al-Sabq al-Tarbawi Mafhumuhu wa Manhajuhu wa Maalimuhu fi Daw al-Nahj al-Islami
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- Islamic University of Madinah
al-Sabq al-Tarbawi: Mafhumuhu wa-Manhajuhu wa-Ma‘alimuhu fi Daw’ al-Nahj al-Islami (Educational Precedence: Its Concept, Method, and Landmarks in Light of the Islamic Approach) is a contemporary pedagogical study by Khalid bin Hamid al-Hazimi examining the conceptual foundations and distinctive features of Islamic educational theory in comparison with Western educational models .
Purpose and Scope
The study addresses the misconception that pedagogical and psychological sciences are solely the heritage of Western thought, clarifying that Islamic civilization systematically addressed human nature through divine guidance rather than speculative philosophical theories . The author notes that although Western civilization achieved notable technological and material advancement, it experienced moral and pedagogical regression due to the absence of religious guidance .
The primary objective of the work is to define the criteria of "educational precedence" (al-sabq al-tarbawi) to demonstrate the leadership of Islamic pedagogy, grounded in the Quran and the Prophetic Sunnah . The thematic boundaries of the study are restricted to four core areas: the conception of human nature, foundational reference sources, educational aims and motives, and methodological means, juxtaposed against the widely disseminated Western model .
Methodology
The work utilizes a descriptive-analytical method to describe the characteristics of Islamic education and analyze its components, coupled with a comparative approach to evaluate the distinctions and perceived superiority of the Islamic framework over Western educational systems .
Structure and Contents
The book is structured into three main thematic sections followed by a set of conclusions and recommendations:
- Section One: Introduction to the Study (Madkhal al-Dirasah): Outlines the introductory background, the study's significance, the research problem, its main inquiry questions, its scope, and its methodology .
- Section Two: Concept and Method of Educational Precedence (Mafhum al-Sabq al-Tarbawi wa-Manhajuhu): Defines precedence linguistically as reaching the finish line first and attaining sound, definitive results rather than merely initiating speculative writing . It identifies four necessary methodological foundations: achieving valid results, having sound foundational reference sources, the legitimacy of the precedence, and realizing actual priority . It also reviews potential obstacles that lead to flawed findings, such as immature conclusions, ignoring opposing evidence, lack of originality, limited research capacity, imprecise observation, faulty causal correlation, and personal bias .
- Section Three: Landmarks of Educational Precedence (Ma‘alim al-Sabq al-Tarbawi): Examines Islamic precedence across four dimensions: human nature (viewed through innate disposition, or fitrah, and regulated by divine law, unlike theories presuming inherent corruption or focusing solely on physical urges), authoritative reference sources (the Quran and Sunnah, contrasted with Western reliance on changing philosophical thought), educational aims and motives, and methodological means .
Findings and Recommendations
The work concludes that educational precedence belongs to systems that establish integrated, definitive truths, an achievement realized by Islamic pedagogy through its divine reference sources . The author recommends incorporating the distinctive features of Islamic pedagogy into secondary and university curricula, raising awareness among students to avoid being misled by material progress alone, filtering foreign educational research to adopt only what is beneficial, and producing further comparative studies in the field .
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