Islamic Philosophical Thought in Addressing the Challenges of Education in Indonesia

Abstract

Islamic philosophy (falsafah Islāmiyyah) offers a long-standing intellectual tradition that integrates rational, ethical, and spiritual dimensions. Yet in Indonesia, it is often marginalized, treated as static history rather than a living resource. This article, using a qualitative, literature-based, historical–analytical approach, re-examines Islamic philosophy as a dialogical tradition negotiating the relationship between reason and revelation. The study pursues three objectives: (1) to trace the historical foundations and evolution of Islamic philosophical discourse, (2) to analyze key debates and their intellectual significance, and (3) to assess the continuing relevance of Islamic philosophy for educational reform in Indonesia. The analysis highlights how philosophical perspectives—from al-Fārābī, Ibn Sīnā, al-Ghazālī, Ibn Khaldūn, to Mullā Ṣadrā—can address current educational challenges, including rote learning, weak critical thinking, moral decline, and the secular–religious divide. The findings suggest that reclaiming philosophy as a foundation for education, embedding character formation through akhlāq, cultivating inquiry-based learning, fostering civic responsibility, and promoting holistic development can provide Indonesia with an integrated and indigenous model of reform. The article concludes that Islamic philosophy remains a living tradition with profound relevance for shaping education that cultivates not only competence but also integrity, compassion, and resilience.