Thesis 2011

408 Pages·2011·1.45 MB·English

CONTRIBUTION OF IQBAL’S DYNAMIC
PERSONALITY THEORY TO ISLAMIC
PSYCHOLOGY: A CONTRASTIVE ANALYSIS
WITH FREUD AND SELECTED MAINSTREAM
WESTERN PSYCHOLOGY

BY

MOHD ABBAS BIN ABDUL RAZAK

INTERNATIONAL ISLAMIC UNIVERSITY
MALAYSIA

2011
CONTRIBUTION OF IQBAL’S DYNAMIC
PERSONALITY THEORY TO ISLAMIC
PSYCHOLOGY: A CONTRASTIVE ANALYSIS
WITH FREUD AND SELECTED MAINSTREAM
WESTERN PSYCHOLOGY

BY

MOHD ABBAS BIN ABDUL RAZAK

A dissertation submitted in partial fulfilment of the
requirement for the degree of Doctor of Philosophy in
Education (Educational Psychology)

Institute of Education
International Islamic University
Malaysia

FEBRUARY 2011
ABSTRACT
The ever-changing paradigms in the West, pertaining to the study on man have caused
much chaos and confusion in the minds of the masses not only in the West but also to
a certain extent to the people in the East. This situation warrants the introduction of
Islamic psychology, which provides a holistic and all encompassing explanation on
man. The study has indicated that topics on human nature and personality theories are
interrelated and therefore they are inseparable. The researcher has highlighted the fact
that man, being a universe on the micro-level, has been constantly researched upon
from the ancient to the modern times using philosophical as well as scientific
approaches. On the whole, this study in the area of philosophical psychology is a
contrastive analysis on the personality theories that have been showcased to the world
by Freud and Iqbal. In analyzing the data pertinent to the study, the researcher has
used the historical and content analysis methods. As a prelude to this endeavour, the
researcher has explored the historical and philosophical developments that have taken
place in the areas of human nature and personality in the West and the Islamic world.
The researcher believes that the role of Islamic psychology as an ‘arbitrator’ can
harmonize many of the ideas on man found within Western mainstream psychology.
Through the contrastive analysis, it has come to light that Freud and Iqbal had
conceptualized their theories on personality as a response to the demands and
challenges of their time. Besides that, factors like their personality, philosophy
towards life, education and their travels have influenced directly or indirectly their
conceptualization of their theories. The study has indicated that all ideas said by Freud
on human nature and personality are centered around his ideas on the human
sexuality. His concept on human nature is one that is pessimistic and deterministic at
the same time. To him, man is an intellectual beast who is doomed to fail as he is
caught between the warring parties of his psychic components. But Iqbal, who had a
strong Islamic background, promoted many positive ideas on man and on the latent
powers of the human psyche. His theory of personality is not only dynamic in nature
but inspires man to sink into his psyche to bring out all the latent positive aspects.
Iqbal believed that by actualizing the hidden powers within man, he could transform
this world into a better place for the benefit of all humanity. This act, in turn, will
bring one in close contact with God. On the whole, his theory on personality gives
man a dignified position as the vicegerent of God (Khalīfatullāh fī al-Ard) and a hope
for a better world. The findings of the research have highlighted the fact that
regardless of the latest development in the areas of human nature and personality
development, the study on man will be a perennial one. Besides that, the findings
have indicated that the least educationists can expect through the application of
Freud’s ideas on man in the field of education is to civilize the uncivilized part of his
human nature. Conversely, the findings have also indicated that Iqbal’s ideas on
human nature and personality development are very much in line with the spirit of
Islamization of Psychology. Moreover, his ideas on man which are dynamic in nature
can yield positive results when applied in the fields of education, motivation, human
capital development, leadership training, etc.
ii
ﺚﺤﺒﻟا ﺺﺨﻠﻣ
ﺪﻗ ، نﺎﺴﻧﻹا ﻦﻋ ﺔﺳارﺪﻟا ﻩﺬﻬﺑ ﺔﻘﻠﻌﺘﻤﻟاو، بﺮﻐﻟا ﻲﻓ راﺮﻤﺘﺳﺎﺑ ةﺮﻴﻐﺘﻤﻟا جذﺎﻤﻨﻟا
لﺎﺧدإ مﺰﻠﺘﺴﺗ ﺔﻟﺎﺤﻟا ﻩﺬه .ﺮﻴهﺎﻤﺠﻟا نﺎهذأ ﻲﻓ ﺔﻠﺒﻠﺒﻟاو ﻰﺿﻮﻔﻟا ﻦﻣ ﺮﻴﺜآ ﻲﻓ ﺖﺒﺒﺴﺗ
ﻊﻴﺿاﻮﻣ نإ . نﺎﺴﻧإ ﻞﻜﻟ ﻼﻣﺎﺷ و ﺎﻴﻓاو ﺎﺣﺮﺷ ﺮﻓﻮﻳ يﺬﻟا ﻲﻣﻼﺳﻹا ﺲﻔﻨﻟا ﻢﻠﻋ
ﻦﻋ ﺎﻬﻠﺼﻓ ﻦﻜﻤﻳﻻو ﺔﻄﺑاﺮﺘﻣ ﻊﻴﺿاﻮﻣ ﺔﻴﻧﺎﺴﻧﻹا ﺔﻴﺼﺨﺸﻟا ﺔﻴﻤﻨﺗو ﺔﻴﻧﺎﺴﻧﻹا ﺔﻌﻴﺒﻄﻟا
رﻮﺼﻌﻟا ﻲﻓ ءاﻮﺳ ، ﻲﺋﺰﺟ ﻞﻜﺸﺑ ﺎﻴﻤﻟﺎﻋ نﺎﺴﻧﻹا ﺔﺳارد ﺖﻤﺗ ﺪﻘﻟو .ﺎﻀﻌﺑ ﺎﻬﻀﻌﺑ
نإ .ﺔﻴﻤﻠﻌﻟا ﺞهﺎﻨﻤﻟا ﻦﻋ ﻼﻀﻓ ، ﺔﻔﺴﻠﻔﻟا ماﺪﺨﺘﺳﺎﺑ ﺚﻳﺪﺤﻟا ﺮﺼﻌﻟا ﻲﻓ وأ ﺔﻤﻳﺪﻘﻟا
ﺎﻤآ ﺔﻴﺼﺨﺸﻟا تﺎﻳﺮﻈﻧ ﻰﻠﻋ نرﺎﻘﻣ ﻞﻴﻠﺤﺗ ءاﺮﺟﺈﺑ مﻮﻘﺗ ﺔﻴﻔﺴﻠﻔﻟا ﺔﺳارﺪﻟا ﻩﺬه
تارﻮﻄﺘﻟا ﻚﻟﺬآ ﺔﺳارﺪﻟا ﻒﺸﻜﺘﺴﺗو .لﺎﺒﻗإو ﺪﻳوﺮﻓ ﻞﺒﻗ ﻦﻣ ﻢﻟﺎﻌﻟا ﻰﻠﻋ ﺖﺿﺮﻋ
ﺲﻔﻨﻟا ﻢﻠﻋ ﻲﻓ ﻪﺘﻴﺼﺨﺷو نﺎﺴﻧﻹا ﺔﻌﻴﺒﻃ ﺔﺳارد ﻲﻓ ﺖﻌﻗو ﻲﺘﻟا ﺔﻴﻔﺴﻠﻔﻟاو ﺔﻴﺨﻳرﺎﺘﻟا
ﻖﻴﻓﻮﺘﻟا ﻪﻨﻜﻤﻳ «ﺎﻤﻜﺣ» ﻩرﺎﺒﺘﻋﺎﺑ ﻲﻣﻼﺳﻹا ﺲﻔﻨﻟا ﻢﻠﻋ رود نإ .ﻲﺑﺮﻐﻟاو ﻲﻣﻼﺳﻹا
. ﺔﻴﺑﺮﻐﻟا ﺲﻔﻨﻟا ﻢﻠﻋ سراﺪﻣ ﻢهأ ﻞﺧاد نﺎﺴﻧﻹﺎﺑ ﺔﻠﺼﺘﻤﻟا رﺎﻜﻓﻷا ﻦﻣ ﺪﻳﺪﻌﻟا ﻦﻴﺑ
ﻊﺿو ﺪﻗ لﺎﺒﻗإو ﺪﻳوﺮﻓ ﻦﻣ ﻼآ نأ نرﺎﻘﻤﻟا ﻞﻴﻠﺤﺘﻟا لﻼﺧ ﻦﻣ ﻦﻣ ﺢﻀﺗا ﺪﻘﻟو
ﻞﻣاﻮﻋ نﺈﻓ ، ﻚﻟذ ﺐﻧﺎﺠﺑو .ﺎﻤﻬﺘﻗو تﺎﺒﻠﻄﺘﻤﻟ ﺔﺑﺎﺠﺘﺳا ﺔﻴﺼﺨﺸﻟا تﺎﻳﺮﻈﻨﻟ ارﻮﺼﺗ
ﺮﺷﺎﺒﻣ ﻞﻜﺸﺑ تﺮﺛأ ﺪﻗ تﻼﺣﺮﻟاو ، ﺔﻴﺑﺮﺘﻟاو ،ةﺎﻴﺤﻟا ﺔﻔﺴﻠﻓو ، ﺔﻴﺼﺨﺸﻟا ﻞﺜﻣ ةﺪﻋ
ﻰﻟإ ﺔﺳارﺪﻟا ﻩﺬه ترﺎﺷأ ﺪﻘﻟو.. ﺔﻴﺼﺨﺸﻟا تﺎﻳﺮﻈﻨﻟ ﺎﻤهرﻮﺼﺗ ﻲﻓ ﺮﺷﺎﺒﻣ ﺮﻴﻏ وأ
نﺄﺸﺑ ﻩرﺎﻜﻓأ لﻮﺣ رﻮﺤﻤﺘﻳ ﻪﺘﻴﺼﺨﺷو نﺎﺴﻧﻹا ﺔﻌﻴﺒﻃ لﻮﺣ ﺪﻳوﺮﻓ ﻪﻟﺎﻗ ءﻲﺷ ﻞآ نأ
ﻦﻣ ﺪﺣاو ﻮه ﺎﻤﻧإ ﺔﻳﺮﺸﺒﻟا ﺔﻌﻴﺒﻄﻟا ﻦﻋ ﻪﻣﻮﻬﻔﻣ نأ ﺎﻤآ .يﺮﺸﺒﻟا ﻲﺴﻨﺠﻟا طﺎﺸﻨﻟا
ﺶﺣو نﺎﺴﻧﻹا نأ ، ﺪﻳوﺮﻓ يأر ﻲﻓو .ﺖﻗﻮﻟا ﺲﻔﻧ ﻲﻓ ﺔﻴﻌﻄﻘﻟاو مؤﺎﺸﺘﻟا ﻢﻴهﺎﻔﻣ
نأ ﺮﻴﻏ . ﺔﺑرﺎﺤﺘﻤﻟا ﺔﻴﺴﻔﻨﻟا تﺎﻧﻮﻜﻤﻟﺎﺑ ﻼﺒﻜﻣ ﻩرﺎﺒﺘﻋﺎﺑ ﻞﺸﻔﻟﺎﺑ ﻪﻴﻠﻋ مﻮﻜﺤﻣ ﺮﻜﻔﻣ
نﺎﺴﻧﻹا ﻲﻓ ﺔﻴﺑﺎﺠﻳﻹا ﺐﻧاﻮﺠﻟا ﻦﻣ ﺮﻴﺜآ ﻦﻋ ﺮﺒﻋ ، ﺔﻳﻮﻘﻟا ﺔﻴﻣﻼﺳﻹا ﻪﺘﻴﻔﻠﺨﺑ ، لﺎﺒﻗإ
ﺔﻳﺮﺸﺒﻟا ﺔﻴﺼﺨﺸﻠﻟ ﺔﻟﺎﻌﻓ ﺔﻳﺮﻈﻧ لﺎﺒﻗإ مﺪﻗ ﺪﻘﻟ. ﺔﻳﺮﺸﺒﻟا ﺲﻔﻨﻟا ﻲﻓ ﺔﻨﻣﺎآ ﻲه ﻲﺘﻟاو
ﻞآ زاﺮﺑﻹ ﺔﻳﺮﺸﺒﻟا ﺲﻔﻨﻟا قﺎﻤﻋأ ﻲﻓ صﻮﻐﻠﻟ نﺎﺴﻧﻹا ﻮﻋﺪﺗ نأ ﺎﻬﺘﻌﻴﺒﻃ ﻦﻣ
، نﺎﺴﻧﻹا ﻲﻓ ﺔﻨﻣﺎﻜﻟا ىﻮﻘﻟا زاﺮﺑإ نأ لﺎﺒﻗإ ﺪﻘﺘﻌﻳو . ﺎﻬﻴﻓ ﺔﻨﻣﺎﻜﻟا ﺔﻴﺑﺎﺠﻳﻹا ﺐﻧاﻮﺠﻟا
ﻞﻤﻌﻟا اﺬه نأ ﺎﻤآ .ﺎﻬﻠآ ﺔﻴﻧﺎﺴﻧﻺﻟ ﻞﻀﻓأ نﺎﻜﻣ ﻰﻟإ ﻢﻟﺎﻌﻟا ﻞﻳﻮﺤﺗ ﻰﻟإ يدﺆﻳ نأ ﻦﻜﻤﻳ
ﺔﻳﺮﻈﻧ نﺈﻓ ، مﻮﻤﻌﻟا ﻰﻠﻋو .ﷲا ﻊﻣ ﻖﺛوأ ﻻﺎﺼﺗا نﺎﺴﻧﻹا ﻖﻘﺤﻳ نأ ﻰﻟإ يدﺆﻴﺳ
ﻲﻓ ﷲا ﻦﻋ ﺔﻔﻴﻠﺧ ﻩرﺎﺒﺘﻋﺎﺑ ، ﺔﻠﺠﺒﻣ ﺔﻧﺎﻜﻣ نﺎﺴﻧﻹا ﻲﻄﻌﺗ ﺔﻴﺼﺨﺸﻟا لﻮﺣ لﺎﺒﻗإ
ﺎﻬﻴﻟإ ﻞﺻﻮﺗ ﻲﺘﻟا ﺔﺳارﺪﻟا ﺞﺋﺎﺘﻧ ﺖﺒﺜﺗو .ﻞﻀﻓأ ﻢﻟﺎﻋ ﻲﻓ ﻼﻣأ ﻪﺤﻨﻤﺗ ﺎﻤآ ،ضرﻷا
ارﺎﺛﺁ ﺖآﺮﺗ ﺔﻴﺼﺨﺸﻟا رﻮﻄﺗو ﺔﻴﻧﺎﺴﻧﻹا ﺔﻌﻴﺒﻄﻟا ﻦﻋ لﺎﺒﻗإ رﺎﻜﻓأ نأ ، ﺚﺣﺎﺒﻟا
. ﻲﻣﻼﺳﻹا ﺲﻔﻨﻟا ﻢﻠﻋ ﻲﻓ تﺎﻣﺎﻬﺳإو
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This study is dedicated to:

My father and philosopher, Al-Marhum Abdul Razak Bin Abdul Kader who spoke
little about life
but taught me a great deal through his actions;
My mother, Hajjah Zaiton Binti Abdul Karim,
the anchor of the family, who showed great perseverance
in raising all her children,
and
To my beloved wife, Jarina Iqbal and my energetic and inquisitive children;
Faiz Aslam, Zulfah Alawiah and Ahmad Ziyaad.

vii
ACKNOWLEDGMENTS
Alhamdulillāh, first and foremost, I would like to extend my sincere gratitude to Allah
(S.W.T) for giving me the much needed patience, perseverance and persistence in
successfully completing this doctoral dissertation. It should be admitted that during
the course of writing, I have to go through many difficult and tiring times as a self-
sponsored student at IIUM. Next, I would like to thank in appreciation my most
beloved lecturer Al-Marhum Prof. Dr. Hasan Langgulug for leaving an indelible love
in my heart towards the study on human nature and psychology. To me, Prof. Hasan’s
fine character makes him the classic personification of a humble scholar of Islam.
May Allah bless his soul and reward him immensely in the hereafter for his sincere
endeavours and contributions to the Ummah. May his name be held in honour in this
world and in the next, Ameen!

I would also like to express my feelings of thankfulness and indebtedness towards the
members of my supervising committee; Dr. Nik Ahmad Hisham, Dr. Ssekamanya
Siraje Abdullah and Dr. Nik Suryani, for their invaluable time, guidance and
constructive criticisms given to me. I would also like to duly acknowledge that it was
through their guidance that this study was brought to a good shape in terms of its
contents and discussions. May they be blessed with the best reward from Allah the
Almighty, Ameen!

Special acknowledgements and heartfelt appreciations are also due to all lecturers who
have taught me at the Institute of Education, IIUM; particularly the names of Dr
Ahmad Mohammed Raba, Prof. Sahari, Prof. Rosnani, Prof. Ratnawati, Dr.
Hassaubah, Dr. Zaleha and Al-Marhum Dr. Marzuki deserve mentioning here. I
appreciate dearly the help rendered to me by Dr. Syed Alawi in providing materials
and in making himself available to me in discussing matters related to Western
philosophy and psychology.

I also feel grateful towards my friends and acquaintances, Dr. Mazwati, Dr. Sharifah,
Dr. Muhammad Ahmad Salleh, Tuan Haji Noordin, En. Hameed (Pristine Oil (M)
Sdn. Bhd.), En. Saleem (Ictech Solutions Sdn.), Ibu Nurlely Kusuma (UKM), Captain
Abid Ali (Pakistan), Br. Junaidi, Br. Kamal (Nablus), Br. Shafeeq, Br. Syamsul & Sr.
Norsiah of INSTED, Br. Syamsul Bahrain (IIUM Library), Br. Ali (Ampang Jaya),
Br. Shiraz (MIGS), Br. Bashir (Pg), Ms. Rawan (Ontario, Canada) and others whose
names are not mentioned here, for their moral support.

Last but not the least, I would like to thank my beloved wife and children for going
through many difficult times with me, and also for giving me the unfailing support all
throughout the time when I was involved in the research.

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TABLE OF CONTENTS
Abstract……………………………………………………………………..………. ii
Abstract in Arabic………………………………………………………………....... iii
Approval Page……………………………………………………………………..... iv
Declaration Page …………………………………………………………………… v
Copyright Page ……………………………………………………………………... vi
Dedication ………………………………………………………………………...... vii
Acknowledgements ………………………………………………………………… viii
List of Tables…........................................................................................................... xiii
List of Figures…......................................................................................................... xiv

CHAPTER ONE: INTRODUCTION TO THE STUDY……..……………….... 1
Background of the Study……………………………. …………………………....... 1
Statement of Problem…………………………………………………………..….... 11
Scenario in the West……………………………………………………….... 11
Scenario in the East………………………………………………………….. 19
Rationale for Research…………………………………………………………...…. 26
Prior Studies……………………………………………………………………..….. 28
Purpose of the Study………………………………………………………………... 39
Research Questions………………………………………………….............. 41
Limitation of the Study………………………………………………………...…… 41
Delimitation of the Study………………………………………………………….... 42
Significance of the Study………………………………………………………….... 42
Methodology of the Study………………………………………………................... 43
Organization of the Study………………………………………………………..…. 48

CHAPTER TWO: THE HISTORICAL AND PHILOSOPHICAL
DEVELOPMENT OF PERSONALITY STUDY………………………………... 51
Introduction……………………………………………………………………….… 51
Section I……………………………………………………………………………... 52
Personality during Ancient Times……………………………………..……. 53
What is Personality from the Western Perspective………………………….. 56
Personality Development: Psychoanalysis……………………………... 58
Personality Development: Behaviourism………………………………. 59
Personality Development: Humanistic Psychology……………………. 65
Other Western Views on Personality…………………………………... 72
Section II……………………………………………………………………………. 77
Human Nature in Islam…………………………………………………..….. 77
Spiritual Dimension of Man…………………………………………………. 84
Al-Rūh (Spirit)…………………………………………….…………. 86
Al-Qalb (Heart)………………………………………………..……….. 88
Al-Nafs (Soul/Self)…………………………………………...………… 91
Al-‘Aql (Intellect)……………………………………………………..... 93
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