PROGRAMME : MASTER OF EDUCATION

SUBJECT : MOED 7023

PHILOSOPHY OF EDUCATION

NAME AND
STUDENT ID

LECTURER’S
PROF. DR. SUBADRAH MADHAWA NAIR
NAME

Imam Al Ghazali philosophy in education and its impacts on

Assignment 1 many education systems today.

DATE OF
15 DECEMBER 2022
SUBMISSION
 Imam Al Ghazali philosophy in education and its impacts on many education
systems today.

Education and philosophy are interrelated concepts that cannot be separated.

The fundamental underpinning or direction for implementing education and

accomplishing its objectives is philosophy. Education attempts to mold people into

becoming fully human. Even Islam provides a concept of human beings, namely the

model of a person who fulfills their obligations as a khalifatullah fil ard; a person who

possesses not only spiritual intelligence (SQ) but also emotional intelligence (EI)

(EQ). The issues that come up, complaints about the community's pervasive

individualist, materialist, and pragmatic nature, are purportedly caused by the current

educational system's disregard for the fundamental purposes of education and

exclusive focus on material gains.

The new concepts and assumptions of learner roles, teacher preparation, and

human knowledge processing have impacted our perspective of the educational

profession today, influencing everything from basic indoctrination and memorization

to contemporary learner counseling and flipped classrooms. Abū Ḥāmid

Muḥammad ibn Muḥammad al-Ṭūsī al-Ghazālī, (born 1058, Ṭūs, Iran—died

December 18, 1111, Ṭūs), Muslim theologian and mystic whose great work, Iḥyāʾ

ʿulūm al-dīnIḥyāʾ ʿulūm al-dīn (“The Revival of the Religious Sciences”),

made Sufism (Islamic mysticism) an acceptable part of orthodox Islam, one of the

most influential Muslim intellectuals of the 11th century. His philosophy was
discussed in this article which is the educational beliefs and practices of those of the

modern era. His reflections have touched on knowledge, teaching strategies, the

interaction between instructors and students, and testing ideas and procedures.

According to Al-Ghazali, education aims at moral and religious goals, with an

emphasis on virtue and taqorrub to Allah and proximity to Allah. The Islamic

education expected of Imam Al-Ghazali is said to instill noble character in his

students. Al-Ghazali also said that the requirement for an educator is to have

leadership or teaching lineage up to the emir of the Prophet Muhammad SAW, thus

educators must have several personalities that are very much needed in terms of

education, such as having responsibilities in the book "Ihya` Ulumuddin", having

sincere intentions and stay away from immorality, possessing an ability to distance

themselves from self-indulgence worldly pleasures, having a humble nature, not

giving up in seeking knowledge, staying away from negative actions, prioritizing the

knowledge of the hereafter, being able to perfect knowledge in totality, having good

morals, having goals or motivation to learn and knowing the glory of science.

In this modern age, the so-called millennium, there have been many scientific

developments and great progress has been made over time. There is no doubt that

nowadays there are more and more things that can make people intelligent with the

development of general science, technological knowledge, and scientific work, but the

number of intelligent human resources with all the developments of science without

being balanced by akhlaq al-karimah will also increase crimes.

 Indonesia is a country that adheres to a system of religious understanding.

Great attention is paid to religious education. Religious education is offered in schools

from primary school to university. At home, in the community, and at school, it is

strongly recommended that religious education is carried out in an integrated and

mutually supportive manner so that religion truly colors every aspect of life. Religious

education, in this case, Islam, especially for children, has shown significant progress

with the growth and development of Islamic Kindergartens and TPA/TPQ (PAUD) in

various parts of the country. Awareness to maintain and instill religious values in

children seems to be very large so that the number of illiteracy of the Qur'an from

year to year can be eroded and reduced.

However, the above phenomenon can be used as a benchmark to see whether

education in children in this millennial era is developing or not, as we know that the

purpose of education according to Article 3 of Law No. 20 of 2003 in the National

Education system states: “That national education functions to develop capabilities

and shape the character and civilization of a dignified nation in the context of

educating the nation's life, aiming at developing the potential of students to become

human beings who believe and are devoted to God Almighty, have a noble character,

are creative, knowledgeable, healthy, capable, independent. , and become a

democratic and responsible citizen” 7 Observing the contents of the law above, it is

stated in the law that the purpose of national education in Indonesia is to make

Indonesian people become complete human beings as the keywords are faith and
piety. It seems that the condition of children's education in Indonesia today is still

very far from what is expected. Especially with the various problems in the world of

children's education today, which of course cannot be separated from the situation and

condition of the Indonesian nation which is still slumped in a political, economic,

social ,and cultural crisis.

Based on the above background, it is necessary to improve education by

examining Al-Ghazali's thoughts on education and its relevance to Islamic education

for children in the millennial era by looking at the notion of education, educational

goals, sources of Islamic education, methods of Islamic education for children,

educational curriculum according to Al-Ghazali's concept of thought, and education in

the current millennial era. Research on Al-Ghazali's thoughts on Islamic education has

been carried out by several experts. Most researchers explored the educational

thoughts of Al-Ghazali's perspective, including Imroh Atul Musfiroh9, Mukronim10,

Alwizar11, Syahraini Tambak12, dand an Alwan Suba13 . These studies describe Al-

Ghazali's thoughts alone without looking deeper into their relevance to educational

practice.

The Relevance of Al-Ghazali's Thoughts on Islamic Education for Children in

the Millennial Era

1. The Purpose of Islamic Education

 The goals of Islamic education for millennial children are related to those of

Al-Ghazali, as both emphasize the purpose of getting closer to Allah and

staying away from Allah's prohibitions.

2. Islamic Education Resources

The sources of Islamic education are not only centered on one reference but

also from other sources of Islamic education which are still in the context of

Islamic education. So the sources of Islamic education for children in the

millennial era are the Qur'an and As-Sunnah. Meanwhile, sources in Islamic

education according to Al-Ghazali also come from the Qur'an and As-Sunnah.

Here we can see that there is a relevance or link between Islamic education for

children in the millennial era and education according to Al-Ghazali's

thoughts.

3. Islamic Education Method

The Islamic education method in the millennial era is delivered in a varied

ways and follows the times. Meanwhile, the educational method according to

Al-Ghazali is to follow al-Ghazali's principles, namely the delivery by

memorization, understanding, and others. Although they differ in the way they

are delivered, the objectives to be achieved between the two methods are the

same. So the author can conclude that the educational method in the millennial

era with the educational method according to al-Ghazali is relevant.

4. Education Curriculum
 The purpose of education in the millennial era is to get closer to God. It’s

similar to al-Ghazali’s thoughts that the purpose of education is to perfect

morals by doing God's commands and staying away from his prohibitions.

Sources of education in the millennial era, namely the Koran and Hadith, are

relevant to educational sources according to al-Ghazali.

A philosophical formula or in-depth consideration of education is essentially

required when formulating educational goals. Other pertinent elements, such as

curriculum, methodologies, teachers, and student objectives, will be determined by

the formulation. Al-Ghazali had two ultimate objectives that can be accomplished

through educational endeavors, which are evident through an analysis of his thinking.

First, the achievement of human perfechich leads to a self-approach to God, and

Second, human perfection that lto the hness in the world and the hereafter (Sulaiman,

1986; Rohayati, 2011; Elkaisy, 2006).

Al-Ghazali's conception of educational thought is the process of humanizing

people from the moment they appear until the end of life through different knowledge

conveyed in the form of step-by-step education, and the educational process is the

responsibility of parents and completes It is to draw closer to Godtoo become human.

The purpose of education according to Al-Ghazali is the long-term goal of being

closer to Allah and the short-term goal, which is the realization of man's ability to

successfully perform his worldly tasks.

Islamic education for the millennial generation is education using rational

knowledge that follows the curriculum-based education issued by the government.

The purpose of the curriculum is to develop the potential of students to become

human beings who believe and fear God Almighty, have a noble character, are

healthy, knowledgeable, capable, creative, independent, and become democratic and

responsible citizens.

Al-Ghazali's ideas on education are relevant, but not the most relevant, to

Islamic education for children in the current millennium. This can be seen from the

compatibility between Al-Ghazali's educational theory and education applied in the

millennial era. However, some theories are still and have not been implemented, for

example there are, still differences in the educational curriculum so that the

educational curriculum in the millennial era and the educational curriculum according

to Al-Ghazali are irrelevant.

References

Watt, W. Montgomery (2022, April 6). al-Ghazālī. Encyclopedia Britannica.

https://www.britannica.com/biography/al-Ghazali

Muflihin, A., & Madrah, M. Y. (2019). Implementation of Al-Ghazali’s

Islamic Education Philosophy in the Modern Era. Al-Fikri: Jurnal Studi Dan

Penelitian Pendidikan Islam, 2(1), 13-27.

Soussi, K. (2016). Al Ghazali Cultivates Education: A Comparison with

Modern Theories. Islamic Spirituality: Theology and Practice for the Modern

World, 4(11).

Arifin, Z. (2018). Al-Ghazali’s Thought of Islamic education and it’s

relevance with the modern education. Khalifa Journal of Islamic

Education, 2(1), 1-20.
 RUBRICS FOR PROJECT 1 / City University

Project :

Name of Student :

Exemplary Competent Satisfactory Needs Weak TOTAL

CRITERIA
Improvement
9-10 7-8 5-6 1-2
3-4

INTRODUCTION Clearly Clearly discusses Somewhat Attempts to discuss Does not 10 marks
discusses some of the discusses the the specific points discuss the
specific points specific points specific points. but fails to provide specific points
with relevant with details and Lacks details and with details
details and examples supporting examples and examples
examples details and
examples

DISCUSSION 1 Clearly Clearly discusses Somewhat Attempts to discuss Does not 10 marks
discusses some of the discusses the the specific points discuss the
specific points specific points specific points. but fails to provide specific points
with relevant with details and Lacks details and with details
details and examples supporting examples and examples
examples details and
examples

DISCUSSION 2 Clearly Clearly discusses Somewhat Attempts to discuss Does not 10 marks
discusses some of the discusses the the specific points discuss the
specific points specific points specific points. but fails to provide specific points
with relevant with details and Lacks details and with details
details and examples supporting examples and examples
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examples

DISCUSSION 3 Clearly Clearly discusses Somewhat Attempts to discuss Does not 10 marks
discusses some of the discusses the the specific points discuss the
specific points specific points specific points. but fails to provide specific points
 with relevant with details and Lacks details and with details
details and examples supporting examples and examples
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DISCUSSION 4 Clearly Clearly discusses Somewhat Attempts to discuss Does not 10 marks
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DISCUSSION 5 Clearly Clearly discusses Somewhat Attempts to discuss Does not 10 marks
discusses some of the discusses the the specific points discuss the
specific points specific points specific points. but fails to provide specific points
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examples

CONCLUSION Clearly Clearly Able to Somewhat attempts Does not 10 marks

summarizes the summarizes the summarize to identify and attempt to or
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ORGANIZATION Shows a logical Shows a logical The The organization of 10 marks
organization is
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LANGUAGE There are no There are minor There are minor There are major There are a 10 marks
grammatical, grammatical, errors in errors in number of
spelling or spelling or punctuation, punctuation, major errors in
punctuation punctuation errors grammar and/or grammar and/or punctuation,
errors spelling which spelling which grammar and/or
somewhat break interrupt the flow spelling which
the flow for the for the reader make it difficult
reader to read

TOTAL SCORE 100 marks

 PROGRAMME : MASTER OF EDUCATION

SUBJECT : MOED 7023

PHILOSOPHY OF EDUCATION

NAME AND
STUDENT ID

LECTURER’S
PROF. DR. SUBADRAH MADHAWA NAIR
NAME

Assignment 2 Rabindranath Tagore’s Philosophy of education and how his

philosophies influence the classroom teaching.

DATE OF
15 DECEMBER 2022
SUBMISSION
 Rabindranath Tagore’s Philosophy of education and how his philosophies influence the
classroom teaching.

On May 7, 1861, in Calcutta, the poet Gurudev Rabindranath Tagore was born. He

enjoyed great success as a poet, lyricist, composer, and visual artist. Tagore is regarded as a

remarkable educator in addition to being the first non-European to win the prestigious Noble

Prize. Rabindranath Tagore was born in Kolkata's famous Tagore family at Jorasawko. He had

never been a fan of the modern British approach to education. He stopped receiving his formal

education because of this, and he also left school. He identified numerous shortcomings in the

British India teaching methodology (Gupta, 2004). He always placed a high priority on the idea

that while developing teaching and learning strategies, the mother tongue should be taken into

account. Don't confine the youngster to your own knowledge because he was born in a different

era, he added (Radhakrishnan, 1918).

In the twentieth century, Gurudev Rabindranath Tagore was an incredible rationalist

(Guha, 2013). Tagore’s philosophy is directly influenced the present education in India. Professor

H. B. Mukherjee in his book ‘Education for Fullness’ mentioned that “Tagore was the greatest

prophet of educational renaissance in modern India. He waged a ceaseless battle to uphold the

highest educational ideal before the country and conducted educational experiments at his own

institution, which made them living symbols of what an ideal should be” (Mukherjee, 2017).

Tagore believes that one of the main goals of education is to prepare the individual for

service to the nation, and that education represents human regeneration, cultural representation,

harmony, and intelligence. Educational institutions should be built on the thinking and

imagination of the individual and should help them become self-sustaining constituents of human
society and creative canvases for entire nations. He argued that education should take place in

natural settings. He believed in giving children freedom of expression. "Children, like trees, have

active subconscious minds that have the power to gather nutrients from the atmosphere around

them," he said. Craftsmanship and art are the natural outpouring of our deeper nature and

spiritual meaning.”

Tagore has stressed that there is a fundamental unity and love among people, nature, and

international relations. Therefore, genuine education should foster this sense of community and

love for all that exists today. The majority of education during Tagore's time was rigid, rational,

and dead because it didn't conform to individual needs and societal demands. Tagore created the

ideal Visva Bharati (Pushpanathan, 2013). He spoke of the children's educational atmosphere as

being incredibly worthwhile because, like a tree, their minds may gather food and sustenance

from their surroundings.

A good environment helps children become moral people. The school environment

should also create suggestiveness of the soul, allowing the mind to escape the subjection of

ignorance and lack of interest (Tirath, 2017). Tagore believed that children should enjoy freedom

while receiving an education. He should be free from all constraints and restrictions, otherwise

he sits in the classroom like a museum exhibit (Tagore, 1931). Therefore, Tagore, like Rousseau,

considered nature to be the most effective and powerful teacher for children.

Realization of God: Rabindranath Tagore believe that in our Indian culture the realization

of God and knowing oneself is possible only in the natural environment.

Self-realization: According to Rabindranath Tagore, education is self-realization. And this

self-realization is possible only with the nature. And he also believed that every human being is a
part of the universal soul. So, the ultimate goal of education is to reach people in the Universal

Spirit (Puspanathan,2013).

Student-teacher relationship: Students and teachers are the two most important living

elements in the field of education. Rabindranath Tagore in his essay ‘Shiksher Samasya’

(problem of education) has written about the relationship between teachers and students. The

attitude of teachers and students in the education system of that time made him very sad. He felt

that teacher is a shopkeeper and his business is to buy knowledge. And the student is the buyer.

Then the teacher will be worthy of devotion to the students by the rules of nature and not by

punishment.

Mother tongue as the medium of instruction: Another aspect of Rabindranath Tagore’s

educational thinking is that he has given importance to the mother tongue in education. Because

he thought it was much easier to study any language and any subject in the mother tongue.

Liberation from book-centered education: Rabindranath Tagore was opposed to the book-

based education system. In his story ‘Tota Kahini’ (Parrot Story) sharply attacked school

memorization education. Rabindranath Tagore showed how the students were being pushed to

the brink of intellectual death by swallowing dry knowledge like a bird in a cage.

Rabindranath Tagore's teaching method is best suited to the current system of educating

learners with love and creativity. His Ashram His Vidyalaya methodology is suitable for current

learners. There is an urgent need for a common design of an educational system that can flexibly

respond to the diverse needs of the country and the growth of individuals. By equally nurturing

children's aesthetic sense, we will open up the realm of true upbringing. Sensitivity to your

environment teaches you to respond to your thoughts and ideas. The poet's vision of locating an
educational institution in nature plays an important role in the development of the creative mind.

This should be given central importance in the current educational system. Equalizing the

importance of music, art, and creativity in an atmosphere of freedom benefits all societies by

transforming them into vibrant cultures.

His beliefs in education and its processes are in keeping with the examples of various

philosophical schools. The schools of philosophy are humanism, idealism, naturalism,

pragmatism, realism, and supernaturalism. Rabindra Nath Tagore's philosophy is a fusion of

Eastern and Western philosophy (Radhakrishnan, 1918). According to Tagore, humans and

nature make an interesting compromise. After that, the child's normal emotions should be built in

a characteristic climate away from the chaotic and shameless environment of the city

(Mukherjee, 2017).

Nature adapts to children's minds, becomes colorful, and stimulates children's thirst for

knowledge. This isolation from the learning environment meant curbing the child's desire for

knowledge, which Rabindranath Tagore said meant teaching according to the child's own needs

and within the bosom of nature. This allows children to raise themselves.

Thus, Rabindranath Tagore's concept of education becomes more relevant in this context

for students to relate their education to real life. It can improve performance through

sophisticated thinking for students to learn various tasks on their own. As if relieved from the

pain of unemployment. They have to look for jobs in various vocational courses. So that students

can reach their full potential and develop it to suit their lives. And here is the need for self-

actualization that we obtain through education.

References

Guha, M. (2013). Education from a Tagorean perspective. International Journal of

Humanities and Social Science Invention, 2(12), 35-41.

Das, P., & Bera, S. Influence of Rabindranath Tagore’s Philosophical Thought on School

Education in Present India.

Biswas, M. Educational Philosophy and Educational thought of Rabindranath Tagore and

its Relevance in Present Scenario.

https://bhoomimagazine.org/2018/02/06/rabindranath-tagores-philosophy-on-indian-

education/
 RUBRICS FOR PROJECT 2 / City University
Project :
Name of Student :

Exemplary Competent Satisfactory Needs Improvement Weak TOTAL

CRITERIA
9-10 7-8 5-6 3-4 1-2

INTRODUCTION Discusses specific Discusses some of Somewhat Attempts to discuss Does not discuss 10 marks
points with the specific points discusses the the specific points but the specific points
relevant details with details and specific points. fail to provide details with details and
and examples examples Lacks supporting and examples examples
details and
examples

DISCUSSION 1 Discusses specific Discusses some of Somewhat Attempts to discuss Does not discuss 10 marks
points with the specific points discusses the the specific points but the specific points
relevant details with details and specific points. fail to provide details with details and
and examples examples Lacks supporting and examples examples
details and
examples

DISCUSSION 2 Discusses specific Discusses some of Somewhat Attempts to discuss Does not discuss 10 marks
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relevant details with details and specific points. fail to provide details with details and
and examples examples Lacks supporting and examples examples
details and
examples

DISCUSSION 3 Discusses specific Clearly discusses Somewhat Attempts to discuss Does not discuss 10 marks
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relevant details points with details specific points. fails to provide details with details and
and examples and examples Lacks supporting and examples examples
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DISCUSSION 4 Clearly discusses Clearly discusses Somewhat Attempts to discuss Does not discuss 10 marks
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DISCUSSION 5 Clearly discusses Clearly discusses Somewhat Attempts to discuss Does not discuss 10 marks
specific points some of the specific discusses the the specific points but the specific points
with relevant points with details specific points. fails to provide details with details and
details and and examples Lacks supporting and examples examples
examples details and
examples

CONCLUSION Clearly Clearly summarizes Able to Somewhat attempts to Does not attempt 10 marks
summarizes the the strengths and summarize identify and to or fails to
strengths and weaknesses of the strengths and summarize the identify and
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article weaknesses of the
 article

REFERENCES Adheres to Somewhat adheres Moderately Somewhat adheres to Does not adhere 10 marks
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format format, with minor specified citation format, with major citation format at
 Adequate/ transgressions format, with transgressions all
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transgressions
 Current
 APA
format 6th
Edition

The organization
ORGANIZATION Shows a logical Shows a logical The organization The organization of is problematic or 10 marks
AND STRUCTURE organization of organization of of ideas is not ideas is quite unclear non-existent
ideas in ideas, but may have always clear or or ineffective
constructing the minor problems does not follow
overall argument. the thesis
The pieces flow argument
together well to
produce a
convincing line of
reasoning

LANGUAGE There are no There are minor There are minor There are major errors There are a 10 marks
grammatical, grammatical, errors in in punctuation, number of major
spelling or spelling or punctuation, grammar and/or errors in
punctuation errors punctuation errors grammar and/or spelling which punctuation,
spelling which interrupt the flow for grammar and/or
somewhat break the reader spelling which
the flow for the make it difficult
reader to read

TOTAL SCORE 100 marks