This slides presents the properties and duties of the teacher as written in the book of Ihya' Ulumuddin by Imam Al- Ghazali.

1. Al-Ghazali
“Ihya’ Ulum ad-din”
The Revival of the
Religious Sciences
PRESENTED BY :
KAIYISAH NURULSYAKUR BINTI YUSOF
MATRIC NO. : G1628472
PRESENTED TO : DR. TAHRAWI RAMDANE
International Islamic University Malaysia
Reading Text on Islamic Education (EDC 6305 )
2018

2. Overview of Ihya’ Ulum ad-din
Ihya’ Ulum ad-din is divided into four parts, each containing
ten chapters.
•deals with knowledge and the requirements of faith—ritual purity,
prayer, charity, fasting, pilgrimage, recitation of the Qurʾān, and so forth;Part 1
•concentrates on people and society—the manners related to eating,
marriage, earning a living, and friendship;Part 2
•are dedicated to the inner life of the soul and discuss first the vices that
people must overcome in themselves and then the virtues that they must
strive to achieve.
Parts 3 & 4

3. Contents of the book of
worship
• Preface
• Introduction
• BOOK 1: The Book of Knowledge Comprising Seven Sections
• SECTION 1 : On the Value of Knowledge, Instruction and Learning together
with its evidence in tradition and from reason.
• ON THE EXCELLENCE OF LEARNING
• ON THE EXCELLENCE OF TEACHING
• EVIDENCE [FOR THE EXCELLENCE OF KNOWLEDGE] FROM REASON
• Section 2: is on On praiseworthy and objectionable branches of knowledge
• Section 3: On what is popularly considered to be a part of the science of
religion, but is (really) not.
• Section 4: On the reasons which induced men to pursue the science of
polemics, and on revealing the evils of debate and disputation as well as
stating the conditions which render them permissible.
• Section 5: On the Proprieties of the Student and the Teacher.
• Section 6: On the Evils of Knowledge and on Determining the Distinguishing
Features of the Learned People of the Hereafter and those of the Teachers of
Falsehood.
• SECTION 7: On the Intellect, its Noble Nature, its Definition, and its
Divisions
• Bibliography

4. What are the
proprieties and
duties of the student
and teacher?

6. 10 DUTIES OF THE STUDENT
1. to purify his soul from impure traits and blameworthy characteristics .
2. to reduce to a minimum his ties with the affairs of the world and leave his kin
and country.
3. entrust to him the conduct of his affairs and submit to his advice .
4. pay no attention to the numerous differences of opinion which exist among
people.
5. should not allow any branch or kind of praiseworthy knowledge to escape him
without carefully examining it.

7. 10 DUTIES OF THE STUDENT (cont.)
6. observe some kind of order and begin with the most important.
7. no one should address himself to one branch of knowledge before he has
already mastered the branch which precedes it.
8. to know how to ascertain the noble nature of this or the other science.
9. the student’s purpose should, at the time, be the adornment and beautification
of his inner self with virtue, and at the end, nearness of Allah and ascent to the
neighbourhood of the heavenly hosts, the angels and the cherubim.
10. know the relation of the different sciences .

8. DUTIES OF THE TEACHER
1. to be sympathetic to students and treat them as his own children.
2. to follow the example of the Law-giver: he should seek no remuneration for his
services on behalf of knowledge and accept neither reward nor thanks.
3. should not withhold from the student any advice, or allow him to attempt the
work of any grade unless he is qualified for it, or permit him to address himself to
abstruse sciences before he has mastered those which are clear.
4. the teacher, in dissuading the student from his evil ways, should do so by
suggestion rather than openly, and with sympathy rather than with odious
upbraiding.

9. DUTIES OF THE TEACHER (cont.)
5. the person who is teaching a certain science should not belittle or disparage the
value of other sciences before his students.
6. limit the student to what the latter is able to understand and should not require of
him anything which his mind cannot grasp for fear that he would develop a feeling
of dislike for the subject, and his mind would become confused.
7. give his backward students only such things as are clear and suitable to their
limited understanding and should not mention to them anything about the details
that are apt to follow but which he deems fitting for the present to withhold.
8. the teacher do what he teaches and not allow his works to give the lie to his words.

10. Analysis and discussion
• From the contents, it shows that Al-Ghazali really emphasized on the manners, ethics and
responsibilities of students. Indeed, he also brief the manners as teachers towards their
students.
• He wrote about the responsibilities and ethics of students and teachers maybe based on his
experience in educating people.
• In the way of writings, Al-Ghazali mentioned the main point first, then he will explained the
main point and support the ideas with the evidences from:
• Qur’anic verses,
• hadith,
• poetry quotations.
The writing also keep using the first person when he want to explain the ideas.

11. REFERENCES
• Ghazali, I. (n.d.). Ihya Ulum al-Din { ‫الدين‬ ‫علوم‬ ‫إحياء‬} by Imam Ghazali - Maktabah
Mujaddidiyah. Retrieved April 10, 2018, from http://www.maktabah.org/en/item/59-
ihya-ulum-al-din-by-imam-ghazali
• Knowledge. (n.d.). Retrieved April 10, 2018, from http://ghazali.org/works/bk1-sec-
1.htm

12. ‫هللا‬ ‫كم‬ ‫ا‬َ‫ز‬َ‫ج‬
‫ا‬ً‫ر‬ْ‫ي‬َ‫خ‬