International Journal of Progressive Education 2018, Vol. 14(1) 1-7
pp. 1 - 7 | DOI: https://doi.org/10.29329/ijpe.2018.129.1 | Manu. Number: MANU-1706-09-0002
Published online: February 11, 2018 | Number of Views: 211 | Number of Download: 236
This study aims to examine Ibn Rushd perceptions in terms of Knowledge and reflection thereof on his educational philosophy. This study reached at a conclusion that Ibn Rushd partaking had its important role in framing the Knowledge theory and maintain it away from deviations and in the same time originated much jurisprudences starting from Aristotle theory who considered that self perish with the body's yard, while Ibn Rushd considered it as non physical self and image of body in the same time. On the other hand, Ibn Rushd disagreed with Knowledge theory adopted in Mysticism; who believes that human cannot reach Knowledge depending on mental means alone, but in turn Knowledge is gift from Allah achieved through strife, psychological readiness and purifying the heart.
Ibn Rushd Knowledge theory is based on knowledge tools (feeling, mind and heart) integration. Serial order thereof based on promotion from feeling to the mind. Any personal cognizance is moral cognizance in Physical such as feeling or fantasy, while total cognizance is meaning cognizance physical.
Based on Ibn Rushd Theory on Knowledge this study examined his educational philosophy which proved that it is in line with education's modern vision and acquiring knowledge; i.e. Thomas Aquinas, Jean Beige, Bruner and other pioneers of Epistemology theory in Education.
Keywords: Ibn Rushd, Knowledge theory, Philosophy, The mind, logic and Education
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