147 ICR 4.1 Produced and distributed by IAIS Malaysia Child Education and Discipline Mohammad Hashim Kamali * It is due largely to the Qur’an’s sustained emphasis on learning (‘ilm) that Muslim scholars explored the subjects of child education and discipline at an early stage and made signifcant contributions to the subject. They also placed a great deal of emphasis on virtuous conduct (‘amal saalih), which can be seen as a concomitant aspect of Islam’s outlook on education. Leading Muslim scholars have in principle permitted light physical punishment as part of the discipline of the child, but have stressed that it should only be for a benefcial purpose, and that the parents should also be involved in any decision to apply it. When both parent and teacher agree that physical punishment is the only option they are left with, they may proceed to take that step. They are reminded, however, that the approach so taken should be disciplinary rather than punitive. Before making such a decision, teachers and parents should refect on the purpose of punishment frst. If they resort, for example, to caning, let them also make it as their last resort. In his Adab al-Mu‘allimin (The Etiquette of Teachers), Ibn Sahnun al-Tanukhi (d. 854 CE) took the view that caning should be restricted to three strokes. Caning the child must also be with the permission of parents and should, in any case, be moderate. Exceeding that number should be restricted to specifc instances of mischief, and light strokes should in all cases apply only to safer parts of the body, such as the feet, and should in no case exceed ten strokes. Parental involvement in child discipline is meant to help the child understand that the purpose is not to infict pain for its own sake, but to curb recurrence of deviant behaviour. Abu’l Hasan al-Qabisi (d. 1012 CE), who authored a book on pupil-teacher relations, wrote that the best approach to discipline is to communicate with the child with kindness and concern, in an effort to identify the causes of the issue and try to appeal to the child’s understanding. For the child, despite his immaturity, is a human being who is, unlike an animal, endowed with the gift of reason and the ability to know the causes of things. One should not allow anger and emotion to enter into a decision to punish a child. Ibn Sina (d. 1037) also advocated persuasive approaches to child discipline which he felt should include not only reprimand but also encouragement and VIEWPOINTS