Vol. 8 No. 2 (2025): IJUS Vol. 8, Issue 2, July 2025
Articles

The Relevance of Holistic and Humanistic Education in Islam

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  • M. Miftah Arief,
  • M. Kholis Amrullah
M. Miftah Arief
Institut Agama Islam Darussalam Martapura, Indonesia
M. Kholis Amrullah
Institut Agama Islam Negeri Metro Lampung, Indonesia

Published 2025-07-31

Keywords

  • Holistic Education, Humanistic Education, Islamic Education, Character Development, Human Values

How to Cite

M. Miftah Arief, & M. Kholis Amrullah. (2025). The Relevance of Holistic and Humanistic Education in Islam. IJUS | International Journal of Umranic Studies, 8(2), 1–21. Retrieved from https://unissa.edu.bn/journal/index.php/ijus/article/view/1238
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Abstract

This article examines the relevance of integrating holistic and humanistic approaches within the framework of Islamic education. Holistic education is conceptualised as a comprehensive approach that develops all dimensions of human potential — physical, intellectual, spiritual, moral, social, and emotional. In parallel, humanistic education emphasises the cultivation of human values, self-awareness, and individual potential, aligning these with the teachings of Islam. Together, these approaches respond to contemporary educational challenges that often overemphasise cognitive achievement while neglecting moral, emotional, and spiritual growth.

 

This study employs a library research method, drawing data from books, peer-reviewed journals, and academic articles on holistic education, humanistic education, and Islamic thought. Sources were accessed through libraries and electronic databases and were analysed thematically to identify key concepts and points of convergence between the two educational approaches and Islamic principles. Findings were validated through source triangulation and cross-comparison with previous studies to ensure credibility and accuracy.

 

The discussion reveals that holistic education — consistent with Islam’s view of humans as a unity of body and soul — complements humanistic education, which fosters dignity and individual potential in line with the Qur’ānic concept of humans as khalīfah (vicegerents of the earth). Integrating these approaches helps counterbalance the narrow focus on cognitive learning prevalent in modern education, which risks dehumanisation and the neglect of character formation.

 

The study further offers practical implications, encouraging Islamic educational institutions to design programs that nurture multiple dimensions of students’ development, adopt inclusive and student-centred pedagogies, and cultivate supportive environments that promote moral and spiritual growth. Such initiatives are expected to enhance the quality of Islamic education and prepare a generation that is knowledgeable, ethically grounded, socially responsible, and spiritually conscious.

 

Ultimately, this study proposes a balanced educational model that harmonises Islamic values with contemporary educational theory, offering a spiritually grounded, inclusive, and transformative learning framework for addressing modern educational challenges.

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