Child Education in Islam

"My Lord! 8estow On them Your Mercy 11$ they did bring me up

when I II'1l.I young." (AI'[$,a, 23)

In addition to the above, there are other commandments,

admonition, directives, orders, and prohibitions, which abound in

the verses of the Noble Qur'an.

Related to this:

a, Qur'iinic directives are accompanied by emphatic particles: An

example of this is Allah, the Almighty's saying:

~ 6 Jj ~ -I~ .:?1 Q; -l 4 ,

"JI~rill', in these lhings fher~ "r~ A)'al (proo/, evidence, I~jsons,

signs) for the people ,.,ho understand," (Ar_Ra'd, 4) And

~ sj:X; ,IA ~1 ~

" Verily, in llIese thil'gs, Iheu aU IIl'al (proof, e~idencu, I~nons,

sigllJ, etc. ) for peop/~ K'ho reilecl." (Ar·Ra'd, 3) And

~ 6J~ ' .; ;;il .yI,J 4~ -.j bI. ,

Verily, in this art 1I)'"t (pmo/, ~ .'ide" ct, ~erJts, f~JSon', sign',

r~ .dQlio1U, uc.) for Q people ,.,ho listen {i.e. Ihos~ ,.,ho think

deeply)." (yunu., 67)

b, the Qur'iinic directives are accompanied by rhetorical question

particles, such as:

.i. Qil" : i " .j ~, .• ' \'~ '''. 'I: '"" ~ r ""tJ ~ ~-4 r-1 """", ,",~. ' -1 ...(., u'c'.,;:- Jr.)' ..;..-~: .-~Ji ~iE 'rj )r.

"Or did tMY creute 'h", he' .. em and the t!urth? Nay, but they ha.t!

nO firm Belief. Or urt! "'ilh them Ihe trtUJUUJ of you, Lord! Or au

they rhl! tYNmrs ,,·jll. ,he llutlro~ily to do as Ilrey like!" (AI-Tur, 36-37)

"Or 1111£ lie ( Alllih) only daughters a"d )'ou have SOliS?" (At·Tur, 39)

c. Qur";inic guidance is accompanied by rational evidence: the

Qur'an declares:

.£« ~ ." ,.YIT " <. :." '< tr.':1 '~i J\ ! -'I' r~ ; ,~ .\ :1.

"t "~ .... ':f~ -P~ ~ .... · . ~· ~ .... ~ JT

"Had there bee,. therein (ill the heavens and the earlh) iilihllh

(gIJds) buitus Alliih, then v~rily both "'Quid huve be~" ruined.

Glorified U AIMh, the Lord of Ihe Throne, (High is lie) ubo.e uJl

Ihat (~ .il) Iht!, aJsociate with lIim!" (AI -Anbiya, 22) and

~ ~ ~(t:;'1 ~. ~, 0~1 .,b t

"Alld on the eurth are siglls for thou K'ho h, .. e Faith with

cerlaillty. Alld also in ),our 0",11 seJ~es. Will you not ,hell seer'

(Adh-Dhiriyil, 2G-21)

d. Qur'anic Guidance is aocompanicd by the comprehensiveness of

Islam: for example, Alliih fa says,

.I. <. , " " .. / :,'.' ~" ,",~' . , 7 1 U;-, ,,~<.ji /'1;(: 0'" ~ "(...",.,.....,. ..... ~.... :.0 " ,.,. ~ ". ' _ 'J'-' 7'

"And W~ hau smt down to )'ou tM Book ( thl! QUT'Un) as an

exposition of I!rl!rything, a guidQllu , a mercy, and glad tiding, for

those ... ho hu~e submitted Ihemul~es (to Alftih us Muslinu)." (An.

Na~ I, 89) and:

~ ,';J. "! ~ ~ 8.) I.! t

"We hure neglected nothillg ill tM Book, then unto their Lord

'hey (ull) ,hull be gathered," (AI·An'am, 38)

e. Qur'iinie directives arc accompanied by rules of legislation: for

example, Alliih's saying about the ru!e of judicia! justice:

"And that wlren you judge bet",'u n men, j'OU j udge ",,;th jwtice ,"

(An,Nisi, S8)

- And about tbe rule of cOnstitutional counsel "S/u'rii":

~ ~f.;T .j ~.tLi" ~

"Alld cOllsult tlrem ;1I t ire uffairs"," (At 'Imr:!n, IS9)

The Messenger ~ took interest in giving advice, and directed

educators and callc!> to tbe way of Alliih to give admonition, and

called upon every Muslim to be a caller to Alhih everywbere he

goes, so that whoever has a good heart would be influenced

positively by his admonition and guidance, [n this way he may save,

through calling and giving admonition, people who are involved in

pre-Islamic practices, debauchery, loss, and misg uidance. Following

are the most important of his di rectives $: concerning giving

advice, admonition, and c.1J ling to the way of Alliih:

- Muslim quoted Tamim Ibn Aws Ad-Dari *' that the Prophet $

said, "Religion is advice," They asked, " For whom?" He said,

"For Affah, fli5 Messenger, Ihe leiUkr5 of Mu.I'/im.I', and their

commoners,"

- AI-Bukhari and Muslim quoted the discoun;c of Sahl lbn Sa'd

As-Sa'di that the M es~engerof Alliih $. said to Ali Ibn Abi Talib

.. when he directed him to conquer lS ~aihar:

Ihem to blam. and tell them abaut Al/ah '5 ,ighu Iluli arc

inrumbem on them. 8y Allah. thm Ife guides Olle perSOII through

you 10 /slam . is belfer for you than capturing the best WffU'/S."

Our first teacher 4f;. had his own best method, and his ideal way

of delivering admonition in various styles and ways of exposition.

li ere is an example of this method:

A. Taking up the lIa rrative method: for example, the story of the

leper, olle amieted by ringwonn and the blind.

AI-Bu~~iiri and Muslim quol~-d Abu Hura;rah.:.So as saying thai

he heard the Prophet e. say, "There were three men from Bani

Isrri'i/. a leper. a man aff/icted wilh ring ..... orm. ami a blind man whom

Allah wanted to leSI. Therefore, Ife sent an angel 10 Ihem . He came

10 Ihe leper;

Angel: Wltal is the thillK you want mosl?

Leper: A good complexion. good skin. and Ihal which made me

dirty in Ihe eyes of people to be gone. He rubbed his skin

ami his blrmis/, disappeared lind he .....

complexion.

Angel: What is Ihe be5/ source afweailhfaf you?

Leper: "Camels." He ..... 1lJ" gil'en a pfegnam camel.

Angel: May Alliih bless you ..... ilh il. He came 10 the man lIff/icled

with rillgworm.

Angel: Whal is lire IIlilrg YOII like mosl?

RingwormI'd." Fine hair. and IhOl which made me dirly in Ihe eyes

of people 10 disappear, fie rubbed him IIml ..... as g;I'<>n fine

hair.

Angel: What is lile best source of weallh for y<)u~

Ringwormed: "Cows." lie was given a pregnant co ......

Angel: May Alllih blelS ilfor YOII.

III' came 10 the blind mall,

Angel: Whal is lire th!IIg you (ksire mO.~I?

Blind: "Thai Alfijh restores my eyesight for me so that I may see

people." fie rubbed him and restored Iris eyesight for him.

Angel: Whal is lire heSI souree of ..... eallh you like?

Blind. "Slreep." He was given a pregnam sheep. The animals

multiplied. so Ihal the three men Irad a I'alley frtll of

camels, cow.<, and sheep. respectively. Then lire Angel

came /0 the previous leper man in Ihe form of a leper.

Angel: A poor mall who Is CUI off from hi3 people wandering aroulf{l.

so I hal'e no mOlley IOdoy except from AlIiih Ihell you. 1 ask you

ill Ihe nome of the One who gare you the fair complexion, good

skin. and monq 10 give me a camel 10 eat duritlg my travel.

Leper: Ilul\'e mOllY debtsi

Angel: II seems as if I know you, Were you nOt U leper considered

dirty by people? Were YOIl nOl poor thell Allah mode you rlcM

upcr: I inherited Ihis money from my IlIIteSlors.

Angel: If you Ilre a hllr. may Alltih reSlOre you 10 your p re "iou,~

conditiOl.! He came 10 lire man p,e~lously afflicted wilh in the

fnrm of a man afflicled witlr Ihe some ailmenl.

Angd: A poor man ..... hn is CUI offfrom Iris people wondering around, so

I have no money loduy except from AlIiih tirell you. I ask you ill

Ihe nome of the 0111' Who gave )'au good hair. good looks, and

mOlley to gi"e me 0 cow so Ilrat / may 1'01 it during my Irtn'e[l

Ringwarmed: My debt.r are mOlly.'

Allgel: II seems 10 me Ilrat I kllow you. Were you n011l m(m uf/licted

with ringworm wh05e people cOTUiderrJ IlI'IY? Were you nOt

poor Ihell A lltilr made YOII riclr?

Ringwormed: I inheriled Ihis money from my ancestors.

Angel: If you are a liar, may AIMh reSlOre you 10 your previa" .•

condition. Then he came 10 Ihe man wlro had bel'li blind ill Ihe

form of a blind man,

Allge!: A poor mall who is CIII offfrom his people wandering arOlmd,

so I hOl'e no money laday exeepl from AIMh Ilren you. f /lsk

YOII in lite name of Ihe One who reslOred your eyesjghl 10 you

Ihal you give me a sheep 10 eat (Juring my lra,e!.

Blind man: I was blind then A/Mh reslOred my eytsight 10 me. Tilke

whatever yOIl want and leave ... lratever you want. By AIM/i, I

will not contradict you concerning any thing you tllke for Ihe

s,/ke of Alliih •.

Angel: Keep yO!" things_ You h{.u bun pullO Ii'SI. A!/iih is satisfied

wilh you, and dissatisfied with )"our comrodl's.

A good adviser, a wise educator, and a well-guided caller to the

way of Allah can adapt the exposition of a story to a style that suits

the mentality of the audience. They can also infer from the story

the most important morals and admonition, so that the effect may

be more touching. and the response st ronger,

B. Utilizing the method of dia logue and catechism: this is done

through posing questions to friends m order to draw their

attention, stir their intelligence, and feed them dTeetive admonition

in the form of conviction and catechism. An example of this is

AI-Bu~~'lri and Muslim quoting AbU. Hurairah '*' as saying that

the Messenger of Alliih G: said, "Do you kllow who is bankrupt?"

They sa id, ·'A bankrupt to us is who has no dirham or property."

He said. "A bankrllpl in my nallon is he who comes on the Last Day

with prayerJastillg. zakiih. and hajj. but he had sworn at lhis (man)

and slandered thlll. devoured sOll1l'One's money, shed Ihe blood of

onothcr, and beal someone. This man will be gi'"en from his good

deeds. aJJd thai man wi!/ be given from his good deeds. If his good

deeds are spell1 before he IHlyS his debls, he willllike from Iheir bod

deeds. which will he lidded 10 his, Ihm he will be thrown into Ihe Fire. "

C. Startmg admomtion with sweanng by AIHih: th is is intended to

caU the attention of the hearer to the importance of the thing that

is to be said. in order to do it or avoid it. An example is what AIB

u ~~iirl quoted Abu Shl/raih 40 as saying, that the Messenger of

Alliih ~ said, "8y Alliih. he is nOI a befiever; by A1f6h, he is no/ a

be/ieoer: by A/fiih. he i$ /10/ a believer." It was asked. "Who 0

Messenger of All iih?'· He said, "'Ihal person whose neighbor does no/

fnf safe from his evils."

D. Combining admonition and jesting: this is mtended to stir the

mind, prevent boredom, and arouse Intcrest. An example is what

Abu Diiwlld and At·Tirmidhi quoled Anas *' as saying Ihat a man

camc to the Messenger of Allah asking him for a camel from

charity so Ihat he m11y carry his household things on it. The

Messenger $ sa id, " I will give you a baby camel. The man said,

" 0 Messenger of Allah , what can [ do with 11 baby cametr' The

Messenger of Alliih $ said, "And do /I!male camels give birth

except /0 baby camels?'"

E. Being concise in specch to prevent boredom: Abu Oiiwud

quoted Jiibir Ibn Samurah as saying, "The Messenger of Alliih

used to not prolong the sermon on Friday. [\ was only a fcw

words."

F. Controlling the audience through the effect of admonition: it

was stated In Ahmad'S Musnad and by Muslim that Ibn 'Umar .$

said that Ihe Messenger of Allah read this verse onc day on the

minbar (pulpit):

~p~'- )! ! , .,. .• ~.... ...~. .... .1 "f)):"J- ._~., .f.-r -..'.I !I.t.">-~'o ,;"- TIt..

A"{ ~/ -"-Yr:-' ~ .gr"<'-J ~r ''; .' --: .•. .":... .....,.: •:,•

" They made nOI u just estimate 0/ Alliih such U& iJ due 10 Him.

And an rhe Day 0/ Rtsu,reclioo the ",hole 0/ 'he earth "'ill be

Krasped by lIis Hlmd unu rhe hearens "'ill In rolled ap in Hi& RighI

Hand. G/tH"ijieli is lie, aod High is lie aoo.t all rhat they InsociAte

as par/nen with lIim!" (Az-Zum ... (7)

The Messenger of AlI iih # was saying this with his hand,

moving it back and forth, saying Ihe Lord glorifies Himself saying

J am the Potenate; I am the Proud; I am the King; I am the

Generous. The minbar shook with the Messenger of Allah, so that

we thought it may fall; wilt il collapse with the Messenger of Altah

if;? The admonishing caller 10 the way of Alliih cannot have this

dominating efTect unless he has a sincere intention, a kind of heart,

a pious soul, and clean of inner feelings; otherwise the

responsibility is so great towards AlIiih, the Lord of the worlds.

G. Admonishment by giving appropriate examples: the Prophct ~

used to clarify his words by gIving e ~amples that people easily

understand what they recognize with their se nses, and what is well

within their reach, so that the clTcel of admomllon may be stronger

and firmer in their minds. An-Nasai in his Swum quoted Anas 40

as s;\ying th~lt the Messenger of Allah 3: said, ",-I beliel'ef who

rewis Ihe Qu,'all is like ulruj)ult (u[ruil simi/ur 10 orange.!). II i$

[,ag,anl alii/lUSty. A believe, who does 1101 fead Ihe Qur'an ijlike a

[,uil which is IOsly bm nOI [ragram. An impious mun who 'eod$ Ihe

Qllr 'an is like slI"eel basil. which is [Wg'IIIII, bUI tasles biller. An

impious ma/I ,..ho does no/ read the Qu,'lin is like a coloc}'nlh which

is biller-lUsling. amI 1101 [ragrll/II. A bad companion is like u mun

... ·lto works Ihe bellows; if you do 1101 gel s/(Iined by him, his smoke

will harm ),ou. -'

H. AdmOnition by gesture: for example, AI-Bukhari and Muslim

quoted Abu Musa AI-Ash'ari.:Ji, as saying that Alhih"s Messenger

3: said ... A believe, is 10 II bellel'er like 0 buildillg whose purts

cOllSoIidale each mher; Allah·.1 Mc.lsenger inlerll'lIrmil his fingers."

1. Adomnition by drawing and illustrating: for example, AIBukhari

quoted 'Abdultiih Ibn Mas'Od 0$ as saying, "Allah's

Messenger ;'j: drew a square for us, drew a line outside of it, and

drew smaller and yet smaller lmes in the middle of the square. Then

he said, "This is man, and this is his life-time surrounding him; that

which is outside i.e. the line is his hope; these smaller and smaller

lines are a~idents and sudden affiictions. If he missed one of them,

another will snatch him. If he missed all of them, he will be

affiicled with old age."

J. Admonition by means of a practical act: for example, Al-Bukhari

narrated that the Prophet $ once led people lit prayer while he

was on the pulpit so that all of them could sec how he was praying,

and may learn by watching what he does. When he finished, people

came to him and so he said, "0 people, I have done this so that you

may follow my example, and teach others how I pray."

K, Admonition by seizing opportunities: for example, Muslim

quoted Jiibir" as saying that Alhih's Messenger ~ passed by a

market and entered it with people surrounding him. He came

across a dead goat with small ears. He caught it by the ear and

said,"Who would like to buy this for a dirham?" They said, "We

would not like it even fo r free; what would we do with it?"~ He said,

"Would you like 10 have il?" They said, "By Alliih, even if it were

alive, its short cars would be a defect, then how about if it were

dead1" He said, " By Alliiil, this world is more /ri,iol/o AIMiI than

thi.! is to you."

L. Admonition by paying attention to (he more important issues:

for example, Al-Bukhiiri and Muslim quoted Anas .. as saying

that an Arab of the desert asked Allfih's Messenger 3:. "When will

the Last Day be, 0 Messenger of Allah?" The Messenger of AlHih

4: said, ., What did you do 10 prepare for iI?" The man said, "The

love of Allah and His Messenger." The Messenger s

be with those you love."

M, Admonition by showing the prohibited thing he is fo rbidding

people from: for instance, Abil OfiwCid, An-Nasal, and Ibn Majah

in their Sunol! quoted Ali Ibn Abi Tiilib 4J, as saying, "Allah's

Messenger 4: held some silk in his left hand, and some gold in his

right hand, then raised them with his hands saying, "These are

prohibited jor the males of my nalion, but are allowed for the

f ellUlles."

The above are the most important methods which our firs!

teacher 4: used in guiding adults, teaching youngsters, directing

the elite, guiding commoners, strengthening virtue, and redressing

deviation.

IV. EduCi tion by Observation

The meaning of education by observation is to take care of the

bel icf and moral formation of the child. to observe him in his

psychological and social constitution, and to continually inquire

about his physical upbringing and his Jearning progress.

There is no doubt that such education is one of the firmest bases

in forming a well-balanced and integrated human being who pays

everyone his due, who fully shouldcn; his responsibilities, and who

is a true Muslim . Such a Mushm is the corner stone in establishing

a firm Islamic basis by which the glory of Islam is established and

on which the Islamic state comes to fruit ion, Indeed, Islam is the

means of civilization.

Islam, with its comprehensive principles and Divine system, has

urged parents and educators to take interest in observing their

children in all aspc<:ts of life and education. To you, my brother

educator, I present the most important texts dealing with this

observation. Alliih '1ft says,

~\:i.;, l~ !tr- ~ i;4G .;6! (i;~;; CG ~~.t ~11; !fX iJr Q~ t

~ ~1 !: S;i" fa) t .if ~,,'-; y

"0 ),ou "'ho belie~e! Ward off/rom yourselves and >'our families a

nre ( llefl) "'hose/uel is men and stones, over ",hich are (uppointed)

angels Jtern (Qlld) u ~C'e, "'ho disobey not, (from exeCUTing) the

Commantb they reaiVl! from Alfiih, but do that ",hich they au

commanded." (At.Talyim, 6)

How Can an educator protect his own family from the fire if he

docs not command them, prohibit what is evil. and docs nO!

observe them?

Among the Prophetic Traditions that urge accompaniment and

observation is the one narrated by AI.Bu~~ari and Muslim

quoting Ibn 'Umar 40>: "And a man is the guardian of his

household, and is responsible for his wards, and a woman is the

guardian in her husband's house and is responsible for her wards_"

Our lirst educator and most honorable guide Muhammad"

used to give his nation an ideal example in taking care of his

Companions, inquiring after them, warning those who fell short,

encouraging the charitable, sympathi7.ing with the weak and poor,

educating youngsters, and teaching the ignorant. Here are some

examples of his observation and inquiries after his Companions:

_ Concerning social education we find that AI- Bukhari and Muslim

narrated Abu Sa'id AI-J9.1udri ., who s.aid that the Prophet 3-

said, "Beware of sifting in roads. They said, "We cannot help our

sittings where we talk." Allah's Messenger" SOl id, "Jf you COlmaf

help if, thel' give the road il3 due. " They s.aid, "What is the due of

the road, 0 Messenger of Allah?" He s.aid " Lowering Ihe gaze,

not inflicting IUlrm, remming greeting, commanding goodness, and

prohibiting evil."

- Concermng how the Prophet ~ warned against prohibitions we

find Ihal An-Nawawi narrated in Riya!J A!-$Iili~;n quoting Ibn

Ahbas.;io as saying that Alliih's Messenger#. saw a gold ring on

a man's finger, so he look it ofTand threw it away and sa id, "One

of you takes a piece of fire and pUiS if on his hand." After Alliih's

Messenger left, it was said to the man, "Take your ring and make

use of It." He said, "By Allah, no. I will never take it after Alliih's

Messenger $. took it ofT my finger."

_ Concerning how he educated youngsters we find AI-Bukhari and

Muslim narnl ted 'Umar Ibn Abi Salamah"" as s,1ying, " ] was a

boy in the lap of Allih's Messenger $. Ii. e. under his

observation] and my hand used to move everywhere in the

dish, so AlIiih's Messenger tI;:. said to me, "0 boy, mel1lion lire

name of AIMh, Cill wilh your righl hand, and eat from the nearl!sl

place /0 you."

259

_ Concerning how he guided adults we find tnal Abu Diiwud and

AI-Bayhaqi quoted 'Abdullah Ibn Amir 40 as saying, "My

mother once called me In the presence of Alliih's Messenger it in

our house, and she said, "Come here and r will give you

something." Al1flh's Messenger said, .. What dQ you want 10 give

him?" she said, " I want to give him dates." Allah'S Messenger

said, "Iiyou do nOI give him anything ilwill be wrillen 08 a lie."

_ Concerning moral education we find thai AJ- B u~~iiri and

Muslim quoted Abu Bakrah -$. as saying that a man was

mentioned to the Prophet $ and another man lauded him, The

Prophet ¢. said, "Woe 10 you: you held you, f riend's neck. I

repealedl}' .!oid, "/f anyone is inevitably lauding another, he should

say, I guess so and so even lfhe thinks he is right. AlIiih suffices/or

him and no one should be lauded 10 Alliih."

_ Concerning psychological education we find Al-Bukhiiri and

Muslim quoted An-Nu'miin Ibn Bashir 4\1. as saying that his

father brought him to Alliih's Messenger and said, " I gave my

son a slave of mine." Allah 's Messenger said, " Have you giYt'n Ihe

lik!! 10 all your sons?'" He sa id, "No." The Prophet said, "Theil

/ake /rim back." My father returned and took the slave back.

_ The e~ample of physical education is found when he saw some

people drinking in one gulp like a camel, so he said to them, as

narrated by At-Tinnidhi, "Do not drink in one gulp as a camel

does, but drink in two or three gulps, ond mention Allah's nome

before you drink. and thank Him afle, you finish."

_ Concerning how he educated to the way of Allah and was gentle

to people is found In Al - B u ~ ~iirl and Muslim who quoted Anas

.. as saying, " I marched with Alliih's Messenger who was

dressed in a Najnin coarse garment. An Arab of the desert went

up to him and pulled at his ganncnt so violently that it left a

mark on Allilh's Messenger's neck. Then th e Arab of the desert

said, "0 Muhammad, command that I be given from All iih's

money which you have access 10. The Prophel 4: turned to him

laughing, then commanded that he be given some.

- Concerning how he raised the status of women and gave them

their due, we find that An-Nasai and Ibn Majah narrated that a

young woman came to the Prophet tt: and said, "My father

married me to his nephew so that he may raise his status by me

i. e. cover his defect and I hate him. Allah's Messenger sent

someone to fetch her father and commanded him to leave the

matter up to her. The woman said, " I approve of what my father

has done, but I wanted women to know thai this matter is not up

to their fathers."

Among the important things which an educator should know i~

that education by observation is not confined to one or two aspects

of reforming the forrnallon of the human self, but should include