Lesson 02: IDEOLOGICAL FOUNDATIONS OF EDUCATION – 1:Short Questions
Define ‘Ontological Reality’ in the Islamic ideological concept. The only ontological reality is God Himself; the universe and man’s existence are apparent realities.
According to Islamic epistemology, what is the ultimate source of knowledge? The ultimate source of knowledge is revelation from God.
What are the four areas of philosophical inquiry? Metaphysics, Epistemology, Axiology, and Ontology.
What is the focus of Metaphysics? Metaphysics is concerned with questions about the nature of reality (what is real?).
What is the focus of Epistemology? Epistemology is concerned with the nature of knowledge (what is true and how we know it).
What is the focus of Axiology? Axiology is concerned with the nature of values and moral learning.
List two aims of education from an Islamic ideological perspective. To seek the will of God and to have fear of the Day of Judgment; to produce God-fearing and pious individuals for society.
What subjects have a prime place in the Islamic curriculum? The Quran, Hadith, and Fiqa (Islamic jurisprudence).
Explain the Islamic axiological concept regarding the nature of values. Values are devised by Almighty God, are therefore permanent, eternal, and heavenly, and ways of living are accountable, with good rewarded and vice punished.
How does the Islamic epistemological view integrate reason and revelation? Reason and the five senses are accepted as sources of knowledge, but they should operate under the guidance and limits set by theological teachings (revelation).
Why might two teachers teaching the same subject differ in their approach, according to epistemology? Because epistemology deals with what is considered true knowledge; each teacher’s personal beliefs and philosophies shape their interpretation of truth and how they choose to teach it.
Explain why values education is considered the responsibility of every teacher, not just the Islamiyat teacher. Because values are universal and run across all disciplines; every interaction (e.g., dealing with cheating or tardiness) is an opportunity to teach morals, making it a holistic educational effort.
Summarize the Islamic view on the inclusion of modern sciences in the curriculum. Islam urges the conquest of the universe, which includes mastering sciences, technology, industry, and modern research, provided this pursuit does not turn an individual into a secular-minded person.
Contrast ‘determinism’ and ‘voluntarism’ in the context of individual actions. Determinism means behavior is shaped by external forces, while voluntarism means behavior is shaped by the individual’s own free will and sense of right conduct.
How does the Islamic ideological foundation define the role of a teacher? A teacher holds a place of a mother/father, should be an exemplary individual with high moral character, and an expert in his/her field of knowledge.
Explain the flexibility in teaching methods endorsed by Islamic philosophy. Islam does not confine itself to one method; it encourages any method (e.g., problem-solving, debate, research, lecture) that effectively helps students understand the subject matter based on the topic’s needs.
What is the implication of the statement “God is external and the universe… is an apparent reality” for education? It suggests that education should help students look beyond the material, apparent world to understand and connect with the ultimate reality of God, shaping a spiritual perspective.
Using the axiological concept, how would you respond to a student who argues that values change with time? I would explain that from the Islamic perspective, core values are eternal and set by God, so while social practices may evolve, the underlying moral principles (like honesty, justice) are permanent and divine.
A science teacher is concerned that teaching evolution might contradict Islamic ideology. Apply the curriculum principle to address this. Remind the teacher that Islam encourages the study of sciences to understand Allah’s world, but it should be taught in a way that emphasizes God as the creator and within the boundaries of Islamic theology, avoiding secular conclusions.
Design a classroom activity for teaching ‘Quran and Hadith’ that uses a method other than lecture, as per Islamic teaching philosophy. Use a problem-solving method: Present a modern social dilemma (e.g., honesty in business) and have small groups research and present solutions derived from Quranic verses and Hadiths.
How would you, as a school administrator, apply the Islamic view on administration to handle a disobedient student group? I would assert that while Islam recognizes reasonable freedom, it does not allow student groups to rule or influence in a way damaging to administration. Orders from the head of institution must be carried out to maintain discipline and effective management.
A teacher displays favoritism. Evaluate this behavior against the Islamic concept of a teacher’s role. This behavior contradicts the Islamic role, as a teacher must be an exemplary, high-character individual who treats all students justly and equitably, akin to a spiritual parent.
Given the aim of producing ‘God-fearing’ individuals, propose a school-wide initiative that supports this goal. Institute a weekly ‘Reflection Forum’ where students and teachers discuss ethical dilemmas from daily life in light of Islamic teachings, fostering conscious connection to God and the Day of Judgment.
Apply the epistemological concept to a history lesson. How should a teacher present differing historical accounts? The teacher should present the accounts, guide students to analyze evidence using reason, but ultimately frame the discussion within the understanding that absolute truth comes from divine revelation, encouraging critical thinking within a theistic framework.
A student asks why they must study both religious and scientific subjects. Formulate a response based on the comprehensive aims of Islamic education. Explain that education seeks God’s will, and understanding His word (religious subjects) and His world (scientific subjects) are both essential to fulfilling our role as Khalifah, serving society, and achieving balance in this life and the hereafter.
