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All Journal Indonesian Journal of Islamic Literature and Muslim Society
Ridwan Abdul Wahab
Universitas Nahdlatul Ulama Surakarta
Religion

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Knowledge, Discipline, and Spirituality: The Philosophical Dimensions of Islamic Education in Ta‘lim al-Muta‘allim Waluyo; Ridwan Abdul Wahab; Ahmad Saifullah; Zainab A'yunina; Arum Lutfi Cahyani
Indonesian Journal of Islamic Literature and Muslim Society Vol. 9 No. 2 (2024): December 2024
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/islimus.v9i2.13135

Abstract

Ta'lim al-Muta'allim is a seminal classical work on Islamic education that emphasizes learning ethics, purity of intention, the central role of teachers, and the ultimate goal of knowledge as a means of attaining closeness to Allah. This study aims to examine Ta'lim al-Muta'allim through the lens of the philosophy of science within the context of contemporary Islamic education. Employing a qualitative approach with content analysis, this research explores the ontological, epistemological, and axiological dimensions of knowledge in al-Zarnuji’s thought and their relevance to character formation and moral resilience in the era of globalization. The findings reveal that Ta'lim al-Muta'allim presents an ontological view that true knowledge is inherently moral and spiritual rather than value-neutral. From an axiological perspective, knowledge serves as a means to promote benefit, uphold justice, and strengthen the human relationship with God. The integration of knowledge and morality constitutes the foundation that connects intellectual development with ethical growth. The study concludes that an educational curriculum integrating cognitive and moral dimensions—as reflected in Ta'lim al-Muta'allim—enhances students’ moral resilience amid global ethical challenges. This research contributes to the discourse on the philosophy of science in Islamic education by reaffirming the necessity of linking knowledge, values, and spirituality in developing a holistic and sustainable educational paradigm.
Co-Authors Ahmad Saifullah Arum Lutfi Cahyani Waluyo Zainab A'yunina