Islamic education of course!

Islamic education of course! I always assumed that it was relegated to religious education alone and to discover that it is more than that was a pleasant surprise (Faryadi, 2015, pp. 49). I confess I could not but spend time on any other, for I was so surprised by what Islam had to say. I am quite intrigued with the Naqli (revealed knowledge) and Aqli (rational knowledge) (Faryadi, 2015, pp. 49).

To read about education as perceived by Islam that upholds the view, both teacher and student are responsible for learning to take place (Faryadi, 2015, pp. 56), surprised me with its broad mindedness (Faryadi, 2015, pp. 49). I am quite nonplussed by the state of the world that is facing the terror from the Islamic Jihadists. It seems completely contradictory to what I discovered today.

I could not believe the resonance between what I have studied as a Hindu and Islam. The whole aspect of ‘revealed knowledge’ versus ‘rational knowledge’ (Faryadi, 2015, pp. 49) is so close to the Hindu seers’ teachings of truth that is ‘seen’ versus truth that is arrived at through a rational ‘dialogue’. We are close, very close, and perhaps this more than anything else has brought openness to the two religions. For, despite being an urban Indian, seeds of hatred sown in the past few years have rubbed against me too and I look at Islam with a wonder at its base. To know that the base is as rational as the Hindu traditions that we are so proud of, is a deeply humbling experience.

I quite resonate with Naqli (revealed knowledge) and Aqli (rational knowledge) (Faryadi, 2015, pp. 49). While we have the capacity to acquire revealed knowledge, we also have a side that focuses on rational knowledge. Both complement each other. Often, I intuit something and then wait for the rational mind to put it in order. At times I deduce using rationality, however, wait for intuition to synthesize the knowledge gained through analyses.

I did my bachelor's in education in 1992 and studied Dewey’s Democracy in Education as a mandatory part of the text. Considering that I am still reading his articles as part of an M.Ed program in 2020 shows that he is one of the most influential educators of our past and present. He brought in progressive education movement, an aspect of education that we are still exploring with wonder the way it allows for the wow moment in education to stay alive (Sharpes, 2001, PP.1). So, yes, philosophies spark changes in educational practice or instructional models over time. Pestalozzi brought in philosophical deliberation and Froebel brought in the kindergarten systems in education. Both stand the test of times (Sharpes, 2001, PP.1).

Philosophers engage in a general and systematic thought process of all we know and think. They ask questions and analyze answers in an ever-present search for the truth behind all things. Hence, they make a difference, for they ask, ‘what is the purpose of education?’ (Petrovic, & Mitchell, 2018), a question I hope we never allow to die for as a flame it keeps something alive stirring within our hearts.

References 

• Faryadi, Q. (2015, Nov. & Dec.). An Islamic perspective of teaching philosophy: A personal justification. Retrieved March 1, 2018, from https://files.eric.ed.gov/fulltext/ED574266.pdf (9pg)
• Petrovic, J. E., & Mitchell, R. M. (2018). Comparing reflections on philosophies of indigenous education around the world. In Indigenous Philosophies of Education around the World (pp. 249-263). https://www.researchgate.net/publication/330191661_Comparative_Reflections_on_Philosophies_of_Indigenous_Education_around_the_World
• Sharpes, D. K. (2001). Nineteenth and twentieth-century trends. In Advanced Educational Foundations for Teachers: the history, philosophy, and culture of schooling [pdf] (pp. 431-450).