From Classical ‘Adab to Contemporary Character Building: The Pedagogical Tradition of KH. Hasyīm Ash’ārī and Its Relevance to Contemporary Islamic Education

Abstract

The moral decline that is seen in students in the digital era has renewed the academic interest in classical Islamic pedagogical thot as a resource for character education in the present. This article examines the moral philosophy of KH. The character of Hasyīm Ash’ārī as reflected in his major writings, especially Adab al-’Ālim wa al-Muta’allim and al-Tanbīhāt al-Wājibāt, can be the basis of Islamic character pedagogy and thus, the advancement of knowledge in the present era. The study employs a qualitative systematic literature review design to synthesize primary textual sources and secondary scholarship to identify three interlocking philosophical pillars in Hasyīm Ash’ārī’s thot namely, the divinely endowed human nature (fiṭrah), reason directed by divine values (aql mūawwaj bi’l-qīam al-ilāhiyyah) and ‘adab as the governing frame of all educational activity. These pillars produce a character pedagogy based on exemplary conduct (usūwah), sincerity (ikhlāṣ), discipline, and the orientation of knowledge to public welfare (maṣlaḥah). A cross-reading of this framework with contemporary character education scholarship shows strong convergence with Lickona’s eleven principles of character education and with social-emotional learning research, while at the same time offering a distinctively Islamic epistemological grounding often lacking in post-secular character education discourse. The article claims that the pedagogy of Hasyīm Ash’ārī is not only of historical importance, but a viable model for holistic and morally grounded knowledge development in modern Islamic schools.