Ibn Jamā‘ah’s Educational Ethics in Tazkiratu As-Sāmi‘ Wa Al-Mutakallim: A Content Analysis and Its Relevance to Contemporary Education
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Abstract
Contemporary education increasingly emphasizes the integration of intellectual development with moral and ethical formation. Classical Islamic educational texts provide significant insights into the relationship between knowledge acquisition and character development. However, previous studies have mainly examined specific aspects of Ibn Jamā‘ah’s educational thought, while comprehensive analyses integrating his educational ethics with contemporary educational perspectives remain limited. This article aims to analyze the educational ethics presented in Ibn Jamā‘ah’s Tazkiratu As-Sāmi‘ Wa Al-Mutakallim fī Adab Al-‘Ālim Wa Al-Muta‘allim and examine their relevance to contemporary education. Employing a qualitative library research design, this article utilizes content analysis and a hermeneutical approach to examine Ibn Jamā‘ah’s treatise as the primary source, complemented by relevant literature on Islamic education and educational ethics. The data analysis involves identifying, classifying, and interpreting ethical concepts within the text. The findings reveal four major dimensions of Ibn Jamā‘ah’s educational ethics: spiritual ethics emphasizing sincerity (ikhlāṣ) in seeking and transmitting knowledge, educator ethics emphasizing integrity, humility, and exemplary conduct (al-wara‘), learner ethics emphasizing self-discipline and character purification (tazkiyat al-nafs), and ethical responsibility toward learning resources and educational environments. These principles demonstrate relevance to contemporary educational discussions, particularly in character education, teacher professionalism, ethical learning environments, and ethical use of knowledge resources. This article contributes to Islamic educational scholarship by demonstrating the continuing relevance of Ibn Jamā‘ah’s educational ethics as a conceptual reference for understanding the ethical dimensions of contemporary educational practice
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