Philosophy Of Education Research Articles

Discourses of Islamic Philosophy in modern religious education

Education plays a key role in a person’s life, regardless of their beliefs. This valuable perspective stems from the fact that educational development must primarily focus on philosophy, which becomes the foundation for the theoretical and practical components of the entire system. Islamic Philosophy methodologically shapes education throughout all stages of its historical and epistemological development. The purpose of this article is to consider the Islamic Philosophy of education in terms of the fundamentals of the conceptual worldview represented by Metaphysics, Axiology and various philosophical schools that contribute to the achievement of comprehensive and systematic education. Such a cognitive approach to the application of Islamic Philosophy is necessary for understanding the nature of spiritual education in modern society, including the study of social and environmental problems, as well as the meaning and role of emotional, spiritual and critical intelligence in the modern world. By studying Philosophy in Islamic teachings, one can understand its significance in the theoretical and practical aspects of education, and see the systemic connections of religious knowledge with other types of knowledge.

Pemikiran K.H. Hasyim Asy’ari Dalam Pendidikan Islam Indonesia

This study examines the thoughts and contributions of KH Hasyim Asy'ari in the context of Islamic education in Indonesia. Known as the founder of Nahdlatul Ulama (NU), KH Hasyim Asy'ari is recognized not only as a scholar and leader of the Islamic mass movement but also as an influential thinker in the field of education. This article highlights his biography, the influence of Islamic boarding schools (pesantren) on his thinking, and his contributions to theology, Sufism, jurisprudence (fiqh), and political thought. Hasyim Asy'ari's educational philosophy emphasizes the importance of morality, ethics, and the integration of Islamic values into the curriculum. Embracing a classical approach, he advocated for curricula based on the Qur'an and Hadiths, as well as traditional teaching methods in pesantren. The study also underscores his views on the responsibilities of students and the ideal characteristics of teachers, along with a holistic approach to educational evaluation. In conclusion, the article emphasizes Hasyim Asy'ari's comprehensive approach to enhancing human quality through education grounded in moral and religious principles.

The Moral Shock of the War in Ukraine and the Mobilization of World Resources in the Light of the Philosophy of Mind

The relevance of the article lies in the need to study the moral side of war and the mobilization of world resources in the context of educational philosophy. In the context of metaphysics, war has an anti-materialistic, spiritual meaning and is "a certain test for the nation", which can be a manifestation of artificial intelligence. It is during war that society fights for the highest principles of civilization, not for the state or its ambitious aspirations. Both war and heroic experience can awaken deep forces connected to the foundations of race. On the contrary, materialists, especially Marxists, saw the cause of wars solely in social-class inequality and the antagonistic confrontation "between labor and capital." At the same time, war in society is not just a phenomenon of armed struggle guided by politics, a way of achieving one's goals with the use of armed violence. It is followed by a change in the course of numerous social processes and the involvement of economic, ideological and other forces of society in the struggle. War tests the economic and organizational strength of every nation. Therefore, it is important to understand the war as provoking a moral shock in Ukraine and mobilizing world resources in the light of the philosophy of reason. Its impact on social development is associated with a significant disruption and change in the usual functions and nature of the existence of elements of this or that social organization.

Pengembangan Pendidikan Islam dalam Perspektif Filsafat Pendidikan Islam

The development of Islamic education from the perspective of Islamic educational philosophy includes a deep understanding of the goals, methods, foundations and curriculum that underlie Islamic education. Islamic educational philosophy provides a strong philosophical foundation in designing and implementing curriculum and teaching methods that are in accordance with Islamic values. This research uses a qualitative approach. Based on research results, Development of Islamic Education in the Perspective of Educational Philosophy. By applying the principles of Islamic educational philosophy, it is hoped that Islamic education can produce individuals who have a balance between knowledge and faith, and are able to carry out their role as servants of Allah and caliphs on earth.

Research on the Teaching Design of Advanced Mathematics Courses Based on Outcome-Based Education Concept

This paper first analyzes the characteristics and current situation of the Advanced Mathematics course; secondly, it proposes a teaching model that integrates the outcome-based education (OBE) philosophy and blended teaching method, reorganizing the teaching objectives, teaching content, and assessment evaluation process of the Advanced Mathematics course; lastly, through practice, it is proved that this approach can effectively improve students’ mastery of course content, enhance students’ ability to apply mathematical knowledge, and strengthen teaching effectiveness.

Maimonides Following Ecclesiastes: How the Guide of the Perplexed Directs its Reader toward the Relief of Perplexity

An intertextual encounter between Maimonides’ educational philosophy and Ecclesiastes surrounding the reasoned internalisation of metaphysics in the Guide of the Perplexed. Part III of the Guide instructs readers to refrain from a random perception of reality by internalising deterministic messages that attenuate doubt and non-belief. According to Maimonides, this random perception is the mother of all the negative emotions he seeks to prevent. Ecclesiastes’ ostensible vagueness and scepticism, in turn, conveys a mostly determinist message. Both works therefore seek to correct their perplexed readers’ thinking via the internalisation of a determinist message leading to a reasoned acceptance of reality.

Mary Wollstonecraft’s Influence on French Revolutionary Educational Reform

ABSTRACT When Mary Wollstonecraft travelled to Paris in December 1792, she was already well-known there as a republican writer, and a defender of women’s rights, particularly to education. Her philosophy of education was very closely tied to her republican beliefs – to educate a child in the right way was to preserve her from domination. In Paris, Wollstonecraft became friends with several famous Girondins, including Madame Roland and Jacques-Pierre Brissot. She was asked to participate in the drafting of Nicolas de Condorcet's report on the reform of education. Condorcet was himself an early proponent of women's rights in France and unlike his predecessor, Talleyrand, he did not want to leave women out from French educational reforms. Although her notes on this report did not survive, I argue that Wollstonecraft did in fact influence French educational reforms. Looking at the reception of Wollstonecraft's work among the Girondins, and Condorcet's early drafts of the reform proposal, I argue that Wollstonecraft's legacy in the final years of the Revolution can be traced in particular to the 1795 Loi Daunou and its corresponding report, by Joseph Lakanal, on girls’ primary education.

Teaching from the heart: an evaluation of award-winning teachers in Singapore

ABSTRACT The Inspiring Teacher of English Award and the President’s Award for Teachers are national awards that recognize outstanding Singapore educators. This paper delves into the practices and philosophies of six award-winning teachers, unravelling the intricacies that distinguish their pedagogical approaches. The study is centred around three pivotal themes: Student-centred instructional approach, Optimization of Curriculum Materials, and Heart for students. The teaching philosophy undergirds and informs the other two themes, providing the guiding principles that ensure a consistent, student-centred, and resource-effective approach in the classroom. Highlighting the adaptability of these educators in tailoring their methods to individual student needs, the paper emphasizes the significance of a sound educational philosophy as their guiding principle. Furthermore, it explores the adept integration of curriculum materials in their teaching. This analysis offers valuable insights into the unique qualities and teaching methodologies that contribute to the success of award-winning teachers, providing a nuanced understanding of their contribution to educational excellence. Additionally, this analysis suggests significant implications for teacher education and in-service professional development, highlighting the need for programmes that foster these key attributes and approaches, thereby enhancing teacher effectiveness and student learning outcomes across educational settings.

Hakikat Masyarakat dalam Perspektif Filsafat Pendidikan Islam

The Philosophy of Islamic Education serves as the cornerstone of knowledge. Society is often depicted as a collection of individuals who share common characteristics and goals. In Islam, every member of society enjoys equal rights and responsibilities. Islam rejects caste systems and the allocation of special privileges to any individual or group; the honor of a person in Islamic society is determined solely by their devotion to Allah. Typically, an Islamic society is characterized by three main features: orientation towards Allah, prioritization of piety, and mutual respect among its members. The essential elements for building an Islamic society include Brotherhood, Compassion, Equality, Freedom, and Social Justice. The connection between the philosophy of Islamic education and society is very close, forming an inseparable symbiosis. Consequently, Islamic society plays a crucial role and bears a significant responsibility in shaping complete Muslims and fostering a civil and ideal Islamic community, in alignment with the teachings of the Qur'an and the Sunnah.

PHILOSOPHY OF ISLAMIC EDUCATION FROM THE PERSPECTIVE OF ALI AHMAD MADKUR: A CRITICAL ANALYSIS

This article employs a critical analysis method to elucidate Ali Ahmad Madkur's views on the philosophy of Islamic education. In this study, we delve into an in-depth analysis of his writings and thoughts, focusing on philosophical concepts he deems controversial. Madkur's seemingly antipathetic stance toward the philosophy of Islamic education is expounded, emphasizing the potential deviation of pure Islamic values through the application of philosophical concepts. The research method encompasses literature review and analysis of Madkur's primary texts. We also consider the practical consequences of Madkur's views on the implementation of Islamic education. In the context of constructive dialogue and continuous reflection, this article provides space for understanding different perspectives and encourages profound considerations regarding the integration of Islamic values with contemporary educational needs.

Innovative Learning Methods and Design Strategies of Library Buildings

When discussing the concepts of "education" and "teaching", conventional educational institutions, such as schools,typically come to mind. However, libraries also make a significant contribution to public education. Learning theoriesin educational sciences are dynamic and consistently updated to remain current. It is essential that any location thatfacilitates learning activities is cognizant of these trends and incorporates them into its philosophy of education. Toestablish the foundation for innovative library design, it is necessary to understand the zeitgeist and the currentrequirements of users. This study aims to examine innovative education methods, evaluate their applicabilityconcerning design criteria such as flexibility, sustainability, accessibility, and offer an updated design pathway forlibrary buildings.

The Educational Ontology of Traditional Pesantren: Exploring the Essential of Education in Pesantren Al-Maqbul

<p><em><span lang="EN-US">This research aims to explore why the Pesantren Al-Maqbul continues to maintain a traditional education system from the ontological perspective of educational philosophy. This qualitative research focuses on the mechanisms of community interaction in Pesantren Al-Maqbul. To get the data, the collection techniques employed were through observation, interviews, and documentation. This study resulted in findings that (1) The reason Pesantren Al-Maqbul still insists on maintaining the traditional education system cannot be separated from the educational philosophy ontology; (2) The influence of the ontology foundation of the educational philosophy of the Pesantren Al-Maqbul on its educational goals can be identified from the tendency of monism, which places Allah's revelation in the form of the Qur'an and Hadith as the only authoritative source of knowledge; (3) According to the view of Pesantren Al-Maqbul, knowledge about God, humans, and the universe is obtained from an in-depth reading of the Qur'an and Hadith.</span></em></p>

Intellectual Background of Ibn Badis and His Contribution on Societal Change in Algeria, 1913-1940

Abd Al-Hamid Ibn Badis was a hugely influential figure in the Islamic world. He impressed scholars both in the East and the West, with the French historian and journalist Andre Julien describing him as one of the most powerful figures of his time. The Tunisian Mufti Tahar Ibn Ashour even called him the father of Algeria’s Renaissance. In addition to exploring Ibn Badis’ impact on societal change, this study has been conducted to examine the elements of his intellectual background and how he overcame the obstacles he faced during the French colonial period. At that time, the entire country, including schools and endowments, was ruled by the French. The study highlights that Ibn Badis’ contribution to Algerian society was not only in education, but also in the economy, politics, sports, and all areas that promote human development. The study also reveals that Ibn Badis’ success in preventing the colonialists was due to his ability to exploit legal loopholes and gain support from all social classes. After they applied his educational philosophy and saw its results, people were eager to support him. France even intentionally ignored some of his works due to the possible disruption of security caused by his rising popularity. Therefore, this study recommends that Abd Al-Hamid Ibn Badis’ contribution should be implemented to add more value to human endeavours.

자연 친화 실내외놀이를 통한 유아교사의 ‘자기되기’ 그리고 ‘교사되기’

This study was commenced as an attempt to illuminate the relationship between children’s play patterns and teachers’ personal lives in nature-friendly play by the revised Nuri Curriculum based on Deleuze’s philosophical perspective. The research had been conducted for three years from 2022 with a teacher with 10 years of experience and 5 year-old children in a private kindergarten located in S city. The researcher observed the development of children’s play patterns and conducted observations and interviews with the teacher. This study was also intended to explore how indoor and outdoor play spaces are formed and evolved in creation and extinction, focusing on the flexibility of children’s play and the teacher-child interactions. The basic data including teachers' reflective journals, play videos, teacher interviews, and anecdotal record were analyzed through the post-qualification research method. As the result of this study, the life history and beliefs of a teacher as well as her thoughts based on educational philosophy were found to have a vivid effect on teacher’s flexibility and nomadic characteristics in children’s play. This result is considered to be very significant in exploring the teachers’ attitudes and support required in children’s free and creative play that the revised Nuri Curriculum aims for.

Organizational Climate and Performance in Higher Education: A Bibliometric Analyses Using Dimensions Database

This study conducts a comprehensive bibliometric analysis of research on organizational climate and performance in higher education. The analysis identifies a significant trend in publication patterns, noting a paucity of relevant studies from the early 1980s to 2016. However, from 2016 to 2023, there has been a consistent increase in the number of articles published, reflecting a growing recognition of the significance of organizational climate and performance in higher education. Most publications focus on trade, management, tourism, and services, with substantial contributions from education policy, sociology, philosophy, and related fields. Indonesia leads in publication output, followed by the USA, Malaysia, and Australia. The top-cited articles explore various topics, including the relationship between organizational culture, climate, and employee turnover, servant leadership approaches, university departmental climate, research excellence assessment, and trust dynamics. Although bibliometric analysis may not capture all research activities, this study provides valuable insights into the current research landscape. Future research directions may include investigating specific mechanisms linking organizational climate, work environment, satisfaction, and engagement across different sectors, examining the role of organizational behavior in employee productivity, and assessing and enhancing performance measurement systems.

Reconstruction of Islamic Boarding Schools: Curriculum, Management and Educational Ethics Perspective of KH. Imam Zarkasyi

As a form of Islamic education in Indonesia, the existence of Islamic boarding schools as Islamic educational institutions with advantages both in terms of scientific tradition and in terms of transmission and intensity of Muslims is threatened by the current of globalization. Reform and reconstruction of Islamic education and its institutions seem to need to be carried out immediately, especially considering developments in the global world that require every Islamic educational institution to continue to improve itself in order to continue to exist. This article attempts to reconstruct the thoughts of one Islamic education figure (KH. Imam Zarkasyi) regarding the renewal of Islamic boarding schools as traditional Islamic educational institutions. The extent to which the concepts of this figure can be used as a model for modernizing traditional Islamic educational philosophy to suit the demands of Muslim society's modernization process would require further research. This study only discusses his concepts for reforming curricula, strengthening institutional administration, and promoting Islamic boarding school principles. KH. Imam Zarkasyi developed a number of his main concepts in light of the literature review. First of all, he asserted that the Islamic education curriculum emphasized modern science in addition to religious knowledge, necessitating that student be proficient in both Arabic and English. Secondly, in order to fortify Islamic boarding schools, it is imperative to enhance the institutional management of these establishments and oversee waqf in a reliable and contemporary manner. In the third section, he highlighted the importance of sincerity, simplicity, independence, ukhuwah, and freedom in the development of Islamic boarding school ideals. The Gontor Islamic Boarding School's outward character must be based on these five values.

Implikasi Aliran Utama Filsafat Pendidikan Islam Terhadap Metodologi Pembelajaran

There are three main schools of Islamic educational philosophy in this research. First is the conservative sect, with the main figure being al-Ghazali. This school tends to use various learning methods, including hasanah models, or uswatun, habituation, good relationships, self-introspection, and stories, or qishoh. Second is the religious-rational flow, with the main figure being the Ikhwan al-Shafa. This school tends to prioritise group learning methods. Third is the pragmatic school, with the main figure being Ibn Khaldun. This school prioritises a learning method known as learning by doing or direct practice. The aim of this research is to analyse the main schools of Islamic educational philosophy and identify their implications for learning methodology. This research uses descriptive methods to study and analyse certain phenomena. It is a qualitative research method that focuses on understanding the concept or phenomenon being discussed. The data used is relevant literature, such as journals and books related to Islamic education. The data collection method is a literature study, and the data verification technique is the content analysis method. The results of this research show that each school of Islamic educational philosophy has a unique approach to learning methodology. The conservative school places more emphasis on traditional methods; the religious-rational school tends more towards group discussions; and the pragmatic school encourages learning through direct practice. Thus, Islamic education can be adapted to various learning methods according to the values ​​and goals of each philosophical school.

ISLAMIC ACCOUNTING EDUCATION FOR ALPHA GENERATION: A CONCEPTUAL PAPER

The fast-paced evolution of global financial landscapes and the rise of the Alpha Generation demand a re-evaluation of educational paradigms, particularly in the niche field of Islamic accounting. Alpha Generation has difference preferences towards the learning activities especially on Islamic Accounting education as this knowledge goes beyond conventional accounting such as in achieving falah or success in this world and hereafter. This article aims to provide valuable insights into enhancing the teaching of Islamic accounting to align with the distinctive needs and expectations of the Alpha Generation, a cohort characterized by technological prowess, global connectivity, and a heightened awareness of ethical considerations. The primary objective of this article is to identify strategic approaches and innovative methodologies that can effectively engage and educate the Alpha Generation in the realm of Islamic accounting. As technology reshapes traditional educational models, understanding how to harness digital tools and platforms for optimal learning outcomes becomes imperative. Moreover, the discussion considers the application of Islamic principles of education and in line with the Malaysian National Education Philosophy. From a critical review of the literature, this article seeks to contribute a comprehensive framework for enhancing Islamic accounting education, fostering a generation of Muslim professionals who are not only proficient in the technicalities of the field but also adept at navigating the ethical complexities and technological advancements inherent in the contemporary financial landscape.

Integration of Al-Kindi's Holistic Education Philosophy and Its Relevance to the Implementation of the Independent Curriculum in Madrasah Aliyah

This research examines the integration between Al-Kindi's holistic education philosophy and the implementation of the Independent Curriculum in Madrasah Aliyah, highlighting the need for a more inclusive and holistic educational paradigm. The background of this research is rooted in contemporary challenges in education that demand a holistic approach to curriculum development and teaching methodologies. The purpose of this paper is to analyze the suitability and potential synergy between the two approaches in the context of modern Islamic education. This research used a qualitative research paradigm with a literature approach, where data was collected from various literature related to the topic of discussion. The data is then verified and analyzed systematically to be presented in a structured manner. Key findings suggest that this integration supports the development of student-centered curricula and enhances diverse and interactive teaching methodologies. Implications include the need for teacher professional development, adequate resource allocation, and strategic partnership building to support the implementation of holistic approaches in education.

철학상담으로서 실천가능한 철학교육 모든 가치의 전도

The true value of philosophy is that philosophy should not only pursue theoretical truth but should also play a role in participating in and helping with the pain of life. Therefore, the practical possibilities of philosophy can be found in philosophical counseling. In his early The Birth of Tragedy(1876), Nietzsche recovered ‘Heiterkeit’through Greek tragedy that touches the essence of life, and in Thus Spoke Zarathustra(1883-5), he explored the truth or gained freedom. It shows how to reach Übermensch,’an existential human being who creates new values, through the three stages of mental change that a person must go through. For Nietzsche, the ‘Übermensch’ is a person who finds and achieves meaning in a meaningless life, is an educator who is an example of humanity's self-overcoming and is a new human image that shows the practicability of liberal education. In the Western philosophy world, since the 1980s, a new movement has emerged under the names of Philosophische Praxis and Philosophical Counseling by Gerd B. Achenbach, Germany, to overcome the practical difficulties of philosophy. Nietzsche’s ‘conversion of all values’can show the practical possibility of philosophical education leading to philosophical counseling. The ideal and goal of Nietzsche's philosophy was true education to achieve self-liberation as a human being who educates himself. Now, we would like to look at the core values of Nietzsche's education, which overcomes God and realizes the value as a liberator, in relation to philosophical counseling that helps each human being understand and act in life.