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All Journal Riayah: Jurnal Sosial dan Keagamaan Protasis: Jurnal Bahasa, Sastra, Budaya, dan Pengajarannya Al Fuadiy: Jurnal Hukum Keluarga Islam Mandub: Jurnal Politik, Sosial, Hukum dan Humaniora Jurnal Pendidikan, Bahasa dan Budaya International Journal of Educational Research Akhlak: Jurnal Pendidikan Agama Islam Dan Filsafat Reflection: Islamic Education Journal Moral : Jurnal Kajian Pendidikan Islam Hikmah: Jurnal Studi Pendidikan Agama Islam JIMEK
Rachmat Panca Putera
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Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Journal : Akhlak: Jurnal Pendidikan Agama Islam Dan Filsafat

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Dialektika Pemikiran Filsuf Islam: Suatu Kajian dalam Filsafat Pendidikan Islam Sucipto Sucipto; Rachmat Panca Putera
Akhlak : Jurnal Pendidikan Agama Islam dan Filsafat Vol. 2 No. 4 (2025): Oktober: Akhlak : Jurnal Pendidikan Agama Islam dan Filsafat
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/akhlak.v2i4.1273

Abstract

This research aims to examine the dialectics of Islamic philosophers’ thought within the framework of Islamic philosophy of education, focusing on the ideas of Al-Farabi, Al-Ghazali, Ibn Sina, and Ibn Khaldun. The study is motivated by contemporary issues in Islamic education, which tends to emphasize cognitive and technical aspects while neglecting spiritual, moral, and social dimensions. In this context, the intellectual heritage of classical Islamic philosophers offers alternative paradigms that are more balanced, holistic, and future-oriented. The research applies a qualitative library-based design, employing philosophical hermeneutics to interpret primary texts and secondary literature. This method allows for a critical reading of the philosophers’ ideas, followed by a synthesis of their dialectical relationships. The findings reveal three major dialectics: rationality versus spirituality, represented by Al-Farabi and Al-Ghazali; individuality versus sociality, as reflected in Ibn Sina and Ibn Khaldun; and idealism versus realism, which bridges normative visions with historical realities. These dialectics do not end in opposition but generate an integrative framework for Islamic educational philosophy. The study concludes that Islamic education should be understood as a transformative process that unites intellect and heart, balances individual growth with social responsibility, and integrates ideal visions with empirical realities. The dialectics of Islamic philosophers therefore carry not only historical significance but also strategic relevance for developing Islamic curricula oriented toward nurturing the insan kamil and fostering a dignified civilization in the global era.
Co-Authors Ali Mustofa Anita Puspa Meilina Asri Fatmala Endar Evta Yuda Prayogi Fajar Nuriman Hardika Saputra Huzaini Huzaini Istiqomah Istiqomah Linda Desi Yana Muhammad Khoerudin Muhammad Zamzam Naya Fakhita Rizki Nova Triana Nurlaili Hidayatul Baiti Reni Adha Ningrum Siska Ayu Anggraini Sucipto Sucipto Yuli Supriani