FOUNDATIONS OF

EDUCATION
Course Code: 831

ALLAMA IQBAL OPEN

UNIVERSITY ISLAMBAD
 Unit 1

Islamic Foundations of
Education
Workshop Coordinator:

Dr. Ch. Muhammad Ajmal

Chairman
Department of Distance, Non Formal and Continuing Education
Unit Objectives
 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.
Holy Quran‫رآنپ اک‬
ِ ‫ق‬
 The first and the most authentic source of
knowledge
 The Last divine book (114 Chapters “Surah”)
 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
 Covers all aspects of Human life
 Preserved in its complete and comprehensive
form.
 Holy Quran‫رآنپ اک‬
ِ ‫ق‬
 Islamic education aims at discovering Allah’s
will.
 Primary purpose of the Quran is to lay down
a way of life which regulates the relationship
of man with man and his relationship with
Allah. The Quran gives directions to man’s
social life as well as for his communion with
his creator.
Ahmad Hassan (1982, P:43)
Hadith‫حدیث‬
 Hadith derives its authority and validity from Holy Quran.
 Quran says “Obey God and Obey the Messenger”
(4:59).
 Hadith offers best explanation or interpretation to Quran.
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.
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.
TYPES OF SUNNAH
 A. Qawli (verbal)‫ولی‬$$‫ق‬: consists of the sayings of the
Prophet (SAW) on any subject. Example: “He who
cheats is not one of us”.
 B. Taqiri (Approval)‫قریری‬$$‫ت‬: 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)‫علی‬$$$‫ف‬: Prophet (SAW)’s deeds and practices, such
as the way he (SAW) used to pray or perform Hajj.
Six Collections of Hadiths
“Al Kutab Al Sitta” “Sihah-e-Sitta”
 Sahih Bukhari (Muhammad Bin Ismail Bukhari)
 Sahih Muslim (Muslim Bin Hajja Al Neesha Puri)
 Sunan Abu Dawood (Abu Dawood Suleman Al
Ash-as)
 Jame Tirmazi (Abu Isa Muhammad Bin Tirmazi)
 Sunan Ibn e Maja (Muhammad Bin Yazeed Ibn e
Maja)
 Sunan Nisai (Ahmad Bin Shoaib Al Nisai)
Necessity and supreme value of
Knowledge in Ahadith
 He dieth not who giveth life to learning.
  Whoso honoreth the learned, honoreth
me.
 "Know ye! The worst of men is a bad
learned man, and a good learned man is
the best.“
 Seek knowledge from the cradle to the
grave.
QIYAS
Qiyas, Arabic qiyās, in Islamic law,
analogical reasoning as applied to the
deduction of juridical principles from the 
Qurʾān and the Sunnah (the normative
practice of the community). With the Qurʾān,
the Sunnah, and ijmāʿ (scholarly consensus),
it constitutes the four sources of Islamic
jurisprudence (uṣūl al-fiqh).
 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.
 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)
 Qiyas (analogical deduction)
There are other additional sources such as Maslaha al
Mursalah (benefit) or Ijma al Ummah (consensus of the
Ummah) which are not widely accepted.
Importance of Islamic
Foundation of Education
 Education in Islam is twofold: acquiring
intellectual knowledge (through the
application of reason and logic) and
developing spiritual knowledge (derived from
divine revelation and spiritual experience).
 According to the worldview of Islam,
provision in education must be made
equally for both.
 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
 National Professional Standard-3:
Knowledge of Islamic Ethical Values/ Social Life Skills

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.
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.
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.