School curricula in question: a look at their philosophical underpinnings

This book addresses a central question in the contemporary Arab-Muslim educational sphere: the relationship between curriculum theory and the philosophical underpinnings that sustain it. Through this reflection, the author makes a structuring contribution that is part of a broader intellectual dynamic aiming to establish an Islamic theory of curricula. He recalls that no educational project can legitimately claim neutrality. Indeed, every curriculum conveys a philosophical conception of the world, of humanity, of knowledge, of society, and of existence.

From a methodological standpoint, the author relies on a dual approach. The first, analytical, consists of reviewing the major currents of Western philosophy—idealism, realism, pragmatism, positivism, rational positivism, and others—and analyzing their impact on education in terms of objectives, content, teaching methods, the role of the teacher and learner, as well as assessment practices. The second is critical, taking Islam as a reference for addressing the issues and challenges of school curricula, while highlighting the cognitive principles and human and universal values that have served as the basis for developing a curricular form both rooted in Islamic identity and open to the contributions of universal educational thought.

The author’s findings are particularly illuminating. They reveal in particular that:

• Curricula in the Arab-Muslim world oscillate between three models: the original Islamic model; the Western (imported) model; and a hybrid model, permanently torn between two reference systems (Arab-Islamic and Western).

• Efforts made thus far to design Islamic curricula have proved limited in scope, due to their inability to move beyond the theoretical level into effective implementation.

• The current challenge lies in developing an Islamic theory of curricula founded on the higher objectives (maqāṣid) of the Sharī‘a and the values of Revelation, while also integrating the heritage of global educational thought.

The author concludes that, in the Arab context, any genuine educational reform must necessarily consider the philosophical dimension in curriculum design. It is, in fact, philosophy that defines educational aims, guides content, and establishes criteria for pedagogical choices. Hence, adopting an integrated Islamic vision emerges as a strategic imperative—one capable of overcoming the logic of dependency and laying the foundations for school curricula that enable the Arab and Muslim individual to harmoniously combine authenticity with openness.