Avicenna

Statue of Avicenna in Dushanbe,Tajikistan Date: 980 AD - 1037 AD In the medieval Islamic world, an elementary school was known as a maktab, which dates back to at least the 10th century. Like madrasahs(which referred to higher education), a maktab was often attached to a mosque. In the 11th century, Ibn Sina (known as Avicenna in the West), wrote a chapter dealing with the maktab entitled "The Role of the Teacher in the Training and Upbringing of Children", as a guide to teachers working at maktab schools. He wrote that children can learn better if taught in classes instead of individual tuition from private tutors, and he gave a number of reasons for why this is the case, citing the value of competition and emulation among pupils as well as the usefulness of group discussions and debates. Ibn Sina described the curriculum of a maktab school in some detail, describing the curricula for two stages of education in a maktab school.[5] Ibn Sina wrote that children should be sent to a maktab school from the age of 6 and be taught primary education until they reach the age of 14. During which time, he wrote that they should be taught the Qur'an, Islamic metaphysics, language, literature, Islamic ethics, and manual skills (which could refer to a variety of practical skills).[5] Ibn Sina refers to the secondary education stage of maktab schooling as the period of specialization, when pupils should begin to acquire manual skills, regardless of their social status. He writes that children after the age of 14 should be given a choice to choose and specialize in subjects they have an interest in, whether it was reading, manual skills, literature, preaching, medicine, geometry, trade and commerce,craftsmanship, or any other subject or profession they would be interested in pursuing for a future career. He wrote that this was a transitional stage and that there needs to be flexibility regarding the age in which pupils graduate, as the student's emotional development and chosen subjects need to be taken into account. The empiricist theory of 'tabula rasa' was also developed by Ibn Sina. He argued that the "human intellect at birth is rather like a tabula rasa, a pure potentiality that is actualized through education and comes to know" and that knowledge is attained through "empirical familiarity with objects in this world from which one abstracts universal concepts" which is developed through a "syllogistic method of reasoning; observations lead to prepositional statements, which when compounded lead to further abstract concepts." He further argued that the intellect itself "possesses levels of development from the material intellect (al- aql al-hayulani), that potentiality that can acquire knowledge to the active intellect (al- aql al-fa il), the state of the human intellect in conjunction with the perfect source of knowledge." Ibn Sina

Statue of Avicenna di Dushanbe, Tajikistan Date: 980 AD - 1037 AD

Dalam dunia Islam zaman pertengahan, sekolah rendah dikenali sebagai Maktab, yang tarikh kembali ke sekurang-kurangnya abad ke-10. Seperti madrasah (yang disebut pendidikan tinggi), Maktab sering disertakan ke masjid. Dalam abad ke-11, Ibn Sina (dikenali sebagai Avicenna di Barat), telah menulis satu bab yang berurusan dengan Maktab yang bertajuk "Peranan Guru dalam Latihan dan Asuhan Kanak-kanak", sebagai panduan kepada guru-guru yang bekerja di sekolah-sekolah Maktab. Beliau menulis bahawa kanak-kanak boleh belajar lebih baik jika diajar dalam kelas bukan tuisyen individu dari tutor swasta, dan beliau memberikan beberapa sebab-sebab mengapa ini berlaku, memetik nilai persaingan dan persaingan di kalangan murid-murid serta kegunaan perbincangan kumpulan dan perbahasan. Ibn Sina menyifatkan kurikulum sekolah Maktab terperinci, menerangkan kurikulum bagi dua peringkat pendidikan di sekolah Maktab. [5] Ibn Sina menulis bahawa kanak-kanak perlu dihantar ke sekolah Maktab dari usia 6 tahun dan diajar pendidikan sekolah rendah sehingga mereka mencapai umur 14. Di mana masa itu, beliau menulis bahawa mereka perlu diajar al-Quran, metafizik Islam, bahasa, sastera, etika Islam, dan kemahiran pengguna (yang boleh merujuk kepada pelbagai kemahiran praktikal). [5] Ibn Sina merujuk kepada peringkat pendidikan menengah persekolahan Maktab sebagai tempoh pengkhususan, apabila murid-murid harus bermula untuk memperoleh kemahiran pengguna, tanpa mengira status sosial mereka. Dia menulis bahawa kanak-kanak selepas umur 14 tahun harus diberi pilihan untuk memilih dan pengkhususan dalam mata pelajaran mereka mempunyai kepentingan dalam, sama ada ia sedang membaca, kemahiran pengguna, sastera, dakwah, perubatan, geometri, perniagaan dan perdagangan, pertukangan, atau mana-mana mata pelajaran lain atau profesion mereka akan berminat untuk meneruskan kerjaya masa depan. Beliau menulis bahawa ini adalah satu peringkat peralihan dan bahawa ada keperluan untuk fleksibiliti mengenai umur di mana graduan murid-murid, sebagai perkembangan emosi pelajar dan mata pelajaran yang dipilih perlu diambil kira. Teori empirisme 'tabula rasa' juga yang dibangunkan oleh Ibn Sina. Beliau berhujah bahawa "akal manusia ketika lahir adalah lebih seperti rasa tabula, potensi murni yang direalisasikan melalui pendidikan dan datang untuk mengetahui" dan ilmu yang dicapai melalui "kebiasaan empirik dengan objek di dunia ini dari mana satu abstrak konsep universal" yang dibangunkan melalui "kaedah syllogistic pemikiran; pemerhatian membawa kepada penyata berpreposisi, yang apabila dikompaun membawa kepada konsep-konsep abstrak yang lanjut." Dia terus memperdebatkan bahawa akal itu sendiri "memiliki tahap pembangunan dari intelek bahan (al-'aql al-hayulani), bahawa potensi yang boleh memperoleh pengetahuan kepada akal aktif (al-'aql al-fa'il), nyatakan intelek manusia bersama-sama dengan sumber pengetahuan yang sempurna. " Ibn Sina's View On Children's Upbringing From THE BOOKS OF POLITICS

Ibn Sina : education has not been limited to one phase, the entry of the child school, but included the childrearing from the moment of his birth until his marriage and his involvement in social life, as it is not

based on one aspect or some aspects of human personality to neglect other aspects, but focused on the unity of the human personality and integration of mental, physical and emotional.

1. GIVE A GOOD NAME FOR A NEWBORN because of its implications for the child's personality. 2. THE ROLE OF BREASTFEEDING FROM THE MOTHER 3. ENCOURAGES PHYSICAL EDUCATION 4. EDUCATION IS ESSENTIAL NOT SPECIFIC TO CERTAIN AGE OR STAGE where he finds that the age of six is the appropriate age for children to start education. 5. When the child is physically prepared FOR THE NEXT STAGE OF LEARNING, he should learn Al-Quran and pictures of the letters of the alphabet. 6. PUNISHMENT should be the means of DISCIPLINE. Children must not at first BE TREATED WITH VIOLENCE but GENTLENESS. If caning is necessary, make the first strokes PAINFUL. 7. THE IMPORTANCE OF SPORTS & MUSIC ; one is for the child's body and the other is for his mind. 8. THE CHILD SHOULD BE IN THE COMPANY of WELL-BEHAVED CHILDREN because he acquires a lot from his peers. 9. THE CHOICE OF VOCATION SHOULD BE BEFOREHAND DECIDED BY GUARDIAN coz not every job that they desire is suitable for them.

Ibn Sina Lihat Pada Asuhan Kanak-kanak Dari BUKU DARI POLITIK

Ibn Sina: pendidikan tidak terhad kepada satu fasa, kemasukan sekolah kanak-kanak, tetapi termasuk kanakkanak pemeliharaan dari saat kelahiran hingga perkahwinan dan penglibatan beliau dalam kehidupan sosial, kerana ia tidak berdasarkan satu aspek atau beberapa aspek personaliti manusia

mengabaikan aspek-aspek lain, tetapi yang memberi tumpuan kepada perpaduan keperibadian manusia dan integrasi mental, fizikal dan emosi.

1. MEMBERIKAN NAMA BAIK UNTUK bayi yang baru lahir kerana implikasinya terhadap personaliti kanak-kanak. 2. PERANAN penyusuan susu ibu DARI IBU YANG 3. Menggalakkan pendidikan jasmani 4. PENDIDIKAN PENTING TIDAK KHUSUS UNTUK UMUR TERTENTU ATAU STAGE di mana dia mendapati bahawa umur enam tahun adalah umur yang sesuai untuk kanak-kanak memulakan pendidikan. 5. Apabila kanak-kanak dari segi fizikal bersedia UNTUK PERINGKAT YANG SETERUSNYA PENGAJIAN, dia perlu belajar Al-Quran dan gambar huruf abjad. 6. HUKUMAN perlu cara-cara TATATERTIB. Kanak-kanak tidak perlu pada mulanya BE DIRAWAT DENGAN KEGANASAN tetapi lemah lembut. Jika hukuman sebat adalah perlu, membuat pukulan yang pertama Pedih. 7. KEPENTINGAN SUKAN & MUSIC; salah satu adalah untuk badan dan kanak-kanak yang lain untuk beliau minda. 8. ANAK PERLU DALAM SYARIKAT-ANAK berkelakuan kerana dia memperoleh banyak dari rakan-rakannya. 9. PILIHAN DARI kerjaya PERLU terlebih dahulu KEPUTUSAN OLEH PENJAGA coz tidak setiap pekerjaan yang mereka kehendaki adalah sesuai untuk mereka.