Comparison of Insan Kamil Abdul Karim Al-Jilli’s Theory with Jean Piaget's Theory
DOI:
https://doi.org/10.54471/tarbiyatuna.v18i2.3362Keywords:
insan kamil, abdul karim al-jilli, piaget, learning, islamic educationAbstract
Research on Islamic theories and Islamic studies will never end and will continue to develop. This study aims to describe and compare the thoughts of Abdul Karim al-Jilli and Jean Piaget, especially in relation to education and learning. Methodologically, this research is a library study in which data are collected from books, scientific articles, and other written documents and then analyzed using a comparative approach. Al-Jilli divides the levels of insan kamil (perfect human being) into three stages: (1) al-bidayah, (2) at-tawasuth, and (3) al-khitam. Each stage is traversed through spiritual practices such as mujahadah, riyadhah, ma’rifah, fana’, mukasyafah, and musyahadah. In practice, these stages are supported by at least six educational methods: exemplary (uswah hasanah), training and habituation, taking lessons (ibrah), advice (mau’izhah), discipline, and independence. Meanwhile, Piaget’s learning theory emphasizes that learning occurs in accordance with stages of cognitive development. The learning process consists of three key mechanisms: assimilation, accommodation, and equilibration. This article shows that there are points of convergence between al-Jilli’s spiritual-educational framework and Piaget’s cognitive framework. Based on these convergences, the author proposes a conceptual model of Islamic education that synergizes insan kamil as the ideal of human perfection with Piaget’s theory of cognitive development as the process of learning.
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