Integrating Islamic and Buddhist educational philosophies: a comparative study on holistic human development

Norman, Nurul Ain (2025) Integrating Islamic and Buddhist educational philosophies: a comparative study on holistic human development. In: IOP 39th Annual Academic Conference, 2025, Tokyo, Japan.

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Abstract

Education serves as a vital foundation for shaping human character, intellectual integrity, and moral awakening. Both Islamic and Nichiren Buddhist traditions, though rooted in distinct metaphysical visions, emphasize a holistic approach to human development—one that transforms not only the mind but the soul. This study explores how tarbiyyah (spiritual nurturing) in Islam and the pedagogy of inner revolution in Nichiren Buddhism—anchored in the practice of Nam-myoho-renge-kyo—contribute to moral formation, self-mastery, and ethical consciousness. Islamic education highlights the concept of ta’dīb (discipline through adab), which harmonizes with the Buddhist ideals of moral transformation and compassionate living. While Islam centers the human being as a servant of the Divine (ʿabd) and vicegerent (khalīfah), Nichiren Buddhism frames education as the bold awakening of inner dignity and universal responsibility. Despite these theological differences, both traditions uphold the cultivation of wisdom (ḥikmah in Islam, prajñā in Buddhism), self-awareness, and the lived expression of compassion as essential to the educational process. This paper examines the intersection of these philosophies through a contemporary lens, proposing an integrative model of education that nurtures intellectual, spiritual, and emotional intelligence. Such a model offers transformative possibilities for interfaith education, peace-building, and moral leadership in a pluralistic world. By bridging these civilizational heritages, this study reimagines education as a sacred journey toward human flourishing and harmonious coexistence. It contributes to an emerging discourse that repositions faith-based pedagogies—not as isolated systems—but as mutually enriching frameworks that can co-construct ethical leadership in global education.

Item Type:	Proceeding Paper (Other)
Additional Information:	11155/126488
Uncontrolled Keywords:	Tarbiyyah, Ta’dīb, Nam-myoho-renge-kyo, Integrative Education, Human Dignity
Subjects:	B Philosophy. Psychology. Religion > BL Religion BPL Islamic education B Philosophy. Psychology. Religion > BQ Buddhism
Kulliyyahs/Centres/Divisions/Institutes (Can select more than one option. Press CONTROL button):	International Institute of Islamic Thought and Civilization (ISTAC)
Depositing User:	DR NURUL AIN NORMAN
Date Deposited:	10 Mar 2026 14:44
Last Modified:	10 Mar 2026 14:54
Queue Number:	2026-03-Q2465
URI:	http://irep.iium.edu.my/id/eprint/126488

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