The Concept of Learning According to Imam Al-Ghazali in Ihya' Ulumuddin: Its Relevance to Contemporary Islamic Education
Keywords:
Imam Al-Ghazali, Concept of Learning, Ihya’ ‘Ulum al-Din, Islamic EducationAbstract
This study examines Imam Al-Ghazali’s conception of learning in Ihya’ ‘Ulum al-Din, particularly Kitab al-‘Ilm, and its relevance to contemporary Islamic education. It identifies the epistemological and ethical foundations of his thought, examines challenges including pragmatic learning, the dichotomy of knowledge, and the erosion of adab in digital environments and reconstructs his principles for contemporary practice. This qualitative library research employs a historical-philosophical approach and content analysis. Primary data are drawn from Ihya’ ‘Ulum al-Din, while secondary data comprise scholarly literature on Islamic educational philosophy and contemporary educational issues. Data are collected through documentation and examined through interpretative analysis. The findings show that learning, according to Al-Ghazali, is an integrated process of intellectual, spiritual, and moral transformation grounded in sincere intention (niyyah), ethical conduct (adab), spiritual purification (tazkiyat al-nafs), and the unity of knowledge and action (‘ilm wa al-‘amal). His classification of knowledge into fardhu ‘ain and fardhu kifayah provides a basis for balancing individual religious obligations with collective needs. This study proposes a framework for contemporary Islamic education through reorienting learning motivation, incorporating spiritual and ethical values into curricula, revitalizing teachers as murabbi, and connecting knowledge with responsible practice. The framework emphasizes intellectual competence, spiritual consciousness, moral integrity, and social responsibility.
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