Ibn Khaldun's theory of knowledge and its educational implications /
Many researchers studied Ibn Khaldun's thought in different scientific fields; few of them, however, shed the light comprehensively on his theory of knowledge and epistemological background which supported him writing his great works. In this study, the researcher brings up Ibn Khaldun's t...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English |
| Published: |
Kuala Lumpur :
Institute of Education, International Islamic University Malaysia,
2013
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| Subjects: | |
| Online Access: | Click here to view 1st 24 pages of the thesis. Members can view fulltext at the specified PCs in the library. |
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| Summary: | Many researchers studied Ibn Khaldun's thought in different scientific fields; few of them, however, shed the light comprehensively on his theory of knowledge and epistemological background which supported him writing his great works. In this study, the researcher brings up Ibn Khaldun's theory of knowledge and highlights some of its main issues such as the nature of knowledge and source of knowledge: their fields and characteristics. In addition, the researcher explores how Ibn Khaldun's theory of knowledge affects his method of analysis in the Muqaddimah and suggests many educational implications. A brief historical analysis is used in this study to highlight the stages of Ibn Khaldun's life that shaped his thought and theory of knowledge. The descriptive and analytic methods provide the researcher a lens that leads him deeply to arrive to the following results: Ibn Khaldun's theory of knowledge is based on Islam and it is closely related to his view of the worlds of existence and human nature. Knowledge has a nature covers both seen and unseen worlds. It is all acquired and evidenced based. Knowledge is obtained mainly from senses, intellect, revelation and inspiration. The seen world is the field of senses and intellect while the details and secrets of unseen world are made known only by revelation. Ibn Khaldun rejects doubt and skepticism and makes certainty his criterion of knowledge. Ibn Khaldun's theory of knowledge plays a direct role in delineating his new conception of history; direct observation and rational analysis are his main tools in proving and arriving at new concepts. Ibn Khaldun's theory of knowledge suggests several educational implications. It implies formulating comprehensive educational aims, such as producing a Muslim, whose is a firm believer in Allah and his spiritual, intellectual, and physical growth is well balanced, and supporting a system of life where the religious and worldly affairs are inseparable and integral parts of one whole. In addition, Ibn Khaldun's theory of knowledge suggests building various learning theories: the early stages of learning must be based upon the education of the senses, learning moves from concrete to the abstract and it is individual, collaborative and social. Ibn Khaldun's theory of knowledge generates effective teaching method, which prepare students to acquire a strong habit in different fields of knowledge, begins gradually with the simple exposition of the subject and ends with revealing all of its secrets. His theory of knowledge suggests, also, curriculum organizations. It implies multidisciplinary approach, where barriers between subjects are broken down and connections among curricula are made, and discipline-based content where one of the disciplines has a priority more than others and the students do not suffer from the problem of knowledge fragmentation. Theory of knowledge helps us to understand reality and use the knowledge to promote our lives and goals. It is worthy of study specially if it holds for different times, aims at happiness in this life and hereafter and belongs to remarkable scholars such as Ibn Khaldun. |
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| Physical Description: | xii, 237 leaves : ill. ; 30cm. |
| Bibliography: | Includes bibliographical references (leaves 229-237) |