International Journal Of History And Political Sciences
28
https://theusajournals.com/index.php/ijhps
VOLUME
Vol.05 Issue01 2025
PAGE NO.
28-31
10.37547/ijhps/Volume05Issue01-08
The fundamental principles of child upbringing in islam:
a historical perspective
Karimova Dildora Sadriddinovna
Namangan Academic Lyceum of the Ministry of Internal Affairs, Master's Student, Highly Qualified History Teacher, Uzbekistan
Received:
26 October 2024;
Accepted:
28 December 2024;
Published:
30 January 2025
Abstract:
This article examines the fundamental principles of child upbringing in Islam from a historical
perspective. The study analyzes the teachings of the Qur'an and Hadith, explores the views of medieval Islamic
scholars, and evaluates the role of Islamic civilization in shaping parenting practices. It also discusses their
application in modern parenting practices.
Keywords:
Islam, child upbringing, history, Qur'an, Hadith, Islamic scholars, education, family, ethics.
Introduction:
Child upbringing in Islam has always been
a central aspect
of Muslim society. The Qur’an and
Hadith provide clear guidance on raising children with
moral values, knowledge, and ethical behavior.
Throughout history, Muslim scholars and educators
have emphasized the importance of proper child
upbringing based on religious teachings. The role of
Islamic civilization in shaping educational structures
and family values has been profound, and
understanding these historical perspectives offers
valuable insights into modern parenting practices.
The Islamic perspective on child upbringing is holistic,
encompassing not only religious and ethical education
but
also
intellectual,
emotional,
and
social
development. This study explores how Islamic
traditions have influenced parenting and education,
focusing on historical practices, scholarly contributions,
and the relevance of these principles in the
contemporary world.
METHODS
This study employs a historical-descriptive approach,
analyzing primary and secondary sources, including the
Qur'an, Hadith, classical Islamic texts, and modern
academic research. Comparative analysis is used to
examine the consistency and evolution of Islamic
pedagogical principles across different historical
periods. The study also considers the impact of cultural
and societal factors on child-rearing practices within
Islamic history.
Additionally, the research draws from interdisciplinary
perspectives, incorporating insights from Islamic
theology, history, pedagogy, and psychology. This
multifaceted approach allows for a comprehensive
understanding of the topic.
RESULTS
The Foundations of Child Upbringing in Islam
Islamic teachings emphasize several key principles for
child upbringing:
- Moral and ethical development: The Qur'an (66:6)
instructs believers to protect themselves and their
families from wrongdoing by instilling righteousness
and faith. This verse highlights the responsibility of
parents in ensuring their children grow up with strong
moral values.
- Compassion and kindness: Prophet Muhammad
(s.a.v) treated children with immense love and respect,
encouraging their intellectual and moral growth. The
Hadith states: "He is not one of us who does not have
mercy on our young nor respects our elders." (Sunan
Abu Dawood 4943)
- Pursuit of knowledge: Education is regarded as a
religious duty in Islam, as evidenced by the Hadith:
"Seeking knowledge is an obligation upon every
Muslim." (Ibn Majah, 224)
- Parental responsibility: Islam places great emphasis
on the role of parents in shaping their children’s
character and ensuring their proper upbringing (Qur
’an
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International Journal Of History And Political Sciences (ISSN
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31:13-
19). Luqman’s advice to his son in these verses
serves as a model for parental guidance, emphasizing
monotheism, gratitude, patience, and good conduct.
- Discipline with balance: Islamic teachings advocate for
moderation in disciplining children, emphasizing
guidance over harsh punishment.
- Practical skills and independence: Children are
encouraged to develop practical life skills, preparing
them for adulthood while maintaining a strong moral
foundation.
According to Shaykh Muhammad Sodiq Muhammad
Yusuf, the responsibility of parents in raising children
begins at an early stage. He emphasizes that children
should be nurtured with love and care, instilled with
both religious and worldly knowledge, and guided by
exemplary moral conduct. In his works, he underscores
that the foundation of a righteous society starts within
the family, where parents act as the primary role
models for their children. He further stated: “a child’s
heart is like a pure mirror, reflecting the values and
actions of those aro
und them” (Muhammad Sodiq
Muhammad Yusuf, 2010).
Contributions of Medieval Islamic Scholars
Prominent
Islamic
scholars
made
significant
contributions to the philosophy of child upbringing:
- Imam Al-Ghazali: Stressed the importance of
nurturing good character from an early age and
integrating religious and secular education.
- Ibn Sina (Avicenna): Advocated for a holistic approach
to education, incorporating physical, intellectual, and
spiritual development.
- Al-Farabi: Highlighted the influence of social
environment on a child's upbringing and the need for a
structured educational system.
- Ibn Khaldun: Emphasized the role of discipline and
gradual learning in shaping a child's personality and
intellectual capabilities.
- Al-Tusi: Advocated for the role of mentorship and role
models in child education, stressing the importance of
leading by example.
- Ibn Qayyim al-Jawziyya: Addressed psychological
aspects of child development, discussing how love,
discipline, and education should be balanced for
optimal growth.
Historical Context of Islamic Upbringing
Throughout Islamic history, various periods have
witnessed different approaches to child upbringing,
shaped by the socio-political and cultural contexts of
their time. The role of education and child-rearing was
not only a matter of family life but also a fundamental
aspect of the larger intellectual and religious
development of Muslim societies.
The Early Islamic Period and the Rashidun Caliphate
(7th
–
8th centuries)
In the early years of Islam, during the time of the
Prophet Muhammad (s.a.v) and the Rashidun
Caliphate, child upbringing focused heavily on the
moral, spiritual, and ethical guidance provided by the
Qur'an and the Sunnah. The Prophet Muhammad's
(s.a.v) approach to children was deeply rooted in
mercy, compassion, and education. His teachings
emphasized the importance of nurturing children with
kindness and teaching them the fundamental tenets of
Islam, such as Tawhid (the Oneness of God) and good
character.
Parents were encouraged to educate their children in
the ways of the Qur'an and Hadith, and to lead by
example, as the Prophet Muhammad (s.a.v) himself
demonstrated. His practice of teaching the young and
treating them with respect was foundational in setting
a high standard for the upbringing of children in Muslim
communities. During this period, education was
primarily focused on religious knowledge, but as the
Islamic empire expanded, it gradually included subjects
such as science, law, and literature.
The Abbasid Caliphate (8th
–
13th centuries)
The Abbasid Caliphate marked a golden age for the
development of Islamic education, with a significant
transformation in the ways children were educated.
This period saw the establishment of madrasahs
(Islamic schools), which became centers not only for
religious education but also for the study of medicine,
astronomy, philosophy, and mathematics. Education
during this era was both religious and intellectual,
providing children with a well-rounded upbringing.
The Abbasids’ commitment to knowledge was reflec
ted
in the writings of scholars such as Al-Ghazali and Ibn
Sina (Avicenna), who placed great emphasis on the
holistic development of children. In their works, the
importance of nurturing a child's intellect and
character, while balancing spiritual and secular
education, was highlighted. This period is often seen as
one where the ideal of the balanced education of the
child
—
intellectual, moral, and spiritual
—
was firmly
established.
The Ottoman Empire (14th
–
20th centuries)
The Ottoman Empire continued the traditions of
education established by the Abbasids, with significant
contributions to both the Islamic and secular
educational systems. During this period, the family
continued to play a central role in the moral and
spiritual development of children, but the state also
assumed responsibility for providing education to all
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International Journal Of History And Political Sciences (ISSN
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children, regardless of their social status.
In this context, the role of the father as an educator was
deeply ingrained in Ottoman culture. The father was
not only a provider but also a teacher, especially in rural
areas, where the family was the primary institution of
education. This approach was influenced by the
teachings of Ibn Khaldun, who underscored the
importance of social environment and the role of
education in the formation of a child's character and
intellectual abilities.
The madrasahs under the Ottomans continued to offer
a blend of religious and secular studies. They provided
children with a comprehensive education, including
training in Islamic jurisprudence, logic, rhetoric, and the
natural sciences. However, with the expansion of the
Ottoman Empire and the subsequent influence of
Western education models, the system of child
upbringing began to evolve, incorporating elements of
modern educational philosophy and pedagogy.
Islamic Spain (Al-Andalus) (8th
–
15th centuries)
In Islamic Spain, child upbringing was characterized by
an integration of religious values and cultural
knowledge. Education in Al-Andalus was highly
advanced, with a focus on both religious and secular
learning. Children were raised to be well-rounded
individuals, with a deep understanding of Islamic
teachings as well as a broad knowledge of the sciences,
philosophy, and arts.
The city of Cordoba became a leading intellectual
center, with numerous schools and libraries. Islamic
Spain emphasized the importance of critical thinking
and intellectual curiosity, traits that were encouraged
in children. Scholars such as Ibn Rushd (Averroes) and
Ibn Arabi contributed significantly to both Islamic
theology and philosophy, reinforcing the idea that a
child’s upbringing should include a deep understanding
of both religious and intellectual traditions.
The Safavid Empire and Mughal India (16th
–
18th
centuries)
During the Safavid period in Persia and the Mughal era
in India, the role of the family continued to be
paramount in shaping the moral and ethical values of
children. In these regions, the influence of Sufism
played a major role in child upbringing. Sufi teachings
emphasized spiritual development alongside moral and
intellectual growth, highlighting the importance of
compassion, humility, and self-control.
The Mughal Empire, known for its cultural and
intellectual achievements, also contributed to
educational practices. The Mughals were instrumental
in establishing madrasahs and schools throughout the
empire, integrating the principles of Islamic education
with the local culture. Children in Mughal India were
taught not only the religious sciences but also the arts
of governance, warfare, and administration, preparing
them for leadership roles in society.
The historical development of child upbringing in Islam
shows a continuous evolution, from the early years of
the Prophet Muhammad (s.a.v) to the flourishing of
educational systems in the Abbasid, Ottoman, and
other Islamic empires. Each period emphasized the
importance of a balanced approach to child upbringing,
integrating religious, intellectual, and social education.
The insights from these historical periods continue to
offer valuable lessons for contemporary child-rearing
practices, underscoring the enduring relevance of
Islamic teachings on child upbringing in shaping well-
rounded, ethical, and knowledgeable individuals.
DISCUSSION
Islamic upbringing provides a well-balanced framework
for raising ethical and responsible individuals. In
contemporary society, the erosion of family values and
increasing moral challenges highlight the necessity of
returning to foundational Islamic teachings.
Shaykh Muhammad
Sodiq Muhammad Yusuf
underscores the impact of parental neglect on moral
decay, asserting that “parents who fail to instill Islamic
values in their children contribute to societal
degradation” (Muhammad Sodiq Muhammad Yusuf
(2011). His perspective aligns with modern
psychological research that emphasizes the crucial role
of early childhood education and parental involvement
in character development.
Furthermore, historical insights from medieval Islamic
scholars remain relevant today. For example, Al-
Ghazali’s integration of religious and secular education
is echoed in modern discussions on holistic education.
Similarly, Ibn Khaldun’s emphasis on discipline and
structured learning resonates with contemporary
pedagogical theories on gradual learning and behavior
reinforcement.
Thus, Islamic child upbringing principles offer not only
spiritual guidance but also practical methods for
addressing modern educational and moral challenges.
The integration of these teachings with modern
methodologies could enhance contemporary parenting
and education systems.
CONCLUSION
The study highlights that Islamic teachings on child
upbringing have been deeply embedded in Muslim
societies for centuries. The emphasis on moral
development, knowledge acquisition, and community
responsibility has shaped generations. The wisdom of
past scholars, the guidance of the Qur'an and Hadith,
International Journal Of History And Political Sciences
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International Journal Of History And Political Sciences (ISSN
–
2771-2222)
and the insights of contemporary Islamic thinkers all
reinforce the importance of a structured, ethical, and
balanced approach to raising children.
Applying these historical insights in modern contexts
can contribute to raising well-rounded, ethical, and
knowledgeable individuals in today’s rapidly evolving
world. Islamic teachings offer timeless values that can
be adapted to address the educational and moral needs
of the present and future generations.
REFERENCES
Abu Dawood. (n.d.). Sunan Abu Dawood, Hadith 4943.
Al-Farabi. (1998). The Virtuous City. Oxford University
Press.
Al-Ghazali. (2005). Ihya Ulum al-Din (F. Karim, Trans.).
Islamic Book Trust.
Ibn Khaldun. (1967). Muqaddimah (F. Rosenthal,
Trans.). Princeton University Press.
Ibn Majah. (n.d.). Sunan Ibn Majah, Hadith 224.
Ibn Qayyim al-Jawziyya. (2013). Tuhfat al-Mawdud.
Darussalam Publishers.
Ibn Sina. (2001). Kitab al-Shifa. Brill Academic
Publishers.
Muhammad Sodiq Muhammad Yusuf. (2010). Bolalar
tarbiyasi. Hilol-Nashr.
Muhammad Sodiq Muhammad Yusuf. (2011). Baxtiyor
oila. Hilol-Nashr.
The Holy Qur’an. (n.d.). Various Translations.
