Volume II: Law, Policy, and Ecological Justice

The Tawhidic Worldview in Islamic Intellectual Tradition: Epistemological Analysis And Its relevance to Contemporary Curriculum Discourse

  • Meli Fauziah UIN Sunan Gunung Djati Bandung, Indonesia
  • Aan Hasanah UIN Sunan Gunung Djati Bandung, Indonesia
  • Tedi Priatna UIN Sunan Gunung Djati Bandung, Indonesia
  • Qiqi Yuliati Zaqiah UIN Sunan Gunung Djati Bandung, Indonesia

Keywords

Tawhidic Worldview, Islamic Epistemology, Islamic Intellectual Tradition, Curriculum Discourse, Knowledge Integration.

Abstract

This study aims to examine the epistemological foundations of the Tawhidic worldview within the Islamic intellectual tradition and explore its relevance to contemporary curriculum discourse. Employing a qualitative library research approach, the study analyzes classical and contemporary Islamic scholarship, focusing on key epistemological concepts such as the unity of knowledge, the relationship between revelation and reason, and the ethical purpose of education. Data are collected through document analysis and interpreted using a thematic and philosophical framework. The findings indicate that the Tawhidic worldview constitutes a comprehensive epistemological framework grounded in the unity of God, truth, knowledge, and human existence. It integrates revelation (wahy), reason (‘aql), empirical inquiry, and ethical consciousness into a coherent structure of knowledge. In contrast to secular epistemologies that often separate scientific knowledge from metaphysical and moral foundations, the Tawhidic paradigm offers a holistic understanding of education that links intellectual development with spiritual and ethical formation. The study argues that many contemporary curriculum challenges stem from an underlying epistemological fragmentation, and that the Tawhidic worldview provides a viable framework for overcoming this divide through the integration of knowledge and values. This study contributes to the literature by reconceptualizing tawhid as an epistemological paradigm rather than merely a theological doctrine, bridging Islamic intellectual heritage with contemporary curriculum theory, and offering a philosophical foundation for curriculum reform. It concludes that the Tawhidic worldview remains highly relevant for developing holistic, value-oriented, and intellectually integrated curricula capable of addressing the educational challenges of the twenty-first century.

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