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Aims of Education EssayEducation has been conceived so multifariously in hu musical composition history, especi solelyy in verge of its aims. Chopra (2005) defines the term Aims as Long-term ambitions which may or may not be achieved, exactly which supply personal motivation and direction (p.16). Perhaps more than other aspects of human existence, it is raising which lends a direction to human efforts finished a definite profound school of thought a set of ideas intimately the nature of reality and about the meaning of conduct (McNergney Herbert, 1998, p. 130). However, aims of directing depend on the philosophy that prevails at the time of determining the aims of nurture. Different philosophies hold different views about the aims of reproduction Certain philosophies need performd narrow patriots. Others catch produced cultured individuals. Some others are responsible for speech up spiritual men and women (Shahid, 2001, p. 110). In fact, a philosophy or an id eology serves as a back-b cardinal in determining the objectives or end results of an education dodge.2.Western philosophy and Aims of EducationIf we sift the history of education in the West repair from the time of Greeks to the present contemporary era we would come across the quest major schools of thought influencing the aims of Education2.1. IdealismIdealism is considered the oldest philosophy of Western culture, dating back to old-fashioned Greece. Socrates (469-399 B.C.), one of the most honored philosophers and the earliest exponents of the idealistic school of thought looked upon the aim of education as not verbal instructions but to enable the individual, by developing in him the power of thought to acquire knowledge by himself, i.e. by self-realization. For this purpose, he presented the Dialectic Method/Socratic Method which is kindredwise called Question/Discussion Method.2.2 RealismAristotle (384-322 B.C.), a student of Plato and great Greek philosopher, was th e leading work out of this school of thought. He intendd in dualism the tendency to view reality as composed of two constituent elements crap and of matter (Kneller, 1964, p. 37). Following are the main(prenominal) aims of educationin RealismEquipping students with knowledge and cleverness needed to understand and master their physical environment. Enabling students to adjust themselves with adult approved behaviour. (Shahid, 2001, p. 141)2.3 ExistentialismSoren Kierkegaad (1813-1855) is considered the brain of Existentialism. Existentialists believe that the physical world has no inherent meaning apart from human experience. Existentialists believe that the main aim of education is to Develop authentic individuals who exercise freedom of choice and take responsibility of their run (McNergney Herbert, 1998, p. 139).2.4 MarxismThe leading proponent of this school of thought was Karl Marx, an immensely influential German philosopher, political economist, and socialist revolu tionary. He was famous for his analysis of history in terms of class grapples. The aims of education, according to Marxists, are Shape batch and institutions change material conditions of society, producing classless society (McNergney Herbert, 1998, p. 139).2.5 BehaviorismB. F. Skinner, is called the father of Behaviorism. jibe to this school of thought, the aim of education is to engineer environments that efficiently maximize learning (McNergney Herbert, 1998, p. 139).2.6 CognitivismCognition means the process of thinking and knowing. The aim of education, in cognitivists view, is to develop thinking skills for lifelong self-directed learning (McNergney Herbert, 1998, p. 139).2.7 NaturalismNaturalism is based on the boldness that nature is the whole of reality(Kneller 68). Jean Jacques Rousseau (1712-1778 ) was the exponent figure of this school of thought. Rousseau stressed that what is natural is genuine. According to Naturalists, following are the aims of education (1) Self-expression (2) Autonomous development individuality (3) Improvementof racial gains (4) Preparation for the struggle for existence. (Shahid 125)2.8 PragmatismAccording to the Pragmatists, truth is a tentative assertion derived from human experience (Kneller 82). The leading figure of the pragmatic educational philosophy was John Dewey (1859-1952), an American educationist. He believed that the aim of education is to Develop and take hold practical knowledge and skills for life in a progressive democratic society (McNergney Herbert 139).2.9 PerennialismPerennialists believe that education, like human nature, is a constant. The leading proponents of this philosophy were Hutchins and Adler. Accorging to McNergney Herbert, the perennialists argue mountain are canonicalally the same, regardless of where they make love and who they are, thus all people need the same canonical education and that education should consist of a fundamental grounding in history, language, mathemati cs, science, literature, and humanities(147).2.10 EssentinlismEssentialism asserts that Essence is prior to Existence and that education involves the learning of the basal skills, arts, and sciences that train been useful in the past and are likely to remain useful in the time to come (Kneller 256). The exponent figure of this school was William C. Bagley. The aim of education, as the Essentialists hold, is the Acquisition of culture cultural literacy for personal good (McNergney Herbert 139).2.11 Social ReconstructionismA key word to learn when trying to understand postmodern education is constructivism. The leading figures of this educational movement was George Counts. The reconstruction theory seeks to rebuild the society afresh. Its supporters believe that the role of education is to create a new social order that will fulfill the basic values of our culture and at the same time harmonize with the underlying social and economic forces of the modern world. According to them , the aim of education is to Solve social problems and create a better world (McNergney Herbert 139).3. Islam and Aims of EducationLike Western philosophies of education, Islam in like manner holds a view on the aims of education. However, it presents an independent, unique and much broader framework of reality, knowledge, existence and values to which the aims of education have got a logical connection. As a revealed religion, there is an objective quality of the goals of education in Islam.3.1 ism in IslamPhilosophy gets its roots from the ancient Greece. It emphasizes on the search of truth with the help of human reason. It is cognise as falsafa in Arabic. On the other hand, Islam is founded on the Word of Allah or the revealed knowledge. The way Islam came into contact with philosophy is explained by Fakhry (1997) in the following words The rapid expansion of Muslim Arab civilization in the degree Celsius years after the death of the Prophet Muhammad SAW brought the corpor ate trust into close contact with Greek, Persian, Egyptian, Syrian and Indian cultures and certain elements of those cultures incorporated (sometimes on adapted form) into Moslem thought. However, Islamic Philosophy takes its roots from the Holy Quran.3.2Education in IslamThe term education, as finds its meaning in Western philosophy, does not correspond very closely to some(prenominal) one exclusive term in Arabic. In fact, there are three words which are normally translated as education_ one emphasizing knowledge one growth to maturity and one the development of good manners. However, all these concepts aim at producing good Muslims with an understanding of the Islamic rules of behaviour and a strong knowledge of and commitment to the faith. Ashraf defines Islamic education as an education which trains the sensibilities of pupils in such a manner that in theirapproach to all kinds of knowledge they are governed by the deeply felt estimable values of Islam. They are trained and mentally so disciplined that they want to acquire knowledge not merely to satisfy an intellectual curiosity or just for material worldly benefit but to grow up as rational, righteous beings and to bring about the spiritual, moral and physical welfare of their families, their people and mankind. Their mental attitude derives from a deep faith in god and a wholehearted acceptance of a God-given moralcode. (Hussain Ashraf 1)3.3 Aims of Education Complete Submission to His WillIslam means slay submission to the Supreme be of Allah (SWT) and His Shariah. The sole purpose of mans macrocosm as described in the Holy Quran is to worship Allah (SWT) And I have not created the Jinn and the men but that they may worship Me. (al-Zariyaat 51 56)So, according to Islam, the purpose of the creation of humanity should also be the sole purpose, aim and objective of philosophy of Islamic education i.e. the complete, dogmatic submission to the Supreme Will of Allah (SWT), the Almighty. As R izavi puts it Thus in Islamic creed, the idea of omnipresence of God permeates life in its totality God is everywhere and hence prayers can be said anywhere A Muslim is supposed to be in communion with God throughout his life academic term on the prayer-rug, labouring in the field, defending his countrys borders, in short, while doing anything and everything. (113)3.4 Taqwa (piety) and Adl (justice) as the Cornerstones of Islamic TeachingsTaqwa occupies a crucial position in the aims of Islamic teachings. The Holy Quran considers it a requisite for getting Divine Guidance (Hidaya) This is a perfect Book there is no doubt in it it is a guidance for the righteous (al-Baqara 2 2)Regarding the sacrifices offered by the Muslims at the time of Hajj or Id al-Adha, the Quran clearly says that the flesh of animals sacrificed does not pass along Allah what reaches Him is the piety or taqwa operated behind these teachings(Rizavi 115). The Quran also gives us a clue to the achi evement of taqwa or excellence of character Be just that is Next to piety (al-Maidah 5 8).In fact, With respect to man justice means basically a condition and situation whereby he is in his right and fitting place (al-Attas 26). Thus, Islam aims at preparing such persons who are pious and just.3.5Justice implies knowledgeIslam has made it obligatory on all believers to acquire knowledge. In the very first verses of the Quran, the prophet Hazrat Muhammad (SAW) was instructed to read Convey thou in the happen upon of thy Lord Who created Created man from a clot of blood.(al- Alaq 96 1-5)The best Islamic education must traverse the two traditional categories of knowledge, and the hierarchical relationship between them revealed knowledge, attained through the religious sciences and acquired knowledge, attained through the rational, intellectual and philosophical sciences. In Islam, both types of knowledge, the revealed and the acquired, contribute to the strengthening of f aith, the former through the careful ruminate of the revealed word of Allah SWT and the latter through the systematic study of the world of man and the universe. The Quran appeals constantly to reason and try which is a blessing indispensable to arrive at proper judgement. It invites directs the humans to study the reality.3.6 Taqwa and FaithThe basic features of the Islamic constitution as substantiate in the Quran Sunnah are the creed or doctrine (Aqeedah) or faith (trust and belief founded on authority) _ as belief in Allah SWT, faith in the prophet SAW and the basic attitude that all human activity should follow in the complete submission to Allah SWT. Islamic education has to inculcate these beliefs and attitudes in Muslim youth. The more comprehensive equivalent of faith in the Arabic language is Iman derived from the root-word Amn which means freedom from fear, security, peace, satisfaction, trust, affirmation, acceptance of correctness and submission or giving up to tr uth. Accordingto the Holy Quran a Believer i.e. a Momin must have faith in (1) Allah, (2) The Hereafter, (3) The Unseen Clestial powers called Malaika (roughly translated as Angels), (4) The Book and (5) The holy prophets. (Haq 242)3.7 IjtehadSide by side with the inculcation and strengthening of these basic values, Islamic education must create in the minds of Muslim youth an adaptability and a mechanism for adjustment to worldly matters. The Arabs were the first people to demonstrate such an adaptability during the prime of Islamic intellectual preeminence. They acquired Greek learning, subjected it to investigation, experiment and expansion in such diverse fields as algebra, geometry, astronomy, navigation, chemistry medicine and evolved the scientific principles of empiricism. This attitude extended into Europe in the fifteenth the sixteenth centuries as part of the Renaissance. The Islamic education system must now adopt the same scientific empiricism in worldly matters whic h the Muslims themselves invented but have forgotten during the past five centuries. The value of adaptability, experimentation and tolerance (as opposed to dogma) must be embodied in the new system. This will, in all probability, require the institution of ijtehad or interpretation of the Islamic law. An Islamic educational system is an integrating force and it prepares men for ijtehad where it is due. In the words of Iqbal The teachings of the Quran that life is a process of progressive creation necessitates that each generation, guided but unhampered by the work of its predecessors, should be permitted to solve its own problems. (1989)3.8 Action as Complementary to FaithIn Islam good actions are a requisite to faith. The Holy Quran says By the fleeting Time, Surely, man is in a state of loss, Except those who believe and do good works (al-Asr 103 1-3)3.9 Enjoining Right and Forbidding WrongAccording to Haq, It Islam is not scarcely a religion of the Muslims, in the usua l sense of the word it is their whole life. It encompasses all aspects of human life social, cultural, economic, educational, spiritual, material, political, in fact, all. A cult of universal brotherhood must, of necessity, be highly organized. (244) What Islam aims to produce are animate and committed individuals who work for the promotion of all that is good and the renunciation of all that is bad for the ultimate victory of all human-beings. The Holy Quran says You are the best people raised for the good of mankind you enjoin what is good and forbid evil and believe in Allah (Al-i-Imran 3110)3.10 Sincerity of Motive (niyyah)According to Rizavi, Islam gives due consideration to human weaknesses, and, therefore, accepts from a person whatever he may achieve, with the sincerity of motive (117) and that Motive (niyyah) is a serious factor in the acquisition of education. In fact, Islam judges all conduct according to its motives (116). 4. decisivenessThe aims of educatio n stem from the kind of philosophy directing them. Western philosophy, in general, is this world-oriented, and divorced from revelation, its aims of education have been changing and varying from one approach to another it ignores the true self of man (both physical and spiritual) its top dog sources of knowledge are senses, reason and intuition which are deceivable and temporary it neglects the final purpose of man therefore, it fails to provide one single approach and thus leaves man into chaos and confusion. On the other hand, Islam, having a inspired base, aiming to bring man closer to God and seek His pleasure as his ultimate aim, is characterized by clarity, realism, sublimity and downrightness of direction thus, offering a solution to all of mans problems and giving him a right direction in this world.ReferencesThe Holy Quran.al-Attas. ed. Aims and Objectives of Islamic Education. Jeddah Hodder and Stoughton, 1979.Azam, Ikram. A Futuristic Paradigm of Education. Islamabad AB C Enterprises, 2003.Chopra, Rakesh, ed. donnish Dictionary of Education. Delhi Isha Books, 2005.Fakhry. Islamic philosophy, theology and mysticism. Oxford Oneworld, 1997. Haq, Mazhar A. Educational Philosophy of the Holy Quran. Lahore Institute of Islamic Culture, 1990.Hussain, S.S. Ashraf, S. A. Crisis in Muslim education. London Hodder Stoughton, 1979.Iqbal, A.M. The Reconstruction of Religious Thought in Islam. Lahore Iqbal Academy, 1989.Kneller, George F. Introduction to the Philosophy of Education. Los Angeles University Of California, 1964.McNergney Robert F. Joanne M.. Herbert. Foundations of Education.London Allyn Bacon, 1998.Rizavi, Sayyid S. Islamic Philosophy of Education. Lahore Institute ofIslamic Culture, 1986.Shahid, S.M. ed. Philosophy of Education. Lahore Majeed Book Depot, 2001.