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

education; and (3) the education of girls, who were often not educated in the same manner as boys.

Chapter 3 surveys extensively how Muslim scholars from 750 to 1400 CE wrote about children's motivation from an educational perspective. It is arranged according to topics within motivation and demonstrates an awareness of the chronology of the scholarly views. It pays attention to the foundations of the scholarly opinions, the types of scholars who wrote on the topic, their approaches to it, and networks of scholarship, as well as similarities and dissimilarities in ideas.

Chapter 4 examines how continuity and resistance to change in Muslim educational ideas on children's motivation from 750 to 1400 CE were a direct reflection of the sociohistorical context. It discusses the idealism and social factors that affected how medieval Muslim scholars viewed the education and motivation of children.

This book concludes by observing that continuity and resistance to change were the underpinning basis for the medieval Muslim scholars’ views on ta'db and motivation. The essence of these views remained consistent from 750 to 1400 CE, and any perceived change in thinking was limited to scholarly methodology. The idealistic notions of ta'db and motivation and their centuries-old traditions may be attributed to the faith and zeal of the medieval Muslims, who undertook the task of educating children with obedience to God in mind.