Khalid bin Hamid al-Hazimi
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Khalid bin Hamid al-Hazimi is a contemporary Saudi scholar and academic specializing in Islamic pedagogy, who served as an associate professor in the Faculty of Da'wah and Usul al-Din at the Islamic University of Madinah.
Academic Career and Pedagogical Research
Al-Hazimi's academic work focuses on articulating the theoretical and methodological frameworks of Islamic education (التربية الإسلامية). He outlined its conceptual principles and core pedagogical tenets in his treatise Usul al-Tarbiya al-Islamiyya ("Foundations of Islamic Education"), published in Riyadh in 1420 AH (2000 CE).
A central theme in his scholarship is the critical examination of Western pedagogical terminology and its infiltration into modern Islamic educational discourse through translation and cultural borrowing. In Mustalah Falsafat al-Tarbiya fi Daw' al-Manhaj al-Islami ("The Term 'Philosophy of Education' in Light of the Islamic Methodology"), he employed a descriptive-analytical approach to critique the use of the term "philosophy of education," arguing that combining foreign philosophical concepts with Islamic education creates conceptual incoherence and undermines the epistemic foundations of Islamic pedagogy.
Al-Hazimi also addressed the role of the Arabic language in intellectual and moral development. In al-Athar al-Tarbawiyya li-Dirasat al-Lugha al-Arabiyya ("The Educational Effects of Studying the Arabic Language"), he utilized descriptive and deductive methods to analyze how Arabic linguistics and literature cultivate intellectual faculties, refine verbal taste, and reinforce ethical virtues.
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List of Works
This educational treatise examines the term "philosophy of education" and critiques its adoption within contemporary Islamic pedagogical writing. Utilizing a descriptive-analytical method, the work addresses the influx of foreign terminology resulting from translation and cultural borrowing. It defines the conceptual nature of philosophy, explores its origins, and cautions against combining philosophical terminology with Islamic educational concepts to prevent confusion and preserve the distinctiveness of Islamic pedagogy.
This academic treatise on educational theory examines the concepts of creativity and innovation within an Islamic pedagogical framework. Originally published in the journal of the Islamic University of Madinah, the study explores how Islamic education nurtures human intellect and technical advancement while anchoring them within religious and ethical boundaries, presenting a balanced approach that subordinates reason to divine revelation.
This academic treatise examines the pedagogical, intellectual, and moral dimensions of studying the Arabic language and its literature. Employing a descriptive and deductive methodology, the work analyzes how engagement with Arabic shapes verbal taste, intellectual faculties, knowledge acquisition, and character formation, addressing instructional weaknesses and providing guidance for educators and curriculum designers.
This contemporary pedagogical study examines the conceptual foundations and distinctive features of Islamic educational theory in comparison with Western educational models. Using descriptive-analytical and comparative methods, the work defines the criteria of educational precedence to demonstrate the leadership of Islamic pedagogy, evaluating core areas such as human nature, authoritative reference sources, educational aims, and methodological means.