Contextualizing Nasr's Sufism In Education In The Modern Era
Keywords:
Sufism, Education, Modern Era
Abstract
This article examines Seyyed Hossein Nasr's thoughts on contextualizing Sufism in education in the modern era. Nasr views Sufism as the key to reviving traditional Islamic values that have long been forgotten. Nasr calls for the importance of education, which develops intellectually and cultivates the human soul and personality. This article uses a qualitative approach with a type of literature study, examining Nasr's works and related literature to explore his thoughts on Sufism and education. The data collection technique used is documentation study; primary sources are obtained from Nasr's works, such as books, journal articles, and his writings that discuss Sufism, education, and his thoughts on these topics. Secondary data sources come from other literature relevant to this research. Data analysis was conducted using content analysis and hermeneutic analysis methods. The results show that contextualizing Sufism in education emphasizes the importance of spiritual and ethical values in the educational process. Nasr emphasized the need to instill transcendent values through the Sufi soul to overcome the secularization of knowledge and materialistic views in modern education
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References
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Dewey, J. (1916). Democracy and Education. Macmillian.
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Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107–115. https://doi.org/10.1111/j.1365-2648.2007.04569.x
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Gillespie, A. A. (2013). Adolescents, Sexting and Human Rights. Human Rights Law Review, 13(4), 623–643. https://doi.org/10.1093/hrlr/ngt032
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Irham, I., & Basith, Y. (2018). REVITALISASI MAKNA GURU DARI AJARAN TASAWUF DALAM KERANGKA PEMBENTUKAN KARAKTER. ULUL ALBAB Jurnal Studi Islam, 19(1), 44. https://doi.org/10.18860/ua.v19i1.4901
Jiani, N. (2013). An Overview of the Educational Practices of Sufis in Iran from the Beginning Until 1301. International Journal of Academic Research in Business and Social Sciences, 3(7).
Khoiruddin, M. A. (2016). PERAN TASAWUF DALAM KEHIDUPAN MASYARAKAT MODERN. Jurnal Pemikiran Keislaman, 27(1). https://doi.org/10.33367/tribakti.v27i1.261
Komaruddin Hidayat. (1998). Tragedi raja midas: Moralitas agama dan krisis modernisme. Paramadina.
Kulsum, U. (2019). PEMIKIRAN SEYYED HOSSEIN NASR: NILAI PENDIDIKAN ISLAM TRADISIONAL DITENGAH-TENGAH KEMODERNAN. AHSANA MEDIA, 5(1), 73–80. https://doi.org/10.31102/ahsana..5.1.2019.73-80
Mahardika, B. A., & Ali, M. (2018). Implications of The Universal Human Nasr In the formulation of Islamic Educational Goal. ISEEDU, 2(1).
Muhammad, A. & Kerwanto. (2023). RELEVANSI PEMIKIRAN SEYYED HOSSEIN NASR TENTANG INTEGRASI ISLAM DAN SAINS TERHADAP PENDIDIKAN ISLAM DI INDONESIA. EDUMULYA: Jurnal Pendidikan Agama Islam, 1(2), 8–24. https://doi.org/10.59166/edumulya.v1i2.105
Mulkan, A. M. (2000). Metodologi Penelitian Pendidikan Islam”. In M. A. Abdullah (Ed.), Antologi Studi Islam. Sunan Kalijaga Press.
Mulyati, S. (2005). Memahami dan Mengenal tarekat Muktabarah di Indonesia. Prenada Media.
Mumtaz, N. M. (2020). Hakikat Pemikiran Seyyed Hossein Nasr. JURNAL INDO-ISLAMIKA, 4(2), 169–178. https://doi.org/10.15408/idi.v4i2.17393
Munir, M. A. (2016). Manusia Sebagai Subjek Didik (Studi Pemikiran Seyyed Hossen Nasr Dan Ki Hadjar Dewantara). Tesis (UIN SUNAN KALIJAGA YOGYAKARTA).
Narayana, M. R. (2009). Education, Human Development and Quality of Life: Measurement Issues and Implications for India. Social Indicators Research, 90(2), 279–293. https://doi.org/10.1007/s11205-008-9258-z
Nasr, S. H. (1968). Man Nature and Spiritual. Mandala Unwin Paperbacks.
Nasr, S. H. (1981a). Islamic Life and Thought. State University of New York Press.
Nasr, S. H. (1981b). Knowladge and the Sacred. Crossroad Publishing Company.
Nasr, S. H. (1987). Islamic Art and Spirituality. State University of New York Press.
Nasr, S. H. (2002). Islam: History, Religion, History, and Civilization. Harper Collins e-books.
Nasr, S. H. (2003). A Young Muslim’s Guide To The Modern World. Kazi Publications.
Nasr, S. H. (2006a). Islamic Philosophy From Its Origin to The Present: Philosophy in the Land of Prophecy. State University of New York Press :
Nasr, S. H. (2006b). Spirituality and Science”. The Essential Sophia, World Wisdom, 210.
Nasr, S. H., & Jahanbegloo, R. (2010). In Search of the Sacred “A Conversation with Seyyed Hossein Nasr on His Life and Thought.” Praeger.
Nata, A. (2001). Akhlak Tasawuf dan Karakter Mulia. Rajawali Press,.
Nata, A. (2013). Studi Islam Komprehensif. Kencana.
Nurhidayati, T. (2019). Pemikiran Seyyed Hossein Nasr: Konsep Keindahan dan Seni Islami dalam Dunia Pendidikan Islam. FALASIFA : Jurnal Studi Keislaman, 10(1), 27–44. https://doi.org/10.36835/falasifa.v10i1.150
Pane, A., & Darwis Dasopang, M. (2017). BELAJAR DAN PEMBELAJARAN. FITRAH:Jurnal Kajian Ilmu-Ilmu Keislaman, 3(2), 333. https://doi.org/10.24952/fitrah.v3i2.945
Rahman, M. (2016). GURU HUMANIS DALAM PENDIDIKAN ISLAM. Jurnal Pendidikan Islam, 28(1), 91. https://doi.org/10.15575/jpi.v28i1.538
Ren, W. (2009). Practice and Cognition to Strengthen College Students’ Moral Education. International Education Studies, 2(3), p158. https://doi.org/10.5539/ies.v2n3p158
Ross, N. (2020). Anthropocentric tendencies in environmental education: A critical discourse analysis of nature-based learning. Ethics and Education, 15(3), 355–370. https://doi.org/10.1080/17449642.2020.1780550
Russell, B. (2002). Sejarah filsafat barat dan kaitannya dengan kondisi sosio-politik dari zaman kuno hingga sekarang. Pustaka Pelajar.
Shihab, M. Q. (2000). Tafsir Al-Misbah. Lentera Hati.
Siraj, S. A. (2012). Tasawuf Sebagai Kritik Sosial. SAS Foundition.
Siregar, R. (2002). Tasawuf dari Sufisme Klasik ke Neo-Sufisme. Rajawali Press.
Subhi, A. M. (1992). Filsafat Etika. Serambi Ilmu Semesta.
Teller, E. (1998). Science and Morality. Science, 280(5367), 1200–1201. https://doi.org/10.1126/science.280.5367.1200
Widiyanto, A. (2017). Rekontekstualisasi Pemikiran Seyyed Hossein Nasr tentang Bangunan Ilmu Pengetahuan dan Pendidikan Islam. ISLAMICA: Jurnal Studi Keislaman, 11(2), 420. https://doi.org/10.15642/islamica.2017.11.2.420-448
Yaqin, M. A. (2007). Pendidikan Multikutural cross-cultural Understanding untuk Demokrasi dan Keadilan. Pilar Media.
Akman, K. (2010). Sufism, Spirituality and Sustainability / Rethinking Islamic Mysticism through Contemporary Sociology. Comparative Islamic Studies, 4(1–2), 1–15. https://doi.org/10.1558/cis.v4i4.1-4.2.1
Aloni, N. (1997). A Redefinition of Liberal and Humanistic Education. International Review of Education, 43(1), 87–107. https://doi.org/10.1023/A:1002962614704
Arberry, A. J. (2008). Sufism, an account of the mystics of Islam. New York.
Ardiansyah, E. A. (2015). Konsep Tanggungjawab Manusia Dan Proses Pembentukannya Dalam Pendidikan Agama Islam (Studi Atas Pemikiran Seyyed Hossein Nasr). Skripsi ( UIN Sunan Kalijaga).
Arsheed Ahmad Mali, R. N. (2013). Role And Importance Of Sufism In Modern World. International Journal of Advancements in Research & Technology, 2(1). http://www.ijoart.org/docs/ROLE-AND-IMPORTANCE-OF-SUFISM-IN-MODERN-WORLD.pdf
Ayazi, M. (2010). Islamic Sufism and education for Peace dalam Edward J. Brantmeneirer, Jing Lin, and Jhon P. Miller (edt) Spirituality, Religion, and Peace Education. nformation Age Publishing.
Azra, A. (2001). Pendidikan Islam: Tradisi menuju Milenium Baru. Perebit Kalimah.
Brantmeier, E. J., Lin, J., & Miller, J. P. (Eds.). (2010). Spirituality, religion, and peace education. IAP-Information Age Pub.
Cook, S. A. (2008). Give Peace a Chance: The Diminution of Peace in Global Education in the United States, UnitedKingdom, and Canada. Canadian Journal of Education, 31(4).
Dewey, J. (1916). Democracy and Education. Macmillian.
Durkheim, E. (1990). Pendidikan Moral, Suatu Studi Teori dan Aplikasi Sosiologi Pendidikan. Penerbit Erlangga.
Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107–115. https://doi.org/10.1111/j.1365-2648.2007.04569.x
Friere, P. (1975). Education for Critical Consciousness. Continuum.
G. HUITT, W. (2015). Moral and Character Development: (528412015-001) [dataset]. https://doi.org/10.1037/e528412015-001
Gillespie, A. A. (2013). Adolescents, Sexting and Human Rights. Human Rights Law Review, 13(4), 623–643. https://doi.org/10.1093/hrlr/ngt032
Guessoum, N. (2014). Islam dan Sains Modern. Mizan.
Hamka. (2001). Tasawuf Modern. Pustaka Panjimas.
Haq, S. Z. (2019). HERMENEUTIKA SUFISTIK: TELAAH EPISTEMOLOGI TAKWIL IBN ‘ARABI. Jurnal At-Tibyan: Jurnal Ilmu Alquran Dan Tafsir, 4(1), 1–25. https://doi.org/10.32505/tibyan.v4i1.890
Haryati, T. A. (2012). MODERNITAS DALAM PERSPEKTIF SEYYED HOSSEIN NASR. JURNAL PENELITIAN, 8(2). https://doi.org/10.28918/jupe.v8i2.84
Irham, I., & Basith, Y. (2018). REVITALISASI MAKNA GURU DARI AJARAN TASAWUF DALAM KERANGKA PEMBENTUKAN KARAKTER. ULUL ALBAB Jurnal Studi Islam, 19(1), 44. https://doi.org/10.18860/ua.v19i1.4901
Jiani, N. (2013). An Overview of the Educational Practices of Sufis in Iran from the Beginning Until 1301. International Journal of Academic Research in Business and Social Sciences, 3(7).
Khoiruddin, M. A. (2016). PERAN TASAWUF DALAM KEHIDUPAN MASYARAKAT MODERN. Jurnal Pemikiran Keislaman, 27(1). https://doi.org/10.33367/tribakti.v27i1.261
Komaruddin Hidayat. (1998). Tragedi raja midas: Moralitas agama dan krisis modernisme. Paramadina.
Kulsum, U. (2019). PEMIKIRAN SEYYED HOSSEIN NASR: NILAI PENDIDIKAN ISLAM TRADISIONAL DITENGAH-TENGAH KEMODERNAN. AHSANA MEDIA, 5(1), 73–80. https://doi.org/10.31102/ahsana..5.1.2019.73-80
Mahardika, B. A., & Ali, M. (2018). Implications of The Universal Human Nasr In the formulation of Islamic Educational Goal. ISEEDU, 2(1).
Muhammad, A. & Kerwanto. (2023). RELEVANSI PEMIKIRAN SEYYED HOSSEIN NASR TENTANG INTEGRASI ISLAM DAN SAINS TERHADAP PENDIDIKAN ISLAM DI INDONESIA. EDUMULYA: Jurnal Pendidikan Agama Islam, 1(2), 8–24. https://doi.org/10.59166/edumulya.v1i2.105
Mulkan, A. M. (2000). Metodologi Penelitian Pendidikan Islam”. In M. A. Abdullah (Ed.), Antologi Studi Islam. Sunan Kalijaga Press.
Mulyati, S. (2005). Memahami dan Mengenal tarekat Muktabarah di Indonesia. Prenada Media.
Mumtaz, N. M. (2020). Hakikat Pemikiran Seyyed Hossein Nasr. JURNAL INDO-ISLAMIKA, 4(2), 169–178. https://doi.org/10.15408/idi.v4i2.17393
Munir, M. A. (2016). Manusia Sebagai Subjek Didik (Studi Pemikiran Seyyed Hossen Nasr Dan Ki Hadjar Dewantara). Tesis (UIN SUNAN KALIJAGA YOGYAKARTA).
Narayana, M. R. (2009). Education, Human Development and Quality of Life: Measurement Issues and Implications for India. Social Indicators Research, 90(2), 279–293. https://doi.org/10.1007/s11205-008-9258-z
Nasr, S. H. (1968). Man Nature and Spiritual. Mandala Unwin Paperbacks.
Nasr, S. H. (1981a). Islamic Life and Thought. State University of New York Press.
Nasr, S. H. (1981b). Knowladge and the Sacred. Crossroad Publishing Company.
Nasr, S. H. (1987). Islamic Art and Spirituality. State University of New York Press.
Nasr, S. H. (2002). Islam: History, Religion, History, and Civilization. Harper Collins e-books.
Nasr, S. H. (2003). A Young Muslim’s Guide To The Modern World. Kazi Publications.
Nasr, S. H. (2006a). Islamic Philosophy From Its Origin to The Present: Philosophy in the Land of Prophecy. State University of New York Press :
Nasr, S. H. (2006b). Spirituality and Science”. The Essential Sophia, World Wisdom, 210.
Nasr, S. H., & Jahanbegloo, R. (2010). In Search of the Sacred “A Conversation with Seyyed Hossein Nasr on His Life and Thought.” Praeger.
Nata, A. (2001). Akhlak Tasawuf dan Karakter Mulia. Rajawali Press,.
Nata, A. (2013). Studi Islam Komprehensif. Kencana.
Nurhidayati, T. (2019). Pemikiran Seyyed Hossein Nasr: Konsep Keindahan dan Seni Islami dalam Dunia Pendidikan Islam. FALASIFA : Jurnal Studi Keislaman, 10(1), 27–44. https://doi.org/10.36835/falasifa.v10i1.150
Pane, A., & Darwis Dasopang, M. (2017). BELAJAR DAN PEMBELAJARAN. FITRAH:Jurnal Kajian Ilmu-Ilmu Keislaman, 3(2), 333. https://doi.org/10.24952/fitrah.v3i2.945
Rahman, M. (2016). GURU HUMANIS DALAM PENDIDIKAN ISLAM. Jurnal Pendidikan Islam, 28(1), 91. https://doi.org/10.15575/jpi.v28i1.538
Ren, W. (2009). Practice and Cognition to Strengthen College Students’ Moral Education. International Education Studies, 2(3), p158. https://doi.org/10.5539/ies.v2n3p158
Ross, N. (2020). Anthropocentric tendencies in environmental education: A critical discourse analysis of nature-based learning. Ethics and Education, 15(3), 355–370. https://doi.org/10.1080/17449642.2020.1780550
Russell, B. (2002). Sejarah filsafat barat dan kaitannya dengan kondisi sosio-politik dari zaman kuno hingga sekarang. Pustaka Pelajar.
Shihab, M. Q. (2000). Tafsir Al-Misbah. Lentera Hati.
Siraj, S. A. (2012). Tasawuf Sebagai Kritik Sosial. SAS Foundition.
Siregar, R. (2002). Tasawuf dari Sufisme Klasik ke Neo-Sufisme. Rajawali Press.
Subhi, A. M. (1992). Filsafat Etika. Serambi Ilmu Semesta.
Teller, E. (1998). Science and Morality. Science, 280(5367), 1200–1201. https://doi.org/10.1126/science.280.5367.1200
Widiyanto, A. (2017). Rekontekstualisasi Pemikiran Seyyed Hossein Nasr tentang Bangunan Ilmu Pengetahuan dan Pendidikan Islam. ISLAMICA: Jurnal Studi Keislaman, 11(2), 420. https://doi.org/10.15642/islamica.2017.11.2.420-448
Yaqin, M. A. (2007). Pendidikan Multikutural cross-cultural Understanding untuk Demokrasi dan Keadilan. Pilar Media.
Published
2024-10-18
How to Cite
Basith, Y., Saiful Bahri, & Dede Setiawan. (2024). Contextualizing Nasr’s Sufism In Education In The Modern Era. Jurnal Pendidikan Islam Indonesia, 9(1), 51-60. https://doi.org/10.35316/jpii.v9i1.619
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