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"Tuan Guru Imam Abdullah ibn Qadhi Abd al-Salam adalah seorang ulama yang berperan penting dalam pengembangan Islam di Afrika Selatan. Ia adalah ulama asal Tidore (Maluku Utara) yang diasingkan ke Cape pada tahun 1780 karena menentang praktek monopoli, perbudakan, dan kerja paksa yang diterapkan pemerintah kolonial Belanda. Selama pengasingan di Cape Town ia berhasil merampungkan sejumlah karya besar, antara lain Ma`rifah al-Islam wa al-Iman yang berisi tentang ilmu qalam, tauhid, dan fiqih. Setelah dibebaskan ia mendirikan sekolah madrasah untuk mendidik para budak dan warga kulit hitam yang telah memeluk agama Islam. Pendidikan Islam yang dikembangkan Tuan Guru di Cape Town didasarkan pada filsafat pendidikan Ash?ari yang mencakup taqdir, iradah, taqwa, iktisab, qadha, dan qadhar. Konsep filsafat pendidikan inilah yang menjadi dasar pembentukan pribadi muslim yang berakhlakulkarimah.

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Tuan Guru Imam Abdullah ibn Qadhi Abd al-Salam is the Scholar of Islam who had an important role on the Islamic development in South Africa. He comes from Tidore (North Maluku) who exiled to the Cape in 1780 by the Dutch Colonial becouse of his oppsite to Dutch Colonial?s policy of monopoly, slavery, and forced labour. While in prison on his exiled at the Cape Town, he completed a number of magnum opus, i.e. Ma`rifah al-Islam wa al-Iman, a manuscript contain with qalam (Word of God), tauhid (Ones of God), and fiqh (Study of laws partaining to ritual obligation). After his bandaging, he establish a madrasah to educate the slaves and free blacks of the Cape who had become Muslim. The Muslim education in the Cape bassed on the Ash?ari concepts of takdir, iradah, taqwah, iktisab, qadha and qadhar. Thes concept had make as a basic in formation of muslim personality."

"Vygotsky Philosophy and Education reassesses the works of Russian psychologist Lev Vygotsky work by arguing that his central ideas about the nature of rationality and knowledge were informed by the philosophic tradition of Spinoza and Hegel. Presents a reassessment of the works of Lev Vygotsky in&​#xA0;light of the tradition of Spinoza and Hegel informing his work Reveals Vygotsky's connection with the work of contemporary philosophers such as Brandom and McDowell Draws on discussions in contemporary philosophy to revise prominent readings of Vygotskian psychology and revisits educational debates where Vygotsky's ideas were central Reveals the limitations of appropriations of Vygotsky which fail to recognize the Hegelian provenance of his work Shows the relevance of Brandom's inferentialism for contemporary educational theory and practice. "

"Often described as the father of the Scottish Enlightenment, Francis Hutcheson (1694–1746) was born in the north of Ireland to an Ulster-Scottish Presbyterian family. Organised into three 'books' that were divided between two volumes, A System of Moral Philosophy was his most comprehensive work. It synthesised ideas that he had formulated as a minister and as the Chair of Moral Philosophy at the University of Glasgow (1729–46). Published posthumously by his son in 1755, prefaced by an account of his life, it is the only treatise by Hutcheson for which a manuscript is known to have survived. Asserting that individual natural rights derive from an innate understanding of moral behaviour, Hutcheson offers a model that mediates between individual interests and communal ideals. Containing Book 1 and part of Book 2, Volume 1 describes the role and perception of 'perfect' and 'imperfect' natural rights."