<![CDATA[This paper examines the interrelationship between language, education, and civilization from an Islamic perspective, drawing on the thought of Al-Farabi, Al-Ghazali, Syed Muhammad Naquib Al-Attas, and Ibn Khaldun. Despite the significance of these three elements in shaping human development, their interconnection as an integrated framework within Islamic intellectual tradition remains underexplored in existing scholarship. Using a library research design and a thematic and comparative philosophical analysis of classical and contemporary Islamic sources, this study identifies three key patterns: (1) language functions as a divine gift and epistemological vehicle for transmitting knowledge across generations; (2) education conceptualized through tarbiyah, ta'lim, and ta'dib transforms linguistic and cognitive capacity into moral and spiritual formation; and (3) civilization emerges as the cumulative expression of sustained educational traditions, as illustrated by Ibn Khaldun's concept of 'umran. The analysis reveals a mutually reinforcing triad in which each element enables and sustains the others. The paper concludes that this Islamic integrative framework offers a normatively rich and practically relevant alternative to reductive models of education, with particular implications for curriculum design and civilizational renewal in contemporary Muslim-majority contexts.]]>
Copyrights © 2026
