Philosophical analyis of foundations underlying the islamic integrated curriculum

• Main Authors: Rahimah, Embong, Abdul Hakim, Abdullah, Nur Dina, Adnan
• Format: Conference or Workshop Item
• Language: English
• Published: 2015
• Subjects: BP Islam. Bahaism. Theosophy, etc; BV1460 Religious Education
• Online Access: http://eprints.unisza.edu.my/492/1/FH03-INSPIRE-16-06212.pdf; http://eprints.unisza.edu.my/492/

The paper aims to elucidate some philosophical foundations underlying an integrated curriculum from the Islamic weltanschauung. The qualitative method of philosophical analysis is employed for the purpose of this study. A strong concept must be founded on a firm philosophical foundation and must be based on the revealed Truth, not mere speculation. The finding of this study is the significance of four philosophical foundations namely ontology, epistemology, theology and axiology which are essential to develop a theoretical framework of Islamic Integrated Curriculum (IIC). The first is the ontological foundation which pertains to the theory of existence or being and indeed it focuses on human nature, his integrative components and functions. The second is the epistemological aspect that illuminates the nature of knowledge, its sources and methodologies. Thus, it also highlights the unity of knowledge and different kinds of its enumerations. The third is the theological aspect that constructs the Islamic belief system based on the unity of Divinity and so, it creates Tawhidic paradigm. The fourth is the axiological aspect that emphasizes certain key values underlying Islamic value system and is vital to achieving overall excellence. Some implications are also anticipated in this article. Ontological foundation, thereby, significantly gives implication on the philosophy of the IIC. Epistemological foundation gives some curricular implications on the content of the IIC. Both theological and axiological aspects are significant for the personality development and transformation process. Both systems are key elements to the IIC curricular content and its methodological processes. All these lead to development of an integrated personality as the final product of the IIC.