SEJARAH PENDIDIKAN ISLAM 2 Ukhti Diwi Abbas 1

Topik Tokoh-Tokoh pada zaman kegemilangan Islam Imam Ghazali 2

3 “ Knowledge without work is insanity, and work without knowledge is vanity ”

Imam Ghazali 4 “ Ilmu tanpa amal adalah perkara yang tak masuk akal, amal tanpa ilmu adalah kesombongan”

Persian Scholar Medieval era NameAbu Hamid Muhammad Bin Muhammad al-Tusi al-Ghazali BirthBorn in 1058 A.D/ 450 A.H. in Tus (Iran) DeathDied 1111/505 A.H. in Tus Known asHujjatul Islam (Pembela Islam) His workJurist, debater expert, theologian, mystic, reformer Main InterestsPhilosophy, Mysticism, Theology, Education, Jurisprudence Notable Work100 works (Magnus Opus = Ihya Ulumuddin)

Early Education Studied Quran from his own father Upon his father’s death, his father’s friend – a great Sufi, Ahmad Bin Muhammad ar-Razikani – took care of Imam Ghazali and his brother Ahmad Travelled to Jurjan & Nishapur to study under great scholars (e.g. Imam al-Haramain al-Juwaini) 6

3 Stages of His Life Stage 1 28 years old – was appointed as a court jurist of Nizam –ul-Mulk Appointed as a Professor at Nizamiyah College (Baghdad) Stage 2 38 years old (in 1095) underwent a 6-month long spiritual crisis and went into seclusion and lived as a sufi started to work on Ihya Ulumuddin 7

3 Stages of His Life Stage 3 In after 10 years of absence, he went back to teaching at Nizamiya College at Nishapur 1109 – he left Nishapur to return to Tus to continue to leave as a sufi Built a Khanqah (Sufi hermitage) and teach there until his death 8

Pedagogi Imam Ghazali Tugas utama guru & ibu bapa: membentuk akhlak & intelek anak. Menyusu dari wanita yang alim Anak meniru akhlak ibu bapa & guru Anak meniru persekitaran sosial dan fizikal yang positif Gunakan sistem hadiah & denda (secara lembut & tidak di mata awam) Quran, hadis dan cerita mengenai alim ulama. Senaman di luar masa sekolah. Diajar menghormati guru, ibu bapa dan orang dewasa; keberanian; bercakap benar; menghormati kawan; merendah diri; murah hati. Akhlak yang mulia: intelek + ghadab + syahwa di tahap yang seimbang. 9

Imam Ghazali’s Pedagogy The first and foremost aim of learning is the study of the divine. Students to attain the gem, that is, the knowledge of the hereafter, for “the noblest of all disciplines is the one of knowing God”. Seek, therefore, nothing else and treasure nothing besides it. 10

He considers the heart of the child as being in particular need of special care and attention. the heart of a child is “a precious jewel, neutral, free of all impressions, susceptible to every impression and every inclination to which it is brought near”. 11 Imam Ghazali’s Pedagogy

Rules of Conduct for Students 1.The student must first purify his soul by ridding himself of bad habits and other unpleasant character flaws. = to become a worthy vessel for knowledge. 12 إِنَّمَا الْعِلْمُ نُوْرٌ يُقْذَفُ فِيْ الْقَلْبِ “Verily knowledge is light (which Allah s.w.t.) into the heart.” (Saying of Ibnu Mas’ud r.a.)

Rules of Conduct for Students 2.The student must remove himself as far as possible from his ties to the affairs of the world = as they pull him away from fully focusing on knowledge. “Knowledge will surrender nothing to a person unless the person surrenders his all to it.” 13 مَّا جَعَلَ ٱللَّهُ لِرَجُلٍ۬ مِّن قَلۡبَيۡنِ فِى جَوۡفِهِۦ‌ۚ “Allah has not made for any man two hearts in his (one) body “ (Q: Ahzab: 33: 4)

Rules of Conduct for Students 3. The student must not set himself above his teacher and should accept whatever his teacher teaches him. He should embrace all of his advice and trust his guidance implicitly: “The pupil [is to] be to his teacher like the soft soil which has received heavy rains and completely absorbed them”. 14

Rules of Conduct for Students 4) The student must ignore the contradictory opinions of others in his chosen field and concentrate on mastering the “one and only praiseworthy way” given by his teacher. Only then may he consider other schools of thought. 15

Rules of Conduct for Students 5) The serious student must ensure that the nature and scope of all branches of knowledge become familiar to him, because all types of knowledge are linked and related to each other. If time permits, all of them should be studied in detail; if not, then mastering the most important is imperative. 16

Rules of Conduct for Students 6) The student, however, must not attempt to study everything at once. Rather, he should order his study, beginning with the most important disciplines. 7) The student must not study a new branch of knowledge until the previous has been mastered, because each new bit of knowledge builds on the foundation of the previous one 17

Rules of Conduct for Students 8) The student must know how to judge the noble nature of a science. This is a twofold judgment: one entails being able to appraise the fruit of the science and the other is to be able to assess the validity of its principles 18

Rules of Conduct for Students 9) The student’s immediate purpose should be the attainment of inner virtue, and his ultimate goal should be to draw close to God and achieve spiritual perfection rather than to gain authority and to look impressive in front of his peers. 19

20 Purpose of learning is for the adornment of inner self with virtues – seeking nearness to Allah (“Taqarrub-il-lAllaah”) and attainment of piety (“Taqwa”). إِنَّ أَڪۡرَمَكُمۡ عِندَ ٱللَّهِ أَتۡقَٮٰكُمۡ إِنَّ أَڪۡرَمَكُمۡ عِندَ ٱللَّهِ أَتۡقَٮٰكُمۡ ‌ۚ Verily the most honoured of you in the sight of Allah is (he who is) the most righteous of you. (Qur’an: Hujurat: 49: 13) Rules of Conduct for Students

21 مَنْ طَلَبَ الْعِلْمَ لِيُجَادِلَ بِهِ الْعُلَمَاءَ وَيُمَارِيَ بِهِ السُّفَهَاءَ وَيَصْرِفَ بِهِ وُجُوْهَ النَّاسِ إِلَيْهِ أَدْخَلَهُ النَّارَ “Whoever seeks knowledge (intending) to argue with the learned (scholars), or to brag with the foolish; or with it to attract peoples’ attention to himself; Allah will make him to enter the Hell-fire.” (Hadith also reported by Tirmidzi and Ibn Majah)

Rules of Conduct for Students 10) Finally, the student is to have a clear idea of the “relation of the different sciences to the goal [of learning].” This will enable him to give correct weight to those matters that he encounters rather than to judge the less important to be the more important and vice versa. 22

Two Categories of Practical Sciences Fardhu Ain Concepts which one personally needs to do or know to conduct one’s life Fardhu Kifayah Concepts concerning one’s involvement in the communituy as a whole (e.g. doing medicine) 23

Teacher’s Role 1)The teacher should be sympathetic to his students and treat them as his own children 2)The teacher should follow the example of the Prophet and teach for free. He should not seek praise or payment for his services but should teach solely “for the glory of God.” 24

Teacher’s Role 3) The teacher is obliged to ensure that each of his students works at the correct level for himself. He is to do this by supplying them with the necessary information they require to succeed and not allowing them to attempt to move to the next, more difficult level until they have mastered the simpler one that precedes it. On a different note, he should also tell the student that the reason he is learning is to get closer to God and not for any worldly gain. 25

Teacher’s Role 4) The teacher must persuade his students to give up bad habits by subtle suggestion and compassion rather than by doing it openly and reproachfully. Direct attempts to dissuade people from following a bad course often lead to their open defiance. 26

Teacher’s Role 5) The teacher must not say anything derogatory about sciences other than those he is teaching but, rather, use his own subject to prepare his students for learning other branches of knowledge later on. 27

Teacher’s Role 6) The teacher must ensure that the materials he provides for the students’ study and tests are not too difficult for them; student success is important, for it ensures that the student continues to enjoy learning. 28

Teacher’s Role 7) With regard to students who are having difficulties learning, as al- Ghazali states firmly, the teacher must ensure that “only things clear and suitable to their [limited understanding]” should be taught to them. Additionally, the details or specifics that are not common should not be presented to them so as not to confuse and discourage them. 29

Teacher’s Role 8) The teacher must practice and live what he knows and teaches, and not allow his work or behavior to contradict his words. 30

4 ways to modify one’s behaviour 1)One should seek a spiritual guide 2)One should seek good friends 3)One should take advantage of one’s enemies by listening to what they say about him because they’ll describe his weaknesses 4)One should socialise with different people in society and pay attention to good manners 31

Modifying Behaviour Example = If a person is miserly, the remedy would be to recommend that the person make frequent charitable donations 32

Resources 33 1)Ghazali Darusalam. (2001). Pedagogi Pendidikan Islam. Kuala Lumpur: Utusan Publications & Distributors. 2)Gunther, Sebastian. (2006). Be Masters in That You Teach and Continue to Learn: Medieval Muslim Thinkers on Educational Theory. Comparative Education Review Vol 50 (3): )Zaghbul Morsy. (1997). Thinkers on Education Volume 2. Switzerland: UNESCO Publishing. 4)Nabih Amin Faris. (2002). Imam Ghazali’s The Book of Knowledge. New Delhi: Islamic Book Service. 5)Ihya Ulumuddin. 6)Majid Fakhry. (1991). Ethical Theories in Islam. Leiden: E.J. Brill.

Takeaways? 34 1) 2) 3) 4) 5)