Ibn Khaldun's Conception of Science and Education for Muslims in Germany

Abstract

Ibn Khaldun's concept of knowledge/science and education is a further developed and complementary approach within the Islamic epistemological paradigm. The framework of this concept of knowledge/science and education is built on his world view, and especially on his perception of society and civilization (umran). According to Ibn Khaldun, knowledge/science is a product of human thought, which he again divides into three degrees: discerning, experimental and speculative. His most basic thesis on science and education is expressed in this statement of his: “Science is not the accumulation of knowledge and information, but it is a habitus.” In this paper I argue that this approach is completely compatible with the modern European view on education. Ibn Khaldun states that most problems in education arise from either the educator or the educational methods being used. The aim of education is “the acquisition of habitus in a field in which a student is talented.” The most crucial feature of Ibn Khaldun’s method is gradual and student oriented learning. It is by way of instruction that knowledge and science can be transferred and developed. The different education models that emerged in Europe and especially in Germany in the 19th century center around the principle of competence, the same principle that Ibn Khaldun called “meleke” (habitus). It is remarkable that the ideas expressed by Ibn Khaldun centuries ago, are in agreement with the educational principles that today are put into practice in the German educational system. His classification of sciences are at the same time an application of his theory of knowledge. According to Ibn Khaldun, as a rule religious sciences are based on traditions, but rational sciences are based on experimental and empirical knowledge. Islamic-religious education in Germany takes place in schools, in mosques, associations and the recently founded Islamic-theological faculties. In this paper, I try to establish what can be done regarding Islamic education in the German educational system according to Ibn Khaldun’s educational concept. The denominational (Bekenntnis) and competence oriented religious education in German schools is compatible with Ibn Khaldun’s concept. But I also point out how crucial it is to form an educational concept for mosques in Germany. Finally, I argue that Ibn Khaldun’s findings can help us shape the newly founded Islamic-theological faculties in Germany. In summary, Ibn Khaldun’s ideas offer today’s researchers very important perspectives.