The Learning Domains in al-Ghazālī’s Educational Thought: Islamic Foundations of Horizontal Objectives

Yatay Hedeflerin İslamî Temelleri

Abstract

This study aims to examine the learning domains in al-Ghazālī’s educational thought and compare them with the concept of horizontal objectives in modern educational sciences. The determination of educational objectives is closely related to how humans are defined and the ontological foundations upon which learning is conceptualized. While contemporary educational theory often classifies learning into cognitive, affective, and psychomotor domains, the Islamic intellectual tradition does not present an equivalent systematic framework; rather, discussions on human nature, knowledge, ethics, and behavior are dispersed across various classical texts in it. Al-Ghazālī’s triadic model of ma‘rifa (knowledge), ḥāl (affective state), and ‘amal (action) represents a unique approach encompassing the cognitive, emotional, and behavioral dimensions of learning. The research employs qualitative methods, including conceptual, document, and comparative analyses, with al-Ghazālī’s major works serving as primary sources. The findings reveal that al-Ghazālī’s learning domains are constructed within an integrated and moral framework that emphasizes harmony among knowledge, emotion, and action. Although certain parallels exist between al-Ghazālī’s model and Bloom’s taxonomy, significant differences emerge regarding ontological assumptions, educational aims, and value-oriented perspectives. The study concludes that al-Ghazālī’s approach provides a theoretical foundation for horizontal objectives and offers a distinctive framework that can contribute to the development of Islamic educational programs.