From theory to practice : Islamic educational philosophy vis-a-vis unity international school’s curriculum

Abstract

This study seeks to revitalize the stagnating Islamization movement by focusing on a critical dimension: the Islamization of education. It traces the philosophical nature of Islamic education and compares its aspects with an Islamized curriculum of Unity International School, Islamabad. Drawing from the works of Syed Naquib Al-Al-Attas, and supplemented by the ideas of Muhammad Iqbal, Abul Ala Mawdudi, and Imam Ghazali, the study examines how these aspects of educational philosophy can inform practical curriculum design. Using document analysis, portions of the curriculum of Unity International School (obtained mostly through online channels) is analysed as a case study to evaluate its alignment with the covered Islamic educational philosophies. The Tarbiyah Project of Dawud Tauhidi which is theoretical framework for Islamic curriculum development is also included in the analysis of UIS’ curriculum. Specifically, it is analysed whether aspects of the educational philosophies and the Tarbiyah Project are reflected adequately in the curriculum. For curriculum evaluation, Tyler’s Objectives Model of Evaluation is chosen. The findings reveal significant progress in integrating Islamic values and fostering holistic development within the school's indigenously developed portion of the curriculum with respect to the presented Islamic educational philosophies and the Tarbiyah Project. However, issues such as gaps in Islamization due to a mix of secular and Islamized textbooks, exclusion of important concepts and missing elements in the overall nature of the curriculum were identified. This research contributes to the discourse on Islamization of education by highlighting practical achievements and providing recommendations for improving Islamic curriculum development at UIS. Keywords: Islamic educational philosophy, holistic education, curriculum