Philosophy of curriculum development in Islamic education: A case in historical epistemology

Abstract

In this study, historical epistemology is understood as the application of pure epistemology to the mental frameworks involved in transferring knowledge from generation to generation. In other words, it entails an evaluation of the educational system from a historical and epistemological perspective. A comprehensive discussion ofthe entire educational system is beyond the scope ofthis study. Therefore, the focus will be on the philosophy of curriculum development within Islamic educational systems. I will offer suggestions for curriculum development in contemporary Islamic education, supported by two historical sources: (a) Islamic education in the first four centuries ofIslam: This includes the development ofIslamic education from the time ofthe Prophet Muhammad (peace be upon him) until the establishment of the Nizamiyyah madrasahs. This period will serve as the foundation for the historical epistemology discussed in this study. (a) Examples ofIslamic education from the Ottoman Era: This period represents the secularization ofIslamic education. However, this does not imply that Islamic education ceased, as the classical Islamic curriculum continued during the Ottoman era. Alongside madrasah education, secular schools also emerged. This study will examine the curriculum of classical education during this period, along with its associated challenges...