KONSEP PENDIDIKAN HUMANISTIK DALAM PERSPEKTIF ISLAM DAN FILSAFAT KONTEMPORER

Abstract

This article explores the concept of humanistic education from two major perspectives: Islam and contemporary philosophy, focusing on integrating spiritual and humanistic values into modern educational practice. In Islamic thought, education is not merely the transmission of knowledge but a comprehensive process of character formation and soul purification toward the ideal of insan kamil (the complete human). Thinkers such as Al-Ghazali and Al-Attas emphasize that education must cultivate noble character and transcendental awareness, reflecting humanity’s divine mandate as stewards on Earth. In contrast, contemporary philosophy—particularly the ideas of Carl Rogers, Abraham Maslow, and Paulo Freire—promotes a humanistic approach that regards learners as active and autonomous subjects, who grow through personal experience, empathy, dialogue, and self-actualization. This article identifies several conceptual intersections between the two traditions, including respect for human dignity, holistic learning approaches, humanistic educational relationships, and the transformative role of education in both personal and social contexts. This study employs a qualitative library research method using content analysis to examine the works of key thinkers from both traditions. The article concludes that integrating Islamic spiritual values with contemporary psychological-philosophical approaches is essential for building an educational system that develops not only academically competent individuals but also emotionally mature, morally upright, and socially aware citizens. Such a model of education is particularly relevant in addressing the challenges of globalization and the current crisis of human values.