AN ANALYTICAL EXPOSITION OF THE RELEVANCE OF AL-GHAZALI’S EDUCATIONAL PHILOSOPHY TO THE PRESENT EDUCATIONAL SYSTEM

Abstract

Al-Ghazali (1058–1111) remains one of the most influential scholars in Islamic intellectual history, and his contributions to educational thought continue to attract scholarly attention. This paper examines the core principles of Al-Ghazali’s educational philosophy and evaluates their relevance to contemporary educational systems. Central to his thought is the belief that education is a transformative process aimed at purifying the soul, cultivating moral character, and guiding individuals toward spiritual and ethical maturity. He classifies knowledge into obligatory, communal, and blameworthy categories, emphasizing that learning must serve both personal virtue and societal well-being. Al-Ghazali assigns a sacred role to teachers, viewing them as moral exemplars responsible for shaping students’ character through sincerity, humility, and ethical conduct. Likewise, students are expected to approach learning with pure intentions, discipline, respect, and a commitment to improvement. His pedagogical approach stresses gradual instruction, age-learning, habit formation, and the integration of intellectual, moral, and spiritual development.The paper argues that Al-Ghazali’s ideas remain highly relevant to modern education. His emphasis on moral and character education aligns with contemporary concerns about ethical decline and the growing interest in value based ducation and socio-emotional learning. His holistic approach resonates with modern theories that advocates for the balanced development of cognitive, emotional, and social competencies. Furthermore, his insights into teacher professionalism and ethical responsibility offer valuable guidance for current teacher training frameworks. The study concludes that Al-Ghazali’s educational philosophy offers enduring insights capable of enriching contemporary educational discourse and reform