Educational Transformation: Delving into the Ideas of Philosophers from Time to Time
INDRAMAYU-JAYA NEWS.COM – Friday Dhikr, June 13, 2025, became a reflective momentum where Syaykh Panji Gumilang delivered a deep contemplation on the philosophy of education from time to time. This theme is not just an intellectual study, but a concrete step to enrich the foundation of national education, towards the grand concept that has been echoed: Revolutionary Transformation of 21st Century Education.
According to Syaykh, this idea must be conveyed to the state, so that the direction of our educational development is not uprooted from its philosophical and spiritual roots.
To that end, Syaykh invited the congregation of the Rahmatan lil Alamin Mosque to trace the history of education in the course of time, connecting the great ideas of world philosophers with the vision of contemporary education based on divine values. He emphasized three main objectives, namely tracing the transformation of education, connecting the philosophical context, and developing modern education.
1. Tracing the transformation of education
Exploring how each period brought changes to the “Concept of Education” from policy and character to pragmatism and technology
2. Connecting the philosophical context
Seeing how the thoughts of philosophers from various eras shaped the structure of education as we know it today. As the divine teaching in the Qur’an (Ali Imran: 26) states: Qulillāhumma mālikal-mulki tu`til-mulka man tasyā`u wa tanzi’ul-mulka mim man tasyā`u wa tu’izzu man tasyā`u wa tużillu man tasyā`, biyadikal-khaīr, innaka ‘alā kulli syai`in qadīr
(meaning: Say: “O God who has the kingdom, You give the kingdom to the person You want and You take away the kingdom from the person You want. You exalt the person You want and You humiliate the person You want. In Your hand is all goodness. Indeed, You are Almighty over everything).
In another verse (As-Sajdah: 5) yudabbirul-amra minas-samâ’i ilal-ardli tsumma ya‘ruju ilaihi fî yauming kâna miqdâruhû alfa sanatim mimmâ ta‘uddûn (Meaning: He arranges all affairs from the heavens to the earth, then (all affairs) ascend to Him on a day whose measure (duration) is a thousand years according to your reckoning).
We connect the views from generation to generation to the present context.
3. Developing modern education
Adapting past values to contemporary challenges, especially in the concept of novum gradum and society 6.0
The Shaykh explained that education always experiences transformation in every phase. These changes include aspects of concepts, character, policies, to shifts towards pragmatic approaches and modern technology. The roots of these changes, he said, can be traced in seven phases of the history of educational philosophy:
1. Classical/Ancient Era
2. Pre-Middle Era
3. Middle Era
4. Golden Age of Islam
5. Renaissance and Humanism Era
6. Modern Era
7. Contemporary Era
On Dhikr Today Friday, the Shaykh explained the thoughts of the Philosophers of the Classical Era or ancient times.
Tracing the Eight Footprints of World Education Philosophers
In the midst of the revival of the spirit of transformation of Indonesian education, it is important to look back at the roots of educational thought that have been built by the world’s great philosophers. A historical journey that not only reflects ideas, but also forms the structure of our consciousness in seeing education as a path to forming a complete human being. The following eight classical philosophers provide an important foundation for education across eras, which if we dig deeper, will enrich the grand narrative of our educational revolution today.
1. Socrates: Education as the Birth of Critical Consciousness
Socrates (469–399 BC) is an important figure who marked the early chapter in classical Greek educational philosophy. Uniquely, Socrates did not leave any written works; his thoughts were conveyed through dialogue and then written down by his student, Plato. In the Republic dialogue, Plato narrates Socrates’ thoughts on the ideal state, where education becomes a tool to form critical and moral humans.
Socrates likened education to a midwife (maieutics)—not forcing knowledge from outside, but rather helps “give birth” to knowledge from within the students. He encouraged the formation of moral and intellectual awareness through dialogue and critical questions, an approach known today as Socratic Questioning. In the context of modern character education, this idea is the basis for how teachers encourage students to dare to think and express their opinions reflectively.
2. Plato: Education as a Path to Becoming a Philosopher-King
Plato (427–347 BC), a direct student of Socrates, expanded and standardized the idea of education within the framework of a complete system. He viewed education as a long, tiered stage. According to him, basic education lasts until the age of 18, followed by secondary education until the age of a 30 years, and only those who continue to learn after the age of 30 can become philosopher-kings, namely fully educated people.
3. Aristotle: Education as a Habit Maker Towards Virtue
Aristotle (384–322 BC), Plato’s student, brought educational thinking to a more practical and balanced direction. He believed that education should create good habits (ethos) to form an ideal human being. The ultimate goal is to achieve Eudaimonia—true happiness born from a meaningful and moral life.
Education according to Aristotle is the process of instilling habits to form character. He emphasized the balance between theory and practice. This thought greatly influenced Ki Hajar Dewantara’s educational philosophy with the concept of jalmo utama—a person with noble character and useful to society.
4. Confucius: Education as a Path to Social Harmony and Morality
Confucius (551–479 BC), a philosopher from China, placed education as a means of forming morality and social order. He emphasized the values of Ren (humanity), Li (manners), and Xiao (family loyalty).
For Confucianism, education should educate individuals to become part of a just and harmonious society. These values are still upheld today in countries such as China, Taiwan, and Vietnam. He not only taught personal morals, but also social responsibility as a form of collective harmony.
5. Laozi: Natural Education in the Balance of Nature
Laozi (6th century BC) brought a unique view through Taoist philosophy. According to him, education should not force knowledge, but allow wisdom to grow naturally in harmony with the way of nature (Dao).
This idea challenged the rigid and oppressive approach to education. He emphasized education as a life experience, not just memorization or dogma. This concept is now emerging in the approaches of reflective learning, nature-based learning, and mindfulness development in modern schools.
6. Pythagoras: Education as Harmony of the Soul through Science and Music
Pythagoras (570–495 BC) is widely known for his triangle formula, but his contributions to education were much deeper. He saw education as a path to harmony—both cosmic and personal.
Pythagoras taught that through mathematics and music, the soul can be balanced and developed. For him, science and art are two inseparable sides of the education of the whole person. This concept is relevant in the era of STEAM education (Science, Technology, Engineering, Arts, and Mathematics) which integrates science and art in shaping the personality of students.
7. Isocrates: Rhetorical Education for Active and Wise Citizens
Isocrates (436–338 BC) brought a different approach to education, namely through rhetoric. He believed that the goal of education was to form individuals who were able to think, speak, and act wisely in public spaces.
In his view, education was not only about knowledge, but also communication and decision-making skills. This philosophy is an important basis for learning public speaking, leadership, and civic education. Among students, muhadharah training reflects Isocrates’ spirit in preparing a generation of eloquent and wise leaders.
8. Gautama Buddha: Education for Wisdom and Self-Liberation
Siddharta Gautama (563–483 BC), or Buddha, viewed education as a means of achieving enlightenment and freeing oneself from suffering. Not just an accumulation of knowledge, education according to Buddha must shape awareness, character, and empathy.
He taught that the learning process must lead individuals to a more meaningful and compassionate life. In the context of modern education, this idea is closely related to holistic education, emotional intelligence, and education based on universal human values.
Opening Ourselves to Transformational Leaps
Often, when we talk about educational figures from different religious or cultural backgrounds, resistance arises. It may feel foreign or contradictory to our beliefs. However, if we close ourselves off from the treasure trove of knowledge across civilizations, then the revolutionary transformation we aspire to will never reach the depth of true meaning.
Therefore, it is important to instill an open attitude—that learning from anyone does not mean pawning our faith, but rather enriching our reasoning and educational strategies. This is the initial capital for designing superior, inclusive Indonesian education that is firmly based on universal values and divine revelation.
Epilogue: Towards a Rooted and Future-Oriented Education Revolution
This Friday dhikr is not only a spiritual reflection, but also an intellectual reminder. That true education is an unceasing worship. In the path of philosophers from Socrates to Gautama Buddha, we find a mosaic of inspiration
i: courage to think, sincerity to educate, and depth in human development.
Now, it’s time for us to connect these legacies with the message of Islam, aligning them in a wiser and wiser Indonesian context. If Indonesia’s young generation is educated with the spirit of Socrates’ maieutics, the wisdom of Laozi, the rhetoric of Isocrates, and Confucian etiquette, a great nation will be born that is not only intelligent, but also noble.
Let’s take firm steps, because educating is not just about making people smart, but building civilization.**
Ali Aminulloh
Special Contributor
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