الفهرس 
المقدمةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The study dealt with the subject of the philosophy of moral education in Islamic thought in the fourteenth century AH between theory and practice. Education, being one of the tools philosophers consider very important in educating individuals, moving philosophy from theory to practice, their interest has been more focused on the philosophy of moral education, being the practical aspect of philosophy. Indeed, moral philosophy is the most important type of moral philosophy in general, and Islamic philosophy in particular; as it is interested in refining the sublime part of man, his self.
The study came in five chapters, an introduction and a conclusion:
The first chapter: Moral education, concept and historical context: I studied the concept of moral education from the linguistic definition and then the idiomatic, then moved to its concept in Islamic thought in the fourth century AH, to define its nature and progress in general, looking in the various orientations of the thinkers, then dealt with the historical context of the Fourth century AH, to identify the impact of political, economic, scientific, religious and social conditions and circumstances on moral education in this century.
Chapter Two entitled: Sources of Moral Education: It dealt with the sources of moral education, represented in four sources: religion, philosophy, tradition, social reality, and practical life.
Chapter Three entitled: Means of Moral Education: In which the study revealed the means of Moral Education, which consisted of a number of means such as education, good precept, habit and practice, reward and punishment, participation and mingling, self-fighting, and the ruler.
The fourth Chapter entitled: Moral Education from Commitment to Obligation in which I dealt with the issues of self-education and child-rearing. The study showed how educational thought in that era attempted to move education from individual commitment to societal obligation through the transition from self-education to the necessity of educating the young people, which was characterized by dealing with it through the practical approach.
Chapter Five entitled: Practical Issues in Moral Education (from Defining the Objectives to Activating the Intentions): Here I dealt with the issues of practical Moral Education, where the transition from defining the goals of Moral Education by making the right morals come from the self without pretension or discretion, to activating the purposes of education that works on preparing the right person who is good for himself, his religion, his society, his country, and his humanity. The study dealt with issues such as the ethics of the teacher and the learner, the upbringing of the ruler (kings and presidents), the ethics of friendship, the ethics of science, Sufi orders, moral education, and the manners of the senses.