<![CDATA[This study discusses Paulo Freire’s liberating education and the concept of tarbiyah in Islam through a literature review approach. The main focus of this paper is to compare the philosophical foundations, objectives, methods, role of educators, and orientation toward social transformation of the two concepts. The findings indicate that Freire’s liberating education emphasizes dialogue, critical consciousness, and social praxis to resist dehumanization, while tarbiyah emphasizes the holistic development of human potential based on tawhid, morality, and the goal of forming the insan kamil. Although they differ in their ontological foundations and ultimate goals, both share common ground in their efforts to humanize human beings, reject oppressive education, and promote dignified social change. The integration of both concepts is relevant to contemporary Islamic education, as it can present an educational model that is critical, dialogical, spiritual, and transformative.]]>
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