Islamic Educational Thought in the Medieval Period

Abstract

This study examines Islamic educational thought during the medieval period, focusing on its characteristics, key figures, and contributions to educational objectives, curriculum, methods, and institutions. The research employs a qualitative approach using library research, analyzing classical works of major Muslim scholars such as Al-Ghazali, Ibn Sina, Al-Farabi, and Ibn Khaldun, along with relevant contemporary literature. The findings reveal that medieval Islamic educational thought was characterized by an integrative approach that combined religious and rational sciences, emphasizing moral formation, intellectual development, and spiritual balance. Education was viewed as a means of attaining closeness to God while preparing individuals for social responsibility. Additionally, the development of institutions such as madrasas, mosques, and halaqah reflected a well-structured educational system. However, in the later period, intellectual stagnation emerged due to the dominance of taqlid and the decline of critical inquiry. This study concludes that medieval Islamic educational thought remains relevant for contemporary education, particularly in developing holistic and integrative curricula oriented toward character building and knowledge mastery.