The Impact of Educational Philosophy on The Development of Islamic Education Curriculum

Falaqi Muhamad Rizal — 2025-03-19

Aim: This research aims to rectify perspectives that overlook the significant contributions made by three important figures in educational philosophy to the advancement of the Islamic education curriculum. The objective of this research is to explain the implications of the ideas put out by three educational philosophy figures, namely John Locke, Henry Giroux, and John Dewey, in the development of the Islamic education curriculum. Each paradigm represents a distinct philosophical viewpoint: Humanism, Reconstructionism, and Progressivism.
Methodology: The research methodology employed is qualitative, specifically based on a literature review. The research model is to explain the perspectives of three major thinkers.
Findings: The findings of this study indicate that the three educational philosophy figures play distinct roles in the development of the Islamic education curriculum. John Locke advocated for the promotion of reason and ethical principles in the context of Islamic education. Henry Giroux enhances students’ capacity to critically examine material, comprehend social reality through an Islamic lens, and actively participate in meaningful discussions on significant matters. John Dewey enhanced the curriculum by prioritizing the cultivation of moral qualities and
the practical utilization of knowledge in real-life situations. This philosopher introduced educational principles that became influential in the advancement of Islamic education, namely focusing on fostering reasoning and moral development, promoting critical thinking, and advocating for participatory learning.
Implications/Novel Contribution: The implications of this study highlight the need for an Islamic education curriculum that integrates reasoning and ethical reflection, as advocated by John Locke. Henry Giroux’s ideas emphasize the importance of critical thinking and social awareness through an Islamic lens. John Dewey’s philosophy supports participatory and experiential learning to apply knowledge in real-life contexts. Together, these perspectives encourage a holistic, dynamic, and socially responsive Islamic education.

Repatriation and the Future of Indigenous Heritage: Bringing Voice to Silent Witnesses, a Museum Anthropological Analysis

Banita Behera — 2025-03-19

Aim: This study aims to examine the Andamanese and Gweagal shields’ historical and anthropological significance by following their origins, use, and development from useful objects to museum exhibits. By concentrating on how early anthropologists documented and categorised objects, as well as the ensuing effects on indigenous identity and historical narratives, it explores how colonial collection practices changed indigenous material culture. The study looks at recent debates regarding repatriation and decolonisation as well as case studies of both successful and failed attempts to evaluate moral dilemmas in museum anthropology. Additionally, it examines how museums might represent and conserve indigenous heritage, assesses existing curation techniques, and suggests methods for increasing indigenous participation through co-curation. The study’s final goal is to provide future cultural policy and heritage protection strategies, such as suggestions for sustainable repatriation laws and an examination of digital repatriation as a workable alternative in cases where physical return is not feasible.
Methodology: The study uses the methodology combines historical research, material analysis, indigenous knowledge, comparative studies, and ethical considerations surrounding museum practices and repatriation, all framed within a decolonization perspective.
Findings: The difficulties faced by the Great Andamanese tribes are examined in this study, along with the function of museum anthropologists in conserving their cultural heritage. Additionally, it compares two significant artefacts: the Aboriginal shield housed in the British Museum and the Buamoh, a Great Andamanese musical instrument. The Aboriginal shield, believed to have been used during the 1770 battle between Cook’s expedition and the Gweagals in Australia, has drawn public attention after its display at the National Museum, while the Buamoh, believed to have witnessed the Battle of Aberdeen, is being repatriated because of its changing historical significance. Given Cook’s expedition’s increased prominence in reconciliation politics, the La Perouse Local Aboriginal Land Council called for a reexamination of their relationship with it. These instances demonstrate the global discussion surrounding the restoration of cultural heritage and the vital significance of repatriation in India.
Implications/Novel Contribution: The findings suggest that governments and cultural institutions should adopt policies that better balance development with cultural preservation, ensuring that indigenous rights and heritage are respected in the modern world.

Journal of Advanced Research in Social Sciences and Humanities

The Impact of Educational Philosophy on The Development of Islamic Education Curriculum

Repatriation and the Future of Indigenous Heritage: Bringing Voice to Silent Witnesses, a Museum Anthropological Analysis