Contents of Education


An Islamic Perspective towards Philosophy of Education


Philosophy is the study of realities, the pursuit of wisdom, and commentary on general life principles. It is concerned with a search of eternal truth, both conceptual as well as practical. It has five areas of search – Epistemology, Metaphysics, Aesthetics, Ethics, and History. The instrument used by a philosophy to unearth realities or discover the truth is logic, both inductive and deductive. Educational philosophy is a branch of general philosophy; it gains strength from epistemology. It formulates the aims and objectives or contents of education that, in turn, influence the whole learning environment, society, and future generations.

Contents of Education
Contents of Education

The philosophy of education is based on psychology, sociology, politics, economics, history, science, and religion. Education is a dualistic phenomenon; it is static as well as dynamic. The major portion is dynamic or provisional and adjusts with the change and growth in knowledge, social structure, and civilization, while the minor but vital portion is static or eternal. We proposed that education contents are eternal while the application and explanation of these contents, a major portion, is dynamic. We assumed a multidisciplinary approach towards the contents of education. The analysis accommodates the needs of individuals, society, and time and encompasses the cultural, social, and vocational aims of education.

Education may be formal as well as informal. Formal education is given in schools or colleges, or universities; on the other hand, informal education is obtained and absorbed from society and the environment. Education, formal & informal, is developed and internalized in one’s personality through reflection and experience. It means all of us are learners during our lifetime. However, we are going to analyze the philosophy (aims & objectives) of formal education. Moreover, education has three levels – primary, secondary, and higher. Primary education deals with infants of 3 to 11 years old; secondary education covers teenagers of 12 to 18 years, and higher education shapes young learners of above 18 years. A distinctive approach is required for each level of education.

The contents of education vary from community to community. A secular society would have a different approach towards contents as compare to some ideological society. Moreover, the explanation or implementation of contents would be different in different societies. Our analysis is ideological and dominantly based on the Islamic view towards education.


The term “education” has been derived from the Latin words Educare, Educated, or Educere. Education and Educare mean to train and to nourish, while educere mean to lead out. The former implies that education is something external; to be imposed or put in from outside means the external environment plays a decisive role in learning to process. The latter indicates growth from within; it means an individual’s internal potentialities are decisive in the learning process. The external environment has a secondary role in the educational process. Naturalists / Psychologists gave more importance to internal dispositions of the learning process while the social philosophers put major stress on the educational process’s external demands. We assumed a mixed and balanced approach towards the role and importance of learning to process the internal-external environment.


Aristotle defined education as a process necessary for creating a sound mind in a sound body; according to him, the aim & objective of education is to create good and virtuous citizens. In the fourteenth century, Ibn Khaldun expresses the view that education consists of intellectual, social, and moral training through which hidden potentialities are developed, traits of character are built, and culture of the people be conveyed to the coming generations. In the twentieth century, Dewey defined education in these words: “Education is a process of living through a continuous reconstruction of experiences. It is the development of all those capacities in the individual that will enable him to control his environment and fulfill his possibilities.” We may define education as education, which means adults pass on and inculcate children their knowledge, thought-pattern, and behavior patterns and develop their genetic potential to manage existing and future challenges.

Aims & Objectives – Islamic View

Islam is Divine religion. It is based on the revealed book, Quran, and prophetic commentary, Hadith. The foremost responsibility and ultimate purpose of prophets and Revealed Books are to educate humanity for a better, happy, and purposeful life. They specify the purpose of life, outline the procedure to actualize it, and present a practical example of a purposeful life. Thus, the aims and objectives of education or contents of education can be understood from the last Revealed Book, Al-Quran. We quote a verse of Al-Quran,

“Undoubtedly Allah did confer a great favor on the Muslims when He raised an Apostle from among themselves, who recites to them the Revelations of Allah, and causeth them to grow, and teacheth them the Scripture and Wisdom whereas they were in manifest error before.” (Al-Quran)

The verse identifies the aims and objectives of education. These are:

Faith Plantation
Knowledge Advancement
Wisdom Enhancement
Manner Development


The word faith has various meanings and uses; however, the central meaning is similar to “conviction,” “belief,” “trust,” or “confidence,” but unlike these terms, “faith” tends to imply a submissive and transpersonal relationship with God or with someone has superior powers. Faith is founded on certain beliefs; beliefs’ indispensability to faith is like seeds’ inevitability to plants. A belief system has certain perceptual ingredients with practical implications. A living faith must fulfill two conditions, the necessary condition is logical reasoning, and the sufficient condition is practical fruits for believers/humanity. A living faith gives the believer stability, creates dynamism in one’s personality, brings fruits in one’s life, promotes cohesiveness among the believers, and assigns a specific shape to a group with peculiar traits.

We mention a few verses of the Holy Quran to outline and explain the Islamic Faith’s basic elements.

“A Glorious Book this! Which has nothing of doubt in it; it is guidance for the God-conscious who fear Allah. Those who believe in the Unseen and establish prayer and spend in Our way out of what We have provided them. And those who believe in that which has been sent down to you (O My Apostle) and in that which was sent down before you, and they also have faith in the August Day of Judgment. They are the ones who are rightly guided, and verily it is they who are successful in both the worlds.” (Al-Quran)

The first thing that the Quran does is remove doubt, which is the foremost requisite of modern philosophy, by introducing the faith as a fundamental factor behind reality. Doubt is a negative factor that hinders the exact understanding of reality; curiosity is a far better alternate to doubt for knowledge development or unearth realities. The faith concomitantly presupposes some obligatory beliefs – Unity of God, Unseen System (Angels, Heaven, Hell, etc.), Revealed Books, Institution of Prophets, Day of Judgment, Fate, and Life after Death. Also, it imposes some obligations on believers – Kalimah (a confession of faith), prayer, fasting, almsgiving, and pilgrimage. It is noteworthy that the Unity of God’s idea must create the belief of humanity’s unity.

The Islamic approach towards faith is revealed, explained, and planted through reverent personalities, i.e., prophets; a faith-based on personal reasoning is not acceptable in Islam. The finality of prophets’ wording about faith elements is also essential. A loving and trustful posture towards prophets is fundamental for complete faith; without it, faith is incomplete or objectionable. The very foundation of faith is thus love and submission to a reverent personality or a prophet. , faith can be defined as accepting something true, which has been told by someone who is believed to be trustworthy/praiseworthy.

The object behind faith development is to make stable and balance the psycho-spiritual formation of human personality. The prophets are sent as practical role models, and revealed books are accompanied as a permanent working manual for guidelines. The ultimate aim of developing faith elements is to equip the individual with the necessary working tools to manage and tackle life’s conceptual or practical issues, either big or small, simple or complex, independent or interlinked, a few or many, with fortitude and firmness. Thus, a determination is a necessary outcome of faith; no determination, then no faith.

Islam vehemently put forward two aspects of faith – human and transcendental. The human aspects propose the unity of humanity, while the transcendental aspects propose the Unity of God’s Unity. Faith is incomplete if one aspect is ignored or not forcefully defined. Also, the ignorance of one aspect makes the human personality lopsided and unstable. The repercussions of wrong beliefs about the unity of humanity and the Unity of God are manifold and penetrating every aspect of human society. It can lead the nations into some continuous strife and belligerent attitude towards each other. Moreover, the effects of wrong beliefs go beyond the present generations’ outlook and disturb future generations’ peace and tranquility.


Understanding the factual/declarative, procedural, and conceptual aspects of something that a person acquires through education, observation, and experience is understood. Acquisition of knowledge is the basic demand of human nature. It plays a vital role in the growth and development of a person or a nation.

1. Bases of Human Knowledge: -Let us quote some verses of the Quran on the subject:

And recall when your Lord said to the angels: “I am going to appoint a vice-regent in the earth.” They said: “Will You set in the earth such as will make mischief and cause bloodshed, whereas we celebrate Your praise and glorify You.” Allah said:” Surely I know that which you know not.” And Allah taught Adam the names of all things. Then He set them before the angels saying: “Tell Me the names of these if you are really truthful (in your opinion)” They said: “Glory to You! We do not know what You have taught us. In truth, You alone are the All-Knowing, the All-Wise.”

Allah said:’ O Adam! Tell them the names of these things.” Then Adam had told the angels the names of those things, Allah said: “Did I not tell you that I know full well all the hidden mysteries of the heavens and the earth and I know whatever you disclose and whatever you have been concealing?

The verses manifest that human nature has been made inherently fit and capable of receptivity and absorption of Divine Knowledge. Moreover, Adam’s knowledge has the ability to conceptualize things in nature. Thirdly, man has the ability to develop language because Adam assigned names to items without prior formal training. These verses also show that the first man of the earth came down fully abreast of scientific knowledge, in full monopoly to develop it for natural conquest. According to the Quran, then the human activity program should proceed hand in hand with the divine cooperation and blessing before the plan was being carried on unilaterally in which God has no vice-regent. The verses also indicate that a man has free will to choose the right or wrong path of life. There is no external compulsion on his free choice. The verses also indicate that humanity has a strong tendency towards injustice and strife. However, it can be managed through human knowledge and is restrained by the Will of God.

2. Types of knowledge: -Knowledge can be classified into the following groups:

Natural Sciences: -Natural sciences deal with inanimate objects of the universe. The major branches are physics, chemistry, and astronomy.

Biological Sciences: -Biological Sciences deals with animate objects of the universe. The major branches are zoology, botany, and psychology.

Social Sciences: -Social Sciences deals with collective life and the relationship between individuals and society. The major branches are sociology, political science, and economics.

Professional Sciences: -Professional Sciences deals with individuals’ professions necessary for human survival/quality of life. The major branches are medicine, engineering, and commerce.

Islam accepts the scientific classification of knowledge. However, it proposed a broader taxonomy of knowledge for humanity:-

First, Absolute versus Dubious Knowledge. The absolute knowledge is based on some scientific facts or given through some reverent personality (i.e., prophets) in the Revealed Book’s shape (e.g., Quran). The dubious knowledge is based on subjective analysis (e.g., the theory of psycho-analysis proposed by Freud.). Second, Fruitful verses Fruitless Knowledge. The fruitful knowledge benefits humanity (e.g., natural sciences, biological sciences, social sciences, and professional sciences.), while fruitless knowledge is of no use for humanity (e.g., occult sciences).

3. Aspects of Knowledge: -A peace of knowledge can be broken into three categories or has three aspects – Declarative, Procedural & Conceptual.

Declarative Knowledge: -It is knowledge about something, e.g., the structure of the body, the structure of a computer, the format of earth, and parts of speech. It deals with WHAT type of questions.
Procedural Knowledge: -It is knowledge about the procedures and sequences. It narrates and explains procedures & sequences of any compiled information or data. That is, it deals with HOW & WHEN type of questions. For example, HOW computer is manufactured or used WHEN computer is ready to use or sale.

Conceptual Knowledge: -It is knowledge of concepts working behind the declarative and procedural knowledge. It is an abstract aspect of knowledge. In conceptual knowledge, the relationship among concepts is also discussed. It deals with WHY type of questions. For example, the mathematical concepts and their relationship with each other provide a basis for the working of computer hardware or software.


Knowledge enables us to understand the realities of things (i.e., Divine Scheme of Creation, Natural System of Growth, natural forces, and history), and wisdom equips us with abilities to utilize the realities for the benefit of self and others. According to Islam, wisdom is a higher-level attribute; it comes after knowledge. Wisdom is bestowed when the Will of God replaces man’s will, and human understanding is fully exploited. Thus, wisdom is based on knowledge and intellect. Let us quote a verse to make it clear:

“He bestows wisdom upon whom He will, and whosoever is granted wisdom, he is indeed granted abundant good, and none accepts admonition except men of understanding.”


Islam proposed two diagonally opposites aspects of wisdom – Divine Wisdom and devil wisdom. The Divine Wisdom is based on right faith and fruitful knowledge and produces good results for self and humanity, materially and spiritually. In contrast, the devil’s wisdom is based on wrong faith and fruitless knowledge. It leads humanity towards only worldly or material benefits, completely ignoring others’ benefits and spiritual benefits. The devil wisdom guides for self benefits at others’ cost; however, the devil / worldly wisdom is short-lived and weak, ultimately fails to materialize her lopsided designs.

Character-Sketch of a Wise Person

Wisdom is personalized, established, and manifested through struggle. A person fully involved in chores of life would qualify for wisdom. Seclusion or solitude is the very negation of wisdom, while participation is the very basis of wisdom. A wise person pursues his goals/responds to the problems of life with certain characteristics. These characteristics are essential working tools of a wise individual that give him/her edges over non-wise. A wise person’s prominent attributes are – Effective Communication, Enthusiasm, Discipline or Rigor, Decision Power, Sense of Responsibility, Moderate Behavior, Self-Confidence or High Morale or Courage, and Appropriate Appearance.


Manners are countless, structurally, and diverse, practically. However, the essence of good manners is constant for all and sundry; it is humility. Humility is a unique positive attribute of human personality; it is an attribute and the essence of every positive attribute. The absence of humility makes all manners a soul-less ritual unable to produce fruitful results for self and others. A proud person is ill-mannered and creates problems for themself and others.

Manners have two aspects – inner and outer. Inwardly, manners are shaped by the dynamic organization of all the perceptions, intentions, and emotions of an individual and the behavior that results from these aspects’ organization. In contrast, outwardly, they are shaped by social acceptance of the behavior. , conformity to some rationally defined and morally established interactive standards is considered the best manners. Manners are developed under the guidance of intellect, knowledge, wisdom, social norms, and religion. They are time-honored phenomena. The reasonably/indisputably evolved set of manners creates order, consistency, and continuity in one’s life and gives a beautiful look to an individual or society. Manners are forerunners of culture and give longevity to civilizations. A society of ill-mannered persons will not be able to survive, at least with respect and recognition.

Bases of Best Manners

Man is a combination of three basic realities, i.e., body, mind, and soul. The body has certain physical needs for survival or continuation of life such as food, water, and sleep, the mind has some instinctual desires for interactive life such as parental instinct, gregarious instinct, learning instinct, and sex instinct, and the soul has some ingrained urges towards moral excellent physical powers fulfill body needs were; psychological instincts are satisfied by mind powers such as will-power, decision-power, and emotional-power; soul urges are calmed by spiritual powers such as insight and intuition. A sustained manifestation of countless human efforts to satisfy body needs, psychological instincts, and soul urges shapes human personality. Physical balance or health depends on diet, leisure time, proper sleep, and constructive physical activities. Mind normality or peace of mind hinges on a positive approach towards intentions, perceptions, and emotions. The soul is satisfied by the rationally-intuitively defined belief system. A balanced approach towards physical health, mental satisfaction, and spiritual contentment give shape to a mannered personality. Moreover, a mannered life is formed and improved through several group interactions such as social relations, economic dealings, political contacts, and customary connections.

Concluding Remarks

The aforementioned elaboration about education contents – faith, knowledge, wisdom & personality traits, or manners – manifests that educational institutions should have a comprehensive approach towards learning. They plant FAITH, give KNOWLEDGE, equip with WISDOM, and develop PERSONALITY / MANNERS to face existing and upcoming life challenges. Each aspect has its own importance and indispensability, one cannot be left at the expense of the other, and all are needed. It is noteworthy that only a content-based educational system can produce fruits for society, coming generations, and concerned individuals. Based on the whole analysis, we propose two sample Mission Statements of educational institutions.

We strive to develop among our students’ individuality with Humanity, Independence with Inter-dependence, and Science with Technology.
We strive to develop among our student’s Personality with Patriotism, Faith with Manners, and Knowledge with Wisdom.