Recontextualizing Classical Islamic Ethics on Teacher Wages and Gifts
DOI:
https://doi.org/10.56874/edb.v6i2.91Keywords:
Islamic Educational Ethics, Teacher Wages and Gift-Giving, Classical Islamic PedagogyAbstract
This study aims to recontextualize classical Islamic ethical perspectives on teacher wages and gifts by comparatively analyzing two foundational pedagogical texts: Tadzkirat al-Sāmi’ wa al-Mutakallim by Ibn Jamā’ah and Ta’līm al-Muta’allim by al-Zarnūjī. Although both works play a central role in Islamic educational thought, ethical discussions on remuneration and gift-giving have rarely been examined as a distinct analytical focus. Addressing this gap, the study employs qualitative library research and comparative textual analysis to examine implicit ethical principles related to authority, intention, moral responsibility, and material benefits. The findings show that Ibn Jamā’ah legitimizes teacher wages through ethical authority and professional responsibility, while al-Zarnūjī emphasizes sincerity of intention and moral restraint toward material gain. When recontextualized within contemporary educational practices, such as teacher certification, honoraria, performance incentives, and parental gift culture, these perspectives form a complementary ethical framework. The study concludes that classical Islamic ethics neither rejects material compensation nor accepts it unconditionally, but regulates it through moral accountability and pedagogical integrity. This research contributes to Islamic education scholarship by demonstrating the continued relevance of classical ethical thought in addressing modern professional challenges in education.
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