Abstract
Studies on education in the Islamic tradition generally emphasize role models, advice, habituation, and the educator-student relationship as normative principles, while how these elements are represented as pedagogical practices in classical Islamic biographical narratives remains underexplored. This study aims to reconstruct the tarbiyah patterns represented in selected narratives about the Prophet's Companions in al-Dhahabi's Siyar Aʿlam an-Nubala' and to place these patterns in limited dialogue with contemporary studies of moral education. The study employs qualitative historical document analysis. Narrative episodes are selected based on their relevance to formative interactions and analyzed through thematic coding within cases and comparisons between cases, while paying attention to narrative context and the strength of evidence. The findings identify three main patterns: experiential-exemplary formation, relational-affective formation, and contextual-anticipatory guidance. Comparative material involving adult recipients further demonstrates the entrusted responsibilities as extending across age groups rather than the fourth core pattern. The synthesis of these findings leads to a lived moral pedagogy as a mid-level interpretive construct that depicts moral values as encountered through closeness to role models, experienced through relational qualities, understood in concrete contexts, and realized through entrusted responsibilities. This study does not claim to reconstruct the entire tarbiyah system among the Prophet's Companions or establish the causal effectiveness of these patterns. Its contribution lies in reconstructing the pedagogical configurations represented in selected biographical narratives and providing a conceptual framework for a careful dialogue between the classical Islamic educational heritage and contemporary moral education.
