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 BIOGRAPHY
IMAM AL-GHAZALI

01 NAME
Abu Hamid Muhammad Al - Tusi

02 DATE OF BIRTH
1059 A.D

03 PLACE OF BIRTH
Tus (Khurasan), Northern Persia, Iran

04 DATE OF DEATH
Monday, 14th of Jamadil Akhir in 1111 A.D
He came from a poor family. His father
has high ambitions for their children to
be pious and righteous.
IMAM AL-GHAZALI

EDUCATION
1. He was educated for free because
of his family is poor. He read part
Fiqh of Imam Ahmad al-Razikani in Tus, then
moved to Jurjan to study with Imam Abu Nasr al-
Ismail. 2. After that, Al-Ghazali moved to
Nishapur and took the oppurtunity to
study diligently of Iman al Haramain Abu
Ma’ali al-Juwaini (419-478 H). He so skilled on al-
Shafi’i sect, Khilaf science, medicine, theology,

3. Al-Ghazali also captured other jurisprudence and mantiq.

diciplines such as science, wisdom

and philosophy. He has also traveled to several
places such as Mecca, Medina, Egypt and
Jurussalem to explore the science and philosophy.
IMAM AL-GHAZALI

IMPORTANCE “ According to Al-Ghazali,

OF
knowledge is important as it
can bring us closer to the
KNOWLEDGE creator (God) and also
improve our worldly status
and respect.”
CATEGORIES AND TYPES OF
EDUCATION
 CATEGORIES OF EDUCATION
IMAM AL-GHAZALI

i. Prophetic iii. Philosophers/Scholars

Prophets convey the message of God
regardless of any discrimination and
help to purify the inner self.
IDEA
ii. Rules
They use their authority, legislation
and rules to train and guide the
society.
Their knowledge benefits only selected
individuals but for benefiting masses.
iv. Preachers
They are meant to fulfill the religious needs
of the society and train outer and inner
self. There is to promote knowledge, improve
the life of people, and help them to acquire
desirable through education.
TYPES OF EDUCATION
1) Useful or desirable knowledge
2) Useless or undesirable knowledge
- Farz-i-Ain: (Compulsary)
This knowledge is obligatory for all and contains the Although no knowledge is useless, it is not
knowledge of Islam desirable if it can create an undesirable effect such
as if it is harms somebody like magic and gambling.
- Farz-i-Kafaya: (Optional)
This knowledge is optional and depends on the will
of the individual. It is further divided into two;
1) Worldly knowledge - Is needed to enhance
the understanding of the former since it
was a revelation.
2) Religious knowledge - It is acquired from
the Qur’an and Sunnah. It is the most
dignified knowledge and it is without
doubt.
IMAM AL-GHAZALI
 AIMS OF EDUCATION
IMAM AL-GHAZALI

BASED ON BUILD A
MAKE IT
ISLAMIC CHARACTER OF
USEFUL
IDEOLOGY INDIVIDUAL
PSYCHOLOGYCAL CONCEPT
IMAM AL-GHAZALI

1. Ghazali raises the basic question whether the human

instinct is based on good or evil. He has presented his
ideas in the light of qur’an and hadith

2. According to him, good or evil are not physical and is

not instinctual. Human can be transformed by education
and training

3. Rousseau expressed similar idea in 18th century

4. Ghazali seems impressed by the Greek philosophers, Aristotle. According to
Aristotle, there are two types of creations in the world :

 Perfect creation – moon and sun

 Imperfect creation – seed of trees and humans

5. According to Ghazali, human being are imperfect creatures and are

similar to the seed. They have the ability and capacity to become
perfect, only the suitable conditions are required. Good character
means good deeds.
 IMAM AL-GHAZALI

4 WAYS IN WHICH DEFICIENCIES CAN

BE IDENTIFIED AND REMOVE
PERFECT TEACHER FOES

CLOSE FRIENDS SELF -ANALYSIS

 IMAM AL-GHAZALI

03 Wordly education is equally

important.

02 More time is spent on religious education and

wordly education is completely ignores.

01 Al-Ghazali criticizes the

curriculum of his time.
 04
No places for character building
in curriculum

Curriculum should be
05
composed of obligatory and
optional knowledge.

06 Education should included

industrial, textile, agriculture,
tailoring and hair cutting in the
curriculum.

Al-Ghazali also stresses 07

the acquisition of philosophy
and logic.
 CONCEPT OF KNOWLEDGE
IMAM AL-GHAZALI
3. Curriculum was not rigidly defined, but flexible
and allowed students the freedom of choosing the
subjects.

2. Based on previous knowledge

and experience of the students. 4. The elementary curriculum had a
pronounced religious character.

1. Knowledge of God, Qur’an, His

Prophets, as well as knowledge of 5. The higher curriculum was
Shari’ah. purely religious and included the
science and philosophy.
 METHODS OF TEACHING AND TECHNIQUES
IMAM AL-GHAZALI

Knowledge will affecting and An early introduction to

benefiting teacher and the fundamentals of
religion.
students equally.

Teacher as a role model Proper planning.

and an example.
METHODS OF TEACHING AND TECHNIQUES
IMAM AL-GHAZALI

Abilities of students. Proficiency learning.

Complementary of Against of using

sciences. punishment in educational
institutions.
CODE OF ETHICS AS
STUDENTS
IMAM AL-GHAZALI

Ensure that they are spiritually

pure.

Respect the rights of their

teachers.

Beware, especially at the beginning

of their studies.
 CODE OF ETHICS AS STUDENTS
IMAM AL-GHAZALI

Master the fundamentals of the Study each subject thoroughly

praiseworthy sciences. before going on to another.

Have as their main goal in their search for

Choose useful subjects in which
knowledge the cultivation and perfection of
to specialize.
the innermost self in this world, and
closeness to God in the hereafter.
Ihya' ‘Ulum ad-Din [The Revival of the Religious
Sciences]. Cairo, Al-Matba‘a al-Azhariya, 1898
(1316 H). 4 vols.

Al-Ma‘arif al-‘Aqliya [Rational Knowledge].

Damascus, Dar al-Fikr al-‘Arabi, 1963.

Maqasid al-Falasifa [The Aims of the

Philosophers]. Cairo, Matba‘at as-Sa‘ada, 1913

CONTRIBUTIONS
IMAM AL-GHAZALI
Iljam al-‘Awamm ‘an ‘Ilm al-Kalam [Restraining
the Masses from Theological Disputation]. Cairo,
Al-Matba‘a al-Muniriya, 1932 (1351 H).

Bidayat al-Hidaya [The Beginning of Divine

Guidance]. Cairo, Al-Halabi, 1912.

Al-Iqtisad fi-l-I‘tiqad [The Golden Mean in

Belief]. Cairo, Maktabat as-Sa‘ada, 1909.

CONTRIBUTIONS
IMAM AL-GHAZALI
IMAM AL-GHAZALI

CONCLUSION
 CONCLUSION
• Imam Ghazali was a great Muslim educationists and presented many

fruitful theories, aims, methods, and curriculum of education.

• He emphasis personal experiences and teacher- pupils’

relationship.The same views have been presented by the modern

educationists even after lapsing of one thousand years.

• Whatever he had presented in many years before is implemented

today.He was a great educator and thinker.

• The contributions of Al-Ghazali to education, what he said before

reflected by western educators.

THE END
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