Ontological Problematics of the Essence of Students in Modern Education: A Critical Analysis of the Perspective of Islamic Education Philosophy
Keywords:
Educational Ontology, Learners, Islamic Educational Philosophy, Fitrah, Ta’dībAbstract
Modern education is increasingly confronted with a fundamental crisis rooted in an ontological misinterpretation of the nature of learners. The dominance of rationalism, positivism, and technocratic paradigms has reduced education to a process focused on knowledge transmission and instrumental competence, thereby marginalizing the moral, spiritual, and human dimensions of learners. This condition has generated various problems, including the dehumanization of education, identity crises, mental health disturbances, and mechanistic teacher–student relationships. This study aims to critically analyze the ontological problems surrounding the nature of learners in modern education and to formulate an alternative ontological framework based on Islamic educational philosophy. Employing a qualitative approach with a library research design, the study draws on primary and secondary sources relevant to educational philosophy. Data were analyzed using content analysis and critical philosophical analysis. The findings reveal that Islamic educational philosophy offers a paradigmatic correction through the concepts of fitrah, tawhid, and ta’dīb as the ontological foundations of education. Learners are understood as beings endowed with fitrah, integrating physical, intellectual, and spiritual dimensions, while the ultimate goal of education is directed toward the formation of insān kāmil through processes of tazkiyah and moral cultivation. This study underscores that addressing the crisis of modern education requires a fundamental ontological paradigm shift rather than merely technical or curricular reforms, in order to restore education’s humanistic and transformative mission.
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