The Educational Thought of Ibn Khaldun and Its Relevance to the Modern Education Curriculum

Abstract

Ibn Khaldun, a 14th-century Muslim thinker, offered an educational perspective that emphasized the close relationship between knowledge, civilization, and moral formation. His thought highlights the importance of gradual processes in learning, the role of practical experience, as well as the interconnection between religious and rational knowledge. This study aims to analyze Ibn Khaldun’s educational ideas and explore their relevance to the modern education curriculum. The research method employed is a literature review by examining various recent publications released between late June and early August, including international journal articles, books, and scholarly conference proceedings. The findings reveal two key points: first, Ibn Khaldun’s idea of integrating religious and rational sciences has significant relevance to modern integrative and holistic curriculum models; second, his emphasis on gradual and experience-based learning methods aligns with constructivist approaches in contemporary curricula. This study demonstrates that Ibn Khaldun’s educational thought not only holds historical value but also provides conceptual inspiration for designing a more balanced modern education.