Prophetic Education and the Renewal of Civilization

Muhbib Abdul Wahab

(Lecturer at the Graduate Program, Faculty of Tarbiyah and Teacher Training, UIN Syarif Hidayatullah Jakarta; Deputy Chair, Institute for Pesantren Development, Muhammadiyah Central Board)

Prologue

The contemporary education system in the digital era is increasingly designed to produce “graduates” who serve industrial demands, align with capitalist interests, and supply labor for technological, economic, and social sectors, rather than advancing scientific civilization and human dignity. A clear manifestation of this tendency is the application of the link and match paradigm, where higher education graduates are expected to meet labor market needs. As a result, education has undergone a conceptual shift—from humanization to instrumentalization—reducing human beings to tools that serve industrial interests.

As centers for the transmission and development of knowledge across generations, educational institutions have also become detached from their philosophical foundations. Philosophical reflection is no longer central to curriculum development and educational practice. This raises a fundamental question: has philosophy truly lost its relevance? Stephen Hawking once declared that philosophy was dead, and similar claims have appeared in contemporary literature. If philosophy is indeed considered obsolete, does this also imply the erosion of science and education themselves?

What is often meant by the “death of philosophy” is the decline of its role in interpreting material reality and natural phenomena—roles now assumed by science. While philosophy was once regarded as umm al-‘ulūm (the mother of all sciences), in the modern era it functions primarily as a method of reasoning and a foundation for logical thought. Science, in turn, has become the primary compass guiding civilizational development, technological advancement, and human welfare.

Scientific knowledge continues to progress through research and discovery. Scientists are challenged to uncover the mysteries of nature, address complex human problems, and shape the future—often providing answers that religion or culture alone cannot fully resolve. Yet modern scientific advancement has also revealed its darker side. As Albert Camus observed, while the seventeenth century was the age of mathematics, the eighteenth of physics, and the nineteenth of biology, the twentieth century became an age of fear and anxiety. Scientific knowledge, when transformed into destructive technologies—such as nuclear, chemical, and biological weapons—has posed grave threats to humanity, as seen in large-scale violence and genocide.

Ideally, education must return to its original mission: liberation from ignorance, dehumanization, and injustice; humanization through moral character and dignity; and transcendence through devotion to God. This vision reflects the prophetic educational model inherited from the Prophet Muhammad, grounded in revelation, exemplary conduct (uswah hasanah), and rational thought—producing individuals who embody moral integrity, intellectual depth, and constructive action for civilization.

The Foundations of Prophetic Education

Prophetic education derives its meaning from the mission of Prophet Muhammad, who was sent as a mercy to all creation (Qur’an 21:107). Accordingly, prophetic education is rooted in compassion, love, gentleness, and mercy. Its core orientation includes reciting God’s signs, purifying the soul, and teaching the Qur’an and the Sunnah (Qur’an 62:2). The ultimate outcome of this educational process is the perfection of moral character, as affirmed in the Prophet’s saying that he was sent to perfect noble conduct.

Prophetic education rejects harshness and coercion. The Prophet emphasized ease, compassion, and moral guidance rather than condemnation or hostility. This educational paradigm is not merely about transmitting knowledge or skills, but about integrating truth, motivation, moral example, and inspiration toward civilizational progress.

At least five key orientations define prophetic education: liberation, humanization, transcendence, moral cultivation, and civilization-building. It seeks to free humanity from ignorance and oppression, uphold human dignity, strengthen monotheistic faith, cultivate virtuous character, and build a forward-looking civilization rooted in faith, knowledge, and righteous action.

Advancing Civilization through Faith and Knowledge

Prophetic education is not an abstract ideal; it is historically grounded in the lived experience of the Prophet and his companions. It began with purifying belief and restoring moral integrity, recognizing that the future of humanity depends on theological conviction and ethical excellence. The Qur’an emphasizes that those entrusted with knowledge and revelation are meant to guide people toward devotion to God, not personal glorification (Qur’an 3:79).

The graduates of prophetic education are rabbani individuals—those who combine teaching sacred knowledge with continuous learning and research. Historically, the Prophet’s companions exemplified deep intellectual curiosity, commitment to truth, and dedication to applying and disseminating knowledge.

Faith and knowledge are inseparable. Faith motivates the pursuit of knowledge, while knowledge strengthens faith and moral awareness. Ideally, prophetic education produces scholars who fear God deeply (khashyah), embody integrity, and act as heirs to the prophetic legacy. Knowledge divorced from ethical restraint risks being misused for destruction rather than human benefit.

Therefore, prophetic education positions knowledge as a pillar of civilization, guided by ethical values and spiritual awareness. Knowledge must illuminate life, elevate humanity, and draw individuals closer to God. It must be pursued through research and critical reasoning, yet governed by moral discipline and proper conduct (adab before knowledge).

Knowledge as a Guide toward Excellence

The Qur’an affirms that God elevates those who possess faith and knowledge (Qur’an 58:11). In prophetic education, knowledge not only explains reality but also guides individuals toward truth, spiritual growth, and moral excellence. True knowledge fosters humility, justice, openness to learning, and continuous self-improvement.

Islamic intellectual tradition emphasizes diverse cognitive processes—reflection (tadabbur), critical thinking (tafakkur), deep understanding (fiqh), remembrance (tadhakkur), observation (nadhar), and insight (basirah). These epistemic tools collectively shape a holistic approach to knowledge that integrates reason and revelation.

Ultimately, knowledge must be beneficial (‘ilm yuntafa‘u bih), serving humanity while drawing individuals closer to God. Islamic civilization, as a civilization of knowledge and text, integrates intellect and revelation, spirituality and rationality, worldly welfare and ultimate salvation.

Prophetic education envisions a civilization grounded in faith, knowledge, ethical conduct, and righteous action—one that fosters peace, justice, prosperity, and human flourishing. Such a civilization reflects the Qur’anic ideal of baldatun ṭayyibatun wa rabbun ghafūr: a good and harmonious society under God’s grace.