<![CDATA[The increasing trend of learning that is not sufficiently oriented toward humanistic values often reflects the dominance of teacher-centered and cognitively oriented educational practices, which frequently neglect the emotional, moral, and spiritual development of students. This study aims to analyze the philosophical convergence between Carl Rogers’ humanistic education theory and Indonesia’s Love-Based Curriculum (Kurikulum Berbasis Cinta) and to formulate its implications for reconstructing a more humane Arabic language pedagogy in contemporary Islamic education. This research employed a qualitative library research design using two primary sources: Freedom to Learn by Carl Rogers and H. Jerome Freiberg and the Love-Based Curriculum Guidelines published by the Ministry of Religious Affairs of the Republic of Indonesia. Data were analyzed through Philipp Mayring’s qualitative content analysis. The findings reveal six areas of philosophical convergence: humanization, countering dehumanization, freedom to learn, compassionate pedagogy, supportive learning environments, and holistic human development. The study proposes a Transcendental-Humanistic Arabic Language Pedagogy integrating learner-centered learning, compassionate relationships, meaningful experiences, and spiritual-humanistic development. This framework offers an alternative approach for humanizing Arabic language education in contemporary Islamic educational contexts]]>
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