1. The document summarizes concepts of man from various psychological perspectives including psychoanalysis, behaviorism, humanistic psychology, and Islamic psychology. 2. It discusses how these different views of human nature could impact education, with psychoanalysis presenting a pessimistic view, behaviorism viewing man as mechanistic, and humanistic and Islamic psychology seeing man as having free will and seeking self-actualization. 3. The document emphasizes that education should develop students holistically - physically, emotionally, psychologically, socially, intellectually and spiritually - to produce integrated individuals rather than just responding to environmental stimuli.

1. Presented to: Institut Agama Islam Negeri Surakarta
Patronage: Centre for Research & Community Services
Venue: Hotel Galuh, Prambanan, Yogyakarta,Indonesia
Date: 25th -27th,Sept. 2018
Some Selected Concepts on Man in Psychology
and their Impact on Education
Presented By:
RESEARCH TEAM
Dr.Mohd Abbas Abdul Razak (Principal Researcher)
Prof.Dr. Sayed Sikandar Shah Haneef (Co-Researcher)
Dr. Maziah Bte Mustapha (Co-Researcher)
KIRKHS,
International Islamic University Malaysia

2.  ُ‫ر‬ِ‫ي‬َ‫غ‬ُ‫ي‬ َ‫َل‬ َ َّ‫َّللا‬ َّ‫ن‬ِ‫إ‬ٍ‫م‬ ْ‫و‬َ‫ق‬ِ‫ب‬ ‫ا‬َ‫م‬‫وا‬ُ‫ر‬ِ‫ي‬َ‫غ‬ُ‫ي‬ ٰ‫ى‬َّ‫ت‬َ‫ح‬
ْ‫م‬ِ‫ه‬ِ‫س‬ُ‫ف‬ْ‫ن‬َ‫أ‬ِ‫ب‬ ‫ا‬َ‫م‬
“Certainly Allah will not change the condition
of a people until they change what is within
them”

3. My Research Works
1. Konsepsi Pendidikan Akhlaq Menurut Muhammad Iqbal,
1992, Banda Aceh, Indonesia
2. Human Nature: A Comparative Analysis between
Western and Islamic Psychology, 1997, IIUM
3. Contribution of Iqbal’s Dynamic Personality Theory
to Islamic Psychology: A Contrastive Analysis with
Freud and Selected Mainstream Western
Psychology, 2011, IIUM
3

4. My Book on Iqbal:
Iqbal’s Theory of Personality: A Contrastive Analysis with Freud,
Lambert Academic Publishing, Germany, 2013.
4

5. Abstract
Man who occupies the highest pedestal in the hierarchy of God’s creations has
derailed himself from the lofty ideas and idealism mentioned in the Holy
Scriptures. As a result of this, war, terrorism, racism, environmental degradation,
corporate capitalism, etc. are all happening at an enormous rate. War that should
have ended after the Second World War is still going on either in small or large
scale in many parts of the world. Education that used to instill values and all the
humanly qualities in man in the past is somehow at the moment failing due to
globalization and commodification of education. In light of the new reality of the
world today, this philosophical paper intends to investigate the concepts on man
showcased to the world by psychoanalysis, behaviorism, humanistic and Islamic
psychologies. Upon identifying the various concepts on man, this research will
perform a contrastive analysis on the impact of such theories when applied in the
field of education. Very precisely, on the type of man they can produce at the end
of one’s educational endeavor. The researchers will collect the relevant data
through the library research method and analyze them by using the comparative
and textual analysis methods which fall under the qualitative paradigm.

6. 1. Psychoanalysis
2. Radical Behaviorism
3. Humanistic Psychology
4. Islamic Psychology
6

7. 1. Man has been subjected to a never-ending
research and investigation
2. Religious scholars, philosophers, biologists,
psychologists, anthropologists, sociologists,
& others
7

8. 1. Beginning with the Greek
philosophers
2. Muslim philosophers
3. Wise men in almost all religions
4. From the ancient to the scientific age
5. This study is perennial in nature
6. New information emerge from time
to time
8

9. 1. Being perennial in nature, the old and
new studies conducted on man, try to
unearth and bring to light many of man’s
potentials, which were not known
previously
2. Researchers believe that any latest
finding on man will be added information
to the existing knowledge and science on
man
 ( Mohd Abbas, 1997 & 2011) 9

10.  Nye(1986), states that although at
times many of the ideas on man in the
Western paradigms complement one
another in answering the intricate
questions on human nature, there are
also times when they contradict each
other
10

11. 11

12.  Painted a negative image of man
 There is no difference between man and other
members of the animal kingdom
 Man is an intellectual beast doomed for
destruction
 Man is enslaved to his sexual impulses
 Man has no freedom to cut loose from the
shackles of his psychosexual development
 Freud’s concept on man is a pessimistic and
deterministic one
 Man is driven by two psychic forces; Eros
 (Life Instinct) and Thanatos (Death Insticnt) 12

13. 13
Pavlov(1849-1936)
J.B.Watson
(1878-1958)
B.F.Skinner
(1904-1990)

14.  Based on the ‘tabula rasa’ theory, man is
neither good nor bad
 Man is nothing more than an outcome of his
environment
 Radical Behaviorism: Man and animals can be
conditioned by stimulus and response and
reinforcement
 Man becomes a mechanical being.
 They emphasized on man’s learning
experience
 They do not believe that man is born with
innate knowledge 14

15. 15
Maslow
(1908-1970)
Carl Rogers
(1902-1987)

16.  Man is born with a good nature but reacts
negatively due to situations which he gets into
 They did not believe that all human actions can be
reduced to a stimulus-response type of action
 They believe, man has a subjective inner dimension
 Man has the freedom to choose either to respond
or not to the demands of the environment
 Man’s state of consciousness is more important
than his unconscious
 Man has the tendency for growth to experience
‘Self-Actualization’ and ‘Fully-functioning Person’
16

17.  Many scholars in the West were and
are influenced by what has been
conceptualized by Charles Darwin
(1809-1882).
 Darwin’s idea that states the origin of
man goes back to the ape family is
lurking in the ideas of Western
scholars who appeared later on the
intellectual stage of Europe
17

18. • Man has pre-existed before he came to this
world
• Human beings are the progeny of Adam
• Man is the Khalifah/vicegerent of God on earth
• Man was taught by Allah - as such, he possesses
the creative intelligence
• Man was created in the best of moulds
• Man was given the natural disposition
• Man is placed on the highest pedestal in the
hierarchy of creations
• Man was not the First Creation of Allah SWT
• The world was prepared for Man before his
coming 18

19.  At times man’s position can go higher than the
angels and lower than animals
 Man is forgetful
 Man is given the freedom of choice to choose his
way, either to be thankful or ungrateful to Allah
 Man is given the ‘Amanah’
 Man has a dual nature; soul and body
 The spiritual dimension of man
19

20. 20
And when your Lord said to the
angels: “Indeed, I will make a
vicegerent upon the earth.” They
said: “Will you place upon it one
who will cause corruption therein,
and will shed blood, while we
glorify Your praise and sanctify
You.” He said: “Surely, I know that
which you know not.”
Surah Al-Baqarah 2:30

21.  He is known in the Qur’an as:
Man
Al-
Insan
An-
Nas
Al-Ins
Bani
Adam
Zurriyat
Adam
Al-
Bashr
21

22. 22
Body
Soul/ Spirit/
Mind

23. Allah
•Establish a good relationship with Allah,
•This world is given as a trust
•He has to serve Allah SWT and no other deities/gods
• He has to be accountable for all his actions on this world
Nature
•Bring out the potentials from the belly of the earth and
used them for his spiritual development
•Nature is a gift from Allah (Flora & Fauna)
•Man should not abuse or cause destruction
•Administer the world well- establish peace and harmony
Humanity
•Establish a good relationship with fellow human beings;
Muslims and non-Muslims
23

24.  Born in the primordial nature/ born
with his natural disposition
 Born without any stain of sin
 In Islam, man is not born with the
‘Original Sin’
24

25. 25
So set you your face (O
Muhammad) towards (this)
Faith, inclining to truth. The
nature of Allah that upon
which He has created
mankind. There is no
altering in (the laws of)
Allah’s creation. That is the
right religion, but most of
the people do not know [ Surah Rum30: 30 ]

26. 26

27. 
“We did indeed offer the Trust to the Heavens and
the Earth and the Mountains; but they refused to
undertake it, being afraid thereof. But man
undertook it (the Trust);- he was indeed unjust
and foolish...” (Surah Al-Ahzab:72)
27

28.  The word Amanah in Surah Ahzab:72 has
several meanings to it
 Scholars say Amanah can be the sum total of all
the injunctions found in the Qur’an
 The Qur’an can be the Amanah
 The human intellect or Aql’ can be the Amanah
 The Vicegerency can be the Amanah
 The covenant between Allah and the whole of
humanity in the realm of soul, prior to his
coming to this world
28

29. 29
We have certainly created
man in the finest of moulds
(Surah Al-Tin 95:4)
And indeed, We have honored the
children of Adam, and We have carried
them on the land and the sea, and We
have provided them with good things,
and We have preferred them above
many of those whom We created, (a
sure) preference (Surah Al-Isra’:70)

30. 30
Indeed, We guided him to
the way, whether be he
grateful or be he
ungrateful (rests on his
will)
Surah Al-Insan76:3)

31. 31
And indeed, We made
a covenant with Adam
before, but he forgot,
and We did not find in
him determination
Surah Ta Ha 20: 115

32. 32
And He taught Adam all the
names, then He showed them to
the angels and said: “Inform Me of
the names of these, if you are
truthful.”
They said: “Glory be to You, we
have no knowledge except that
which You have taught us. Indeed,
it is You, the All Knower, the All
Wise.”
Surah Baqarah2: 31-32

33.  Al-Ruh
 Al-Qalb
 Al-Nafs
 Al-Aql’
33
Al-
Aql’
Al-
Nafs
Al-
Qalb
Al-
Ruh

34. 1. Jannah
(Adam& Hawwa)
2. Alam Al-Arwah
(Realm of the Souls)
3. Alam
Al-Arham
(9+ months)
4. Alam Al-
Dunya (60-70
yrs)
5. Alam Al-
Barzakh
6.
Qiyamah
(end of
time)
7. Yaumul
Hisab
(Judg-
ment)
8. Al-Mizan
(The Balance)
9. Sirat
(the Bridge)
The Spiritual
Journey of Man:
An Islamic
Perspective
Jahan
-nam
(Hell)
34

35. Through education man should be developed:
1. Physically
2. Emotionally
3. Psychologically
4. Socially
5. Intellectually
6. Spiritually
35

36. Man is the core of the educational process. This can be
easily realized when one remembers that education is
mainly concerned with directing human behavior towards
certain objectives. Just as the blacksmith or the carpenter
needs to know the characteristics of the materials with
which he deals, the educator is helped in his profession if
he has a clear idea about the nature of man.
 Abdul Rahman Salih Abdullah in ‘Educational Theory: A Qur’anic Outlook’ (1982), p.47
36
Teachers Need to Understand Human Nature

37. 37
Man of Islam, presupposes the emergence in him of a
higher type of man capable of lofty inspirations towards
self-improvement- the self-improvement that is no less
than actualization of his latent power and capacity to
become a perfect man. The man of Islam is a city
dweller, a cosmopolitan, living a civilized life according
to clearly defined foundations of social order and codes
of conducts, is he to whom obedience of Divine law
endeavor towards realizing true justice and striving after
right knowledge and cardinal virtues. The motive of
conduct of such a man is eternal blessedness, entrance
into a state of supreme peace.
Al-Attas in Islam and Secularism, 1978, p.64
The Role of Education in Human Development

38. Education and educational processes could mean
nothing more than changing and training the animalistic
nature of man towards a socially accepted human being
38

39. Education and educational processes will only become
as an instrument in producing man of a mechanical
nature equivalent to a robot who responds to the stimuli
that come from the environment.
39

40. Education, governments and institutions of learning
can hope to produce man who has the freedom of
choice (free will) to respond to the many challenges
that come from the environment without being
controlled by the environment
40

41. Education and governments can produce an integrated
personality; developed physically, intellectually,
morally, socially, emotionally, psychologically and
spiritually. The emergence of a universal man in the true
sense; one who binds a good relationship with God,
Nature and Humanity. One who is caring, loving,
sharing, and stands for universal peace
(Mohd Abbas Abdul Razak)
41

42. • "Education in Malaysia is an on-going effort
towards further developing the potential of
individuals in a holistic and integrated manner,
so as to produce individuals who are
intellectually, spiritually, emotionally and
physically balanced and harmonious, based on a
firm belief in and devotion to God. Such an effort
is designed to produce Malaysian citizens who
are knowledgeable and competent, who possess
high moral standards and who are responsible
and capable of achieving high level of personal
well-being as well as being able to contribute to
the harmony and betterment of the society and
the nation at large"

43. Knowledge exists potentially in
the human soul like the seed
in the soil; by learning the
potential becomes actual
http://www.goodreads.com/quotes/show/105
277

44.  Education is not the filling of a
pail, but the lighting of a fire.
http://www.brainyquote.com/quotes/topics/t
opic_education.html

45. Human resources are like natural
resources; they're often buried deep.
You have to go looking for them,
they're not just lying around on the
surface. You have to create the
circumstances where they show
themselves
 http://www.goodreads.com/author/quotes/4
3940.Ken_Robinson

46.  Education is not the filling of a
pail, but the lighting of a fire.
http://www.brainyquote.com/quotes/topics/t
opic_education.html

47. God
God is like the central piece of the jigsaw-
puzzle of life.Without Him life becomes less
romantic and meaningless
(Mohd Abbas Abdul Razak)
IIUM

48. Science without religion is lame,
Religion without science is blind
48

49. Science is a beautiful gift to humanity;
We should no distort it
49

51. Modern education aided by religion and science
should be able to produce the good human being
and not a mechanical being
(Mohd Abbas Abdul Razak)
51

52.  Education regardless in the East or
West is driven by the market forces.
 Values that should be the core of the
educational system is missing
 The intellectual development is given
much emphasis at the expense of the
other developments

53.  We must seek knowledge all
throughout our life
 We must have the culture to seek
knowledge not only to pass
examination
 We must go beyond memorization
 We must bring critical thinking and
creativity into whatever we learn

54.  The Art of Living
 Healthy Body, Healthy Mind
 Educ. should create the appreciation for
Nature
 We should be developed in all areas of the
human development

55. Reference
1. Abdul Razak, Mohd Abbas and Haneef, Sayed Sikandar Shah (2018) Understanding the
Islamic worldview. In: Islamic Input in Medical Progamme (IIMP), Kulliyyah of Medicine
(Year 2 Block 2 Session 2017/2018), 22nd. March 2018, Kuantan, Pahang.
2. Abdul Razak, Mohd Abbas and Mustapha, Maziah (2017) Global extremism: causes &
remedy. In: The International Conference on Interdisciplinary Quranic Studies, 6th-8th March
2017, Tehran, Iran.
3. Abdul Razak, Mohd Abbas (2011) Human nature: an Islamic perspective. Journal of Islam in
Asia (1). pp. 251-274. ISSN 1823-0970
4. Abdul Razak, Mohd Abbas and Ismail, Nik Ahmad Hisham (2012) Islamic psychology and
the call for Islamization of modern psychology. Journal of Islam in Asia, 9 (1). pp. 156-183.
ISSN 1823-0970
5. Abdul Razak, Mohd Abbas and Ismail, Nik Ahmad Hisham (2013) A critical appraisal of
Freud’s ideas on man and personality. Journal of Islam in Asia, 10 (1). pp. 122-150. ISSN
1823-0970
6. Abdul Razak, Mohd Abbas and Afridi, Muhammad Adil Khan (2016) Man and creativity: a
contrastive analysis between western and Islamic psychologies. Journal of Islam in Asia. pp.
1-13.

56. FOR YOUR
ATTENTION