Refleksi Komparatif Filsafat Pendidikan Immanuel Kant dan Al-Ghazali serta Implikasinya bagi Pembelajaran Pendidikan Agama Islam
DOI:
https://doi.org/10.24260/9x4qa010Keywords:
Philosophy of Education, Immanuel Kant, Al-Ghazali, Moral Autonomy, Islamic Religious EducationAbstract
The educational thoughts of Immanuel Kant and Al-Ghazali offer compelling fragments of philosophical architecture that yield profound insights in comparative dialectical reflection. This inquiry explores the relevance and dialectical tensions between both thinkers, particularly regarding moral education, individual autonomy, and the cultivation of intellect within contemporary pedagogy. Rooted in critical Western philosophy and classical Islamic scholarship, both figures offer robust foundations for liberating educational paradigms. By examining their epistemological critiques, this study reveals that while Kant limits theoretical pure reason to secure autonomous practical moral agency, Al-Ghazali complements this critique by unveiling the transcendental spiritual realm and inner intuitive tasting. Furthermore, this article formulates the practical implications of their synthesis through a 'Framed Autonomy' model and an integrative-interconnected framework for Islamic Religious Education.
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