REINTERPRETING THE PHILOSOPHY OF THE ISLAMIC EDUCATOR PROFESSION: INTEGRATING ITTIBA, THE TRILOGY, AND AMANAH TOWARD INSAN KAMIL
DOI:
https://doi.org/10.56013/fj.v6i2.5731Keywords:
Philosophy of the Teaching Profession, Ittiba' Ar-Rasul, Mu'allim-Murabbi-Muaddib, Khalifatullah, Insan KamilAbstract
This study aims to reinterpret the philosophy of the teaching profession in Islam by integrating three main pillars: ittiba' ar-rasul, the triadic concept of mu'allim-murabbi-muaddib, and khalifatullah fil 'ilm. Using a qualitative library research approach with philosophical-hermeneutic analysis, primary data sources include Ihya' Ulumuddin (Al-Ghazali), Ta'lim al-Muta'allim (Al-Zarnuji), and the works of Al-Attas and Al-Faruqi. The findings reveal three main points. First, the contemporary crisis of the teaching profession is caused by the reduction of the educator's role to a mere transferor of knowledge, the loss of spiritual awareness, and weak internalization of adab, leading to de-spiritualization of education. Second, the three roles—mu'allim (epistemic dimension), murabbi (human development dimension), and muaddib (ethical-spiritual dimension)—are integrated dimensions within a single profession, not separate tasks, so that weakness in any one role causes systemic failure. Third, the reinterpretation of khalifatullah fil 'ilm expands the conventional understanding of caliphate from natural resource management to the realm of education, positioning educators as bearers of civilizational trust responsible for the intellectual, moral, and spiritual quality of the next generation. The theoretical contribution is an integrative three-pillar model connecting spiritual-prophetic foundations, role multidimensionality, and civilizational mandate toward insan kamil and khayra ummah. Practically, this model can serve as a foundation for Islamic education policy and holistic educator development. As a library-based study, the proposed model remains conceptual and requires empirical testing.
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