Reconstructing Ibn Miskawayh’s Educational Philosophy: From Virtue Ethics to Contemporary Character Education
DOI:
https://doi.org/10.59944/jipsi.v4i1.2273Keywords:
Ibn Miskawayh, Philosophy of Islamic Education, Virtue ethics, Character education, Moral develpomentAbstract
This article examines the educational philosophy of Ibn Miskawayh and reconstructs its relevance to contemporary character education from the perspective of the philosophy of Islamic education. Drawing on his ethical thought, particularly Tahdhīb al-Akhlāq, the article explores the relationship between moral knowledge, the cultivation of virtue, habituation, and the social environment in shaping human character. The study employs qualitative library research and document analysis, examining Ibn Miskawayh’s primary ethical work alongside scholarly literature on the philosophy of Islamic education and contemporary character education. The analysis indicates that Ibn Miskawayh’s educational philosophy regards moral development as a gradual process involving knowledge, disciplined practice, self-reflection, and the cultivation of balanced dispositions. Education therefore extends beyond the transmission of information to the formation of individuals capable of acting rationally, exercising self-control, and fulfilling social responsibilities. His account of wisdom, courage, temperance, and justice provides a conceptual foundation for integrating intellectual development with ethical formation. This article argues that Ibn Miskawayh’s thought can contribute to contemporary character education through the integration of moral understanding, habituation, reflective judgment, and responsible action. It also considers the implications of his philosophy for digital citizenship and the ethical use of artificial intelligence, while distinguishing these contemporary applications from Ibn Miskawayh’s original historical context. The article concludes that his educational philosophy offers a productive framework for developing character education that is intellectually grounded, ethically oriented, and responsive to contemporary social challenges.
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