Rethinking Ta'zim and the Ethical Limits of Educational Authority through Phronesis in Educator Student Relationships

Agus Hamzah; Hastanti Widy Nugroho; Agus Himmawan Utomo

doi:10.62238/chatra.v4i3.492

Authors

Agus Hamzah Pengadilan Negeri Serang, Serang, Indonesia Author
Hastanti Widy Nugroho Universitas Gadjah Mada, Yogyakarta, Indonesia Author
Agus Himmawan Utomo Universitas Gadjah Mada, Yogyakarta, Indonesia Author

DOI:

https://doi.org/10.62238/chatra.v4i3.492

Keywords:

educational authority, phronesis, ta'zim, violence in education, virtue ethics

Abstract

Respect for educators remains important in educational relationships, yet it becomes ethically problematic when interpreted as absolute obedience that places educators' actions beyond moral evaluation. This study examines how ta'zim can retain its educational significance while establishing ethical limits on educational authority through the Aristotelian concept of phronesis. The study employed qualitative, library-based philosophical inquiry, using Ta'lim al-Muta'allim and Nicomachean Ethics as primary texts and relevant educational scholarship as secondary literature. The analysis involved description, interpretation, and critical normative evaluation. The findings show that ta'zim is better understood as a relational virtue connecting learners' respect with educators' moral responsibility. Phronesis provides a normative basis for evaluating authority through educational purpose, proportionality, learners' dignity and well-being, and character formation. Violence justified through discipline or respect represents a failure of practical wisdom rather than an inherent consequence of ta'zim. This framework offers a conceptual basis for ethically responsible educational authority while requiring further empirical examination across educational settings.

Penghormatan kepada pendidik tetap penting dalam hubungan pendidikan, tetapi menjadi persoalan etis ketika dimaknai sebagai kepatuhan absolut yang menempatkan tindakan pendidik di luar evaluasi moral. Penelitian ini mengkaji bagaimana ta'zim dapat mempertahankan makna pendidikannya sekaligus menetapkan batas etis otoritas pendidikan melalui konsep Aristotelian phronesis. Penelitian menggunakan kajian filosofis kualitatif berbasis kepustakaan dengan Ta'lim al-Muta'allim dan Nicomachean Ethics sebagai teks primer serta literatur pendidikan yang relevan sebagai sumber sekunder. Analisis dilakukan melalui tahap deskripsi, interpretasi, dan evaluasi normatif kritis. Hasil penelitian menunjukkan bahwa ta'zim lebih tepat dipahami sebagai kebajikan relasional yang menghubungkan penghormatan peserta didik dengan tanggung jawab moral pendidik. Phronesis memberikan dasar normatif untuk menilai otoritas berdasarkan tujuan pendidikan, proporsionalitas, martabat dan kesejahteraan peserta didik, serta pembentukan karakter. Kekerasan yang dibenarkan melalui disiplin atau penghormatan merupakan kegagalan kebijaksanaan praktis, bukan konsekuensi inheren dari ta'zim. Kerangka ini menawarkan dasar konseptual bagi penggunaan otoritas pendidikan yang bertanggung jawab secara etis dan masih memerlukan pengujian empiris dalam beragam konteks pendidikan.

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