Critical Analysis of Freire’s Educational Philosophy with the Lens of Quran and Iqbal’s Perspective

Abstract

This paper offers a creative fusion of Paulo Freire’s critical pedagogy with the philosophical and spiritual insights of Allama Iqbal and Islamic teachings, particularly from the Qur’an, to redefine the purpose and power of education.  This chapter presents a cohesive and integrated philosophical framework to bring transformation in education system by comparing and contrasting concepts of the humanization, conscientization, and praxis are discussed as a pathway to liberation by Friere, concepts of khudi (selfhood) by Iqbal and the Qur’anic verses for reflection and justice provides a lens to interpret the ideas on cultural and spiritual grounds. The problem of this research addresses the teacher-centered education system prevailing rote learning in Pakistan that suppress the learners’ creativity, critical thinking and inquiry-based discussions. This study critically analyzes the western teaching models and emphasized on teaching-learning approach that is more relevant to Pakistani culture and context. Concept of conscientization of Friere accentuates the education as a process of action and reflection based on dialogues. Adding in to this, Iqbal’s highlight in his concepts of khudi, and self-realization as important components to develop more moral and ethical individuals.  The principles of Qur’an validate that fostering intellect achieved through emphasizing on consultation, justice and wisdom for spiritual and ethical development of individuals. Critical theory is employed as a methodological lens by reviewing and analyzing the existing philosophical literature across the Islamic thoughts and teachings, educational philosophies, and the educational system of Pakistan. Employing this approach, this study discusses the power dynamics and construct an Integrated Transformative Education Framework by synthesizing the philosophies to nurture moral, ethical, courageous and spiritual learners. The proposed framework comprises of strategies such as; curriculum reforms based on inquiry, training of the teachers to create more conducive, participatory and dialogic learning environment grounded in Islamic teaching and ethics. This study contributes the theoretical and practical implications concerning the original concepts of Islam with the western critical pedagogy to empower the learners for socially engaged, 
aware, and bring reforms in Pakistani education system.