Abstract
This research explores the formulation of the principles of Islamic education in the monotheism paradigm initiated by Naquib al-Attas. The urgency of the problem in this paper is to reveal the results of the deep contemplation of Naquib al-Attas on the practice of Islamic education nowadays which seems to have "run away" from the Islamic worldview (<i>ru'yah al-Islām li al -Wujūd</i>) which the author analyzed into five principles of the epistemology of Islamic education are based on monotheism. This library research uses qualitative data with primary sources, <i>Prolegomena to The Metaphysics of Islam An Exposition of The Fundamental Elements of The Wordview of Islam</i> (1995), and secondary sources from the works of Naguib al-Attas, including other people's work on their ideas and thoughts. This research result conclusions: First, the interpretation of monotheism is not limited to the theocentric dimension alone, but rather develops in the meaning in the anthropocentric dimension as well as the integration between the two in education and science so that the proper and true education term is <i>ta'dib</i>. Second, the implications of education as <i>ta'dib</i>, gave birth to the consequences of five principles of the epistemology of Islamic education in a monotheistic paradigm to be used as a reference in the system and process of civilized Islamic education.
Highlights
Thought of Naquib al-Attas 1 in mentioning the term education [2], it refers to the use of the terms adab and ta'dib as appropriate and correct terms
The urgency of the problem in this paper is to reveal the results of the deep contemplation of Naquib alAttas on the practice of Islamic education nowadays which seems to have "run away" from the Islamic worldview which the author analyzed into five principles of the epistemology of Islamic education are based on monotheism
Based on the description above, the following conclusions can be drawn, namely: First, the birth of the epistemological principles of Islamic education, the tauhid paradigm, is based on the conceptions of adab and ta'dib as the correct and correct terms in Islamic education. This shows that Naquib's thought in the meaning of tauhid is not limited to the theocentric dimension alone, but develops in the meaning of the anthropocentric dimension, especially in education and science
Summary
Thought of Naquib al-Attas 1 in mentioning the term education [2], it refers to the use of the terms adab and ta'dib as appropriate and correct terms. Researcher's analysis of the primary data of Naquib's works both in English and Malay, there are at least seven essential elements which are fundamental as key concepts that are referred to in order to describe and formulate a definition of Islamic education. As for what is meant by the basic vocabulary of the conceptual system is interwoven Key concepts that support the birth of the concept of education in Islam as adab, [4] namely: the concept of meaning/ma’na (DEFG), science (HIJ), justice (لLJ), wisdom (MNOP), action (QNJ), truth or accuracy with respect to true and real (RP), reason (RS)ن, soul (UV)ن, heart (WIX), mind and intellect (QYJ), a hierarchical order in creation (WZ\اG and )در_^ت, words, signs and symbols (Mb)آ, and interpretation (\deVZ and Qb^وZ).. Starting from the integral interwoven of the aforementioned key concepts, it seems that it gave birth to a conception of education with the term "ta'dib." the birth of the term ta'dib as a term of education in Islam is inseparable from the links that lie in these key concepts, [7] where the main key concept is found in the concept of adab as a term of education, which is truly educational and which is uniquely Islamic
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