Seyyed Hossein Nasr’s Classification of Islamic Educational Philosophy and Its Practical Implications: A Case Study of TPA Nurul Fajar Kampak

Abstract

This study examines Seyyed Hossein Nasr’s classification of Islamic educational philosophy and its practical implications for Qur’anic learning at TPA Nurul Fajar Kampak. Contemporary Islamic education faces the challenge of balancing classical intellectual traditions with the demands of modernity, particularly at the grassroots level of informal religious education. This research employs a qualitative case study approach, with data collected through observation, interviews, and document analysis. The findings indicate that Nasr classifies Islamic educational philosophy into four major traditions: the Peripatetic tradition, which emphasizes rational reasoning; the Hermetic Pythagorean tradition, which integrates esoteric and exoteric meanings; the Illuminationist tradition, which prioritizes spiritual intuition and illumination; and Transcendent Theosophy, which synthesizes the three preceding approaches into an integral metaphysical framework. However, the learning practices at TPA Nurul Fajar Kampak remain predominantly conventional and technical, focusing on repetitive reading skills and drillbased methods, with limited integration of philosophical reflection, spiritual depth, and holistic transformation as emphasized by Nasr. This study proposes the integration of rationaldialogical methods, esoteric reflection, and spiritual practices into Qur’anic learning, as well as the development of a holistic curriculum that reunifies intellectual, spiritual, and moral dimensions. Such an approach is expected to restore Qur’anic education to its balanced and integrative position within the Islamic intellectual tradition.