Recontextualizing Moral Education in Al-Ghazali’s Bidayatul Hidayah for Generation Z
DOI:
https://doi.org/10.58230/g3xsa964Keywords:
Moral Education, Bidayatul Hidayah, Al-GhazaliAbstract
This study aims to examine in depth Imam Al-Ghazali’s philosophical thought in Bidayatul Hidayah regarding the urgency of moral education as knowledge power (scientia potentia) in addressing the moral crisis of the contemporary era. This study employs a library research approach using content analysis as its primary analytical method. The primary source of data is Bidayatul Hidayah by Imam Al-Ghazali, supported by relevant primary and secondary literature. The findings reveal that Al-Ghazali’s concept of moral education is founded upon three principal dimensions. First, morality toward Allah SWT, which is manifested through the purification of intention in seeking knowledge, the habitual practice of dhikr (remembrance of Allah), and the cultivation of spiritual awareness in every aspect of life. Second, morality toward oneself, which is realized through taqwa by fulfilling all of Allah’s commands and refraining from His prohibitions, accompanied by continuous efforts to purify the soul from spiritual diseases such as envy (hasad), ostentation (riya'), and self-admiration (ujub). Third, morality toward fellow human beings, which is reflected in the importance of maintaining proper ethics between students and teachers, honoring parents, fostering harmonious relationships with friends, and treating others with courtesy and respect.
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