<![CDATA[This study aims to: (1) analyze the concepts of knowledge (‘ilm) and jurisprudence (fiqh) in Ta‘līm al-Muta‘allim by Burhān al-Islām al-Zarnūjī; (2) identify the virtues of knowledge and the categories of knowledge that, according to al-Zarnūjī, should be pursued; and (3) examine the relevance of al-Zarnūjī’s concepts of knowledge and jurisprudence to contemporary Islamic education. The study employs a qualitative descriptive method using content analysis of the primary text Ta‘līm al-Muta‘allim (Marwān al-Qabbānī edition), supported by secondary sources including books on Islamic education, scholarly journals, works on the history of Islamic thought, and previous studies on al-Zarnūjī as well as classical Islamic epistemology and pedagogy. Data were collected through a comprehensive literature review. The findings indicate that al-Zarnūjī defines knowledge as the disclosure of true reality, while fiqh is understood as knowledge of a Muslim’s moral rights and obligations. He classifies knowledge into obligatory (farḍ ‘ayn and farḍ kifāyah), recommended (sunnah), and knowledge that should be avoided. Al-Zarnūjī emphasizes the importance of ‘ilm al-ḥāl, namely practical knowledge required in daily life, including matters of faith, worship, professional competence, health, and spiritual refinement of the heart. He discourages the study of misleading sciences such as astrology, while permitting and encouraging beneficial disciplines such as astronomy. This study concludes that al-Zarnūjī’s educational thought remains highly relevant to the development of contemporary Islamic education, particularly in curriculum design that integrates religious knowledge, professional skills, and character formation. His concepts contribute significantly to strengthening the epistemological and ethical foundations of Islamic education in the modern era.]]>
Copyrights © 2025
