We live in a time when moral language is abundant, yet moral conviction appears increasingly fragile. Nations speak of justice while selectively applying it. International law is invoked when convenient and ignored when inconvenient. The same act is condemned in one context and justified in another. Even more troubling is the normalisation, or quiet acceptance, of the killing of innocent lives under the justification of security, retaliation, or national interest. This is not merely a political failure. It is a deeper failure of moral formation.
At first glance, many would argue that the solution lies in strengthening ethics or promoting human values. In recent years, there has been a growing call to “humanise education”, to ensure that learners are not merely trained to be competent, but also compassionate and socially responsible. This is an important step, and it reflects an awareness that technical knowledge alone cannot sustain a just society. However, the question must be asked: is humanising education sufficient?
Humanising education, as commonly understood, seeks to restore dignity, empathy, and ethical awareness in the learning process. It aims to produce individuals who are sensitive to suffering and committed to fairness. Yet, when examined closely, much of this approach remains anthropocentric. It places the human being at the centre, with morality derived from human consensus, cultural norms, or shifting global standards. As a result, while it aspires to universality, it often becomes selective. What is considered just in one setting may be reinterpreted in another. Compassion can be extended to some, and withheld from others. The human remains the reference point, and therefore the standard is not fixed.
This is where the emphasis on tawhid becomes not only relevant, but essential.
Tawhid, the recognition of the absolute oneness of Allah, is not merely a theological statement. It is an epistemological and moral foundation that defines reality, knowledge, and purpose. It situates the human being not as the ultimate reference point, but as a servant and vicegerent accountable to the Creator. In doing so, it anchors ethics beyond human preference. Justice is not negotiated. It is upheld as a divine command. The sanctity of life is not conditional. It is absolute, because it is bestowed by Allah.
When education is grounded in tawhid, it undergoes a fundamental transformation. Knowledge is no longer fragmented into isolated disciplines, each operating with its own assumptions. Instead, all knowledge is understood as originating from a single divine source, unified in purpose and direction. Learning is not simply the acquisition of information or skills. It is a process of recognising truth, understanding responsibility, and aligning one’s actions with divine guidance.
More importantly, tawhid redefines what it means to be human. A human being is not merely a rational or social creature. A human being is a moral agent entrusted with responsibility, bound by accountability, and guided by revelation. This understanding reshapes education at its core. It is no longer sufficient to produce individuals who are empathetic. Education must produce individuals who are just, even when justice is difficult. It must produce individuals who uphold truth, even when it is against their own interest or the interest of their nation.
This distinction is critical in the context of global crises. The selective outrage we witness today, the inconsistency in condemning violence, and the justification of harm against innocent populations are not simply failures of policy. They reflect a deeper inconsistency in moral grounding. When morality is derived from human systems alone, it becomes vulnerable to power, influence, and narrative control. Tawhid, in contrast, provides a constant reference point. It demands that the value of a single innocent life remains the same, regardless of geography, identity, or political alignment.
Therefore, the call is not merely to humanise education, but to transcend it.
Humanising education, when grounded in tawhid, is elevated from a human-centred endeavour to a divinely guided process of formation. Compassion is no longer an optional virtue. It is an expression of faith. Justice is no longer situational. It is an obligation. Knowledge is no longer neutral. It carries ethical weight and spiritual consequence.
In this framework, competence, compassion, and conscience are not separate attributes to be cultivated independently. They are integrated manifestations of a unified understanding of existence. Competence ensures that one is capable. Compassion ensures that one cares. Conscience, rooted in tawhid, ensures that one acts with accountability to Allah.
The implications for education are profound. Curricula must move beyond the transmission of knowledge to the formation of character. Assessment must go beyond technical proficiency to include ethical reasoning and integrity. Educators must see themselves not merely as instructors, but as guides in the development of the whole human being. Institutions must recognise that their role is not only to produce graduates, but to shape individuals who will uphold justice in a complex and often unjust world.
The moral crisis we observe today is not accidental. It is the outcome of an educational paradigm that has, in many cases, separated knowledge from meaning, and competence from conscience. Reintroducing humanity into education is necessary, but it is not sufficient. Without a higher anchor, humanity alone can still falter.
Tawhid provides that anchor. It unifies knowledge, grounds ethics, and directs purpose. It reminds us that every action, whether individual or collective, is ultimately accountable to Allah. In a world where moral standards appear increasingly negotiable, this anchoring is not only relevant, it is indispensable.
The way forward is clear. We must move beyond humanising education as an end in itself, and embrace an education that is fully grounded in tawhid. Only then can we hope to cultivate individuals who will not only feel for humanity, but stand firmly for justice, regardless of the cost.