Integrated Framework of Islamic Educational Goals: Comparative Perspectives of Muhammad Abduh, Al-Ghazali, and Ikhwan Al-Safa

Fatkhur Rohman; Al Thoybi Muhammad  Fikranta

doi:10.70512/tatho.v3i3.190

Authors

Fatkhur Rohman Universitas Islam Negeri Sunan Kudus, Indonesia Author
Al Thoybi Muhammad Fikranta International Islamic University Islamabad, Pakistan Author

DOI:

https://doi.org/10.70512/tatho.v3i3.190

Abstract

Contemporary Islamic education continues to face tensions between intellectual development, spiritual formation, and moral education. Previous studies have largely examined Muhammad Abduh, Al-Ghazali, and Ikhwan al-Safa separately, leaving limited comparative and conceptual integration of their educational goals. This study examines their perspectives and reconstructs their convergent and complementary ideas into an integrated framework of Islamic educational goals. Using qualitative library research, the study analyzes primary and secondary texts through conceptual coding, comparison, categorization, and thematic synthesis. The analysis identifies five integrated principles: orientation toward flourishing in this world and the hereafter; integration of intellectual and spiritual development; moral formation; education as a pathway toward divine orientation; and holistic development of human potential. The study also recognizes epistemological differences among the three thinkers and treats integration as a complementary reconstruction rather than conceptual homogenization. The proposed framework contributes to Islamic educational philosophy by connecting rational development, spiritual purification, and philosophical integration within a coherent understanding of holistic education. It also offers conceptual implications for curriculum development, character education, and the reform of contemporary Islamic educational institutions

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