Relevansi Konsep Tauhid dan Kesatuan Alam terhadap Pendidikan Kemanusiaan Global

Abstract

This article aims to examine the relevance of the Islamic concepts of tawḥīd (divine unity) and the unity of nature to the idea of global humanistic education. In the context of the modern world marked by humanitarian crises, international conflicts, and environmental degradation education must foster a universal awareness that all beings exist within a single system of life created by the Almighty. This study employs a qualitative library research approach, analyzing works by thinkers such as Seyyed Hossein Nasr, Muhammad Naquib al-Attas, Paulo Freire, and Martha Nussbaum. The findings reveal that the principles of tawḥīd provide a philosophical foundation for global humanistic education by emphasizing the unity of the Creator and creation, universal brotherhood, and moral responsibility toward nature and humanity. From an Islamic perspective, global humanistic education not only develops cognitive intelligence but also cultivates spiritual awareness and universal ethics. Its practical implementation can be realized through interdisciplinary curriculum integration, service learning, interfaith and intercultural dialogue, and spiritual reflection that fosters empathy and transcendental consciousness. The study concludes that a global humanistic education grounded in tawḥīd values offers an alternative paradigm to modern education one that is holistic, integrating knowledge, faith, and humanity into a unified ethical system.