SejarahPendidikanIslam2 - Minggu3

8/3/2019 SejarahPendidikanIslam2 - Minggu3

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SEJARAH PENDIDIKAN ISLAM 2

Ukhti Diwi Abbas

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Topik

Tokoh-Tokoh pada zaman

kegemilangan Islam

Imam Ghazali

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Imam Ghazali

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Knowledge without work isinsanity, and work without

knowledge is vanity



Imam Ghazali

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Ilmu tanpa amal adalahperkara yang tak masuk

akal, amal tanpa ilmu adalah kesombongan



Persian Scholar

Medieval era

Name Abu Hamid Muhammad Bin Muhammad al-Tusi al-Ghazali

Birth Born in 1058 A.D/ 450 A.H. in Tus (Iran)

Death Died 1111/505 A.H. in Tus

Known as Hujjatul Islam (Pembela Islam)

His work Jurist, debater expert, theologian, mystic, reformer

Main Interests Philosophy, Mysticism, Theology, Education, Jurisprudence

Notable Work 100 works

(Magnus Opus = Ihya Ulumuddin)



Early Education

Studied Q uran f rom his own father

Upon his fathers death, his fathers

f riend 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)

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3 Stages of His Life

Stage 1

28 years old was appointed as acourt jurist of Nizam ul-Mulk

Appointed as a Professor atNizamiyah College (Baghdad)

Stage 2

38 years old (in 1095)

underwent a 6-month long spiritualcrisis and went into seclusion andlived as a sufi

started to work on Ihya Ulumuddin

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3 Stages of His Life

Stage 3

In 1104 - 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

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Pedagogi Imam Ghazali

Tugas utama guru & ibu bapa: membentukakhlak & 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)

Q uran, hadis dan cerita mengenai alimulama. Senaman di luar masa sekolah.

Dia jar menghormati guru, ibu bapa danorang dewasa; keberanian; bercakapbenar; menghormati kawan; merendahdiri; murah hati.

Akhlak yang mulia: intelek + ghadab +syahwa di tahap yang seimbang.

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Imam Ghazalis Pedagogy

The first and f oremost aim of

learning is the study of the divine.

Students to attain the gem, that is,

the knowledge of the hereafter, f or

the noblest of all disciplines is the

one of knowing God.

Seek, theref ore, nothing else and

treasure nothing besides it.

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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, f ree of all

impressions, susceptible to every

impression and every inclination to which it is brought near.

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Imam Ghazalis Pedagogy



Rules of Conduct f or Students

1. The student must first purify his soul byridding himself of bad habits and other

unpleasant character flaws. = to

become a worthy vessel f or knowledge.

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³Verily knowledge is light (which Allah s.w.t.) into the heart.´

(Saying of Ibnu Mas¶ud r.a.)




2. The student must remove himself as far

as possible f rom his ties to the affairs of

the world = as they pull him away f rom

f ully f ocusing on knowledge.

Knowledge will surrender nothing to a

person unless the person surrenders his

all to it.

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³Allah has not made for any man two hearts in his (one) body ³

(Q: Ahzab: 33: 4)




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 receivedheavy rains and completely absorbed

them.

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4) The student must ignore the

contradictory opinions of others in

his chosen field and concentrate onmastering the one and only

praiseworthy way given by his

teacher. Only then may he consider

other schools of thought.

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5) The serious student must ensurethat 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.

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6) The student, however, must notattempt to study everything at

once. Rather, he should order his

study, beginning with the mostimportant 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 f oundation of the

previous one 17




8) The student must know how to

judge the noble nature of a science.

This is a twof old judgment: one

entails being able to appraise the

f ruit of the science and the other is

to be able to assess the validity of

its principles

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9) The students 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 f ront of his peers.

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Purpose of learning is f or the adornment of inner

self with virtues seeking nearness to Allah

(Taqarrub-il-lAllaah) and attainment of piety

(Taqwa).

Verily the most honoured of you in the sightof Allah is (he who is) the most righteous of you.

(Qur¶an: Hujurat: 49: 13)




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³Whoever 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)




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 themore important and vice versa.

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Two Categories of Practical

Sciences

Fardhu Ain

Concepts which one personally

needs to do or know to conduct

ones lifeFardhu Kifayah

Concepts concerning ones

involvement in the communituyas a whole (e.g. doing medicine)

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Teachers Role

1) The teacher should be

sympathetic to his students and

treat them as his own children

2) The teacher should f ollow the

example of the Prophet and teach

f or f ree. He should not seek praise

or payment f or his services butshould teach solely f or the glory

of God.

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Teachers Role

3) The teacher is obliged to ensure thateach of his students works at the

correct level f or himself. He is to do this

by supplying them with the necessary

inf ormation 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 f or any worldly gain. 25



Teachers Role

4) The teacher must persuade his

students to give up bad habits by

subtle suggestion and

compassion rather than by doingit openly and reproachf ully.

Direct attempts to dissuade

people f rom f ollowing a badcourse often lead to their open

defiance.

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Teachers Role

5) The teacher must not say anything

derogatory about sciences other

than those he is teaching but,rather, use his own sub ject to

prepare his students f or learning

other branches of knowledge later

on.

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Teachers Role

6) The teacher must ensurethat the materials heprovides f or the students study and tests are not too difficult f or them; studentsuccess is important, f or itensures that the studentcontinues to en joy learning.

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Teachers Role

7) With regard to students who are

having difficulties learning, as al-

Ghazali states firmly, the teacher must

ensure that only things clear andsuitable 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

conf use and discourage them.

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Teachers Role

8) The teacher must practice

and live what he knows and

teaches, and not allow his

work or behavior to

contradict his words.

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4 ways to modify ones

behaviour

1) One should seek a spiritual guide

2) One should seek good f riends

3) One should take advantage of ones enemies by listening to what

they say about him because

theyll describe his weaknesses

4) One should socialise with

different people in society and

pay attention to good manners31



Modifying Behaviour

Example = If a person is miserly,

the remedy would be to

recommend that the personmake f requent charitable

donations

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Resources

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1) Ghazali Darusalam. (2001). Pedagogi PendidikanIslam. 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. Comparativ e Education Revi ew Vol 50 (3): 367-388.

3) Zaghbul Morsy. (1997). Thi nk ers on Education

Volume 2. Switzerland: UNESCO Publishing.

4) Nabih Amin Faris. (2002). Imam Ghazalis The Book

of K nowl edge. New Delhi: Islamic Book Service.

5) Ihya Ulumuddi n.

6) Ma jid Fakhry. (1991). Ethical Theori es i n Islam.

Leiden: E.J. Brill.



Takeaways?

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