<![CDATA[This paper offers a comparative analysis of educational philosophies as articulated by Syed Muhammad Naqib Al-Attas and John Dewey, representing the Islamic and Western intellectual traditions respectively. Al-Attas conceives education as ta’dīb—the cultivation of ethical character and spiritual discipline—anchored in Islamic metaphysics. He views education as a holistic process aimed at the recognition of divine order, the refinement of the soul, and the realisation of man’s purpose in the cosmos. Conversely, John Dewey, a leading figure of Western progressivism, promotes a pragmatic, experience-based model centred on the learner. Dewey’s framework is secular, focusing on adaptation, problem-solving, and the development of democratic citizens, detached from any transcendental aim. By juxtaposing these two paradigms, the essay underscores the ontological and epistemological divergences between Islamic and Western views of education. While limited to these two thinkers, it calls for further research into broader educational traditions to affirm the enduring relevance of Islamic educational philosophy.]]>
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