Fatemeh Movahedi Parsa
Abstract
Islam accords particular significance to ethics and early childhood, often regarded as the golden period of education. Developing an indigenous‑Islamic model for moral education during ...
Read More
Islam accords particular significance to ethics and early childhood, often regarded as the golden period of education. Developing an indigenous‑Islamic model for moral education during this stage requires not only an examination of moral education within religious teachings-the Qurʾān and Ḥadīth-but also a study of the ideas of Muslim thinkers concerning this period. Analyzing the views of Mashshāʾī (Peripatetic) thinkers, as representatives of the first Islamic educational school, constitutes an essential step toward formulating such a model. With the aim of investigating the nature and rationale of moral education in early childhood, this article examines the works of Mashshāʾī thinkers using a descriptive‑analytical method, identifying the concept, objectives, influencing factors, and content of moral education during this stage. The findings indicate that, from the perspective of Mashshāʾī thinkers, moral education of children in early childhood is not only feasible and necessary, neglecting it is impermissible. The ultimate goal of moral education in this period is human felicity (Saʿādah), while some of its intermediate objectives include obedience to and respect for parents, teaching the science of ethics prior to other disciplines, and refining personal manners. Influential factors are categorized into human factors and environmental factors. Among the most important virtues that the educational content of this period seeks to cultivate are contentment (Qanāʿah), patience (Ṣabr), humility (Tawāḍuʿ), chastity of speech (ʿiffat al‑Kalām), and chastity of appetite (ʿiffat al‑Baṭn).
