Changing the Relation of Science and Religion through Integrated Islamic Curricula
A Theoretical Position on Faith-Based Science Education
Abstract
This theoretical paper explores the integration of religious values into a primary science curriculum aligned with the Next Generation Science Standards (NGSS) within Islamic educational settings. Addressing the historical conflict between science and religion, the paper leverages Ian Barbour's typology to propose a model where science and religion are seen as complementary. By integrating the principles of Islamic education—Tawhid (the Unity of God), Tarbiyah (moral and character development), Ta'lim (instruction), and Tazkiyah (spiritual purification and self-growth)—the proposed curriculum aims to cultivate a holistic educational experience. This approach enhances scientific understanding through a faith-based perspective, fostering both spiritual and intellectual growth. The curriculum design includes project-based learning, Quranic integration, and activities that promote higher-order thinking and community engagement. The paper concludes with a discussion on the potential benefits and challenges of implementing such an integrated curriculum, emphasizing its role in nurturing well-rounded individuals who can simultaneously apply Islamic principles and scientific knowledge to contemporary issues.
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