pdf Learners from the Perspectives of Empiricism, Naturalism, Nativism, and Convergence Theory: an Islamic Educational Review

Abstract

Research Objectives - This study aims to examine the thoughts of the classical educational schools of thought—empiricism, naturalism, nativism, and convergence—and their relevance to Islamic education in addressing contemporary social and economic challenges.

Method - The approach used is a descriptive qualitative method with a library research design. Data analysis was conducted using a content analysis technique on primary literature (John Locke, Rousseau, Schopenhauer, William Stern, the Qur'an, and Hadith) and secondary literature in the form of academic books and scientific journals.

Research Findings - The findings show that empiricism emphasizes the role of the environment, naturalism prioritizes natural development, nativism highlights hereditary factors, and convergence unites both innate and environmental influences. From the perspective of Islamic education, these four theories are understood as complementing the concept of fitrah (innate human nature), which emphasizes spiritual, social, and intellectual balance.

Theory and Practical Implications - Theoretically, this research strengthens the discourse on educational philosophy by offering an integrative framework between Western and Islamic thought. Practically, the study provides a direction for formulating educational policies that are responsive to globalization and sustainable development.

Novelty - The novelty of this study lies in its effort to connect classical educational theories with contemporary economic, social, and spiritual dynamics, thus producing a more relevant and applicable perspective.