Prophetic Education in Al-Ghazali Thought: A Critique of Philosophy and Its Implications for the Integration of Knowledge

Lailatul Qadariyah; Shulhan; Uswatun Hasanah

doi:10.63922/ijevss.v5i03.4136

Lailatul Qadariyah STAI Nurud Dhalam Ganding Sumenep, Indonesia
Shulhan Sekolah Tinggi Ilmu Tarbiyah (STIT) Aqidah Usymuni (STITA) Sumenep, Indonesia
Uswatun Hasanah Sekolah Tinggi Agama Islam Qamaruddin (Staiq) Al-Falah, Indonesia

DOI: https://doi.org/10.63922/ijevss.v5i03.4136

Keywords: Keywords: Prophetic Education; Al-Ghazali; Philosophical Criticism; Integration of Knowledge; Contemporary Islamic Education.

Abstract

This article aims to analyze the concept of prophetic education in Al-Ghazali's thought, his critique of rationalistic philosophy, and its implications for the integration of knowledge in contemporary Islamic education. The background of this research departs from the problem of the dichotomy of science in modern education that separates religious science and general science, thus causing epistemological fragmentation, moral crisis, and weakening of the spiritual dimension of education. This research uses a qualitative approach with the type of library research, through the study of Al-Ghazali's main works such as Iḥyā' 'Ulūm al-Dīn, Tahāfut al-Falāsifah, and al-Munqidh min al-Ḍ alāl, as well as various relevant secondary literature. The analysis is carried out with a philosophical and historical approach to examine the epistemological construction of Al-Ghazali's education. The results of the study show that Al-Ghazali's prophetic education is built on three main foundations, namely revelation, intellect, and tazkiyat al-nafs, which leads to the formation of kamil people, the strengthening of morals, and the achievement of sa'ādah in the world-hereafter. Al-Ghazali's critique of philosophy includes epistemological, ontological, and axiological dimensions, especially against rationalism that detaches itself from revelation. The criticism is not a rejection of reason, but an attempt to straighten the foundations of science so that it remains within the framework of monotheism. The main implication for contemporary Islamic education is the importance of holistic integration of knowledge, namely the unification of revelation, science, ethics, and spirituality in curriculum development, pesantren and PTKI education models, and character formation based on prophetic values. Thus, Al-Ghazali's thinking is relevant as an integrative paradigm to answer the challenge of secularization of modern education.

References

REFERENCES
al-Ghazali, I. (2021). Ihya’’Ulumuddin 2 (Seri 1-4): Menghidupkan Ilmu-Ilmu Agama. Nuansa Cendekia.
Al-Ghazali, I. (2023). Tahafut Al-Falasifah: Kerancuan Para Filosof. Marja.
Amin, S. (2020). Pandangan Al-Ghazali Tentang Qadim dan Baharu Alam Semesta.
Apriliani, B. D., & Arifin, S. (2025). Membentuk Insan Kamil Melalui Tazkiyatun Nafs (Tinjauan Psikoterapi Islam). Syi’ar: Jurnal Ilmu Komunikasi, Penyuluhan Dan Bimbingan Masyarakat Islam, 8(2), 122–131.
Choiriyah, I. ad U., Permadi, M. S. S., & Fahmi, M. (2026). Integration of Al-Ghazali’s Moral Thought and Nurcholish Madjid’s Intellectualism in the Development of Islamic Religious Education in the Contemporary Era: Integrasi Pemikiran Moral Al-Ghazali dan Intelektualisme Nurcholish Madjid dalam Perkembangan Pendidikan Agama Islam pada Era Kontemporer. Halaqa: Islamic Education Journal, 10(1), 24–31.
Firdasari, A. A. R., & Bakar, M. Y. A. (2025). Pendidikan Islam perspektif Al-Ghazali: Integrasi Nilai-Nilai Spiritual dan Akhlak Dalam Pembelajaran. PUTIH: Jurnal Pengetahuan Tentang Ilmu Dan Hikmah, 10(1), 73–92.
Hasib, K., & Khasanah, N. U. (2025). The Integration of Rationality and Spirituality: Imam Al-Ghazali’s Experience through Ta’lim Rabbani Approach in Acquiring Knowledge. Afkaruna: Indonesian Interdisciplinary Journal of Islamic Studies, 21(1), 65–83.
Husin, H., bin Abdul Aziz, A., & Masuwd, M. (2025). Integrating Al-Ghazali’s educational philosophy: Advancing transformative learning in Islamic schools in the digital era. SYAMIL: Journal of Islamic Education, 13(1), 29–51.
Ihsan, M. N., & Maulana, A. (2026). Integrasi Nilai Moderasi Beragama dalam Materi Fikih PAI: Studi Analisis Konten Kurikulum Merdeka. SUKIJO CiRCLE: Journal of Contemporary Islamic Education Studies, 2(01).
Iqbal, M., & Noor, I. (2025). INTEGRASI TASAWUF DALAM PENDIDIKAN KARAKTER: ANALISIS FILOSOFIS SPIRITUAL DAN MORAL. Cerdika: Jurnal Ilmiah Indonesia, 5(3).
Irfani, M. A., Iqbal, I., & Nugraha, D. (2025). The Ethics Of Al-Ghazali’s Perspective In Kimiyaus Sa’adah And Its Relevance To Contemporary Moral Challenges. Al-Ulum Jurnal Pemikiran Dan Penelitian Ke Islaman, 12(3), 223–240.
Jalaldeen, J., & Al-Hidabi, D. (2025). Al-Ghazali’s framework of teachings professional values: Analyzing the pedagogical principles in Islamic Education. Al-Burhān: Journal of Qurʾān and Sunnah Studies, 9(1), 27–46.
Khanifah, K., Anggraini, N., & El Syam, R. S. (2025). Model kurikulum sui generis pesantren dalam merespon tantangan pendidikan Islam kontemporer. Al-Liqo: Jurnal Pendidikan Islam, 10(2), 324–336.
Khasanah, M. N., Yusgiantara, A., & Syakur, A. T. A. (2025). Integrative Education in Amin Abdullah’s Philosophy: A Contemporary Reinterpretation for Islamic Pedagogy. AN NUR: Jurnal Studi Islam, 17(1), 113–130.
Mujahidin, S. (2024). The Supremacy of Revelation over Reason: Al-Ghazali’s Critique of Rationalist Philosophy in Tahafut Al-Falasifah. Islamic Thought Review, 2(2), 151–162.
Mujrimin, B. (2025). Al-Ghazali’s Epistemology in Islamic Religious Education: The Integration of Knowledge, Faith, and Morals. DAAR EL-KAMIL: Multidisciplinary Journal, 1(01), 11–28.
Ningtias, A. A., Primayeni, S., & Sari, H. P. (2024). Peran akhlak dalam pengajaran menurut Al-Ghazali: Perspektif filsafat pengajaran. SURAU: Journal of Islamic Education, 2(2), 121–132.
Nisa, A., & Ibrahim, R. (2025). Scientific Integration of Perspectives M. Amin Abdullah (Integrative-Interconnective Approach). Al-Afkar, Journal For Islamic Studies, 8(1), 298–306.
Nurhayati, S., Alpina, W., & Ningrum, R. P. S. (2026). The Integration Of Reason And Revelation In Islamic Educational Philosophy As The Epistemological Foundation Of Islamic Education. Al-Hikmah: International Journal of Islamic Studies, 2(1), 14–24.
Oktavia, E., Himmah, A., & Siregar, W. (2024). Metodologi pendidikan Islam perspektif Al-Ghazali. Pendas: Jurnal Ilmiah Pendidikan Dasar, 9(3), 231–245.
Poya, A., & Rizapoor, H. (2023). Al-Ghazali’s Theory of Real Knowledge: An Exploration of Knowledge Integration in Islamic Epistemology through Contemporary Perspectives. International Journal Of Humanities Education and Social Sciences (IJHESS), 3(2), 607–624.
Rahman, F., & Latif, U. (2024). Al-Ghazālī’s critical arguments against Ibn Sīnā and Al-Fārābī In the incoherence of the philosophers: Is God bound by human logic? Tharwah: Journal of Islamic Civilization and Thought, 4(1), 1–15.
Rosidi, R., al-Akiti, M. A., & Varyda, V. N. N. (2025). From Law to Spirituality: Al-Ghazali’s Contribution to the Concept of Religious Moderation. Empirisma: Jurnal Pemikiran Dan Kebudayaan Islam, 34(2), 397–418.
Sef, W., & Bakar, M. Y. A. (2024). Relevansi pendidikan perspektif Al-Ghazali terhadap paradigma pendidikan Islam di Indonesia. Al-Hikmah: Jurnal Agama Dan Ilmu Pengetahuan, 21(1), 93–107.
Shunhaji, A. (2021). Model Integrasi Keilmuan Pesantren Pada Pendidikan Tinggi Keagamaan Islam Di Indonesia. Profesi: Jurnal Ilmu Pendidikan Dan Keguruan, 10(1).
Siregar, K. (2020). CONCEPT OF ISLAMIC EDUCATION PSYCHOLOGY IN IHYAâ€TM â€˜ ULUM AL-DIN BY AL-GHAZALI. Edukasi Islami: Jurnal Pendidikan Islam, 9(02), 663–682.
Siregar, S., Harahap, M. Y., & Rangkuti, C. (2025). Imam Al-Ghazali’s Critique of Modern Islamic Education in Al-Munqidz min al-Dhalal. Proceedings of International Conference on Islamic Community Studies, 1186–1191.
Ula, M. (2022). The Al-Muhasibi And Al-Ghazali Sufism Concept (Intertextuality Study Of Al-Washaya And Al-Munqidz Min Al-Dhalal). Religia, 25(2), 189–221.
Ummah, A., Iqbal, I., & Irfani, M. A. (2025). Kritik Teologis Al-Ghazali Terhadap Metafisika Filsuf Muslim: Analisis Atas Tiga Pokok Pemikiran Dalam Tahāfut Al-Falāsifah. Tafaqquh: Jurnal Penelitian Dan Kajian Keislaman, 13(1), 92–108.
Wulandari, E., Verlantika, E., & Khusnadi, M. H. (2021). The Concept of Tazkiyat al-Nafs by Al-Ghazali as a Method in Moral Education. Jurnal Iqra’: Kajian Ilmu Pendidikan, 6(2), 368–373.
Yahya, M., Putri, S. R., Putri, R. M., & Ariady, S. (2025). The Relevance of Al-Ghazali’s Thought to Modern Education: A Literature Review on Ethics, Morals, and Character Development. Khalaqa: Journal of Education and Learning, 3(2), 182–197.
Yusuf, M. (2023). Integrasi ilmu pengetahuan dan pendidikan Islam: Menjembatani kesenjangan antara sains dan agama. Salimiya: Jurnal Studi Ilmu Keagamaan Islam, 4(2), 119–133.
Zain, A. Z. M., & Manik, Y. M. (2023). Literatur Pendidikan Akhlak dalam Prespektif Kitab Ayyuhal Walad Karya Imam Al-Ghazali. Edu Cendikia: Jurnal Ilmiah Kependidikan, 3(01), 191–195.
al-Ghazali, I. (2021). Ihya’’Ulumuddin 2 (Seri 1-4): Menghidupkan Ilmu-Ilmu Agama. Nuansa Cendekia.
Al-Ghazali, I. (2023). Tahafut Al-Falasifah: Kerancuan Para Filosof. Marja.
Amin, S. (2020). Pandangan Al-Ghazali Tentang Qadim dan Baharu Alam Semesta.
Apriliani, B. D., & Arifin, S. (2025). Membentuk Insan Kamil Melalui Tazkiyatun Nafs (Tinjauan Psikoterapi Islam). Syi’ar: Jurnal Ilmu Komunikasi, Penyuluhan Dan Bimbingan Masyarakat Islam, 8(2), 122–131.
Choiriyah, I. ad U., Permadi, M. S. S., & Fahmi, M. (2026). Integration of Al-Ghazali’s Moral Thought and Nurcholish Madjid’s Intellectualism in the Development of Islamic Religious Education in the Contemporary Era: Integrasi Pemikiran Moral Al-Ghazali dan Intelektualisme Nurcholish Madjid dalam Perkembangan Pendidikan Agama Islam pada Era Kontemporer. Halaqa: Islamic Education Journal, 10(1), 24–31.
Firdasari, A. A. R., & Bakar, M. Y. A. (2025). Pendidikan Islam perspektif Al-Ghazali: Integrasi Nilai-Nilai Spiritual dan Akhlak Dalam Pembelajaran. PUTIH: Jurnal Pengetahuan Tentang Ilmu Dan Hikmah, 10(1), 73–92.
Hasib, K., & Khasanah, N. U. (2025). The Integration of Rationality and Spirituality: Imam Al-Ghazali’s Experience through Ta’lim Rabbani Approach in Acquiring Knowledge. Afkaruna: Indonesian Interdisciplinary Journal of Islamic Studies, 21(1), 65–83.
Husin, H., bin Abdul Aziz, A., & Masuwd, M. (2025). Integrating Al-Ghazali’s educational philosophy: Advancing transformative learning in Islamic schools in the digital era. SYAMIL: Journal of Islamic Education, 13(1), 29–51.
Ihsan, M. N., & Maulana, A. (2026). Integrasi Nilai Moderasi Beragama dalam Materi Fikih PAI: Studi Analisis Konten Kurikulum Merdeka. SUKIJO CiRCLE: Journal of Contemporary Islamic Education Studies, 2(01).
Iqbal, M., & Noor, I. (2025). INTEGRASI TASAWUF DALAM PENDIDIKAN KARAKTER: ANALISIS FILOSOFIS SPIRITUAL DAN MORAL. Cerdika: Jurnal Ilmiah Indonesia, 5(3).
Irfani, M. A., Iqbal, I., & Nugraha, D. (2025). The Ethics Of Al-Ghazali’s Perspective In Kimiyaus Sa’adah And Its Relevance To Contemporary Moral Challenges. Al-Ulum Jurnal Pemikiran Dan Penelitian Ke Islaman, 12(3), 223–240.
Jalaldeen, J., & Al-Hidabi, D. (2025). Al-Ghazali’s framework of teachings professional values: Analyzing the pedagogical principles in Islamic Education. Al-Burhān: Journal of Qurʾān and Sunnah Studies, 9(1), 27–46.
Khanifah, K., Anggraini, N., & El Syam, R. S. (2025). Model kurikulum sui generis pesantren dalam merespon tantangan pendidikan Islam kontemporer. Al-Liqo: Jurnal Pendidikan Islam, 10(2), 324–336.
Khasanah, M. N., Yusgiantara, A., & Syakur, A. T. A. (2025). Integrative Education in Amin Abdullah’s Philosophy: A Contemporary Reinterpretation for Islamic Pedagogy. AN NUR: Jurnal Studi Islam, 17(1), 113–130.
Mujahidin, S. (2024). The Supremacy of Revelation over Reason: Al-Ghazali’s Critique of Rationalist Philosophy in Tahafut Al-Falasifah. Islamic Thought Review, 2(2), 151–162.
Mujrimin, B. (2025). Al-Ghazali’s Epistemology in Islamic Religious Education: The Integration of Knowledge, Faith, and Morals. DAAR EL-KAMIL: Multidisciplinary Journal, 1(01), 11–28.
Ningtias, A. A., Primayeni, S., & Sari, H. P. (2024). Peran akhlak dalam pengajaran menurut Al-Ghazali: Perspektif filsafat pengajaran. SURAU: Journal of Islamic Education, 2(2), 121–132.
Nisa, A., & Ibrahim, R. (2025). Scientific Integration of Perspectives M. Amin Abdullah (Integrative-Interconnective Approach). Al-Afkar, Journal For Islamic Studies, 8(1), 298–306.
Nurhayati, S., Alpina, W., & Ningrum, R. P. S. (2026). The Integration Of Reason And Revelation In Islamic Educational Philosophy As The Epistemological Foundation Of Islamic Education. Al-Hikmah: International Journal of Islamic Studies, 2(1), 14–24.
Oktavia, E., Himmah, A., & Siregar, W. (2024). Metodologi pendidikan Islam perspektif Al-Ghazali. Pendas: Jurnal Ilmiah Pendidikan Dasar, 9(3), 231–245.
Poya, A., & Rizapoor, H. (2023). Al-Ghazali’s Theory of Real Knowledge: An Exploration of Knowledge Integration in Islamic Epistemology through Contemporary Perspectives. International Journal Of Humanities Education and Social Sciences (IJHESS), 3(2), 607–624.
Rahman, F., & Latif, U. (2024). Al-Ghazālī’s critical arguments against Ibn Sīnā and Al-Fārābī In the incoherence of the philosophers: Is God bound by human logic? Tharwah: Journal of Islamic Civilization and Thought, 4(1), 1–15.
Rosidi, R., al-Akiti, M. A., & Varyda, V. N. N. (2025). From Law to Spirituality: Al-Ghazali’s Contribution to the Concept of Religious Moderation. Empirisma: Jurnal Pemikiran Dan Kebudayaan Islam, 34(2), 397–418.
Sef, W., & Bakar, M. Y. A. (2024). Relevansi pendidikan perspektif Al-Ghazali terhadap paradigma pendidikan Islam di Indonesia. Al-Hikmah: Jurnal Agama Dan Ilmu Pengetahuan, 21(1), 93–107.
Shunhaji, A. (2021). Model Integrasi Keilmuan Pesantren Pada Pendidikan Tinggi Keagamaan Islam Di Indonesia. Profesi: Jurnal Ilmu Pendidikan Dan Keguruan, 10(1).
Siregar, K. (2020). CONCEPT OF ISLAMIC EDUCATION PSYCHOLOGY IN IHYAâ€TM â€˜ ULUM AL-DIN BY AL-GHAZALI. Edukasi Islami: Jurnal Pendidikan Islam, 9(02), 663–682.
Siregar, S., Harahap, M. Y., & Rangkuti, C. (2025). Imam Al-Ghazali’s Critique of Modern Islamic Education in Al-Munqidz min al-Dhalal. Proceedings of International Conference on Islamic Community Studies, 1186–1191.
Ula, M. (2022). The Al-Muhasibi And Al-Ghazali Sufism Concept (Intertextuality Study Of Al-Washaya And Al-Munqidz Min Al-Dhalal). Religia, 25(2), 189–221.
Ummah, A., Iqbal, I., & Irfani, M. A. (2025). Kritik Teologis Al-Ghazali Terhadap Metafisika Filsuf Muslim: Analisis Atas Tiga Pokok Pemikiran Dalam Tahāfut Al-Falāsifah. Tafaqquh: Jurnal Penelitian Dan Kajian Keislaman, 13(1), 92–108.
Wulandari, E., Verlantika, E., & Khusnadi, M. H. (2021). The Concept of Tazkiyat al-Nafs by Al-Ghazali as a Method in Moral Education. Jurnal Iqra’: Kajian Ilmu Pendidikan, 6(2), 368–373.
Yahya, M., Putri, S. R., Putri, R. M., & Ariady, S. (2025). The Relevance of Al-Ghazali’s Thought to Modern Education: A Literature Review on Ethics, Morals, and Character Development. Khalaqa: Journal of Education and Learning, 3(2), 182–197.
Yusuf, M. (2023). Integrasi ilmu pengetahuan dan pendidikan Islam: Menjembatani kesenjangan antara sains dan agama. Salimiya: Jurnal Studi Ilmu Keagamaan Islam, 4(2), 119–133.
Zain, A. Z. M., & Manik, Y. M. (2023). Literatur Pendidikan Akhlak dalam Prespektif Kitab Ayyuhal Walad Karya Imam Al-Ghazali. Edu Cendikia: Jurnal Ilmiah Kependidikan, 3(01), 191–195.