Bridging Spirituality and Productivity: A Comparative Analysis of Human Capital Development in Islamic and Western Training Paradigms
DOI:
https://doi.org/10.37134/almakrifah.vol3.2.11a.2025Keywords:
Human Capital, Training Effectiveness, Islamic Scholars, Western ScholarsAbstract
This paper examines the development of quality human capital through training effectiveness, drawing upon ideas, concepts, and theories proposed by leading Islamic and Western scholars. The study aims to demonstrate how effective training can produce individuals who understand, internalize, and consistently apply knowledge in their daily lives. Central to this discussion are the contributions of al-Ghazali, Ibn Khaldun, al-Nawawi, Adam Smith, Schultz, and Becker, whose works offer rich insights into human development. A comparison of their perspectives reveals apparent differences in interpreting the role of training: while Western scholars emphasize economic productivity and measurable returns, Islamic scholars highlight holistic development that integrates intellectual, emotional, and spiritual refinement. Methodologically, this research employs a qualitative conceptual design, utilizing a comparative literature review and content analysis. It is library-based and relies on a systematic examination of classical Islamic texts, including Ihya’ Ulumuddin, Muqaddimah, and Riyadh al-Salihin, as well as Western foundational works by Smith, Schultz, and Becker. Additionally, 31 contemporary secondary sources were analyzed to provide a contextual interpretation. Purposive sampling was used to select the six key scholars based on their foundational contributions, comprehensive frameworks, and academic relevance. Data were analyzed through a three-stage process: thematic content analysis, comparative analysis across and between traditions, and the development of a conceptual framework. Research quality was strengthened through triangulation, use of peer-reviewed sources, thick description, reflexivity, and transparent documentation. Limitations include the non-empirical nature of the study, selective representation of scholars, translation nuances, and temporal gaps between medieval Islamic and modern Western thinkers.
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