Educational Innovation And Pluralism In Indonesia: A Philosophical Study of Munif Chatib’s Pedagogical Thoughts

Husayn Muhyideen Ali* -  Education for All Foundation, United States
Ali Ali -  Education for All Foundation, United States

Abstract


Indonesia’s multicultural and multireligious context presents a major challenge for Islamic education to remain spiritually grounded while being open to innovation and global collaboration. This study aims to explore the philosophical dimensions of Munif Chatib’s pedagogical thought as a representation of Islamic educational innovation that supports pluralism and contributes to global educational discourse. This research applies a qualitative philosophical approach through library study and field observation. Primary data are obtained from Munif Chatib’s key works such as Schools are human, teachers are human, and parents are human., combined with research engagement at the School of Human. Data are analyzed hermeneutically and philosophically to identify the ontological, epistemological, and axiological structures of Chatib’s thought. The results show three central principles of his educational philosophy. The first is human uniqueness as the ontological foundation of education. The second is contextual and personalized learning as the epistemological process. The third is humanization through diversity as the axiological goal. Munif Chatib’s educational philosophy offers an innovative Islamic pedagogical model that unites faith, science, and inclusivity. It contributes to the future of Islamic innovation by promoting pluralism, creativity, and human dignity, and provides a foundation for global collaboration in education.

Keywords


Islamic Education, Innovation, Munif Chatib, Educational Pluralism

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DOI: https://doi.org/10.24952/tkml.v1i1.17523

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