TOPIC:-Issue on the co-relation between Islamic

concept of knowledge & the views of idealism led by

Plato and Aristotle
By AYSHA MOHD SHARIF

PLATO AND ARISTOTOLE & ISLAMIC CONCEPT OF KNOWLEDGE

The theory of knowledge (Epistemology) is the philosophical study of the nature, scope

and limitation of what constitutes knowledge, its acquisition and analysis. The

fundamental issue that remains unsolved in epistemology is the definition of knowledge.

Philosophers are divided on this issue with some analyzing it as justified true beliefs

while others differ and say that justified true belief does not constitute knowledge.

Islamic concept of knowledge is the awareness of a thing with reference to its reality. So

knowledge is that theorem or proposition which consists in knowing an object reality

existent in eternity. The concept of knowledge in Islam can be seen in the light of Surah

Al Alaq. These are the five verses that contain the note of knowledge. Man knew nothing

but now he was blessed with knowledge. He started knowing the reality of the things. He

was brought to light from the dark and deep ditch of ignorance. It was light of awareness

that was conferred upon him. Knowledge is, in truth, a journey towards light and

enlightenment. There are six aspects of the concept of knowledge. They are knowledge,

the objective of knowledge, syllabus, the outcome of knowledge, the means of

knowledge and the scope of knowledge. BUT Aristotle and Plato had different theories of
knowledge. Plato who is an astute and important philosopher appreciated that all Truth

comes from Reality and this Truth was profoundly important to the future of Humanity.

Before Plato, there were some other philosophers that had made some remarks about the

theory of knowledge especially Socrates. However, Plato has been credited with the

origin of the theory of knowledge as it was found in his conversations. His theory of

knowledge closely intertwined with his theory of forms (ideas), envisaged that there were

two essential characteristics of knowledge. Aristotle theory of knowledge was based on

his strong belief in Logic. He developed the principles of reasoning. He argued that the

possibility of error forces the mind to determine the truth validity of a given statement.

Aristotle differed with Plato in his theory of Knowledge. He believed that experience

showed that individual substances exist and a predicated of the substance and that an

individual is not produced by some idea or model, as opposed to what Plato thought, but

by fellow individuals of the same species. His theory of knowledge was based on

empirical evidence as opposed to Plato who was an idealist. "Idealism" is metaphysical

that a world of material objects containing no thought either could not exist as it is

experienced, or would not be fully "real. Fundamental principles of Idealism are (1) Idea

is real,(2) Man is supreme creation, (3) God is the source of all knowledge(4) Values are

Absolute. Idealists conceive of people as thinking beings that have minds capable of

seeking truth through reasoning. They see people as beings that breathe, eat, and sleep,

but above all as thinking beings whose thoughts can range from the ridiculous to the sub-

lime. For example, Plato believed that the lowest kind of thinking should be called mere

opinion. Idealists generally agree that education should not only stress development of

the mind but also encourage students to focus on all things of lasting value. Along with
Plato, they believe that the aim of education should be directed toward the search for true

ideas. Another important idealist aim is character development because the search for

truth demands personal discipline and steadfast character. This aim is prevalent in the

writings of Kant, Harris, Horne, Gentile, and others. Augustine, a Neoplatonist, agreed

with Plato that the highest aim is a search for the truth, but he believed even more

strongly than Plato that truth has overwhelming spiritual implications. According to

Augustine, the search for truth is a search for God, and a true education leads one to God.

Because God is pure idea, God can be reached only through contemplation of ideas;

therefore, a true education is concerned with ideas rather than matter.

CO-RELATION

Co-relation between idealism and realism is that they both are classic but two different

doctrines of education. One is symbolist (Idealist) and the other is materialistic (realism)

The source of knowledge in idealism is taken from the past literature that is usually

abstract type of knowledge stressing the concept of supernatural (Metaphysical)

phenomenon where the idealists focus upon the picture of an object in one’s ideas. The

teacher in the idealistic approach is autocratic who has more knowledge and pedagogical

strength then the pupil. On the other hand the idealism has fully stressed upon the objects

and their ideas on the human mind. Both the philosophies have to well furnish the

students’ cognitive strength that is useful to prepare him for the life and its challenges.

The teacher in idealism has to face the pupil and to engage him in the discussion in

his/her selected topic. This method is known as ‘Debate’ or Socratic Method. Realists

support the lecture method and other formal ways of teaching. The learning experiences

or content in the idealism is chosen situational regarding the need of the learner where in
the idealism these learning experiences are chosen from the literature that have been

written by the great philosophers in the past. The learner in the realistic approach is a

passive factor. The learner has to inculcate as much as he/she can and also can express

his inculcated knowledge.

Therefore, Education is the process of bringing the truths to the

surface, and because many of the truths are directly related to God, according to many

religious realists, education can also be a process of salvation. Thus, education can be per

formed through the dialectic, contemplation, intuition, and other ways to bring out truths

already possessed by the soul. Even today, many religious institutions practice such an

approach as a part of students’ education, and they set aside a portion of time for students

to meditate on ultimate meanings.