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All Journal International Journal of Educational and Life Sciences (IJELS)
Sulfyarma M
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Religion Humanities Public Health Social Sciences Other

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Comparison of the Ethical Views of Al-Farabi and Al-Ghazali: The Concept of Happiness and Goodness in Islamic Philosophy Zulmi Aryani; Jamaris; Sulfyarma M
International Journal of Educational and Life Sciences Vol. 2 No. 12 (2024): December 2024
Publisher : MultiTech Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59890/ijels.v2i12.2750

Abstract

This article discusses a comparative ethical outlook between two great figures in Islamic philosophy, Al-Farabi and Al-Ghazali, focusing on the concepts of happiness and goodness in their teachings. Although both come from different intellectual backgrounds, namely Al-Farabi with a rational and philosophical approach and Al-Ghazali with a spiritual and Sufi orientation, both have significant views on the ultimate goal of human life. This article aims to analyze the similarities and differences in their views regarding the achievement of happiness and goodness, as well as the philosophical implications of their views on human life and Islamic ethics.
Ibn Sina's Concept of Thought About Education the Concept of Ibn Sina's Thoughts on Education Nahdatul Hazmi; Jamaris; Sulfyarma M
International Journal of Educational and Life Sciences Vol. 2 No. 12 (2024): December 2024
Publisher : MultiTech Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59890/ijels.v2i12.2751

Abstract

Ibnu Sina is a prominent figure in the Islamic world whose influence extends widely, not only in the Islamic world but also in the West. His expertise spans various fields, including medicine, philosophy, Islamic law, and education. Thus, it is an interesting study to explore Ibn Sina's conceptual thoughts on education. In the present time, there has been a decline in moral values across various groups, particularly among students. A simplistic view prevailing in society attributes the moral, ethical, and behavioral degradation of students to the failure of religious education in schools. It must be acknowledged that, to some extent, religious education does have certain weaknesses, ranging from minimal instructional hours, overly theoretical content, to educational approaches that tend to focus on the cognitive aspects rather than the affective and psychomotor aspects of students.
Co-Authors Jamaris Jamaris Nahdatul Hazmi Zulmi Aryani