Al-Ghazali dan Isu Dikotomi Ilmu: Analisis Kritis atas Atribusi dan Kesalahpahaman Historis
DOI:
https://doi.org/10.54180/elbanat.2025.15.2.890-910Keywords:
Al-Ghazali, Dichotomy of Knowledge, Epistemology, Islamic education, Islamic PhilosophyAbstract
The issue of dichotomy between religious knowledge and rational knowledge remains an epistemological problem that continues to influence contemporary Islamic educational discourse and practice. In this context, Imam al-Ghazali is frequently portrayed as a figure who contributed to the reinforcement of this dichotomy, particularly through his criticism of philosophy. This article aims to critically examine such attributions by tracing the historical misconceptions surrounding al-Ghazali’s thought and reconstructing his epistemological perspective on knowledge. Employing a qualitative approach through library research, this study analyzes al-Ghazali’s major works, including Iḥyā’ ‘Ulūm al-Dīn, Tahāfut al-Falāsifah, and al-Munqidh min al-Ḍalāl, along with relevant contemporary scholarly literature. The findings indicate that al-Ghazali did not advocate a dichotomous separation between religious and rational sciences. His classification of knowledge is normative and ethical rather than antagonistic, situating revelation, reason, and the heart (qalb) within an integrated epistemological framework. Al-Ghazali’s critique of philosophy is directed specifically at certain speculative metaphysical claims that conflict with religious doctrine, rather than at rational inquiry or empirical sciences as a whole. Consequently, al-Ghazali’s thought provides a valuable conceptual foundation for the development of an integrative, holistic model of Islamic education that emphasizes a balanced cultivation of intellectual, spiritual, and moral dimensions
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