أخلاقيات مهنة التعليم في فكر الإمام بدر الدين بن جماعة (ت 337 ه)‎

الملخص EN

Praise be to God and prayers be upon his beloved, the chosen one, and his family and companions.

The Islamic nation's need for something which illuminates its ways of life and places its handson solid education and high values is heightened, especially in the twists and turns of this chaoticglobe.

This can only be accomplished by returning to the origins of Islamic philosophy.

If heritage research is important in general, it is especially important in the field of education.

Because they are one of the most dangerous gaps, we need to root education and education in thelands of Islam, and build it on solid Islamic foundations and ethics; to prepare a generation thatknows what it has and what it owes to itself, its Creator, its nation, and all of humanity.

Our scientistshave released from their penetrating views and valuable educational advice, which has mademany facts of education and its conditions in their time clear to us, and among these prominentimams: Imam Badr al-Din Ibn Jamaah (631-676 AH), who occupied his life and devoted it to preservingscience, publishing it, classifying it, teaching it, explaining his arguments and explaininghis arguments and proofs, etiquette, ethics, and methods.

Imam Ibn Jamaah gave us a great heritage and riches of educational ethics in his wonderfulwork (The Ticket of the Listener and the Speaker in the Moral of the World and the Learner(.

These morals are in the teacher's attitude toward himself, his lesson, and his students, and include: evoking a good intention in teaching, fairness in dealing with all students, kindness, workingwith knowledge, cleanliness, purity, kindness, good appearance, and so on; with the need toconsider the teacher's physical and psychological condition; so that his mind is not strained; and headvised the teacher not to tell his students, except good-natured and empty-hearted people, abouteverything that preoccupies the secret, and to pay attention to writing and scientific research, andto adhere to its controls, and to make it part of the teacher's professional and educational preparation; to raise its level.

One of the teacher's obligations is to work on discovering great students and caring for this excellence, developing and following it, and viewing them as a vital human resource for the countrythat must be developed further.

The attraction of certain educators and teachers with Western andEastern educational philosophies now stems from our ignorance of what our distinguished scholarsleft behind, or from our lack of awareness of what they inherited.