The Pedagogy of Love in Moral Education: Reconstructing the Teacher–Student Relationship from an Islamic Humanistic Perspective

Abstract

Moral education in Islam has traditionally tended to be practiced through a normative and disciplinary approach that emphasizes behavioral compliance. However, this approach often overlooks the emotional and relational dimensions between teachers and students. This article aims to examine the concept of the pedagogy of love as an alternative approach in Islamic moral education that places loving relationships as the primary foundation for character development. This study employs a qualitative approach using content analysis to examine the thoughts of classical and contemporary scholars regarding love, ethics, and education. The findings indicate that the pedagogy of love is capable of fostering a dialogical, empathetic, and transformative educational relationship between teachers and students. This approach not only fosters moral compliance but also cultivates a deep ethical awareness. Teachers are no longer positioned merely as enforcers of rules and punishments but rather as role models who embody love, respect, and sincerity in the learning process. Through this approach, students find it easier to internalize moral values because they feel valued and understood as human beings. The pedagogy of love also fosters a harmonious and inclusive educational environment that supports the holistic development of students’ personalities spiritually, emotionally, and socially. In the context of modern education, which is facing a moral crisis and dehumanization, this approach is relevant for reviving humanistic values in the Islamic educational process. Thus, the pedagogy of love is relevant as a new paradigm in humanistic Islamic education in the modern era.