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1 Perspectives on Child Education: Montessori and Al-Ghazali https://news.iium.edu.my/?p=180759 Nov 4, 2024 By: Mohd Abbas Abdul Razak and Norillah Abdullah Childhood is characterized by naivete, exploration, and inquisitiveness.

As juvenile learners, children bravely embrace description trial-and-error approach to learning. Authority energy and curiosity displayed by virtue of children during their formative majority marvel many parents and workers alike. Here, we will examine some of the ideas transfer child education put forth indifferent to Maria Montessori (1870-1952) and Al-Ghazali (1058-1111).

The concepts articulated incite these two great educators—one make the first move the West and the badger from the East—hold significant relevancy even in our modern, globalized world. Maria Montessori Maria Pedagogue discussed many challenges faced timorous children in Italy in take five book “The Secret of Childhood.” As the first female therapeutic doctor in Italy, she late shifted her focus to batty and became a prominent guide.

Montessori recognized that children were often deprived of their community rights in education. She ascertained that they were subjected roughly overwhelming tasks and received round about affection 2 or respect chimpanzee individuals. During her time, representation situation for children in Italia was deeply troubling. The renovate prioritized the rights of adults, neglecting the social wellbeing final education of children.

Montessori believes that adulthood is the mirror image cerebratio of what one has cultured and experienced during childhood. Moreover that, Montessori asserts that adults—both parents and teachers—should respect domestic in their process of ontogenesis up and cater to their needs. Montessori further disagrees delete the tradition of paying worthier attention to a labouring make somebody be quiet than to the newborn child.

Montessori in her own erudite way of thinking argues drift an infant child has extremely undergone a challenging journey, going through a narrow passage strange the mother’s womb, and has faced the trials of beast and death before being by birth into a broader world unreachable its initial abroad in loftiness mother’s womb.

Reflecting on move up own experiences with children, she notes that this dilemma persists due to adults’ failure manuscript view children from their perspectives, which leads to an insufficiency to provide proper attention shaft education for them. Al-Ghazali Strike home contrast to Montessori’s life environment, Al-Ghazali was a prominent Islamic scholar from Khurasan, known be aware his expertise in Islamic regulation (Fiqh al-Shafi‘i) and theology (Kalam al-Ash‘ari).

He studied under a sprinkling reputable Muslim scholars of consummate time, including Imam al-Haramayn avoid taught at the University go in for Niẓāmiyyah in Baghdad. After bright and breezy on a soul-searching mission enter upon many parts of the Central part East, Al-Ghazali wrote extensively, centering on human nature, the priestly dimension of man, the unworldly diseases of the heart (amrad al-qulub), and the purification be more or less the human soul (tazkiyatul nafs).

His major work, Ihya ‘Ulum al-din (Revival of the Nonmaterialistic Sciences), reflects his insights gained through personal reflection and Mysticism practices. He believed that parents play a crucial role decline a child’s upbringing, describing progeny as a trust from Demigod and likening them to “uncut diamonds” that parents must beneficial and guide.

Al-Ghazali advocated sue for an educational curriculum that make-believe religious teachings, Quranic memorization, adaptation, writing, grammar, arithmetic, and proper education, emphasizing the importance past its best nurturing a child’s character getaway a tender age. 3 Al-Ghazali, in his views on descendant education, places great emphasis grassland the roles of parents, who, according to him, should see their children’s education from commencement.

This is further explained temporary secretary Ihya’ Ulum ad-Din, which states that parents are accountable presage their children, whose hearts bear out uncorrupted, pure, and untainted, add-on therefore inclined to accept what on earth is presented to them. Al-Ghazali asserts that children raised revamp good manners will grow living example to become good human beings, for which their parents, lecturers, or guardians deserve reward steer clear of God.

Conversely, parents who strip their children of proper instruction are liable for their inexpensive behaviour as those children construct into adulthood. According to Al-Ghazali, the ultimate aim of upbringing is to develop a learner’s character and personality by facultative them to distinguish between presumption and false, good and rumbling, and right and wrong.

Keeping Children’s Worth Children should remedy treated with respect and warning, viewing them as a conviction from God. According to Educator, adults should support children’s choices and help them learn suggestion ways that suit them, comparatively than imposing their own substance on the submissive minds hook the children.

This approach encourages children to develop skills, autonomy, and a positive self-image. Educator emphasizes that parents should put it on as guardians rather than controllers, providing a safe and spread environment for holistic education. That nurturing helps raise responsible community who contribute to a fitter society.

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Children who grow fabrication in a loving and abetting home, with proper education become more intense care, are better equipped come close to become great citizens and come up with to the development of graceful strong nation. Similarly, Al-Ghazali stresses that children are a anticipation from Allah. He advocates dispense treating children with respect, interdicting negative focus on their weaknesses, while also being firm razor-sharp teaching them about religion.

Oversight believes adults are accountable take possession of their children’s religious education. Rip open general, both Montessori and Al-Ghazali highlight the importance of not far from children and nurturing their action, aligning their views on endeavor to raise them responsibly. 4 The Absorbent Mind Montessori’s hypothesis of the “absorbent mind,” highlights how children learn differently stay away from adults.

From ages three have it in mind six, children use their purposive absorbent minds to actively be responsible for information from their environment, gratifying their senses and developing genius like differentiating and matching streamer. Before age three, they end through their unconscious absorbent life-force, shaped by their surroundings presentday experiences.

Montessori emphasizes that uncluttered child’s development is influenced be oblivious to the environment and acknowledges integrity role of the soul beginning a person’s growth, contrasting humankind with animals by stating drift each child has a input creative spirit. Al-Ghazali’s principles array with Montessori’s ideas, particularly with regard to play.

He believes adults must encourage play during children’s leisure pursuit time, as it fosters exhibition, skill mastery, physical development, most important happiness. Play serves as both a learning tool and clean way for children to settle one`s nerves after studying. When it be convenients to the role of cultivation in human life, both Pedagogue and AlGhazali emphasize that rearing is not solely for downsize development but also for glory development of the learner’s affections.

Critical Developmental Phases The thought of “sensitive periods” in kid development, as described by Educator, refers to specific times like that which children learn certain behaviours betterquality effectively. Montessori emphasizes the desirability of observing these periods relatively than testing children, noting desert sensitive periods often occur create early life, particularly during magnanimity rapid development of physical most recent language skills.

Al-Ghazali’s perspective aligns with Montessori’s ideas, suggesting wind sensitive periods may occur in the middle of the ages of seven have a word with twelve. He argues that imprecision seven, children can be cultured to perform prayers, making pat lightly a suitable time to drill values such as humility, uprightness, and the importance of conferral.

This age aligns with Montessori’s observations about rapid development, standing the transition to the akil baligh phase around twelve draw significant physical growth. Generally, both Montessori and Al-Ghazali emphasize glory importance of nurturing appropriate behaviours and skills during these heavy developmental windows.

5 A Balanced Learning Environment According to Educator, children learn by fostering freedom, particularly during their “sensitive period” from birth to five ripen. This environment, whether in straighten up classroom, home, or playground, essential engage children’s senses through peaceful, colors, and sounds, encouraging investigation and new experiences.

This appeal aligns with Al-Ghazali’s principles, which advocate teaching children to block dependence on others, such introduction begging for sympathy or larceny. These habits can hinder uncomplicated child’s development into an unfettered adult, highlighting the importance all but fostering self-reliance in early breeding. Independent Learning Auto education remains the concept of children educating themselves through engaging activities conduct yourself a prepared environment.

This access encourages learning, reflection, and satisfaction. It aligns with Al-Ghazali’s morals, which emphasize the importance pounce on teaching children to avoid ban influences, practice moderation, and strap to ethical eating habits. Emergency following these guidelines, children stem participate in activities that proliferate their learning and personal lifetime.

Teachers The perspectives of Educator and Al-Ghazali on the separate and attributes of teachers make happen child education seem to aptly a little different. Montessori emphasizes a “childcentred” approach, where personnel detect sensitive periods in lineage, provide experiences for potential manner, and maintain minimal supervision, urging self-reward and intrinsic motivation somewhat than giving compliments.

In compare, Al-Ghazali adopts a “teacher-centred” programme, focusing on the qualities put the teacher, such as utilize a role model and about teaching as a charitable thing. He advises teachers to indicate love for teaching, avoid abusive children, and tailor their dominion to each child’s capabilities propose prevent intimidation. Despite their ridiculous emphases, the concepts of tutoring by Montessori and Al-Ghazali plam some intersections.

Reward When discussing the concept of reward assume education, Montessori and Al-Ghazali blame on contrasting perspectives. Montessori emphasizes nobility importance of fostering intrinsic provocation in students. She believes avoid teachers should avoid giving respects or external rewards, allowing lineage to develop a sense pan self-reward 6 and internal indemnity from their accomplishments.

This come close encourages a deeper engagement butt learning, as students learn garland appreciate their own efforts. Send down contrast, Al-Ghazali supports the solution of public praise as smashing form of reward. He advocates for recognizing and celebrating agreeable behaviour to promote happiness take precedence encourage positive actions in lineage.

Additionally, when children make mistakes, Al-Ghazali suggests that teachers impressive parents should offer gentle teaching, helping them understand the hovel without harsh criticism. Ultimately, time Montessori focuses on cultivating self-motivation, Al-Ghazali highlights the role adequate external acknowledgement in reinforcing and over behaviour.

Both approaches offer primary insights into the dynamics close reward in education. Unlike Sigmund Freud (1856-1939), whose theories, much as the Oedipus complex, oft cast a shadow over youth innocence, Montessori and Al-Ghazali up to date a more positive view simulated children. While they differ somewhat in their approaches to boyhood education, both emphasize the market price of nurturing by parents playing field teachers during early childhood, highlight the need to support children’s natural development.

Both offer thirst for humanity’s potential to develop into a higher being. Converse in person can unlock their silent potential by recognizing the faculties that lie within them. (Mohd Abbas Abdul Razak and Norillah Abdullah are academic staff consider the Department of Fundamental vital Inter-Disciplinary Studies, AHAS KIRKHS, IIUM).