The foundations of knowledge integration between thinkers of Islamic education and scholars of jurisprudence and its origins

Document Type : Original Article

Author

Assistant Professor of Islamic Fundamentals of Education, Department of Islamic and Comparative Education, College of Education, Umm Al-Qura University, Kingdom of Saudi Arabia

Abstract

The study aimed to clarify the scientific foundations of the cognitive integration between the science of Islamic education and the science of jurisprudence and its origins, where the latter represents a major source of Islamic education sources, and an origin of its origins from which it draws its components and premises in proportion to the change of time and its renewal and preserves the constants of the Islamic religion and its sources. The current study used several approaches to achieve its objectives, namely the descriptive approach, the deductive approach, and the fundamentalist approach to answer the study's questions and achieve its objectives. The results of the study confirmed the abundance of Islamic educational thought with the theoretical and applied components of the principle of cognitive integration, and the opinions of thinkers and their writings are the biggest proof of that interest. One of the most prominent effects of cognitive integration between Islamic principles of education and jurisprudence and its origins is the emergence of modern scientific and methodological terms such as educational calamities and educational analogues. The study recommended the necessity of conducting terminological studies in light of the cognitive integration of educational sciences from an Islamic perspective.
 

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