The Axiological Dimension of Qur’anic Education: An Ethical and Spiritual Foundation for Global Pedagogy
DOI:
https://doi.org/10.61455/sicopus.v4i02.491Keywords:
axiology, qur’anic education, max scheler, global pedagogy, spiritual ethicsAbstract
Objective: This study aims to explore the role of Qur’anic education in shaping a humanistic and integrative global pedagogy. It focuses on the integration of values such as morality (akhlaq), social ethics (mu‘amalat), and spirituality (ma‘rifah) as ethical and spiritual foundations for education in the modern world. Theoretical framework: Using a comparative-hermeneutic approach, the study compares Qur’anic values with Max Scheler’s theory of a priori value hierarchy and Emmanuel Levinas’s ethics of alterity. The focus is on how these values intersect and differ in their educational implications. Literature review: The literature review addresses the crisis of values in contemporary education, particularly the dehumanization and loss of transcendental orientation. It also reviews the role of spirituality and ethics in pedagogy, and examines the relevance of Qur’anic teachings alongside Western ethical philosophies by Scheler and Levinas. Methods: A comparative-hermeneutic analysis is conducted, comparing the Qur’anic value system centered around tawhid with Scheler’s spiritual and sacred values and Levinas’s ethics of responsibility toward the Other. This method highlights the convergences and divergences in their educational applications. Results: The findings reveal that the Qur’anic value hierarchy aligns with Scheler’s and Levinas’s concepts of spirituality and ethical responsibility. The key difference lies in the sources of these values: divine revelation in the Qur’an, phenomenological intuition in Scheler, and ethical experience in Levinas. Implications: The study underscores the importance of integrating the axiological dimension of the Qur’an into educational curricula, fostering an approach that is just, dialogical, and globally oriented. This can contribute to the formation of the complete human being (insan kamil) and a more holistic educational process. Novelty: This research offers a unique comparative analysis of Qur’anic values with Western philosophical ethics, proposing a new educational paradigm that incorporates spirituality, morality, and humanity as central elements in global pedagogy.
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