THROUGH THE “UPBRINGING” SCIENCE: INTEGRATING PEDAGOGICAL ETHICS AND HADITH-BASED PRINCIPLES IN MORAL EDUCATION – INSIGHTS FROM AL-GHAZALI AND CONTEMPORARY EDUCATIONAL THEORIES

Abstract

The article explores the pedagogical and ethical insights of the prominent Islamic thinker Abu Hamid Al-Ghazali, emphasizing the critical role of childhood education in moral development. Al-Ghazali asserts that a child’s heart is a pure and impressionable entity, shaped profoundly by parental guidance, educators, and the surrounding environment. Neglect during childhood can lead to moral decline and social maladjustment, highlighting the social responsibility inherent in upbringing. This study aligns Al-Ghazali’s concepts with contemporary educational theories, including John Locke’s “Tabula Rasa”, Behaviorism, and Bronfenbrenner’s Ecological Systems Theory, demonstrating the interplay between innate potential, environmental influence, and systematic pedagogical intervention. The research underscores the lifelong process of moral self-cultivation, the significance of a supportive social and cultural environment, and the integration of ethical values in the curriculum. By bridging classical Islamic pedagogical thought with modern psychological and educational approaches, the study contributes to the theoretical and practical understanding of effective moral education.