Modern Western Theory and Islamic Theory of Education
Introduction
Lev Semyonovich Vygotsky (1896-1934) was born in Russia in 1896. He graduated with a
law degree from Moscow University. Vygotsky’s first big research project was in 1925 with a focus
on psychology of art. A few years later, he pursued a career as a psychologist working with
Alexander Luria and Alexei Leontiev. Together, they began the Vygotskian approach to
psychology. Vygotsky had no formal training in psychology but it showed that he was fascinated by
it. After his death of tubercolosis in 1934, his ideas were repudiated by the government. Vygotsky
has written several articles and books on the subject of his theories and psychology, including
Thought and Language (1934).
Vygotsky is best known for being an educational psychologist with a sociocultural theory.
This theory suggest that social interaction leads to continous step-by-step changes in Children’s
thought and behavior that can very greatly from culture to culture (Woolfolk,1998). Basically
Vygotsky theory suggest that development depends in interaction with people and the tools that the
culture provides to help form their own view of the world. There are three ways a cultural tool can
be passed from one individual to another. The first one is imitative learning, where one person tries
to imitate or copy another. The second way is by instructed learning which involves remembering
the instructions of the teacher and then using these instructions to self-regulate. The final the final
way that cultural tools are passed on to others is through collaborative learning, which inlvolves a
group of peers who strive to understand each other and work together to learn a specific skill.
Ibn Khaldun bursal from Yemen Hadramaut by the name of Khalid bin Al Khattab
and lived in Carmona which is a small town located between Cordova, Sivilla and Granada
Khalid then known by the name of Khaldun bin Usman bin Hani bin Al Khattab bin
KuraibMaadiKarib bin Al Haris bin Hajr .
He came from an educated family of political leaders at Sivilla and at that time
scholarship was the requirement to become a leader. At that time the political leader in
Sivilla was in the hands of Khaldun's family and other noble families and his influence and
power were in Khaldun's hands while the ruler's power was only a name.
Ibn Khaldun was born in Romadhon 732 H (May 27, 1332) in the city of Tunis. He
earned the title Walliudin Al Tunisi Al Hadrawi. The title of Walliudin is a title given when
he assumed the post of judge in Egypt during the reign of Sultan DzahirBurquq, one of the
Mamluk sultans of Egypt. Besides that title, there are still many titles given stating the duty
and position of scientific and social status, between Other Al Wazir, Al Rais, Al Hajib, As
ShadrulKabir, Al FaqihulJalil, AllamatulUmmah, and Jamalul Islam WalMuslimin.
Of the many titles he earned it is certainly based on the personal attitude and
guidance of his parents and teachers and the experiences he gained through wandering and
interacting with the various tribes and the ever-changing government situation he faced.
Discussion
Vygotsky on the relationship between the social world and cognitive development.
In particular, the influences of culture, history and language on development will be
considered, and a proposed mechanism of cognitive development through notions of
student potential described. The specific implications of these ideas for educators will then
be considered.
As indicated above, the social world as defined by Vygotsky considers not only the
interpersonal interactions between, a student and teacher, or student and peer, but also the
the broader socio-cultural and historical influences on learning and the learning
environment. Vygotsky theory on cognitive development have thus often been summarized
as : i. The significance of culture, ii. The role of principal proponent of culture : language
and iii. The student relationship with ( and development within) this social (cultural) world.
In this context, culture is viewed as socially accepted behaviors, attitudes and beliefs and is
constructed through human social product such as institutions, symbol system and tools
such as language.
The cultural imfluences on childhood development can be exemplified through the
elementary and higher mental notions of Vygotsky. The former describes innate functions
or characteristic of a young child such as responding to a mothers voice and crying for a
need. Vygotsky believed that this transformation is strongly influenced by culture.
Vygotsky believed that language makes thought possible and is thus the basis of
consciousness. Without language his view was that human development could not exceed
that or primitive sense and perception functions, characteristicof lower forms of
mammalian life. Language was also seen as the tool of culture which enables social
interaction, and thus the direction of behavior and attitudes, and indeed the propagation and
development of culture itself.
Closely related to the formation of inner speech is the concept of internalization.
Internalizations as viewed by Vygotsky therefore, represents a genuine, participative and
constructed process, but nevertheless determined by socio cultural influences. An important
implication of the above ideas is that there is much opportunity through the school system
to influence the cognitive development of children. A second important implication of
Vygotsky’s views is that rather than deriving explanations of a students psychological
activity from the students characteristics, attention should be given to student behavior and
performance when engaged in social situation. V;ygotsky in specific postulated the notion
of a zone of proximal development (ZPD) which defines the differences between the child
independent learning accomplishments, and accomplishments under the guidance of a
person who is more competent at the specific task at hand.
Although the social influences on cognitive development have been considered by
other researchers, such as Piaget and Bandura, Vygotsky emphasized that individual
development is inherently integrated with cultural, historical and inter-personal factors.
Furthermore, Vygotsky viewed the individual in the social context as the unit of analysis in
development, rather than the sole individual.
The use of language related activities in the school environment are also indicated
to be importance to cognitive development. For example, the development of
communication skill may influences the clarity and breadth of inner speech, and thus
thought patterns. However, at an early school age, the development of language is likely to
be an enabling tool towards other educational abilities, which in our current cultural setting
have a cognitive base.
According Ibn Khaldun, Education is transforming the values of experience to
maintain human existence in a culturally-growing society as well as an ever-evolving era,
education as a process for the realization of a culturally and entirely societal society. From
this it can be seen that education is a process to produce an output that leads to the
development of human resources of high quality and high discipline.
The educational formula presented by Ibn Khaldun is the result of his various
experiences as a philosopher of history and sociology connecting concepts and reality. As a
philosopher of history he certainly uses the approach of historical philosophy, because the
approach will affect the system of thinking and thinking in the discussion of each problem.
The approach of historical philosophy is a historical approach that attempts to
explore the philosophers' conception throughout history against historical problems. From
the results of the study will arise a new phenomenon or a new conception from various
points of view or flow of thought.
Ibn Khaldun's view of the method of instruction is part of the discussion on his
Muqaddimah book. As we know in the history of Islamic education we can see that in
different conditions and different situations, has applied teaching methods. And the method
used is not only a teaching method for an educator, but also a method of learning that
should be used by learners. This is as Ibn Khaldun has discussed in his Muqaddimah book.
In providing knowledge to learners, educators should provide basic problems that
are general and comprehensive, taking into account the ability of the intellect of the
students. After the educator provides the common problems of the knowledge before the
educator discusses it in more detail and detail. In this third step educators convey
knowledge to students in more detail and comprehensive, and trying to discuss all issues
how difficult it is for students to gain a perfect understanding.
Ibn Khaldun also mentions the primacy of the method of discussion, because with
this method learners have been involved in educating themselves and sharpen the brain,
train to speak, in addition they have the freedom of thinking and confidence. Or in other
words this method can make students think reflective and innovative.
Another case with the method of memorization, which according to this method
makes the students less get the correct understanding. Besides the methods mentioned
above Ibn Khaldun also advocated the method of demonstration, because with this method
the teaching process will be more effective and the lesson material will be more quickly
captured by the students. One thing that indicates the maturity of Ibn Khaldun's thinking, is
the principle that learning is not the recitation of the head, but the understanding, discussion
and discussion ability.
Conclusion
In conclusion, Vygotsky has a method of learning with language in teaching and
learning activities in an environment that can in crease cognitive development in children.
And Vygotsky also use scaffolding method where the student have to learne a lesson steps
by steps learning. While according to Ibn Khaldun an education or teachings can also be in
the experience where humans are also mutually maintain the development of culture the
student’s life and more developed with the environment. And from those two figures they
have same idea about the method of learning. Vygotsky states that he focuses on
cooperative learnimg where students will think harder in solving problem in learning with
their friends and make them more active. And Ibn Khaldun also applies the method of
discussion learning for learners have been involved in educating themselves and sharpen
the brain, train to speak, and freedom of thinking and then more confidence.
Sources :
1. Zhou Molly , Brown David. Educational Learning Theories. Galileo : University of
Georgia. December,2014.
2. Amir, Dinasril. Pandangan pendidikan menurut Ibn Khaldun, Jurnal Al-Ta’lim,
Jilid 1, Nomor 3 November 2012. IAIN Imam Bonjol Padang.
