Environment, Self, and Agency in Education: A Comparative Study of Iqbal’s Philosophy and Behaviorism

Abstract

This paper explores the theoretical divergence between Muhammad Iqbal’s philosophy of education and the Behaviorist tradition, with a focus on three interrelated constructs: environment, self (khudi), and human agency. Iqbal posits the self (khudi) as a dynamic, creative force whose realization is fostered by an environment with existential challenge and ethical stimulation. Iqbal constructs a metaphysical view of the learner as a physical, moral and spiritual being, endowed with fitrah (divine predisposition), internal faculties for learning and growth, and the capacity to engage in ethical struggle.  Behaviorism, rooted in empiricism and evolutionary psychology, regards the learner as an organism shaped by external stimuli and reinforcement. By juxtaposing these paradigms, the study aims to reframe contemporary discussions in educational theory and practice, offering insights for curriculum design and pedagogy attuned to both empirical structure and metaphysical depth and their educational implications. This qualitative study employs philosophical-comparative analysis, situated within a qualitative, interpretive framework. It involves comparative textual examination of Behaviorist psychological theories and the educational philosophy of Muhammad Iqbal.  Five themes emerged through textual analysis and thematic synthesis, a) Environment as pedagogical ecosystem, b) Human nature and educational purpose, c) Selfhood (Khudi) and identity formation, d) Self- directed behavior: Autonomy, resistance, and creativity, and e) Environment as moral eco-system and spiritual catalyst. The paper argues that Iqbal’s model offers a pedagogical framework that unleashes human potential as a natural learner and restores human dignity, creativity, and moral sovereignty in an environment of freedom. These elements are conspicuously absent in Behaviorist approaches. The study also advocates for an integrated pedagogical model that nurtures conscious selfhood and empowered moral agency with Behaviorism’s operational clarity.