Elementary Education and Motivation in Islam: Perspectives of Med ...

they contained sophisticated insights into the nature of childhood and its impact on education.

2) Scholars’ narratives, biographical works, and historical compilations

This group of sources provided useful anecdotes pointing to how ta'db and motivation may have functioned in medieval Muslim societies. They also helped to clarify the circumstances that may have shaped Muslim ideas and practices in relation to children and their education. Some of the most useful sources in this category were:

• Al-Baldhur (d. 297/892)—Futu-l-Buldn

• Yqt al-amaw (574/1179–626/1229)—Mu‘jamu-l-Udab’

• Ibn ‘Abd Rabbih (245/860–328/940)—Al-‘Iqd al-Fard

• Ibn Ab l-Duny (d. 281/894)—Kitbu-l-‘Iyl

• Ibn Baa (703/1304–779/1377)—Tufatu-l-Nur

• Ibn awqal (d. 380/990)—Kitb rat al-Ar

• Ibn al-Jawz—Akhbr al-amq

• Ibn Jubayr (540/1145–614/1217)—Rilat Ibn Jubayr

• Ibn al-Nadm (fl. 376/987)—Al-Fihrist

• Ibn Qutayba (213/828–276/889)—Kitb ‘Uyni-l-Akhbr

• Al-Rghib al-Ifahn (d. 443/1060)—Muartu-l-Udab’

• Al-Maqri (766/1364–845/1442)—Al-Khia

• Ibn Khaldn—Muqaddima (also used as an educational source)

Contrary to my expectations, the commonly used historical compilations of al-abar (223/838–310/923), Trkhu-l-Umam wa-l-Mulk; Ibn al-Athr (555/1160–606/1233), Al-Kmil f l-Trkh; and Ibn Kathr (701/1301–774/1373), Al-Bidya wa-l-Nihya, did not yield much satisfactory information on the practice of medieval Muslim ta'db.

3) Literary Works

As a reflection of their social context, literary works (adab)⁵ provided valuable information about social norms and practices in medieval Muslim education. Some of the literary works I found