Al-Ghazali’s Holistic Philosophy of Education: Relevance and Reconstruction of Contemporary Islamic Educational Paradigms
DOI:
https://doi.org/10.54956/edukasi.v13i2.853Keywords:
Al-Ghazali, Islamic education, tazkiyatun nafs, moral character, spiritual pedagogy, holistic education, educational philosophyAbstract
This study explores Al-Ghazali’s educational philosophy and its relevance for reconstructing contemporary Islamic education in response to modern moral, intellectual, and spiritual challenges. Contemporary Islamic education increasingly emphasizes cognitive achievement and academic performance while neglecting ethical formation and spiritual development. Al-Ghazali offers a holistic and humanistic educational paradigm that integrates knowledge (ilm), faith (īmān), and action (amal) as the foundation of moral integrity and spiritual maturity. His ideas remain relevant in addressing educational crises characterized by materialism, moral decline, and fragmented values. This research employs a qualitative library research method by analyzing Al-Ghazali’s principal works, Ihya’ Ulum al-Din and Ayyuha al-Walad, alongside classical and contemporary scholarly literature. Data was examined using content analysis and a hermeneutical approach to uncover the philosophical foundations of Al-Ghazali’s educational thought and its applicability to modern educational contexts. Interpretive validity was strengthened through triangulation by comparing Al-Ghazali’s views with those of other Islamic philosophers, including Ibn Sina and Al-Farabi. The findings indicate that Al-Ghazali conceives education as a sacred process of soul purification (tazkiyat al-nafs) aimed at attaining ultimate happiness (sa‘ādah) through closeness to God (taqarrub ilallah). Education prioritizes the cultivation of noble character (akhlaq al-karīmah) rather than material success. Teachers are viewed as moral exemplars and spiritual mentors, while students are regarded as ethical agents who must cultivate sincerity, humility, and discipline in learning. Al-Ghazali’s classification of knowledge into fardhu ‘ain and fardhu kifayah provides a balanced framework for integrating religious and worldly sciences. This study concludes that Al-Ghazali’s educational philosophy remains a transformative and value-based framework for contemporary Islamic education, offering a holistic model that integrates intellect, ethics, and spirituality
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