Pedagogical Principles in the Light of Islam and Modern Education: A Comparative Study
DOI:
https://doi.org/10.63283/IRJ.03.02/10Keywords:
Islamic Education, Qur’ān and Sunnah, Pedagogy, Moral Development, Constructivism, Behaviorism, Cognitive Theories, Modern EducationAbstract
Education plays a pivotal role in shaping individuals as well as societies. In the Islamic tradition, education is deeply rooted in the Qur’ān and Sunnah, emphasizing holistic growth that integrates moral refinement, intellectual development, and the pursuit of knowledge as an act of devotion to Allah. Islamic pedagogy prioritizes the nurturing of character (tarbiyah), ethical responsibility, and the alignment of learning with spiritual and communal well-being. In contrast, modern education has largely been shaped by secular pedagogical theories, particularly constructivism, behaviorism, and cognitivism, which emphasize student-centered learning, critical thinking, technological integration, and skill acquisition to meet contemporary socio-economic needs. While modern approaches often prioritize efficiency, innovation, and measurable outcomes, Islamic education underscores the inseparability of knowledge and values, seeking to harmonize worldly progress with spiritual accountability. This study undertakes a comparative examination of key pedagogical concepts in both Islamic and modern education, identifying points of convergence and divergence. It argues that while the two paradigms differ in orientation spiritual versus secular, they share common concerns for intellectual growth, social responsibility, and the cultivation of human potential. The research further explores the possibility of synthesizing these frameworks into a balanced educational model that upholds Islamic ethical principles while embracing modern advancements in pedagogy. Such integration, it is suggested, could contribute to the formation of a transformative educational system that is both spiritually grounded and responsive to contemporary challenges.
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