Educational Philosophy Imam Al-Ghazali’s Perspective

Islam is a divine religion. It is based on divine revelation (Holy Quran) and sunnah of the Holy Prophet ﷺ. As a religion it is a complete code of life. It does not deal with worships only but addresses all fields of life. Like Beliefs and worship, Islam focuses on education also. As a last and chosen religion, it motivates human beings to seek knowledge. The first word of the first revelation (Chapter Al-alaq) starts with Iqra means Read. In first five ayat of chapter Al-alaq, the basic requirement for enhance of education (Read, knowledge and pen) have been mentioned six times. Similarly, the Holy Prophet r took many steps for imparting education. In this connection, the example of first residential university (Suffa’h) is sufficient. Imam Ghazali one of the most famous Muslim thinkers discusses the education in his books in detail. He was born in 448 AH (1057 CE) at Tabaran a town in the district of Tus, which lies within the Khorasan Province of Iran and died on 18 December (1111 CE). In this article knowledge, its classification, stages, curriculum, art of teaching, responsibility of both teachers as well as students have been discussed in the light of Imam Ghazali educational philosophy.

Facilitating Social Studies Teachers in Teaching Controversial Issues for Developing Political Literacy in Students

This research study a small scale action research attempted to look into the role of a teacher educator in facilitating social studies teachers in teaching controversial issues to develop political literacy in students. A need for teachers to be educated and facilitated in teaching controversial issues was felt by the researcher which led to this study. The study was conducted with two secondary social studies teachers in a private English medium school in Karachi. The process of action research started with the teacher educator studying her own and the participants' existing beliefs and practices regarding the teaching of controversial issues and political literacy. The situation was also studied to gain an understanding of what was going on. Using the training model by Joyce and Showers, the researcher followed the steps of planning, implementation, observation and reflection, through two main and several small cycles. Data was collected through observations, semi structured interviews, pre and post discussions and reflective conversations. Analysis of data was done side by side with data collection. The study reports some possible strategies for teacher educators which facilitated the preparation of teachers to teach controversial issues. Findings and key learning include the researcher's learning as a teacher educator and an action researcher, learning about the teachers and the situation. The study explains how the teacher educator was able to facilitate the teachers and improve her practice as a teacher educator in the process. Based on the findings some implications are put forward along with some recommendations and suggestions.