معلم اعظمﷺ کی تعلیمی فلاسفی اور جدید تعلیمی،تدریسی و آموزشی نفسیات:تحقیقی و تقابلی مطالعہ

The Educational Philosophy of the Great Teacher (peace be on him) and Modern Educational, Instructional, and Pedagogical Psychology: An Analytical and Comparative Study

Abstract

This study undertakes a comprehensive analytical and comparative examination of the pedagogical philosophy of the Prophet Muhammad (peace be on him) in the light of contemporary educational psychology, modern teaching–learning theories, curriculum studies, and neuroscientific insights. Drawing upon Qur’anic foundations—particularly the tripartite educational objectives of taʿlīm (knowledge), tazkiya (character refinement), and ḥikma (practical wisdom/skills)—the article argues that the Prophet’s (peace be on him) educational model embodies a complete, integrative, and learner-centred paradigm that anticipates many principles of modern instructional design. Through textual analysis of Qur’anic verses, Prophetic traditions, and classical commentaries, the study demonstrates that the Prophet (peace be on him) functioned simultaneously as an ideal learner, master teacher, curriculum designer, and community educator. His pedagogical methods—ranging from inquiry-based learning, role-play, collaborative activities, scaffolding, assessment-by-demonstration, and attention to individual differences—correspond strikingly with contemporary frameworks such as Bloom’s taxonomy, multiple intelligences theory, and holistic child development. The research shows how Prophetic pedagogy recognized cognitive, emotional, moral, social, and physical dimensions of human development, and how the Prophet (peace be on him) adapted teaching to learners’ intellectual levels, linguistic habits, psychological needs, and cultural contexts. The study concludes that the educational philosophy of the Prophet Muhammad (peace be on him) provides a timeless, value-rich, and pedagogically sophisticated model that can guide contemporary curriculum design, teacher training, and learning environments. It recommends integrating Prophetic principles into modern educational discourse to create learner-centred, ethically grounded, and socially transformative educational systems.