Life Long Education in Islamic Perspective

Abstract

John Dewey's one main character philosophic Pragmatism States that: the Educational process has no end beyond itself in its own end. The term statement of the concept of lifelong education began in the Western philosophic pragmatism developed there. The concept of lifelong education believes that education is not only limited to education at the school but continued up to the end of life. The concept of lifelong education appears along with the emergence of some of the challenges in the world of education as presented by Paul Lengard of which include: the rate of change, demographic expansion, innovation in science and technology, the challenge of politics, information and crisis in the pattern of life. The concept of education is apparently emerging from some Hadith of the Prophet Muhammad that encourages humans to continue to study until the end of his life. This paper tries to expose the concept of lifelong education according to the Islamic education.

Theoretical Analysis of the Framework Lifelong Education on Quality of Life

“…Close relationship Lifelong education and Lifelong learning can be described through the Damn cycle. Adapted from Pan at (Huda, 2019) The Damn cycle is an overlapping circle that is related to wants, abilities, facilities, and needs. The Damn circle is where the lifelong education and lifelong learning which both complement each other.…”

“…The findings of previous studies were different from this current research. The results of the previous research above are taken from the perspective of Islam with the results of the study: Lifelong education in the view of Islamic education is a process of activities that includes attention, guidance, and assistance for the formation of individual behavior and help also develop aspects of individual growth, common sense, body, social, psychological, moral, and many more from in the womb until his death to get blessings from Allah SWT (Huda, 2019). The education process starts from choosing a mate, have children, to adulthood, or baligh.…”

“…The implications of lifelong education in educational programs can be grouped into functional literacy, vocational education, professional education, education towards change and development and citizenship education and political maturity (Hodge et al, 2017;Ibatova et al, 2016) . The third study was research by Huda (2019) with the title of Lifelong Education in Islam Perspective. In this article, Life long Education in Islamic Education is a process of activity.…”

Pembinaan Nilai Spiritual Dan Sosial Islami Peserta Didik Di Lingkungan Pendidikan Minoritas Muslim

“…Pembelajaran Islam lebih dekat pada pengembangan dan pembangunan karakter, jiwa raga, ideologi, serta mental [6]- [7]. Begitu pula pembelajaran pada penafsiran yang universal, bukan hanya sebatas dilingkungan sekolah namun bisa dilakukan di lingkungan tempat tinggalnya serta Islam memahami bahwa pembelajaran dilaksanakan sepanjang hayat [8]- [9]. Penyelenggara pembelajaran yang disebut dengan sekolah diharapkan bisa menghasilkan generasi muslim yang memiliki ciri khas keislaman, berkepribadian Islam yang sejati, mempunyai keimanan yang kokoh serta mempunyai ilmu yang mumpuni.…”

Konsep Wacana Global 'pembelajaran Seumur Hidup' Fakta dan Persepsi Peran untuk Dimainkan di Abad ke-21 dalam Dua Perspektif Barat dan Islam

“…"gagasan pendidikan seumur hidup adalah batu kunci masyarakat pembelajar" (Oliver, 2019). Ini mengingatkan karakter utama filosofi Pragmatisme John Dewey yang menyatakan "Proses pendidikan tidak memiliki akhir yang melampaui dirinya sendiri" (Huda, 2019). Akan tetapi disisi lain "Pengalaman non-edukatif mungkin paling dipertanyakan dari trio konseptual Dewey., kita mungkin ingin bertanya; Apakah tidak semua pengalaman belajar bersifat edukatif atau misedukatif?…”