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SPIRITUAL AND ETHICAL VIEWS OF IMAM ABU HAMID GHAZALI
Haqqulov Mehriddin Yunusovich
History teacher of the department of History and Philology at Asia International University
Bukhara, Uzbekistan
Sadulloyeva Moxinur Sadullo qizi
The 2
nd
year student in majoring English philology at Asia International University Bukhara,
Uzbekistan
https://doi.org/10.5281/zenodo.15678059
Abstract.
This article analyzes about the development of students in all aspects, raising
their spiritual-moral, intellectual potential in accordance with world standards, especially science
and enlightenment in ensuring the development of future highly educated specialists as well-
rounded people. The contents of the works of the famous philosopher Muhammad Abu Hamid
Ghazali, who made a worthy contribution to civilization, was one of the great sages of the Eastern
Renaissance, possessor of religious and worldly knowledge, served the development of tawhid,
kalam, tafsir and hadith science.
Keywords:
Imam Ghazali, Islamic education, pedagogical framework, values, ethical
education, spiritual growth
.
Introduction.
The rapid development of scientific science, the sharp increase in the volume
of information, as well as the emergence of new sciences as a result of the integration of sciences,
created a competitive environment in society. On the basis of these tasks, one of the main tasks that
the society has set for the education system is the issue of educating highly qualified and
competitive intellectual potential personnel of the level of developed countries, who have high
morals, make a worthy contribution to the development of society.
Imam Abu Hamid Muhammad Al-Ghazali was a highly influential figure in the history of
Islam. He was a great Muslim teacher and scholar, and his work continues to be studied and admired
today. Al-Ghazali was born in 1058 in the city of Tus, Iran. He studied Islamic law and theology,
and eventually became a professor at the Nizamiyya Madrasa in Baghdad. In 1095, he experienced
a spiritual crisis and left Baghdad to live as a Sufi for several years.
Abu Hamid al-Ghazali was a prominent Muslim scholar, educationist, philosopher, and
jurist, has significantly shaped Islamic thought, particularly in ethics, Islamic knowledge, and
education. Known as "Hujjat al-Islam" (authority on Islam), Ghazali's works have profoundly
impacted Islamic scholarship and continue to be studied extensively. Among his many
contributions, his ideas on education and teaching values stand out for their depth and relevance to
historical and contemporary contexts. In a period marked by political instability and intellectual
debates, Ghazali's vision of education sought to cultivate intellectual understanding, moral
character and spiritual awareness, aiming to create balanced individuals who emdiv Islamic
virtues.
Central to Ghazali's teaching values framework is the tarbiyah (nurturing or developing),
which involves cultivating a student's character through ethical guidance and spiritual mentorship.
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Ghazali showed that the teacher's role extends beyond mere transmission of knowledge; it includes
serving as a moral guide and role model, demonstrating virtues such as humility, sincerity, justice
and empathy. He emphasized the significance of intention in both teaching and learning,
underscoring that the acquisition of knowledge should be pursued for the sake of Allah and the
betterment of society, rather than for personal gain or status.
Ghazali lived in the intellectual and spiritual world of the Kur'an and Sunnah. He enriched
the community of religious scholars with his contributions. Ghazali's ability to combine different
fields of science is not only the result of his personal craft, but also the influence of the intellectual
and spiritual climate that allowed him to grow as a philosopher and scientist. Ghazali considered
knowledge to be the highest virtue. Those who have that knowledge grew up in a cultural
environment where they were highly respected. Undoubtedly, this situation is caused by the
importance given to science by the Kur’an. Based on Ghazali's works, the interpretation of the
Kur’an was described.
From an Islamic perspective, as articulated by Imam Al-Ghazali, the primary aim of
education was to cultivate moral and spiritual consciousness. Al-Ghazali emphasized that education
should focus on transmitting knowledge. Al-Ghazali highlighted education's moral and ethical
dimensions, encouraging the development of virtues like sincerity, patience and gratitude. These
virtues, he argued, were fundamental to a life that pleased Allah. He emphasized that, education
should provide intellectual knowledge and an ethical framework for distinguishing right from
wrong.
Al-Ghazali’s philosophy asserted that, education should primarily serve as a path to bring
individuals closer to Allah and promote spiritual growth. Education, in his view, should nurture the
intellect, character, and spirit of students, creating individuals who not only possess knowledge,
but also uphold moral integrity and spiritual awareness. He considered that, spiritual education
as an essential component for achieving true success, not defined by worldly accomplishments, but
by attaining closeness to Allah and fulfilling one's divine purpose.
Al-Ghazali emphasized that spiritual education guides students toward a deep
understanding of their relationship with Allah. He advocated for an educational approach that
addresses the individual's intellectual and spiritual needs, reinforcing that spiritual education is
indispensable for achieving genuine success.
Conclusion
In conclusion, I would like to say that, Al-Ghazali's framework for teaching values offers a
profound perspective on education that integrates ethical, spiritual, and intellectual development.
His emphasis on moral character, spiritual growth and cultivating virtues such as sincerity, humility,
empathy and justice remains highly relevant in contemporary educational contexts.
This study highlights the enduring relevance of Ghazali's pedagogical principles in modern
Islamic educational settings, demonstrating how they can address current challenges by fostering
well-rounded, ethically grounded individuals. By bridging the gap between classical Islamic
thought and contemporary educational needs, Ghazali's ideas provide a robust framework for
integrating values education in today's diverse learning environments, reinforcing the
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286
significance of character formation and spiritual enrichment as foundational components of Islamic
education.
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