereafter are going back to al-Quran and al-Sunnah. Unfortunately, the views of the Islamic scholars on Islamic education have been neglected due to the domination of western elements and modern ideas. Therefore, it is a great need for us to examine the previous Muslim philosophers’ views and contributions. To discuss the Muslim philosopher’s view of education, Ibn Sina’s concepts and ideas concerning education derived from some philosophical and epistemological domains have been analyzed. Extensive documentary analysis was made for this purpose, while previous literature of Ibnu Sina’s was referred to. A ‘biographical’ works were done, which refers to a work that draws on whatever materials are available to Ibnu Sina’s to represent an account of his life and achievements. Narrative analysis is used to elicit results, and a comparative analysis of this philosopher with Western thinkers such as Aristotle and John Dewey also ensued. It is hoped that this would explain Ibn Sina’s genuineness in developing knowledge in accordance with al-Quran and al-Sunnah and his contribution to the contemporary educational system.
Highlights
Some crucial questions have been raised in recent decades about the true Islamic education: its aim, its underlying philosophy and assumptions, its value system and the most serious question is how to integrate the dualistic and contradictory systems of education in order to solve the problem of dualism or bifurcation faced by the Ummah in this present day
Neither a pure material nor a pure idealistic epistemology is appropriate for the Muslim world
It is a matter of fact that Ibn Sina adopted Aristotle’s ideas into his philosophical thought and he “is so deeply steeped in Aristotellianism that he became the Aristotle for the whole world for centuries.” (Zuberi, 1992: 19)
Summary
Some crucial questions have been raised in recent decades about the true Islamic education: its aim, its underlying philosophy and assumptions, its value system and the most serious question is how to integrate the dualistic and contradictory systems of education in order to solve the problem of dualism or bifurcation faced by the Ummah in this present day. An Islamic epistemology is required to fulfill the needs of both the religious and material dimensions of life Such an epistemology should be rooted in religion, philosophy, science and technology. It has to be comprehensive and holistic, dealing with all aspects of both the knower and the known. The Islamic philosophers have been neglected because most Muslim academicians and scholars are more interested in educational thoughts proposed by Western philosophers such as John Dewey, John Locke, Immanuel Kant and others. They ignore the Islamic intellectual legacy and heritage due to domination of western elements and modern ideas. It is believed that there is a great need for Muslim to examine the previous Muslim philosophers’ views due to the fact that their thoughts are in accordance with the teachings of Qur’an and al-Sunnah
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