Philosophy of Education
3 articles filed under this keyword.
Bertrand Russell’s Philosophy of Education
Hawkar Hamad Khdir, Batool Ridha Abbas
Russell’s views on education are both interesting and controversial. Similar to Rousseau and Locke, he considered education to be a process of “self-habit.” Russell believed that children are like raw materials at birth, and it is our responsibility to shape them. In the beginning, it is very easy to influence a child, whether positively or negatively, because children are neither inherently good nor bad at birth. What influences them is, on one hand, an unknown nature, and on the other hand, education and various environmental factors that shape this raw material—the child. Habits and conditioning, whether for better or worse, ultimately lead to either happiness or misery. A child is born with certain instincts and develops habits under the influence of the environment, which may be good or bad. This is largely determined by the intelligence and wisdom of the parents and guardians, as the nature of the child from the beginning is so soft, compliant, and receptive that it is almost unbelievable. Most children are capable of becoming either good or bad individuals, as the instincts and reactions they possess become stable habits and characteristics due to environmental and educational influences—especially during childhood. For this reason, the foundation of a child’s behavior and personality is formed early in life. Russell believed that moral education—the education of a child’s soul and personality—should begin at an early age to help them become positive, brave, and intelligent members of society. According to him, this can be achieved with most children, often with very good results.
Volume 11 · Issue 4 · August 2024The Philosophy of Education and Knowledge in the view of Ghazali
Darstan Abdulrahman Hussin, Bayar Othman Qadr, Zryan Hamza Azziz
The abstract of this paper includes sources and methods of access to knowledge and methodic doubt in Ghazali viewpoint and describing the concept of education in the philosophy of Ghazali. The sources of obtaining knowledge in al-Ghazali’s view are not only the senses and the intellect, but also the revelation of the prophets. This means that the prophets own a special knowledge that is not normal to all the people, and the ordinary people must follow. The senses communicate the knowledge of mind, but reaching the truth is not achieved through feelings and minds alone. Emotions and thoughts are doubtful and often deceive us. We do not reach the knowledge of certainty, especially in metaphysical matters. The things that fall on the other side of the world are feelings, so Ghazali uses doubt to reach the knowledge of certainty, and this can be found through guessing. Ghazali thought that human could achieve the truth through the incident. The term ‘Education’ is used in every language which all focus on the preparation and training. Islam has given great importance to education and the Holy Qur'an itself. Imam Ghazali has played a major role in Islamic education. He has many writings, such as ‘Ihya Uloom al-Din’, which is a valuable encyclopedia of renewing the Islamic sciences and Islamic education. Ghazali tried to turn Islamic education towards Sufism. And the goal of Islamic education is to prepare a single believer committed to achieving happiness.
Volume 10 · Issue 1 · March 2023Language and Linguistic Violence in Education Field
Shukur Mohammed Saleh, Nareman Abdwlla Kareem
This study, which is entitled “Language and Linguistic Violence in Education Field”, deals with the use of language in educational field. The use of a violent language entails psychological and physical violence. There are many factors for an individual to have a violent language, including community, family, and school environment. Therefore, this issue has to be addressed seriously in educational settings. Schools should be made like a centre where positive influences to be placed on individual’s language and intellect. The texts studies in schools should be composed in a way that takes into account the feelings of all. Besides, the nation’s philosophy of forming individual’s language and thought is reflected in these texts in terms of individual’s behaviour and etiquette. Hereby, there must plan for building individuals free from hatred and violence. This study is divided into two sections, conclusions, and list of references. Section one is entitled “Language and Linguistic Violence from Social Perspective”. It covers the concept of language and its use; linguistic violence definition; psychological concept of linguistic violence; characteristics of a violent language; the impact of linguistic violence on family and society; and the social factors of linguistic violence. Section two, Language and Linguistic Violence in Education, addresses linguistic violence in education; the connection between linguistic violence and violent behaviour; the relationship between linguistic violence and communication; language plans in education system; characteristics of language in educational field; and language functions.