Changing the Relation of Science and Religion through Integrated Islamic Curricula:

Aya M. Isaac

doi:10.26422//aucom.2025.1402.isa

Aya M. Isaac University At Albany

DOI: https://doi.org/10.26422//aucom.2025.1402.isa

Palabras clave: Educación científica basada en la fe, filosofía de la educación islámica, integración de ciencia y religión, diseño curricular holístico, educación centrada en Tawhid, pedagogía islámica y STEM

Resumen

Este artículo teórico explora la integración de los valores religiosos en un currículo de ciencias primarias alineado con los Estándares de Ciencia de la Próxima Generación (NGSS, en inglés) dentro de entornos educativos islámicos. Abordando el conflicto histórico entre la ciencia y la religión, el artículo utiliza la tipología de Ian Barbour para proponer un modelo en el que la ciencia y la religión se consideran complementarias. Al integrar los principios de la educación islámica —Tawhid (Unidad de Dios), Tarbiyah (desarrollo moral y del carácter), Ta'lim (instrucción) y Tazkiyah (purificación espiritual y crecimiento personal)—, el currículo propuesto busca cultivar una experiencia educativa holística. Este enfoque mejora la comprensión científica a través de una perspectiva basada en la fe, fomentando tanto el crecimiento espiritual como intelectual. El diseño curricular incluye aprendizaje basado en proyectos, integración del Corán y actividades que promueven el pensamiento de orden superior y la participación comunitaria. El artículo concluye con una discusión sobre los posibles beneficios y desafíos de la implementación de un currículo integrado de este tipo, enfatizando su papel en la formación de individuos equilibrados que puedan aplicar simultáneamente los principios islámicos y el conocimiento científico a los problemas contemporáneos.

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Cambio en la relación entre la ciencia y la religión a través de los currículos islámicos integrados

Una posición teórica sobre la educación científica basada en la fe

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