An evaluation of child rearing issues in classical Islamic moral works within the context of contemporary educational understanding

This study aims to evaluate the principles of child rearing set forth in classical Islamic ethical literature within the context of contemporary educational understanding. In the history of Islamic thought, child education in ethical works has generally been discussed within the framework of the family under the heading "Tedbîrü'l-Menzil" (Management of the Home); the child has been seen as a being with innate potential and open to shaping. In this process, family and environment have been considered as fundamental determinants in the child's character development. The aim of this research is to examine the understanding of child rearing found in the works of thinkers such as Ibn Miskawayh (d. 421/1030), Ghazali (d. 505/1111), Nasiruddin Tusi (d. 672/1274), Jalaluddin Dawwani (d. 908/1502), and Kinalizade Ali Efendi (d. 979/1572), and to reveal the aspects of these views that coincide with and differ from today's understanding of education. The study is based on a qualitative research method and uses a document analysis design. The data were themed through content analysis and evaluated with a descriptive-comparative approach. The findings show that classical Islamic moral thinkers centered the family in child education, determined character building as the main goal, and adopted methods such as habit formation, modeling, and reward-punishment. However, it has been observed that some practices do not align with modern pedagogical approaches. While the understanding of child rearing in classical Islamic ethical literature largely coincides with universal pedagogical principles, some aspects appear to be limited by historical context. Evaluating this accumulated knowledge alongside modern educational approaches can contribute to developing a more holistic perspective on child education.