Views of Islamic, Western, Eastern, and Contemporary Philosophers Regarding Education PDF

EDUP3093 Views of Islamic, Western, Eastern and Contemporary Philosophers regarding Education Diana Nur Menau binti Jantan  Views of Islamic Philosophers a. Al Farabi c. Ibn Sina b. Al Ghazali d. Ibn Khaldun ...

EDUP3093 Views of Islamic, Western, Eastern and Contemporary Philosophers regarding Education Diana Nur Menau binti Jantan  Views of Islamic Philosophers a. Al Farabi c. Ibn Sina b. Al Ghazali d. Ibn Khaldun  Al Farabi believed that education should aim to cultivate virtue and intellect in individuals, leading them towards happiness and the betterment of society. He emphasized the importance of a teacher in guiding students not only in acquiring knowledge but also in moral and ethical development. He argued that education should begin with basic learning and gradually progress to more complex subjects, culminating in the study of philosophy, which he considered the highest form of knowledge.  Al Ghazali Education should prioritize spiritual and ethical development over mere intellectual achievement. Emphasized the importance of religious sciences in guiding one's moral and spiritual life. Teachers should serve as moral and spiritual guides, not just conveyers of knowledge. The ultimate goal of education is to cultivate good character and bring students closer to God.  Ibn Sina believed that education should begin early, focusing on moral and intellectual development, with an emphasis on instilling good character and critical thinking advocated for a comprehensive curriculum that included both religious and secular subjects, such as logic, mathematics, and natural sciences. emphasized the importance of individualized learning, recognizing that each student has unique abilities and learning needs that should be addressed by educators.  Ibn Khaldun Ibn Khaldun believed that education should be practical and closely linked to real-life experiences and societal needs. He emphasized the importance of gradual learning, advocating for students to master foundational knowledge before progressing to more complex subjects. Ibn Khaldun also stressed the role of discipline in education, arguing that a structured approach helps develop strong intellectual and moral character.  Western Philosophers a. Socrates c. John Dewey b. Aristotle d. Rousseau  Socrates education should focus on developing critical thinking and self-examination rather than simply imparting knowledge emphasized the importance of dialogue and questioning, known as the Socratic method, to help students uncover their own understanding and beliefs. true knowledge leads to virtuous living, making education a path to moral and ethical development.  Aristotle viewed education as a means to develop both the intellect and moral character, guiding individuals toward achieving their full potential. believed that education should be balanced, combining theoretical knowledge with practical skills and emphasizing the importance of cultivating virtues argued that education should be tailored to different stages of life, gradually building from basic learning to more complex subjects as individuals mature.  John Dewey believed that education should be an active and experiential process, where students learn through doing rather than passive absorption of information emphasized the importance of connecting education to real-life experiences, fostering critical thinking, problem-solving, and democratic participation advocated for a child-centered approach, tailoring education to the interests and needs of each student to encourage lifelong learning.  Rousseau believed that education should nurture a child's natural curiosity and development, allowing them to learn through exploration and experience rather than strict instruction. emphasized the importance of education being in harmony with the child's stage of development, advocating for a gradual and personalized approach. argued that education should focus on fostering moral and emotional growth, aiming to create independent and virtuous individuals.