Reconstructing Hamka’s Philosophy of Islamic Education through the Integration of Sufism and Morality

The fragmentation of intellectual, moral, and spiritual development remains a significant philosophical challenge in contemporary Islamic education. Although holistic education is frequently presented as an educational ideal, the conceptual relationship between spiritual cultivation, ethical agency, and human formation has not always been sufficiently articulated. This article examines the philosophical thought of Hamka (Haji Abdul Malik Karim Amrullah) to reconstruct an integrative framework of Islamic education grounded in the relationship between Sufism, morality, and human formation. Employing qualitative library research, philosophical inquiry, and critical hermeneutics, the study analyzes four major works by Hamka: Tasawuf Modern, Falsafah Hidup, Lembaga Budi, and Lembaga Hidup. The findings are organized into three interrelated conceptual dimensions: spiritual orientation, ethical embodiment, and holistic human formation. The analysis argues that spiritual cultivation provides an inward normative orientation for human conduct, morality translates spiritual commitments into responsible ethical action, and education facilitates the continuing formation of intellectually reflective, spiritually conscious, and morally responsible individuals. The article further develops a conceptual model in which these dimensions function as mutually reinforcing elements rather than isolated educational objectives. Its principal theoretical contribution is the reconstruction of Hamka’s dispersed reflections into an integrated philosophy of human formation, while distinguishing the researcher’s conceptual synthesis from Hamka’s explicit formulations. The study concludes that Hamka’s thought offers a valuable philosophical resource for rethinking Islamic education beyond cognitive achievement and behavioral conformity toward the formation of morally responsible and spiritually grounded human beings.