IBN JAMA'AH’S PEDAGOGICAL THEORY: SCHOLARLY ETHICS AND THE FOUNDATIONS OF EDUCATIONAL RESPONSIBILITY
DOI:
https://doi.org/10.5281/zenodo.18654025Keywords:
scholarly ethics, education, pedagogical responsibility, teacher-student relations, Islamic pedagogy, moral development, social institution.Abstract
This article examines the pedagogical views of Ibn Jama'ah within a socio-philosophical framework. Based on his work “Tazkirat al-Sami‘ wa al-Mutakallim fi Adab al-‘Alim wa al-Muta‘allim”, the study analyzes the concepts of scholarly ethics, educational responsibility, teacher-student relations, and the social function of education. The interrelation between knowledge and morality, personal development, and social stability is explored from a conceptual perspective. The thinker’s pedagogical model is systematized at individual, institutional, and societal levels, highlighting its methodological significance for contemporary philosophy of education and academic ethics.
References
Ibn Jama‘ah. Tazkirat al-Sami‘ wa al-Mutakallim fi Adab al-‘Alim wa al-Muta‘allim. Qohira, 1984.
Rosenthal Franz. Knowledge Triumphant: The Concept of Knowledge in Medieval Islam. Leiden, 1970. B. 55–60.
Makdisi George. The Rise of Colleges: Institutions of Learning in Islam and the West. Edinburgh, 1981. P. 148–152
Nasr Seyyed Hossein. Islamic Life and Thought. London, 1981.
Al-Attas Syed Muhammad Naquib. The Concept of Education in Islam. Kuala Lumpur, 1980.
Ибрагим Т.К. Философия ислама. Москва, 2005
