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
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Imam Ghazali
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Ilmu tanpa amal adalahperkara yang tak masuk
akal, amal tanpa ilmu adalah kesombongan
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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)
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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
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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.)
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Rules of Conduct f or Students
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)
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Rules of Conduct f or 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 receivedheavy rains and completely absorbed
them.
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Rules of Conduct f or Students
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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Rules of Conduct f or Students
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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Rules of Conduct f or Students
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
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Rules of Conduct f or Students
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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Rules of Conduct f or Students
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)
Rules of Conduct f or Students
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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)
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Rules of Conduct f or 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 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
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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
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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.
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Takeaways?
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1)
2)
3)
4)
5)