Foundations of education 831 Unit 1 M.Ed. Semester 1 by Dr. Zaheer Ahmad who is the coordinator of this course.... I does not own tis course for educational purpose only...

1. Foundations of Education (831)
Unit 1: Islamic Foundations of Education
Dr. Zaheer Ahmad
Course Coordinator

2. Objectives of the Course
• explain the important features of foundations of
education;
• specify the role of educational thinker in education;
• appreciate the philosophical, psychological, foundations
of education;
• discuss the modes of education;
• discuss historical development of education in Pakistan;
• evaluate the issues and problems of education.

3. Objectives of the Unit
• Explain the concept and nature of the Islamic
foundations of education.
• Discuss the following
▫ Quran
▫ Hadith
▫ Fiqah
▫ Qayas
• Specify role of the above in educational process
• Identify the important features of Islamic
foundations of education.

4. Holy Quran:
• The first and the most authentic source of knowledge About Allah’s
commands is Allah’s Book i.e. The Holy Quran. The Holy Quran is the last
divine book of Allah Almighty which was revealed upon the last Holy
Prophet Hazrat Muhammad (S.A.W) during the period of 23 years
gradually and according to needs and demands arising time to time. This is
very noble and sacred book containing a message of guidance covering all
aspect of human life. It is preserved in its complete and comprehensive
form. Being the students of commerce and business management this Holy
Book provides us, basic principles of over worships and transactions.
• For example: the basic guiding principles laid down in the Holy Quran:
• Permission to use lawful things and prohibited of unlawful things.
• Moderate spending.
• All transaction must be put into writing.
• Proscription of usury and gambling.
• Trade with mutual consent on contractual basic is lawful.
• Obligation to pay Zakat (poor’s due).
• The law of inheritance and several other rules are discus in The Holy Quran.
• These basic principles are unalterable and absolute.

5. Hadith:
• Hadith derives its authority and validity from Holy
Quran. Quran says “Obey God and Obey the
Messenger” (4:59). Thus, Hadith offers best
explanation or interpretation to Quran.
• Ahadith are not only explanatory to the Quranic text
but also complementary to it. In the words of Quran
“Prophet (PBUH) never spoke of his own will unless
it was a revelation revealed to him” (53: 3-4).
• These verses declare Prophet (PBUH) as a teacher
appointed by Allah who not only teaches the Book
and Philosophy but purifies the soul as well.

6. TYPES OF SUNNAH
• A. Qawli (verbal): consists of the sayings of the Prophet
(SAW) on any subject. Example: “He who
▫ cheats is not one of us”.
▫ B. Taqiri (Approval): consists of the approval of the Prophet
(SAW). If something was done in front of him (SAW) and
he (SAW) didn’t approve of it, then it is considered an
approval. As an example, the Prophet (SAW) approved the
way women prayed in the mosque, separate from the men,
but in the same room.
▫ C. Faili (Actions) consists of the Prophet (SAW)’s deeds and
practices, such as the way he (SAW) used to pray or
perform Hajj. The following paragraphs address the actions
of the Prophet (SAW) and their legislative impact.

7. TYPES OF SUNNAH
• Messenger (SAW) can be divided into three
parts. The first section consists of those actions
which were natural to him as a human being,
secondly, actions which were specific to him as a
Prophet (SAW), and thirdly, actions which carry
legislative impact.

8. Fiqh
• Linguistically, Fiqh implies having knowledge in
depth. As a juristic term, Fiqh has two
meanings:
▫ A. Having the knowledge of the rulings of Shariah
(Islamic Law) which are extracted from the
legislative sources. As an example, a Faqih would
know the ruling for the issue of abortion; in
addition, he would know how and from where this
ruling was extracted.
▫ B. All the Islamic laws. This definition is
synonymous to the term Shariah.

9. The Sources of Islamic Law ( Fiqh)
• Adopting specific sources to derive laws is a
major subject in Usul al Fiqh. The Qur’an,
Sunnah, Ijma as Sahabah (consensus of the
Companions) and Qiyas (analogical deduction)
are four sources in Islam which are accepted by
almost all of the scholars. However, there are
other additional sources such as Maslaha al
Mursalah (benefit) or Ijma al Ummah
(consensus of the Ummah) which are not widely
accepted.

10. QIYAS
• The linguistic meaning of Qiyas is measurement.
As a juristic term Qiyas is the extension of a
Sharia ruling from an original case to a new case
because of the equivalence of the causes
underlying them (Illa).

11. Steps to Strengthen the Islamic
Foundations of Education
• Substantial material on Islam and ideology of Pakistan in
different programmes, courses and subjects
• Status of Islamiyat as compulsory subject
• 20 marks awarded to Hafiz e Quran students on merit
• Inclusion of this foundation in the national professional
standards for teachers as standard No. 3 i.e. knowledge
of Islamic ethical values and social life skills

12. 3-A: Knowledge and Understanding
Teachers know and understand:
• The Islamic code of conduct (beliefs, prayers, and ethics)
in light of Quran and Sunnah.
• The values which are globally accepted and are being
promoted.
• The present need of national/ global peace, and the factors
affecting peace and resulting in decline of the values and
ethics.
• Essential principles of Islamic values in the textbooks.
Standard-3: Knowledge of Islamic
Ethical Values/ Social Life Skills

13. 3-B:Dispositions
Teachers give value and are committed to:
• Bring awareness among people that ‘Quran’ and
‘Sunna’ are the only valid sources for knowing
about Islamic values in true sense.
• Tolerance and celebration of diversity.
• Dialogue as a means to conflict resolution.
Standard-3: Knowledge of Islamic
Ethical Values/ Social Life Skills

14. 3-C: Performance and Skills
Teachers engage in activities to:
• Create a safe and secure learning environment.
• Practice Islamic code of conduct by their own behaviors
and guiding through a convincing dialogue with learners
to value and practice the ethical and Islamic values.
• Practice Islamic teachings in classrooms and schools to
prevent the misunderstandings that can lead to the
mischaracterization and even demonization of Islam and
other faiths.
Standard-3: Knowledge of Islamic
Ethical Values/ Social Life Skills