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All Journal Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora
Abdul Aziz
UIN Syber Syekh Nurjati Cirebon
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Human Nature, Ethics, and Moral Education: A Philosophical Reading of Murtadha Muthahhari’s Thought Mukim Mukim; Abdul Aziz
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 3 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i3.527

Abstract

The growing fragmentation of moral values in contemporary education has renewed philosophical interest in educational paradigms that integrate ethical formation with human development. This article reconstructs Murtadha Muthahhari’s philosophy of moral education as an integrated educational paradigm through Gadamerian philosophical hermeneutics. Employing qualitative library research, the study analyzes Muthahhari’s principal works through dialogical interpretation,historically effected consciousness, and the fusion of horizons to reconstruct the conceptual architecture underlying his educational philosophy. The hermeneutic reconstruction demonstrates that Muthahhari’s paradigm is organized around the integration of fitrah, reason ('aql), freedom, moral responsibility, and kamāl (human perfection), forming a coherent philosophical framework that unites ontology, anthropology, ethics, and spirituality. Rather than reducing moral education to value transmission or behavioral regulation, this framework conceives education as the cultivation of ethical subjectivity through the actualization of humanity’s innate moral potential. The article advances existing scholarship by establishing the internal coherence of Muthahhari’s educational philosophy beyond fragmented theological, ethical, and ideological interpretations. It further demonstrates the explanatory power of Gadamerian hermeneutics for reinterpreting classical Islamic educational thought within contemporary educational philosophy, thereby providing a philosophically grounded framework for addressing moral fragmentation, character formation, and the ethical purpose of education in pluralistic societies. 
Reconstructing Principles of Islamic Education in Qur’anic Exegesis and Their Application in Modern Education Mastoni Mastoni; Abdul Aziz
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 3 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i3.532

Abstract

This study explores the fundamental principles of Islamic education as derived from Qur’anic exegesis and examines their application within contemporary educational contexts. Using a qualitative literature review approach, the research integrates classical Qur’anic interpretations with recent scholarship in Islamic and educational studies to construct a coherent conceptual framework. The analysis identifies four foundational principles tawḥīd (divine unity), universality, balance (wasathiyyah), and raḥmah (compassion)as central to the Islamic educational worldview. These principles operate simultaneously as epistemological foundations, ethical orientations, and pedagogical guidelines that connect spiritual consciousness, intellectual development, moral cultivation, and social responsibility. The findings demonstrate that when Qur’anic principles are thematically interpreted and systematically embedded within curriculum design and pedagogical practice, Islamic education offers a holistic and adaptive model capable of responding to contemporary educational challenges. This study contributes to the field by articulating an integrative framework that bridges classical Qur’anic foundations with modern educational demands, positioning Islamic education as a transformative and contextually relevant paradigm in plural and dynamic societies.  
Co-Authors Mastoni Mastoni Mukim Mukim