The Relevance of Ibn Khaldun Educational Thought in the Contemporary World
A Discourse
DOI:
https://doi.org/10.53449/wzedff74Keywords:
curriculum reform, educational thought, Ibn Khaldun, Islamic philosophy, socio-cultural educationAbstract
Ibn Khaldun, a fourteenth-century Islamic scholar, historian, and philosopher, provided significant insights about education, society, and human development that continue to be pertinent in modern educational discussions. His educational philosophy, rooted in a comprehensive understanding of human nature and social dynamics, prioritised experiential learning, incremental knowledge acquisition, and the influential role of environment and society in intellectual development. In the twenty-first century, marked by swift technological progress, globalisation, and continuous educational reform, his concepts offer a significant foundation for re-evaluating pedagogy, curriculum development, and the socio-cultural objectives of education. This discourse examines the applicability of Ibn Khaldun’s insights in confronting contemporary educational issues, such as the decline of contextual learning, the disparity between theory and practice, and the deterioration of moral and civic education. The study promotes an educational philosophy that synthesises tradition and innovation by analysing fundamental ideas such as ‘ilm (knowledge), ‘adab (discipline), and the cyclical dynamics of societal progress and regression. It underscores Ibn Khaldun’s lasting influence as a scholar whose ideas might enhance contemporary human-centred and culturally responsive educational frameworks. The research utilises a descriptive and analytical methodology to explore the philosophical and pedagogical aspects of Ibn Khaldun’s oeuvre. The emphasis is on analysing historical literature, identifying fundamental educational ideas, and evaluating their relevance to contemporary educational frameworks, especially in reconciling theoretical knowledge with practical, ethical, and civic education. This conceptual study is based on textual analysis and excludes empirical investigation.
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