From Respect to the Potential for Domination: The Power Relationship Between Educators and Students in Ta'lim al-Muta'allim

Abstract

Respect for educators is central to Islamic educational ethics, yet its relationship with pedagogical authority requires clarification when respect becomes associated with obedience. This study analyzes how ta’zim in Ta’lim al-Muta’allim structures power relations between educators and students and identifies conditions under which legitimate pedagogical authority may create the potential for domination. The study employs a qualitative literature design with a philosophical and conceptual approach, treating ta’zim as the material object and pedagogical power relations as the formal object. Textual identification, relational categorization, conceptual interpretation, analytical reconstruction, theoretical dialogue, and interpretive assessment were used to examine the relationship among respect, hierarchy, legitimacy, authority, and obedience. The findings show that ta’zim establishes pedagogical hierarchy through recognition of educators’ qualifications and legitimizes authority that generates expectations of obedience. Domination is not inherent in ta’zim; its potential emerges when authority shifts from pedagogical responsibility toward personal status while opportunities to evaluate or correct its exercise diminish. These findings clarify boundaries between legitimate authority and domination, although their conceptual nature limits empirical generalization to contemporary educational settings.

Penghormatan kepada pendidik merupakan bagian penting dalam etika pendidikan Islam, tetapi hubungannya dengan otoritas pedagogis memerlukan penjelasan ketika penghormatan berkaitan dengan kepatuhan. Penelitian ini menganalisis bagaimana ta’zim dalam Ta’lim al-Muta’allim membentuk relasi kuasa antara pendidik dan peserta didik serta mengidentifikasi kondisi ketika otoritas pedagogis yang sah dapat membuka potensi dominasi. Penelitian menggunakan desain kualitatif berbasis kepustakaan dengan pendekatan filosofis dan konseptual, dengan ta’zim sebagai objek material dan relasi kuasa pedagogis sebagai objek formal. Analisis dilakukan melalui identifikasi tekstual, kategorisasi relasional, interpretasi konseptual, rekonstruksi analitis, dialog teoretis, dan penilaian interpretatif terhadap hubungan penghormatan, hierarki, legitimasi, otoritas, dan kepatuhan. Temuan menunjukkan bahwa ta’zim membentuk hierarki pedagogis melalui pengakuan terhadap kualifikasi pendidik dan melegitimasi otoritas yang menghasilkan ekspektasi kepatuhan. Dominasi bukan konsekuensi inheren ta’zim; potensinya muncul ketika dasar otoritas bergeser dari tanggung jawab pedagogis menuju status personal, sementara ruang untuk mengevaluasi atau mengoreksi pelaksanaan otoritas semakin terbatas. Temuan ini memperjelas batas antara otoritas yang sah dan dominasi, meskipun sifat konseptual penelitian membatasi generalisasi empiris terhadap konteks pendidikan kontemporer.