The Five Senses as Sources of Knowledge in Al-Ghazali's Thought: Implementation in the VAKT Learning Approach for Children with Special Needs

Abstract

Despite the growing adoption of multisensory learning strategies such as VAKT (Visual, Auditory, Kinesthetic, and Tactile) for children with special needs, few studies have grounded this approach in Islamic epistemological frameworks. This study aims to examine Al-Ghazali's views on the five senses as sources of knowledge and their implementation in the VAKT learning approach for children with special needs. The research employs a library research method, with primary data drawn from Al-Ghazali's key works, particularly Ihya' Ulum al-Din and Al-Munqidz Min al-Dlalal and secondary data from 25 peer-reviewed articles and academic books relevant to Islamic epistemology, VAKT methodology, and special needs education. The findings indicate that Al-Ghazali does not reject the five senses as a source of knowledge; however, their limitations can be complemented by dzauq al-bathiniyyah (inner spiritual experience). Accordingly, the implementation of VAKT for children with special needs should not only maximize sensory modalities but also introduce spiritual dimensions from an early age. This study contributes a theoretically grounded framework for VAKT-based learning rooted in Al-Ghazali's epistemological thought. The primary limitation lies in the absence of direct empirical validation; future research is encouraged to conduct field-based studies involving children with special needs directly.