Educational and Organizational Approaches from the Islamic Educational Heritage to Curb the Phenomenon of School Violence: A Study on the Characteristics of the Teacher and the Learner

Abstract

This research paper addresses the issue of school violence, which has become a troubling concern for the contemporary educational system, through a foundational approach that draws upon Islamic educational heritage in both its pedagogical and regulatory aspects. The research aims to explore educational and legal avenues to curb this phenomenon, relying on the reformist visions of two prominent North African scholars: Muhammad al-Hajwi al-Thaalibi (Morocco) and Muhammad al-Tahir ibn Ashur (Tunisia). The study adopted the descriptive and analytical methodologies to examine the heritage texts and laws regulating the "Al-Qarawiyyin" and "Al-Zaytuna" institutions.
The research focuses on the two pillars of the educational process: the teacher and the learner. It extracts a set of educational and regulatory specifications required from each party to ensure stability in the school environment. Regarding the teacher, the study highlights the necessity of a sense of responsibility, punctuality to preserve learning time, balancing firmness with leniency, adherence to laws and regulations, and building a relationship based on fairness and friendship with learners. Regarding the learner, the research emphasizes the obligation of politeness and respect towards the teacher, discipline regarding the institution's internal regulations, and diligence in time management, considering that idleness and apathy are primary causes of behavioral deviation.
The study concludes that the contributions of Islamic educational heritage (by Al-Hajwi and Ibn Ashur) are not merely advisory preaching, but contain precise regulatory and legal provisions (such as the Statute of the Improvement Council). Adherence to these professional and ethical standards constitutes a primary and effective approach to eradicating the sources of school violence and achieving the desired educational competencies.