Cumhuriyet İlahiyat Dergisi

Öz

Abstract: When we look at the
research done on the history of education, it is possible to come across
different ideas about personality-education relation, approaches and theories.
Human feelings, thoughts, behaviours, material structure and personality
characteristics that are evolving making it necessary to handle him in
multi-dimensions. As a result of this situation both in Islamic geography and
in the West, many thinkers elaborate the affecting
factors on personality development and
education, they evaluate the physcial environment and the conditions that
change depending on it as an active element influencing personality education.
In this our study, we  try to put out the
ideas that point to the place of physcial environment in personality education
of Muhammad Iqbal who has a distinct place in the tradition of Islamic thought
with unique ideas about man. In this context, the starting points of our
research will be determination the conceptual framework of the personality word
and  to recognize the physcial environment
that Iqbal brings to the agenda in personality education and pointing to the
move of the school and the teacher in the personality education process instead
of Ikbal's views in connection with the physical environment and to determine
the role give place by Iqbal in the physcial environment in terms of its impact
on the development of human personality will be the starting points of our
research.

Summary: The education
aims to develop the human being as a whole by the mental characteristics, emotions,
personality and spiritual structure. Man is in a network of dialectical
relationships with an environment that surrounds him from physical, social and
cultural aspects constantly. Personality forms the center of human structure.
Therefore throughout history, the way of thinkers, writers, systems and
theorists who have developed ideas about education has intersected the concept
of personality at some point in the efforts to understand people.

The word "personality", which is a infinitive derived from the
root of "şhs" which means "ascending, seeing, growing,
growing" in Arabic, comes to mean "individuality". The concept of personality, "the
structure of a person's whole attributes, attitudes, abilities, appearance and
appearance of adaptation to the environment"; "Consistent patterns of
behaviors stemming from the individual and intrapersonal processes",
"a person's view of other people and their behavior as a whole" etc.
differently defined. According to this, it’s possible to say that there is no
common definition of the concept of personality, which is the subject of modern
psychology and pedagogy.

What is the element that has the primary influence in shaping and
training the personality is discussed; in this sense, various factors such as
"environment, inheritance (cultural heritage) and cultural values"
are emphasized. The history of research on personality education in the West
does not go very far. Whereas in the Islamic thought tradition, the examination
of laws related to personality is much older and rooted than in the West, and
the starting point of these examinations is accepted as the beginning of the
analysis of the nafs. Eventually, the reality is that it is a being that can
transform the material periphery of a person be accepted.

Muhammad Iqbal, a Pakistani thinker, is one of
the Islamic thinkers who stand out with their own ideas about personality
development and education. Iqbal prefers "human" in education and
deals with all these determinative elements in human education because human
beings do not live in a space and in general have the characteristics of the
material circumstance, culture, understanding and system in which the
personality is developed and shaped. To make the people conscious, to prepare
actions, to make them equipped; to make arrangements for its change,
development and transformation is
the common point of education philosophies and understandings in general terms.
Accordingly, thinkers have historically dealt with humanity in their approach
to education throughout history and 
moved from its reality.

Muhammad Iqbal's view of humanity and imagination is nourished from this
point. While putting forth his ideas about humanity, Iqbal has put concepts
such as "personality, individuality, self, what is human being ie
matter-spirit relation, person-society relation" and his understanding of
education has built on this basis. According to Iqbal, education should give
individual personality and should show ways of using mind and constructing
personality. Iqbal sees personality as the center of the organization of human
life and sees the most important goal of education as developing personality.

Although individual basis takes, education should not isolate it from the
concrete environment. Iqbal strongly opposes the educational attitude which
removes the person from the concrete environment. Because human personality has
a tendency to invade and dominate the environment. According to Iqbal, this direction must be
used in person's personal education. "Concrete environmental
knowledge" for personality development is an undeniable reality. The only
way to obtain the knowledge of the concrete environment is through the struggle
from confrontation to confront with his powers freely. According to İqbal, the
most important thing that is indispensable for human beings is to be able to
communicate with the concrete environment freely in this process. However, this freedom is not limitless freedom but also
includes a certain discipline. It is a concrete environmental relationship that
can pass on these principles for human should be seen as an area of activity
that allows for a series of observations and experiments in order to build
personality

According to İqbal, the main thing
for the human being is not to adapt to the environment but to dominate it. The
constant change in the material world forces the person to rebuild and renew
his personality continuously. The most important task to be undertaken human to
research material world because nature is created in accordance with human
nature. The mind, the senses, the imagination, the desires, the aesthetic
values are the most important motivation sources of man in observing and
realizing the material world. By observing nature, human beings embrace both
the reality of their personality and the divine qualities of its founding
elements.  In addition, the mental and
aesthetic values to be achieved through the discovery of the material circle
should be seen as very valuable and important for personality education.
The concrete environment, which renews
itself again and again with each creation, inspires man to constantly renew
himself and to have an active, dynamic personality.

Discussing the effects of the school on the personality education perspective,
Iqbal takes a stand against an independent, individualized school building. The
most important characteristic of Iqbal's dream school is that it can be trained
in material and spiritual education. Iqbal recommends implementation in schoools methods such as "project
method, learning method by doing, active method" and liken the teacher a
skillful gardener who raises children delicately as a delicate flower.
According to him, the teacher is a soul architecture that guiding students, removing
obstacles in front of their personality development, and not locking their
freedoms. Through such teachers, dynamic individuals and perfect people who
will discover the secrets of nature, obtain personality integrity and create a
new world will surely exist at all times.