مفهوم الاستخلاف ودوره فى فكر ابن خلدون التربوى والتعليمى

Abstract

This study deliberates over the role of the Istikhlaf concept in Ibn Khaldun’s theory of education and teaching. To this end, the researcher set himself the task of answering the following methodological queries: Who is Ibn Khaldun and what is the historical framework of his ideas? What does he mean by tarbiyah (education), ta’lim (teaching) and ta‘dib (refinement)? What is his opinion about the educational environment and teaching curricula of his time? What does he mean by Istikhlaf (vicegerency)? What is the impact of Istikhlaf on his epistemological theory? What is the impact of Istikhlaf on his teaching curricula? Answering the above questions led the researcher to arrive at the following realities: The humanity’s corruption and the loss of man’s values and dignity are the reason behind the Muslims’ –of the past and nowadays- chronic problems and diseases of laziness, dependence, cheating, social-political hypocrisy, social disunity, poverty, idleness, civil conflicts and falling under foreign regimes’ degradation and colonization. Since our crisis is rooted in education and its solution is hinged on the proper and comprehensive educational philosophy of man, the most suitable and comprehensive philosophy that tackles man’s biological, spiritual and ethical dimensions is the Islamic concept of Istikhlaf. Indeed, the Istikhlafic understanding of epistemology, its sources and types, determination of what is needed for the vicegerent and its method of scientific classification have solved one of the very most complicated problems ever faced by Muslims –of the past and nowadaysthat is, the relation between the revelation and natural sciences. Also the Istikhlafic understanding of teaching, its function, its educational aims, its curriculum design, its pedagogy and its methods of evaluation are considered a new and advanced in their domains and indicate the genius of Ibn Khaldun.