Volume 24, Issue 2, June 2016, Pages 268–276
H. Achmad Asrori1
1 Teaching Staff at Faculty of Tarbiyah, State Institute for Islamic Studies Raden Intan, Lampung, Indonesia
Original language: English
Copyright © 2016 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Wahid Hasyim has thought Islamic education renewal. Orientation Islamic education in the lifetime of Wahid Hasyim the middle of the twentieth century purely religious and towards ukhrowi. While Wahid Hasyim already initiated the reform of Islamic education oriented and pragmatic mundane ideal to akhiratan. This is among the significance of this paper need to be removed. Issues raised is how Wahid Hasyim thinking about human nature and position, the basic concepts of human morality and its relationship with the outside world, the purpose of education, curriculum, educational methods and learning resources? Whatever color the thinking of education? The approach in this paper is a socio-historical analysis using the tools of philosophy of education, linguistic analysis and the analysis of the concept. The result is that Wahid Hasyim have thought of educational reform (Islam) which is a very radical at the time, among others, 70 per cent of general knowledge and 30 percent of religious knowledge in the curriculum and educational purposes in addition to objectives religion too mundane namely life skills as an output pesantren education.
Author Keywords: education, fatalist-passive, neutral-passive, positive-active, dual-active, religious conservatives, religious rational, pragmatic instrumental, the basic idea of the structure and value of education.
H. Achmad Asrori1
1 Teaching Staff at Faculty of Tarbiyah, State Institute for Islamic Studies Raden Intan, Lampung, Indonesia
Original language: English
Copyright © 2016 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
Wahid Hasyim has thought Islamic education renewal. Orientation Islamic education in the lifetime of Wahid Hasyim the middle of the twentieth century purely religious and towards ukhrowi. While Wahid Hasyim already initiated the reform of Islamic education oriented and pragmatic mundane ideal to akhiratan. This is among the significance of this paper need to be removed. Issues raised is how Wahid Hasyim thinking about human nature and position, the basic concepts of human morality and its relationship with the outside world, the purpose of education, curriculum, educational methods and learning resources? Whatever color the thinking of education? The approach in this paper is a socio-historical analysis using the tools of philosophy of education, linguistic analysis and the analysis of the concept. The result is that Wahid Hasyim have thought of educational reform (Islam) which is a very radical at the time, among others, 70 per cent of general knowledge and 30 percent of religious knowledge in the curriculum and educational purposes in addition to objectives religion too mundane namely life skills as an output pesantren education.
Author Keywords: education, fatalist-passive, neutral-passive, positive-active, dual-active, religious conservatives, religious rational, pragmatic instrumental, the basic idea of the structure and value of education.
How to Cite this Article
H. Achmad Asrori, “Philosophy of Islamic Education: Study Thought A. Wahid Hasyim on Islamic Education,” International Journal of Innovation and Scientific Research, vol. 24, no. 2, pp. 268–276, June 2016.
