Analysis of Islamic Educational Thought and Study of Classical Figures

Abstract

This study examines classical Islamic educational thought through an analysis of three prominent figures: Al-Kindi, Ibn Miskawaih, and Ibn Khaldun. Using a qualitative library research approach, the study explores how their educational ideas address intellectual development, moral formation, and social adaptation within the Islamic tradition. Data were collected from primary classical texts and relevant secondary sources and analyzed using content analysis to identify core educational principles, learning methods, and conceptual orientations. The findings reveal that Al-Kindi emphasizes rational inquiry and the integration of reason and revelation, positioning education as a means of attaining truth through systematic and logical thinking. Ibn Miskawaih places moral and character education at the center of the educational process, highlighting the role of ethical habituation, early moral development, and psychological balance. Meanwhile, Ibn Khaldun views education as a socially embedded and context-dependent process, stressing the importance of societal relevance, specialization of knowledge, experiential learning, and environmental influence. Collectively, these perspectives form an integrative educational framework that balances intellectual, moral, and socio-adaptive dimensions. The study demonstrates that classical Islamic educational thought remains theoretically relevant for contemporary educational discourse and offers valuable insights for developing holistic, context-sensitive, and ethically grounded educational models in the modern era.