MUHAMMAD
IQBAL
Concept of Education, Subject Students and
Educators
Prepared to Fulfill The Task of Philosophy of Islamic Education Courses
Lecturer of: Sutrisno
Lecturer of: Sutrisno
Compiled
by: PAI_C
1. Arvica
Agustina (11410032)
2. Dewi
Robi’atul Adawiyah (11410053)
3. Dasimah (11410057)
4. Aprilia
Tri Sugiarti (11410061)
5. Dian
Anggini (11410067)
ISLAMIC
TEACHING
FACULTY
TARBIYAH AND TEACHING
STATE ISLAMIC UNIVERSITY SUNAN
KALIJAGA
YOGYAKARTA
2013
CHAPTER
1
INTRODUCTION
A. Background of
the Problem
Our
education today is faced with a variety of educational issues that have not
found the solution appropriately and adequately. Various educational system has
been attempted, but all of them are still not able to solve all the problems
that exist. There is even a tendency every change of government, the education
system changed anyway, so it would blur the direction and purpose of education
itself. These conditions will cause the students become confused and eventually
gave birth to the educational process will only generations that have the
knowledge but do not have a purpose; has sense but no heart and even have
intellectual but not immoral.
In this paper, we will discuss the
Islamic educational philosophy of thought pioneered by Muhammad Iqbal. In the
eyes of Iqbal, education is an integral part of human civilization. Education
even while becoming the substance of human civilization. Therefore, further
education Iqbal indeed aimed to create 'human' true. According to him, the
ideal of education is able to integrate the worldly and keakhiratan aspects
equally and balanced. With the premise that the second sharp Iqbal then
criticize the education system (traditional Islam and the West), as both looked
to have failed to achieve the intended purpose ideally.
B. Problems of formulation
1.
How biographies of Muhammad Iqbal?
2.
What philosophical thinking of Muhammad Iqbal?
3. How does the concept of education,
educators and learners by Muhammad Iqbal subject?
C. Papers destination
1.
Knowing the background of the life of Muhammad Iqbal.
2. Knowing the philosophical thinking of
Muhammad Iqbal and knowing the concept of education, educators and learners by
Muhammad Iqbal subject.
CHAPTER 2
CONTENT
A.
Biography
Muhammad Iqbal
Dr. Sir Muhammad Iqbal was born on Friday, November 9,
1877 at Sialkot, and he died on April 21, 1938 at Lahore.[1]
His figure is phenomenal. More than anyone, Iqbal had reconstructed a building
philosophy of Islam that can be equipped Muslim individuals in anticipation of
Western civilization that materialistic or fatalistic Eastern traditions. If
applied to the philosophical concepts Iqbal would have implications
humanitarian and social areas.
In 1895
Iqbal completed his studies in Scottish and went to Lahore. one city in India
that became the center of culture, science and art. In this city he joined a
literary society that often invited musyara’ah, namely the meetings where the
poet reciting his poems. It is a tradition that is still growing in Pakistan
and India today. In the city of Lahore, while continuing his undergraduate
education he taught philosophy at Government College. In 1897, Iqbal obtained a
BA, and then he took the MA program in the field of philosophy. It was then
that he met with Sir Thomas Arnold. The famous British orientalist who taught at
the College of Islamic philosophy is. Between the two intertwined closeness
beyond teacher-pupil relationship, as expressed in his poem Bang-i Dara. With
the encouragement and support of Arnold, Iqbal became famous as one of the
gifted teacher and poet in Lahore. Her poems attracted many people. In 1905, he
studied at Cambridge in RA Nicholson, a specialist in Sufism, and a
Neo-Hegelian, ie Jhon MEMcTaggart. Iqbal Heidilberg and later studied in
Munich. In Munich, he completed his doctorate in 1908 with a dissertation, The
Development of Metaphysics in Persia. (Thesis was later published in book form
in London, and was awarded Iqbal told his teacher, Sir Thomas Arnold). After
earning his doctorate, he returned to London to study in the field of advocate
while teaching Arabic language and literature at the University of London.
Over in
Europe Iqbal not meet the scientists never tire to hold various discussions on
issues of scientific and philosophical. He also discuss Islam and its
civilization. In addition, Iqbal gave lectures on Islam and other
opportunities. The contents of his speech was published in various newspapers
publishing. Apparently after reviewing witness and Western culture, he is not
fascinated by the glitter and allure culture. Iqbal remained concerned with the
culture and beliefs.
According to
people who knew Muhammad Iqbal, very smooth and charming in conversation he can
and likes to talk about anything. After studying in Europe Muhammad Iqbal was
not a lot of traveling but going to give lectures and political speeches for
the benefit of Muslims. In 1928 Muhammad Iqbal went to South India and visited
Madras, Mysore, Hydrabad. When Muhammad Iqbal in Madras, Hydrabad and Aligarh
Muhammad Iqbal deliver lectures later published in a book entitled The
Reconstruction of Religion Thought in Islam.
Muhammad
Iqbal in science contributed much thought, especially in the form of a book.
His works are:
1. Persian
Consists of Asrar-i-Chudi, Rumuz-i-Bechudi, Payam-i-Masjriq, the
Psalms-i-Adjam, Djawid Namah, Pas Aye Aqwam Tjeh Baid Kard-i-Sjarq,
Lala-i-Thur.
2. Urdu
Language Consists of Sciences al-Iqtisad, Bang-i-Dara, Bal-i-Djibril,
Zarb-i-Kalim, Armghan-i-Hidjaz, devil-i-ki Madjlis Sjura, Iqbal Namah,
Baqiyat-i-Iqbal
3. English
Development of Metaphysic
B. Philosophy of
Islamic Education
To the
mind of the researcher, the relationship of an individual with his environment
like what has been discussed in this introduction vividly could be made as the
basis of developing the nature, meaning and philosophy of education in general.
It is important then to elaborate the philosophy of education from the sight of
Islam (Al-Attas, 1980). In elaborating the philosophy of Islamic education, the
view of Rosnani Hashim (2008) infers from her book entitled Education
Dualism in Malaysia. To her, it is a well-known principle that education
is one of the means through which a particular society
transmits and renews its culture and values to the next generation (Hashim,
2008). According to William K. Franken, education is the transmission or
acquisition of the excellence (desirable abilities, habits, states and traits)
by the use of techniques like instruction, training, studying, practice,
guidance and discipline
(Franken, 1965). Consequently, it is natural that
educational principles and content are drawn from the cultural values of the
society. The ends and goals of society will determine the
ends and goals of education.
A society
that prizes democratic ideals will dictate this value as one of its major goals
of education (Baloch, 2000). By the same token, since Muslim society derives
its basic principles of life from the Qur’an, it is logical that the Islamic
philosophy of education be derived from the same source (Hashim, 2008).
Basically, the literary meaning of philosophy is a compound word, derived from
the Greek. It is compound of “philo”, lover of or “friend of” and
“sophy” is wisdom (or knowledge). In common usage the word philosophy
stands for love of wisdom (or knowledge) especially that which deals with
ultimate reality or with the most general causes and principles of things
(Sharif, 1983). It also means system for conduct of life, serenity and
resignation. One view presents philosophy as the basis of knowledge about the
nature of things. The other view is that it is a guide to the good life of man
because knowledge that does not characterize the condition of man’s well being
and is applied uncritically, without prudence, without sagacity
or without the light of experience, is not wisdom
which is the essence of real philosophy (Khan, 1986). These two altogether
different views have made it extremely difficult for scholars of all the ages
to arrive at a conclusive or at least a comprehensive definition of philosophy.[2]
There
are 8 view iqbal on education in order to implement the idea of his thinking
Reconstruction .
Eighth
this view is :
1
) The concept of individual
With
this concept Iqbal emphasized that only human beings can carry out education .
Therefore , according to Iqbal education should foster individuality of human
nature in order to become a perfect human being . What is meant here is the
human aempurna man who can create divinity incarnate in him , so that he could
behave like God .
2
) Individual Growth
M.iqbal
argues that human beings are an individual will experience in order dynamic
interaction with the environment . Therefore , education should be able to
direct the growth and development of the individual towards the optimum .
3
) The balance of physical and spiritual
In
iqbal look a individual development has implications that he should be able to
develop wealth and spiritual existence. Development of this inner wealth can
not be implemented with the release of the material terms . Therefore , the
physical as the spiritual reality as the idea should be incorporated in the
process of individual development .
4
) Linkage individual to society .
Understanding
above provide insights about the nature of the linkage between the lives of
individuals with society's culture . Society where the individual is stating
its existence . Therefore , without the individual's life will be weakened and
the purpose of life be directed .
5
) Individual Creativity
M.
Iqbal refused causality closed , which causes as if no one new that could or
might happen again . Real human beings have the creativity to be developed in
evolution .
6
) Role intellect and intuition
There
are two ways to be able to capture the reality . Each way has a special way of
directing and enriching human creativity .
7
) character education
If
people equip themselves with the nature of individuality which can develop
optimally , which is then fortified with a strong faith , then he can be
transformed into an invincible force .
8
) Social Education
M.
Iqbal stressed that social life should above basic and principle of monotheism
. Tawhid should be able to live within the intellectual and emotional life of
human beings .
With eight educational view above, it can be said
that education Reconstruction M. Iqbal is a creative effort in order to
understand the process of philosophical education. Educational reconstruction
idea is actually expressed iqbal in response to the discontent of the totality
of Indian civilization in particular, and human beings in general views. M
Iqbal looked Reconstruction education needs to be done, because there have been
a number of irregularities against human values carried by the existing
education system.
c. Islamic educational purposes
Iqbal
stands alone in the post classical period of Islamic philosophy as a reviver of
the discipline within the Muslim world.
He is the only Islamic philosopher to make a serious attempt at
grabbling with the problems of modern western philosophy within an Islamic
context. His thought has been extremely
influential throughout the Islamic world today.
Iqbal introduces his notion of Khudi, or
self. Arising from a desire to awaken
the Muslim Ummah and drawing upon inspiration from western existentialists like
Nietzsche, and Muslim spiritual teachers he empowers the Muslim individual. Beyond its superficial, and important, role
as a motivator for Muslims Khudi embodies a deep philosophical concept
prevalent throughout his philosophical writings.
Iqbals breadth and depth of knowledge is truly
remarkable. Being educated both in the
east and the west gave him a unique perspective to tackle the problems of
modern times. Below we sample some of
his work, and some work related to him.
Iqbal wrote in English, Urdu and Farsi.
Many links below are compliments of the Iqbal Academy.
Muhammad Iqbal also said the purpose
of the Islamic education. Actually, he said that education begins from a sense
of ego. Ego will undergo a process of evolution and is always striving to
achieve perfection. Perfect Ego that according M. Iqbal called perfect
man and that is the purpose of education. The details of the purpose of
education, including:
Education is not merely to achieve
happiness in the Hereafter in the introduction of the soul with God. The
ultimate goal of education should be to strengthen and reinforce the
individuality of all private, so they can be aware of all the possibilities
that could have happened to them. To achieve this goal of education should be
focused on the overall development of human potential that covers the
intellectual, physical and willingness to move forward. In relation to this,
Muhammad Iqbal explained some thoughts on creative wills. Life is a creative
wills by Muhammad Iqbal called Soz. That itself is always moving toward unity.
Creative activity, struggle endlessly and active participation in the world’s
problems should be the goal of life. Thanks to the creativity that people have
successfully changed and composed untapped and unresolved and fill it with
order and beauty. The purpose of education should be able to solve new problems
in conditions of individuals and communities or to adjust to the conditions.[3]
D . Role of the teacher
Educators in exploring and
developing the concept of education will have to review and examine the nature
of individuality and the environment. Muhammad Iqbal found individuality growth
is not possible without direct contact with the concrete and dynamic
environment. The attitude of good educators by Muhammad Iqbal is the true way
to raise awareness regarding their students with a variety of relationships
with the environment and with the road thus stimulating the formation of new
goals creatively. Muhammad Iqbal lack of education approved the class system,
that students of teachers who locked between the four walls of the class. This
is because the children need to be in touch with nature in any learning
process, which is to cultivate an attitude of curiosity and to foster
creativity.[4]
E. The role of students
Students have a freedom to develop
their personality and their talents. Looking for their position, students are
creatures that are in the process of development based on their nature. They
are need guidance and direction towards the optimum points consistently. Toward
their nature capability. Muhammad Iqbal’s thoughts in particular on the role of
education students are stems on human freedom. Man is an ego that has the
freedom to make choices with consequences. With that freedom, allowing students
to be directed to have the creativity to think high to bring new innovations
that can be used to address the challenges of the present and future that is
the negative impact of globalization and industrialization. Muhammad Iqbal
absolutely believe the value of the culture of a society to education and the
right to development of depressed individuals. Muhammad Iqbal hoped that
schools can foster and develop personal freedom, brave and creative.
The concept of learners in Islamic
religious education of muhammad iqbal reconstruction of thought are:
a. The nature and characteristics of
learners who owned is courage , tolerance , Faqr (concerned), and creativity.
Courage as the plight of the motor. Tolerance is the nature of mutual respect
and respect for others in order to accelerate the self-actualization. Faqr
(concerned) means that learners are not easily satisfied, not cocky, seduction,
and other trickery that plunged the despicable nature. Creativity is the power
to change the world of learners according to their uniqueness .
b . Needs of learners has two
important aspects , namely , physical needs and spiritual needs . Physical
needs to be a prerequisite for all sorts of activities undertaken with
awareness . Spiritual needs are the highest needs of students as a source of
inspiration and happiness in it .
c . Humanist is the concept of man
with all its humanizing. In this case are the students who need the environment
to respond to other egos beyond his own ego order to establish a good social
life. There are two principles described humanist principles is the principle of
monotheism and prophethood (mandate). The principle of Tawheed is the belief in
and loyalty to God's greatness. Prophetic principle (the mandate) is going to
mandate a student to gain the freedom of social justice in the community .
d . Potential learners have three elements,
namely uptake senses, the power of reason, and intuition. External senses is an
aspect that can be captured or born. Intellect is the aspect of learners in
thinking or an empirical experience. Intuition is a unique experience and is
able to be perceived through feelings of learners .
Muhammad Iqbal argues that all
living organisms are strive to achieve
more complex levels of individuality and perfect. Meaning imply great freedom. Freedom sometimes means other than choosing something good is also free to determine the choice of evil. But the question here is the freedom of man’s duty to implement and realize his belief that with the use of the gift of freedom wisely and constructively.[5]
more complex levels of individuality and perfect. Meaning imply great freedom. Freedom sometimes means other than choosing something good is also free to determine the choice of evil. But the question here is the freedom of man’s duty to implement and realize his belief that with the use of the gift of freedom wisely and constructively.[5]
CHAPTER III
CLOSING
Conclusion
Education is always developing and always influential in the
social life of the community. From that it can’t be denied if the education has
always appeared a very actual problems developed inside. All the problems that
appeared heavily influenced by various factors associated therein. Namely,
educators factor, factor learners, curriculum factors and environmental
factors. Various of these factors are never separated from the problems of
education. Therefore the educational leaders in donating works thoughts in
finding a solution to problems of education, not forgetting highlight and
analyze the various factors. The characters are always making new paradigm
underlying the changes in education are ideal as desired. In this case,
Muhammad Iqbal has contributed heavily in the work of his thoughts on education
and the concept of paradigm can be used as a source of reference in order to
reconstruct education. The concept of the role of educators, learners, curriculum
and environment built by Muhammad Iqbal are very consistent with those expected
by education in contemporary ideal times.
Based on
the reality it can’t be developed by equally cause the failed system of
education that do the rule, so the system of education be the first tool that
give the successfulness about the productivity, education, inside the output.
Maybe after rearrange our system, the goals of education will be rich. Because
of that we suggest that the educational system in Indonesia should be repair
with the conditions of Indonesian society. Hope this paper will useful to the
readers and apologize us if on this paper containing false words.
References
Hilal, Abdul Aleem . 1995. Social Philosophy of
Sir Muhammad Iqbal A Critical Study. India: Adam Publisher
& Distributors.
Muhamad Iqbal IHSANI,
NIM. 09410217 (2013) concept education
students in islam (reconstruction of thinking muhammad iqbal). Thesis thesis,
UIN Sunan Kalijaga.
[2]
https://login.totalweblite.com/Clients/gjatmy/Downloads/GJATRoslan116201293624PM1.pdf, diakses tanggal 08 Oktober 2013 pukul 08.21 WIB
[3]
http://siigembul.wordpress.com/2013/01/09/muhammad-iqbal-thought-in-education/
diakses tanggal 01 Oktober 2013, pukul
08.47 WIB
[4]
http://siigembul.wordpress.com/2013/01/09/muhammad-iqbal-thought-in-education/
diakses tanggal 01 Oktober 2013, pukul
08.47 WIB
[5]
http://siigembul.wordpress.com/2013/01/09/muhammad-iqbal-thought-in-education/
diakses tanggal 01 Oktober 2013, pukul
08.47 WIB
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