Ethics in the context of the possibility of education (Ghazali example)

Due to its ontological nature, human beings are the only living beings that problematize their existence by questioning their own reason for existence and nature. In this questioning process, education and moral concepts play an essential role in the person's efforts to define himself and make sense of his actions in the process of formation/transformation. In order to demonstrate that the possibility of moral change/transformation points to an intellectual basis that makes education possible and therefore to contribute to the theoretical background of our discipline, this text deals with the moral understanding of Ghazali, one of the exceptional figures of the Islamic tradition of thought. Contemplative; He defined morality as an internal tendency that occurs spontaneously in human thoughts and actions, and with this definition, he put forward a unique moral theory. According to him, although humans have the inherent capacity to realize good and moral beauties, diligence and effort are necessary to acquire moral actions. A qualitative method was used in the study, and Ghazali's texts were examined with content analysis, interpretation and evaluation techniques, and the potentials of morality and education to mutually transform each other were discussed. In this context, it seems possible for a person to enter a development process by changing his moral actions and thoughts through education. This interaction between morality and education shows that both elements function as dynamics that transform each other. Therefore, according to the intellectual structure of the thinker, moral change or development can be considered as a transformation process that can be achieved through education. This interconnection with morality refers to the fact that education has a constructive/transformative character for humans and, ultimately, to its possibility.