Q.1: Discuss the significance of Hadith as Islamic foundation of education.

Answer:
Mohadiseen states that Hadith is the sayings of The Holy Prophet (Peace Be Upon Him).
It also includes the fi’l and His silent approval of any action or practice of any other. Either by
showing His practice, how an injunction shall be carried out or by giving an explanation in words.
Sunnah is the model behavior of The Holy Prophet (Peace Be Upon Him). There is no fact
that both cover the same ground and perform a uniform and similar role in the Islamic system.

This is the point to remember that there is a deliberate distinction in Hadith and Sunnah.
The word Sunnah literally means way, customs, manners of acting or habit of life of The Holy
Prophet (Peace Be Upon Him). Thus, Sunnah is Sunnah is custom or manner which prevails with
regard to religious, social or legal matters.

A Hadith on the other hand a statement of The Holy Prophet (Peace Be Upon Him). A
Sunnah may be embodied in a Hadith but it is not itself a Hadith. Hadith gives us a great
explanation of the entire Islamic system of beliefs and practices.
Quran approves the validity, importance and significance of Hadith as the Islamic
foundation of education. Hadith derives its validity from Quran. It is the 2 nd source of Islamic
foundation of Education after the Holy Quran which is the first source of Islamic Foundation of
education. As we know that in Quran Allah Almighty has advised us to obey Allah and obey The
Holy Prophet (Peace Be Upon Him). From this order by Allah, we must think that following the
Quran is directly to obey Allah but what is to The Holy Prophet (Peace Be Upon Him), how can
we do this, we can just obey The Holy Prophet (Peace Be Upon Him) by acting upon the orders
and advices given us in the forms of Ahadith of The Holy Prophet (Peace Be Upon Him). Hadith is
the way to obey The Holy Prophet (Peace Be Upon Him). So,
Hadith is not only explanatory to Quranic verse but also complementary to it. Hadith joins,
forms, completes and combines the true spirit and message of the Quran. Allah says in Quran
that whatever the messenger gives to you, just take it and whatever he forbids, abstain from it.
This worse just show the importance of Hadith as source of Islamic foundation of Education. Allah
says that The Holy Prophet (Peace Be Upon Him) orders, advices are compulsory for every
Muslim. So, a Muslim cannot exist with a true Islamic ideology if he does not give Hadith as the
importance as Allah has said about it in the Holy Quran.
Allah also declares in the Holy Quran that there is a complete code of life for the Muslims
in the life of The Holy Prophet (Peace Be Upon Him). This also shows that code of life of a person
can only be derived by his says, advices and orders as well from his acts and manners. So, we can
say that Hadith leads us to obey The Holy Prophet (Peace Be Upon Him) in true sense and it
furthermore leads us to obey Allah and be a complete believer of Allah Almighty.
 Quran declares that The Holy Prophet (Peace Be Upon Him) has been appointed as a
teacher for humanity by Allah who not only teaches the Book and Philosophy but purifies the
soul as well. The Holy Prophet (Peace Be Upon Him) himself was a role model who presented
ideal practices in his life in the light of those limits set by Quran.
Quran declares The Holy Prophet (Peace Be Upon Him) to be the interpreter of Quranic
Verses and texts. Hadith is the index and vehicle of Sunnah which gives concrete shape to the
Quranic Teachings. It will be perhaps more accurate to say that approval or disapproval of any
conduct of The Holy Prophet (Peace Be Upon Him) may be implied by the conduct of The Holy
Prophet (Peace Be Upon Him).
It comes from the discussion above that The Holy Prophet (Peace Be Upon Him) was not
the transmitter of the Quran but he also interpreted and completed it in true sense. We can say
that if we skip Hadith as an Islamic source of education, we have no interpretations and
explanations of the Quran and we have no role model which may lead us to the Islamic ideology
for which Allah has created the man.
There are hundred of says of The Holy Prophet (Peace Be Upon Him) which emphasize on
the necessity and supreme value of Education and Knowledge. Chipa has noted the following
Ahadith in the context of Education:
• He dieth not who taketh to learning.
• The ink of scholar is more holy than the blood of martyr.
• He who leaveth home in search of knowledge walketh in the path of Allah.

• The acquisition of knowledge is the duty incumbent of every Muslim.

• Seek after knowledge though it be in China.
Above Ahadith show how Hadith inspires a Muslim to acquire knowledge and leads him
towards an educational sphere of Islam. Here are some Ahadith:
• To be present in the circle of learned men is better than prostrating oneself in prayer
a thousand time or visiting a thousand sick persons and attend a thousand funerals.
• A word of wisdom is like a lost treasure of a believer who has got the best right to
secure it whatever he might have found it.

• An hour’s contemplation and study of God’s creation is better than a year of

adoration.
• Acquire knowledge, he who acquires it in the way of Allah performs an act of piety;
he who speaks of it praises the Lords; he who seeks it adores God, he who dispenses
instruction in it bestows alms; he who imparts it to the deserving performs an act of
devotion.
 • A father can confer on his children nothing more valuable than the gift of education;
it is better that a man should secure good education for his children than he should
leave a treasure of gold and silver for them.

Above are the Ahadith of The Holy Prophet (Peace Be Upon Him) which show how much Hadith
emphasizes on the Education. Education, in the light of Hadith has been a top priority of Allah
and His Holy Prophet (Peace Be Upon Him).
Q.2: Discuss the need for studying philosophical foundations of education.

Answer:
Lobo says that education comes from two Latin words, E meaning out and ducere
meaning to lead. Every system of education embodies a particular philosophy resulting from
particular concepts from which it cannot be isolated.

The function of philosophy is creative. Below some more light is thrown on the concept
of philosophy. It means that education just drawing out and bringing out the best of what a
person is capable of.
The term was probably coined by Pythagoras (c. 570 – c. 495 BC). Philosophical
methods include questioning, critical discussion, rational argument and systematic
presentation. First there is a need to look what is Philosophy. Philosophy is the study of
general and fundamental problems concerning matters such as existence, knowledge,
values, reason, mind, and language.

Classic philosophical questions include: Is it possible to know anything and to

prove it? What is most real? However, philosophers might also pose more practical and
concrete questions such as: Is there a best way to live? Is it better to be just or unjust (if
one can get away with it)? Do humans have free will?

Historically, "philosophy" encompassed any body of knowledge. From the time of

Ancient Greek philosopher Aristotle to the 19th century, "natural philosophy"
encompassed astronomy, medicine and physics. For example, Newton's 1687
Mathematical Principles of Natural Philosophy later became classified as a book of
physics.
In the 19th century, the growth of modern research universities led academic
philosophy and other disciplines to professionalize and specialize.
In the modern era, some investigations that were traditionally part of philosophy
became separate academic disciplines, including psychology, sociology, linguistics and
economics.

Philosophy and education are two different fields of studies but they are closely linked
together, because without any rational thinking prior to education, the whole educational
process is directionless. The relationship between philosophy and education is explained
as follows:
 • Aims & Objectives: Education in every society is directed for specific aims and
objectives. That aims and objectives are set by a philosophical approach. For
example the aims of Pakistani education are to develop socially and morally sound
person on the Free.

• Methods & Curriculum: Every educational system is based upon specific teaching
methodologies and the curriculum. What should be the teaching methodology? And what
kind of teacher should be?
And what kind of curriculum be taught to the students? All the answers are given by
philosophy. So education is dependent on philosophy for guidance in various of areas.

• Philosophy of Education: There is a separate branch of philosophy which is called

philosophy of education. The branch investigates that what should be the nature of
education? Whether the educational aims be based on specific religion, social, moral,
scientific basis. And how these aims can be achieved?

• Education is the Dynamic Side of Philosophy: Here the great scholars like Ghazali, Iqbal,
Plato, and Aristotle wanted that their philosophies should be given practical shape. The
shape can be given only through well planned education system.

• Sound mind in Sound Body or Virtuous Man: The main purpose of education is to have
sound mind in a sound body, and virtuous person. Philosophy gives answers and discuss
that what is sound mind, sound body, and what virtuous person is. How we can say the
philosophy is the contemplative aspect of education and education is the dynamic aspect
philosophy.

• Change in Education, Culture and Society: In order to bring the desire change in society
or in the existing education set up, a very pre-planned philosophy should be behind that
kind of reformation. Like the western nations want reforms in our education system
especially in maddarasa through induction of computer and other subjects. This is pre-
planned program in order to divert the students’ attention from Quran, Hadith and
Jehand lessons.

• Need in education:
Relationship between education and philosophy is very close. They are called the two
sides of the same coin. That’s why educationists and teachers must have basic
information about various educational philosophies in order to know the whole nature of
a specific educational ends.

Philosophy as shows the wisdom and love with knowledge, therefore, the love for
knowledge has the most direct relation with the education. Philosophy can be said to be the brain
of the education. So, we can believe that the most basic foundation of the education can be
declare as the philosophical foundation of the education. By the discussion above, it is clearly
stated that the philosophical foundation of the education has very vast scope and place in the
foundations of education.

It can be observed that every educational system is based upon specific teaching
methodologies and the curriculum. What should be the teaching methodology? And what kind
of teacher should be? And what kind of curriculum be taught to the students? All the answers
are given by philosophy. So, education is dependent on philosophy for guidance in various of
areas.

Philosophy can be said to be the brain of the education. So we can believe that the most
basic foundation of the education can be declare as the philosophical foundation of the
education.

Q.3 Write the nature of idealism as main philosophical thought.

Answer:

In contemporary scholarship, traditional idealist views are generally divided into two
groups. Subjective idealism takes as its starting point that objects only exist to the extent that
they are perceived by someone. In philosophy, idealism is a diverse group of metaphysical views
which all assert that "reality" is in some way indistinguishable or inseparable from human
perception and/or understanding, that it is in some sense mentally constituted, or that it is
otherwise closely connected to ideas.

By contrast, Immanuel Kant, a pioneer of modern idealist thought, held that his version
of idealism does “not concern the existence of things”, but asserts only that our “modes of
representation” of them, above all space and time, are not “determinations that belong to things
in themselves” but essential features of our own minds. Kant called this position “transcendental
idealism” (or sometimes “critical idealism"), holding that the objects of experience relied for their
existence on the mind, and that the way that things in themselves are outside of our experience
cannot be thought without applying the categories which structure all of our experiences.

Objective idealism posits the existence of an objective consciousness which exists before
and, in some sense, independently of human consciousness, thereby bringing about the
existence of objects independently of human minds. In the early modern period, George Berkeley
was often considered the paradigmatic idealist, as he asserted that the essence of objects is to
be perceived.
 However, since Kant's view affirms the existence of some things independently of
experience (namely, "things in themselves"), it is very different from the more traditional
idealism of Berkeley. Epistemologically, idealism is accompanied by skepticism about the
possibility of knowing any mind-independent thing. In its ontological commitments, idealism
goes further, asserting that all entities rely on the mind for their existence.[3] Ontological
idealism thus rejects both physicalist and dualist views as failing to ascribe ontological priority to
the mind.

In contrast to materialism, idealism asserts the primacy of consciousness as the origin and
prerequisite of phenomena. Idealism holds consciousness or mind to be the "origin" of the
material world – in the sense that it is a necessary condition for our positing of a material world
– and it aims to explain the existing world according to these principles.[4] The earliest extant
arguments that the world of experience is grounded in the mental derive from India and Greece.
However, many aspects and paradigms of idealism did still have a large influence on
subsequent philosophy Idealism is a term with several related meanings. It comes via Latin idea
from the Ancient Greek idea (ἰδέα) from idein (ἰδεῖν), meaning "to see". The term entered the
English language by 1743. It was first used in the abstract metaphysical sense "belief that reality
is made up only of ideas" by Christian Wolff in 1747.
The term re-entered the English language in this abstract sense by 1796 In ordinary
language, as when speaking of Woodrow Wilson's political idealism.

Socrates spent his life testing the claim of the oracle, who had once told Socrates' friend
that Socrates was the wisest of all men. All too aware of his ignorance, Socrates took it upon
himself to find someone who knew more. Questioning anyone who could answer, including
poets, craftsmen, and sophists, he found that many pretended to knowledge which they could
not possibly have had, and ignored that which was right in front of their eyes.
He is the most honored philosopher. He exemplified the courageous idealism we
associate with the golden age of Athens. Like John Kennedy, he gave powerful voice to a
disposition which has been shared (to varying degrees) by idealists ever since, many of whom
also gave their lives 'for our sins,' but most who simply gave their lives to the ideal of their own
good, truth, justice and freedom--which have single universal forms, Plato knew, but with an
infinite variety of particular contents.
On this he concluded that, ignorant as he knew himself to be, he must indeed know more
than others, for he at least knew how much he did not know, which is to say, he had humility,
which others--impressed with their own superior wisdom, expertise, and certainty that they think
they have nothing to learn from others--seem quite ignorant as the importance of. He noticed,
as is so often the case still today, that those who proclaim the loudest how much they know
about some things actually seem to know the least about how much that there is to know, how
much they have left to learn about what matters.

Platonic idealism is essentially a misnomer, as Plato’s doctrine of ideas is actually a form

of realism and not of idealism. This doctrine, the theory of forms, is partly an attempt to solve
the logical and other problems involved in relating particulars to universals (e.g., relating blue
things to the term blue or good things to the concept goodness); however, it also had a
metaphysical or religious dimension, which was later emphasized and extended
by Neoplatonism.

A general philosophical position deriving both directly and indirectly from the writings of
Greek philosopher Plato (c. 427–c. 347 bce), which holds that the phenomena of our world are
to be truly known by contemplating them in their ideal forms or abstract essences. Such
knowledge is to be achieved by the rational intellect or nous, rather than the senses or the
understanding. Plato developed a philosophical system around the central notion that the things
of this world are shadows or reflections of their ideal forms existing in a transcendent realm
outside time and space (see analogy of the cave).

The Republic of Plato is the longest and great of his works with the exception of
the Laws, and is certainly the greatest of them. But no other Dialogue of Plato has the same
largeness of view and the same perfection of style; no other shows an equal knowledge of the
world, or contains more of those thoughts which are new as well as old, and not of one age only
but of all.
Nowhere in Plato is there a deeper irony or a greater wealth of humor or imagery, or
more dramatic power. Nor in any other of his writings is the attempt made to interweave life and
speculation, or to connect politics with philosophy.

There are nearer approaches to modern metaphysics in the Phoebus and in the Sophist; the
Politicos or Statesman is more ideal; the form and institutions of the State are more clearly drawn
out in the Laws; as works of art, the Symposium and the Protagoras are of higher excellence.
Q.4 Which cognitive teaching strategies a teacher can use for cognitive development
and better results of the students? Discuss

Answer:
The Cognitive strategies are one type of learning strategy that learners use in order to
learn more successfully. These include repetition, organizing new language, summarizing
meaning, guessing meaning from context, using imagery for memorization. All of these strategies
involve deliberate manipulation of language to improve learning. Classifications of learning
strategies distinguish between cognitive strategies and two other types, metacognitive strategies
(organizing learning), and social/ affective strategies (which enable interaction).

A teacvher must make the learner remember old information of the topic for the new
words and knowledge by visualizing them represented in a memorable or ridiculous situation.
This makes it easier and faster to recall these words. In the classroom Activities which can be
described as cognitive strategies include making mind maps, visualisation, association,
mnemonics, using clues in reading comprehension, underlining key words, scanning and self-
testing and monitoring.
Some of the instructional events are as below:
• Motivating
 • Activating
• Guidance
• Recalling
• Enhancing
• Promoting the learning
• Eliciting
• Feedback

These eight events are paired with the following Phrases:

• Motivating Phrase
• Apprehending Phrase
• Acquisition Phrase
• Retention Phrase
• Recall Phrase
• Generalization phrase
• Performance Phrase
• Feedback Phrase

Reading ability is a main vehicle for the development of learning experiences and
improved learning success. Hazzard (2016) states that reading makes a significant contribution
to the success of the learner in completing their studies.
These general statements given before relate new information to existing knowledge. Tis
was developed by Ausubel. Advance organizers increase students understanding of certain kinds
of material.
Through the reading process, the learner can obtain the information required to fulfill the
needs of their study assignments. In fact, the ability to read is crucial, thus the process of learning
to read well plays an important role in achieving success in both study and in life. People who
read a lot can gain considerable useful information and knowledge in their lives.
The differences are seen more clearly in the learning activities, namely, those students who read
more have different academic behaviors than those of students who rarely read. As reading as a
process of interaction, involving a reader engaging with the information submitted by the author
through the text

Analogies like advance organizers can contribute in developing understanding of the

students. For example, a teacher can introduce a lesson on human body disease fighting
mechanism by telling on image of battle and consider it is analogy for the boy’s fight.
Reading comprehension is the mental process the reader goes through in an effort to
understand the content of a reading text. OECD, as cited by Kendeou (2014), states that “reading
comprehension is a process to understand, use, reflect on, and engage written texts, in order to
achieve one's goals, to develop one’s knowledge and potential, and to participate in society”.
Otto (1979, p. 147) explains that in comprehension of a reading, the reader not only pronounces
written symbols.
 The ability to read is basically the ability to understand the information conveyed by the
author in the reading text. further, Smith and Robinson (1980, p. 205) describe reading as a
process of interaction, involving a reader engaging with the information submitted by the author
through the text. Through this process, the reader seeks to understand, evaluate, and utilize the
information and ideas being presented.

According to Reigeluth (1983) a cognitive psychologist, is process of thinking about the

material to be learned in a way that connects the materials to information or ideas already
presented in the learner’s mind.
The students who have an open nature and a free field learning style
have a high score in understanding the reading text. The learning strategies have a close
relationship with learning styles and self-factors or personalities of those learning. Therefore,
Hazzard (2016) explains that if the learning strategy is not in accordance with the learning style,
students cannot learn the language well.
These strategies include selecting, predicting, confirming, and validating the results of the
understanding. The use of these strategies has an effect on the reader’s success in
comprehending the content of the text. This means that the use of the right strategy can optimize
the results of comprehension while the use of inappropriate strategies can be a barrier to the
success of comprehension.
In the learning process of reading, teachers should introduce and train students to utilize
appropriate strategies in the comprehension of reading texts. In traditional teaching methods of
reading, teachers generally only apply the principle of task, work, and evaluation. Through this
principle.
Such learning interaction does not provide a meaningful experience for students because
students do not play an active role in building their learning experience. In teaching reading
comprehension, teachers need to direct student activities in order to get to know and use the
correct reading strategy.
Teacher can give examples various reading comprehension strategies, for instance,
including predicting, activating prior knowledge, making connections, setting purpose for
reading, and making inferences. By doing so, internal comprehension processes are made explicit
and students gain metacognitive knowledge of how and how to implement particular strategies
to aid in their understanding of texts”.

Q.5 Describe the relationship between economic conditions and education.

Answer:

Socio-economic condition of a country has a great hearing on the educational

system of a country. Two points must be understood very clearly. The first is that schools
are a part of society and not apart from it. Secondly schools can be understood only with
an understanding of the society they reflect.
 The relationship between education and society has been summed up by the
International Commission on the Development Education (1972) as. "In our view, there is
a close correlation simultaneous and delayed between changes in the socio-economic?
environment and the structures and forms of action of education, which we believe makes
a functional contribution to historical movements.

Moreover, it seems to us that through the knowledge it provides of the environment

in which it operates education may help society to become aware of its problems and
provided that efforts are centered on training complete men' who will consciously seek
their individual and collective emancipation, it may greatly contribute to changing and
humanizing societies."

Education is regarded as the primary instrument in social mobility. In developing

countries, university degrees and diplomas often take on the value of substitutes for titles
and privileges customarily recognized in ancient feudal-style societies, whose social
structures survived despite changes in regime. These considerations of prestige and form
sometimes strongly influence the orientation given to educational systems and the
resources allocated to different disciplines."

International Commission on the Development of Education (1972) has again

observed. "The social demand for education is constantly increasing. Pupil on the one
level strive for the level above. Parents generally want their children to have a higher
degree of education than they had themselves.

The International Commission on the Development of Education (1972) observed.

"It is far more necessary to-day than in the past to have reforms in education to achieve
social and economic development objectives.

It is hard to conceive of society developing without a renewal in education. This is

valid for all societies of whatever type, whatever their predominant doctrine and however,
they envisage their future-whether reformist or revolutionary".

In Pakistan, the upper middle class in approximately ten to fifteen per cent of the
population may be found in this category. The children of this category also attend public
and expensive schools. Similarly, the lower middle class. This class is represented by
government subordinates, school teachers, shopkeepers etc. Their children generally
strive very hard at school and often do very well in their performance. In many cases
students coming from these families feel frustrated when they find that they are denied
equality of opportunity in education and society also.

The condition of the lower classes is appalling. It is estimated that about 50% of
the people belong to this category. Peons, domestic workers, sweepers, labors, petty
craftsmen, landless farmers etc, come in this category. They live in over-crowded
conditions, huts or temporary shelters. Their children usually study in schools where there
are no adequate building and furniture facilities.
 Pakistani society demands admission and recruitment in educational institutions
without discrimination not only on grounds such as class, color, but also on sex. At
present, a vast majority of Pakistani 140 million population live in rural areas. Educational
facilities in rural areas are very less than the urban areas. Education of women in some
areas is less than the urban areas. There is due need to put stress on the education of
women.

A United Nations Report on community development points out that the key to
success in community development lies in the "intelligent participation of women". A
woman who has benefitted from a well-planned functional literacy programmed is clearly
going to be an asset in moving her whole family unit forward on the road to socio-
economic emancipation. Apart from keeping the nation’s overall literacy level down to a
woe-begone 29.3 per cent, the failure to draw girls and woman into the educational
mainstream poses a serious obstacle to socio-economic development.

On the other hand, the experience of technologically advanced countries gives a

clue to likely future developments. In fact, there are already indications that women may
be called upon to participate actively in a wide variety of jobs which must be done in a
rapidly developing economy. It would, therefore, seem imperative to re-define the role of
women in a developing economy in the context of the adaptive demands of
modernization.

The Education Policy 1992 greatly stressed that one of the social objectives of
education is to equalize opportunities enabling the backward or underprivileged classes
and individuals to use education as a level for the improvement of their conditions.