Child moral education remains a pivotal concern in both global and Islamic contexts, particularly amid the enduring debate over nature versus nurture in shaping morality. The question of whether innate qualities or environmental factors predominantly influence a child's moral development has profound philosophical and practical implications (Cherry, 2022) (Rathus, 2014). This discourse is critical for educators and policymakers striving to cultivate ethical individuals in an era marked by rapid societal changes (Elliott et al., 2018) (Zucca et al., 2023). In Islamic education, revisiting classical perspectives can offer valuable insights into contemporary challenges (Alavi, 2008) (Shuhari et al., 2019). Therefore, examining the works of historical Islamic scholars like Ibn Jazar provides an opportunity to enrich current educational practices (Al-Alawi, 2017)(Boudalia, 2016).

Previous studies have extensively explored child moral education within the Islamic tradition, often focusing on prominent figures such as Al-Ghazali and Ibn Sina (Al-Awamreh, 2016)(Smairi, 2021). These scholars have contributed significantly to understanding the interplay between a child's innate disposition and environmental influences in moral development (Giladi, 1987) (Honeycutt, 2019). Contemporary research also highlights the importance of integrating physical health and moral education, emphasizing a holistic approach to child development (Acharibasam & McVittie, 2023)(Hansson et al., 2020). Moreover, modern psychological theories support the notion that both genetic and environmental factors are crucial in shaping a child's morality (Behnamnia et al., 2020)(Dreamson & Kim, 2022). The integration of health and education is seen as vital for effective moral instruction (Donison & Halsall, 2023)(Speldewinde, 2024).

Ibn Jazar al-Qayrawani, although less discussed, offers a unique perspective by combining medical knowledge with educational theory in his work Siyasatu shibyan wa tadbiruhum (Harju et al., 2020)(Karaarslan Semiz & Temiz, 2021). He advocates for a balanced emphasis on physical health and moral upbringing, arguing that a healthy body facilitates the internalization of moral values (Motta & Ferreira, 2022)(Walshe et al., 2023). This approach aligns with modern findings that physical well-being enhances cognitive and emotional capacities necessary for moral development (Friedman et al., 2024) (Hughes, 2023). Studies in early childhood education support the integration of health, environment, and moral education to foster holistic development (Boileau & O’Donoghue, 2024)(Çetin, 2019). Additionally, interventional programs that combine physical activities with moral instruction have shown positive outcomes in children's ethical behavior (Pikus et al., 2024)(Vander Donk, 2023).

The relevance of Ibn Jazar's holistic approach is further underscored by contemporary challenges in Islamic education, such as globalization and shifting social values (Sharma-Brymer et al., 2018)(Sprague et al., 2020). Modern educators are seeking methods to adapt classical teachings to address issues like moral relativism and the erosion of traditional values (Smith, 2021) (Susilo et al., 2024). Integrating physical health into moral education can provide a more comprehensive framework for addressing these challenges (Puk, 2023). Furthermore, the connection between physical well-being and moral reasoning is supported by recent psychological research (Kavak, 2024) (Lanza et al., 2023). This underscores the potential of revisiting classical texts to find solutions applicable to contemporary contexts (González-Tapia et al., 2022)(Harper & Obee, 2021).

Despite the contributions of Ibn Jazar, there is a noticeable gap in literature concerning his work compared to other Islamic scholars (Mullenbach et al., 2019) (Whitburn et al., 2023). Limited exploration of his integration of medical and educational principles suggests an area ripe for further research (Camasso & Jagannathan, 2018)(Talebpour et al., 2020). Contemporary studies have begun to recognize the importance of holistic approaches in education but often lack historical grounding (Fox-Turnbull, 2024)(Hirota, 2024). By analyzing Ibn Jazar's work, modern educators can gain insights into integrating physical health with moral education effectively (Tarman & Kukurtcu, 2022)(Zhai et al., 2024). This approach can also bridge the gap between classical teachings and modern educational needs (King et al., 2020) (Lou, 2024).

However, previous studies have predominantly focused on either the nature versus nurture debate or the integration of health and education, seldom combining these aspects within an Islamic framework (Green et al., 2022)(Varning Poulsen et al., 2021). The lack of comprehensive analysis on Ibn Jazar's contributions leaves a gap in understanding how his holistic approach can address contemporary educational challenges (Motta & Ferreira, 2022)(Walshe et al., 2023). Additionally, there is limited research on applying classical Islamic educational theories to modern contexts, particularly in integrating physical well-being with moral development (Smith, 2021) (Susilo et al., 2024). This oversight restricts the potential benefits that could be derived from such integration (Boileau & O’Donoghue, 2024)(Donison & Halsall, 2023). Therefore, a thorough examination of Ibn Jazar's work is necessary to fill this scholarly void (Friedman et al., 2024) (Pikus et al., 2024).

This study aims to revisit child moral education through the lens of Ibn Jazar's Siyasatu shibyan wa tadbiruhum, exploring its relevance to contemporary Islamic education. By bridging the classical nature versus nurture debate, the research focuses on how Ibn Jazar integrates physical health with moral development, emphasizing that a child's physical well-being is crucial for effective moral instruction. This holistic approach offers a valuable framework for modern educators seeking to enhance moral education within Islamic contexts. The study's contributions lie in highlighting the applicability of classical Islamic thought to contemporary educational challenges and providing insights into integrating health and morality in child development (González-Tapia et al., 2022)(Harper & Obee, 2021). Ultimately, this research seeks to enrich the discourse on moral education by drawing from historical perspectives to inform present-day practices.

This study employs a qualitative content analysis approach to examine Ibn Jazar's views on early childhood moral education as presented in Siyasatu Shibyan wa Tadbiruhum. Content analysis enables replicable and valid inferences from texts to their contexts (Krippendorff, 2004). The research follows a four-phase design: decontextualization, recontextualization, categorization, and compilation (Bengtsson, 2016). The unit of analysis, Chapter Twenty-Two of Siyasatu Shibyan wa Tadbiruhum, was purposively selected for its focus on moral education. Data were collected through document analysis, involving transcription and tabulation of the text, conducted from April to August 2024. A latent content analysis was applied to uncover hidden meanings and contextual relationships within the text.

To ensure reliability and validity, the study employed triangulation by comparing findings with other relevant literature and consulting with experts in education and Islamic studies. This process minimized interpretive bias and enhanced the credibility of the results. The analysis emphasized the systematic organization and interpretation of textual data to draw insights into Ibn Jazar's perspectives on the moral education of children.

Our study revisited child moral education through the lens of Ibn Jazar's Siyasatu Shibyan wa Tadbiruhum, aiming to explore its relevance to contemporary Islamic education. This investigation is significant given the ongoing nature versus nurture debate in moral education (Ahmed Zaky, 2015)(Honeycutt, 2019)(Rathus, 2014). Previous literature emphasizes the importance of early moral and character development in children (Al-Attas, 1979)(Alavi, 2008)(Brifkani, 2021). However, there is a gap in integrating classical Islamic perspectives with modern educational practices (Boyle, 2006) (Halstead, 2004) (Mullenbach et al., 2019). By examining Ibn Jazar's holistic approach, which integrates physical health with moral development, we sought to bridge this gap and provide insights for contemporary education.

Our findings revealed that Ibn Jazar was not only a trailblazer in Islamic medicine but also a pioneer in child moral education. He emphasized that healthy children are better prepared for moral instruction, underscoring the interplay between physical well-being and character development (Boudalia, 2016) (Giladi, 1987) (Kushidayati, 2014). His work, Siyasatu Shibyan wa Tadbiruhum, provides comprehensive guidance on childcare, addressing physical health, nutrition, hygiene, and moral education (Al-Alawi, 2017)(Boudalia, 2016)(Jazar, 2009). Notably, his systematic and scientific methodology distinguished between treatment and medication when studying diseases, ensuring clarity and understanding (Boucherit, 2016)(Jazar, 2009)(, 2016). This approach highlights his dedication to creating a reliable and practical medical reference.

Furthermore, Chapter 22 of Siyasatu Shibyan wa Tadbiruhum specifically emphasizes the importance of education and discipline in early childhood. Ibn Jazar argued that early childhood is a critical period during which children are more receptive to guidance and easier to direct (Al-Attas, 1979)(Brifkani, 2021)(Jazar, 2009). He acknowledged the natural variations in children's temperaments, which affect how they respond to education (Cherry, 2022)(Jazar, 2009)(Mcleod, 2023). His assertion that "habit is second nature" underscores the necessity of instilling proper manners in children, emphasizing that these habits play a foundational role in shaping their character (Alavi, 2008)(Halstead, 2004)(Jazar, 2009). This perspective aligns with modern educational philosophies that stress the importance of early moral education (Honeycutt, 2019) (Mcleod, 2023) (Rathus, 2014).

Our analysis also revealed that Ibn Jazar warned of the negative consequences of neglecting education and discipline in children. He argued that without proper guidance, children may follow their inherent negative tendencies, making undesirable traits harder to change as they grow older (Alavi, 2008)(Halstead, 2004)(Jazar, 2009). His holistic approach bridged medical and moral education, offering a view of child-rearing that integrates health with character development (Al-Attas, 1979)(Boudalia, 2016)(Giladi, 1987). This integration highlights his belief in the interplay between physical and moral well-being, a concept that remains relevant in contemporary discussions on child development (Collado et al., 2020) (King et al., 2024) (Lanza et al., 2023).

When comparing our findings with previous studies, it becomes evident that Ibn Jazar's emphasis on early moral education aligns with the theories of moral and cognitive development proposed by Jean Piaget (Cherry, 2022)(Mcleod, 2023)(Tarman & Kukurtcu, 2022). Both acknowledge the critical stages in a child's development where they are most receptive to moral concepts (Behnamnia et al., 2020) (Cherry, 2022) (Kavak, 2024). Additionally, his recognition of individual differences parallels the humanistic education theories of Carl Rogers and Abraham Maslow, which emphasize addressing the unique needs of each child (Çetin, 2019)(Honeycutt, 2019)(Rathus, 2014). This alignment suggests that Ibn Jazar's work is not only historically significant but also resonates with modern educational philosophies (Harper & Obee, 2021)(Motta & Ferreira, 2022)(Pikus et al., 2024).

Moreover, the holistic approach of integrating physical health with moral education in Ibn Jazar's work finds support in contemporary research emphasizing the importance of health in learning (Donison & Halsall, 2023)(King et al., 2024)(Lanza et al., 2023). Studies have shown that physical well-being significantly affects children's social-emotional learning skills, including self-awareness and self-management (Collado et al., 2020) (Lanza et al., 2023) (Zucca et al., 2023). This correlation underlines the timeless relevance of Ibn Jazar's perspective on the interconnectedness of physical and moral development (Harju et al., 2020) (Smith, 2021) (Sprague et al., 2020). However, unlike some modern approaches that may treat health and moral education as separate domains, Ibn Jazar's work demonstrates an integrated methodology that could inform current educational practices (Camasso & Jagannathan, 2018)(Elliott et al., 2018)(Walshe et al., 2023).

The significance of these findings lies in highlighting the enduring value of classical Islamic educational philosophies in addressing contemporary educational challenges. Ibn Jazar's holistic approach offers a framework that bridges the dichotomy between nature and nurture by emphasizing the interplay of inherent dispositions and environmental influences (Ahmed Zaky, 2015)(Halstead, 2004)(Hirota, 2024). His insistence on early intervention and tailored educational approaches underscores the necessity of personalized education, a concept gaining traction in modern pedagogy (Bravo et al., 2022)(Çetin, 2019)(Fox-Turnbull, 2024). However, while interpreting these findings, one must exercise caution not to anachronistically impose modern interpretations on classical texts, acknowledging the historical and cultural contexts in which they were produced (González-Tapia et al., 2022)(Varning Poulsen et al., 2021)(Walshe et al., 2023).

The implications of this study suggest that incorporating Ibn Jazar's holistic and integrated approach could enhance contemporary Islamic education by fostering balanced development in children. His emphasis on the interdependence of physical health and moral education provides valuable insights for developing curricula that address both aspects simultaneously (Harju et al., 2020)(Lanza et al., 2023)(Vander Donk, 2023). Implementing such an approach could bridge gaps in current educational practices that often compartmentalize physical well-being and moral instruction (Elliott et al., 2018) (Smith, 2021) (Sprague et al., 2020). Ultimately, revisiting classical perspectives like those of Ibn Jazar may contribute to more effective educational strategies that promote comprehensive child development in today's globalized context (King et al., 2024) (Mullenbach et al., 2019) (Susilo et al., 2024).

This study explored child moral education through Ibn Jazar's Siyasatu Shibyan wa Tadbiruhum, focusing on his integration of physical health with moral development to bridge the classical nature versus nurture debate. The findings highlight Ibn Jazar’s holistic approach, which emphasizes that a child’s physical well-being is essential for effective moral instruction and that early childhood is a critical period for instilling proper manners and values. His acknowledgment of individual differences and tailored educational strategies remains relevant to contemporary Islamic education. Incorporating his integrated approach could enhance curricula by addressing physical and moral development simultaneously, bridging gaps in current practices. However, the study's reliance on a single historical text limits its generalizability, necessitating further exploration of other classical works and empirical studies to evaluate the practical application of Ibn Jazar’s methods in modern contexts, thereby contributing to more comprehensive educational strategies.