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The Concept of Morals and Education in Imam Al-Ghazali’s Thought

Received: 12 January 2022     Accepted: 4 February 2022     Published: 16 February 2022
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Abstract

The current study aims to identify the concept of morals and education in Imam Al-Ghazali’s thought, and the relationship between the moral structure and education to him. The study adopted the descriptive analytical inductive method. The study concluded that Imam Al-Ghazali found the forces that control the structure and system of morals which are: a. power of thought, b. power of lust and c. power of anger, Al-Ghazali was not satisfied with his attempt to explain these forces, but he also explained how this system works through the work of every force alone. The study found that Imam Al-Ghazali paid attention to education since morals could be changed by education. The study also highlighted the criterion controlling the structure of morals and education which is conscience; even Al-Ghazali didn’t call it by this name. Conclusion: Al-Ghazali believes in a difference of powers, faculties, and preparations, and in cultivating self with all methods he suggested, and he is the educator who started with himself then began to display the conclusion of his thoughts, reflections, and study. Among other important principles is that virtues are a qualitative form of the will that finds its center and example in the characteristics of the Most Beautiful Names of God. Those characteristics are allowed to be adopted in the limits of capacity, and the theoretical knowledge of the behavior science isn’t enough to change from the evil state to the good one but only by the combination of will and determination with cognition since will represents the kinesthetic component of behavior. According to Al-Ghazali, virtue always lies in the middle, because he assumed that the line of virtue and vice is one; so if we are exactly in the middle, we are in virtue, and if we are on both ends of the line, so we are in a vice.

Published in Science Frontiers (Volume 3, Issue 1)
DOI 10.11648/j.sf.20220301.17
Page(s) 48-55
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

Morals, Education, Al-Ghazali

References
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[2] Al-Attas, Abdullah bin Ahmed bin Muhammad (1420 AH / 2000 AD): The concept of moral behavior from the two points of view of Imam Abu Hamid Al-Ghazali and some modern Western psychological trends, unpublished MA thesis, College of Education - Department of Psychology, Umm Al-Qura University.
[3] Al-Fayoumi, Ahmed bin Muhammad bin Ali Al-Fayoumi (n.d.): Al-Misbah Al-Muneer in Gharib Al-Sharh Al-Kabeer, Beirut, Scientific Library.
[4] Al-Enzi, Saad Ali (2009): Logic in the philosophy of moral behavior in business organizations, Journal of Economic and Administrative Sciences, College of Administration and Economics, University of Baghdad, No. 54.
[5] Miskawayh, Ahmed bin Muhammad bin Yaqoub (1985): Cultivating morals and purifying the races, Beirut, Dar al-Kutub al-Ilmiyya.
[6] Al-Ghamdi, Saad bin Nasser (2010): Work morals is a developmental necessity, The Call of Righteousness Journal, Issue 242, Makkah.
[7] Abu Al-Ainein, Ali Khalil Mustafa (1988): Islamic values and education: a study in the nature and sources of values and the role of Islamic education in their formation and development, Cairo, Ibrahim Halabi Library.
[8] Qazamil, Sonia Hanim (2012): The modern dictionary of education, Beirut, A’am Al-Kutub.
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[11] Al-Ayoub, Ayoub Khalid. (2006): Moral intelligence and how to develop it, King Saud University, Al-Watan Journal, No. 92.
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[17] Helli, Abdul-Rahman (2017) The concept of righteousness and the Qur’anic moral system structure and context, Journal of Islamic Ethic 1, pp 122–157.
[18] Al-Ghazali, Muhammad bin Muhammad Abu Hamid (n.d.): The revival of religious sciences, editing: a group of scholars, Beirut, publisher: Dar Al-Maarifa.
[19] Al-Ghazali, Muhammad bin Muhammad Abu Hamid (n.d.): Rawdat Al-Talibin and Omdat Al-Salikeen, are among the unique messages in Al-Ghazali’s classifications. Editing: Abi Al-Ala Afifi, Cairo, Al-Jundi Library.
[20] Al-Ghazali, Muhammad bin Muhammad Abu Hamid (1964): Balance of work, editing: Suleiman Dunia, Cairo, Dar Al-Ma’arif.
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  • APA Style

    Ekhlas Alhaib, Ali Kadhem Alsandi. (2022). The Concept of Morals and Education in Imam Al-Ghazali’s Thought. Science Frontiers, 3(1), 48-55. https://doi.org/10.11648/j.sf.20220301.17

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    ACS Style

    Ekhlas Alhaib; Ali Kadhem Alsandi. The Concept of Morals and Education in Imam Al-Ghazali’s Thought. Sci. Front. 2022, 3(1), 48-55. doi: 10.11648/j.sf.20220301.17

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    AMA Style

    Ekhlas Alhaib, Ali Kadhem Alsandi. The Concept of Morals and Education in Imam Al-Ghazali’s Thought. Sci Front. 2022;3(1):48-55. doi: 10.11648/j.sf.20220301.17

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  • @article{10.11648/j.sf.20220301.17,
      author = {Ekhlas Alhaib and Ali Kadhem Alsandi},
      title = {The Concept of Morals and Education in Imam Al-Ghazali’s Thought},
      journal = {Science Frontiers},
      volume = {3},
      number = {1},
      pages = {48-55},
      doi = {10.11648/j.sf.20220301.17},
      url = {https://doi.org/10.11648/j.sf.20220301.17},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sf.20220301.17},
      abstract = {The current study aims to identify the concept of morals and education in Imam Al-Ghazali’s thought, and the relationship between the moral structure and education to him. The study adopted the descriptive analytical inductive method. The study concluded that Imam Al-Ghazali found the forces that control the structure and system of morals which are: a. power of thought, b. power of lust and c. power of anger, Al-Ghazali was not satisfied with his attempt to explain these forces, but he also explained how this system works through the work of every force alone. The study found that Imam Al-Ghazali paid attention to education since morals could be changed by education. The study also highlighted the criterion controlling the structure of morals and education which is conscience; even Al-Ghazali didn’t call it by this name. Conclusion: Al-Ghazali believes in a difference of powers, faculties, and preparations, and in cultivating self with all methods he suggested, and he is the educator who started with himself then began to display the conclusion of his thoughts, reflections, and study. Among other important principles is that virtues are a qualitative form of the will that finds its center and example in the characteristics of the Most Beautiful Names of God. Those characteristics are allowed to be adopted in the limits of capacity, and the theoretical knowledge of the behavior science isn’t enough to change from the evil state to the good one but only by the combination of will and determination with cognition since will represents the kinesthetic component of behavior. According to Al-Ghazali, virtue always lies in the middle, because he assumed that the line of virtue and vice is one; so if we are exactly in the middle, we are in virtue, and if we are on both ends of the line, so we are in a vice.},
     year = {2022}
    }
    

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    AU  - Ekhlas Alhaib
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    Y1  - 2022/02/16
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    AB  - The current study aims to identify the concept of morals and education in Imam Al-Ghazali’s thought, and the relationship between the moral structure and education to him. The study adopted the descriptive analytical inductive method. The study concluded that Imam Al-Ghazali found the forces that control the structure and system of morals which are: a. power of thought, b. power of lust and c. power of anger, Al-Ghazali was not satisfied with his attempt to explain these forces, but he also explained how this system works through the work of every force alone. The study found that Imam Al-Ghazali paid attention to education since morals could be changed by education. The study also highlighted the criterion controlling the structure of morals and education which is conscience; even Al-Ghazali didn’t call it by this name. Conclusion: Al-Ghazali believes in a difference of powers, faculties, and preparations, and in cultivating self with all methods he suggested, and he is the educator who started with himself then began to display the conclusion of his thoughts, reflections, and study. Among other important principles is that virtues are a qualitative form of the will that finds its center and example in the characteristics of the Most Beautiful Names of God. Those characteristics are allowed to be adopted in the limits of capacity, and the theoretical knowledge of the behavior science isn’t enough to change from the evil state to the good one but only by the combination of will and determination with cognition since will represents the kinesthetic component of behavior. According to Al-Ghazali, virtue always lies in the middle, because he assumed that the line of virtue and vice is one; so if we are exactly in the middle, we are in virtue, and if we are on both ends of the line, so we are in a vice.
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Author Information
  • Educational Administration, Yarmouk University, Irbid, Jordan

  • Educational Administration, Yarmouk University, Irbid, Jordan

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