Beyond Creativity: Reconstructing Art Education through Maqāṣid al-Sharī'ah toward Human Flourishing
DOI:
https://doi.org/10.30738/Keywords:
Art education, Maqāṣid al-Sharī'ah, Humanistic education, Human flourishing;, thical creativity, artificial intelligenceAbstract
The rapid advancement of artificial intelligence (AI), digital visual culture, social media, and algorithm-driven creative practices has fundamentally transformed the landscape of contemporary art education. While these developments have expanded opportunities for artistic expression and innovation, they have also intensified challenges related to ethical relativism, commercialization, visual consumerism, digital narcissism, and the diminishing emphasis on the humanistic purposes of art education. Existing studies predominantly focus on creativity, artistic skills, aesthetics, and technological integration, whereas the ethical orientation and societal well-being dimensions of art education remain insufficiently explored. This conceptual paper aims to reconstruct the philosophical foundation and educational goals of contemporary art education through the perspective of Maqāṣid al-Sharī'ah as a humanistic paradigm for learning in the era of digital visual culture. Employing a Systematic Literature Review (SLR) guided by the PRISMA framework, this study synthesizes scholarly works indexed in Scopus, Web of Science, ERIC, Dimensions, and Google Scholar. The selected literature is analyzed using thematic analysis to identify conceptual relationships between contemporary art education, humanistic educational philosophy, and the objectives of Maqāṣid al-Sharī'ah. The analysis demonstrates that the traditional creativity-centered paradigm is no longer sufficient to address the ethical and social complexities of contemporary visual culture. Consequently, this paper proposes the Humanistic Maqasid Art Education (HMAE) Framework, which reorients art education from product-oriented creativity toward ethical creativity, empathy, social responsibility, rahmah (compassion), maslahah (public benefit), and human flourishing. The originality of this study lies in integrating the philosophical principles of Maqāṣid al-Sharī'ah with contemporary theories of art education to establish a holistic conceptual framework that bridges creativity, ethics, and human development. The proposed framework offers theoretical contributions to educational philosophy and practical implications for curriculum development, pedagogy, assessment, teacher education, and the responsible integration of artificial intelligence within future art education.
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Copyright (c) 2026 Dwi Susanto, Ridwan Santoso, Muhammad Ihsaan Fathoni, Hasbi Nur Prasetyo Wisudawan (Author)
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