The following relationship emerged during a brainstorming session including the three areas of philosophy: In the classroom, the topic is reviewed, but we cannot recall what we studied in grade 4 or 5. What we have learned from those tedious and mechanical arithmetic calculations is rational behavior and critical thinking skills, so that when we go to the market to buy things, we can logically decide what price is appropriate for what type of product and what should be the total sum of all the things that we bought, and we can also check our monthly budget to see if we have enough money to purchase it. Can I pay for it? Even if we have the mathematical and logical ability to make a purchase, if a shopkeeper gives us more cash in change than expected, we should have the integrity to return it.
According to the diagram, ethics (religious or secular) should regulate skill utilization, and skills will be acquired through classroom instruction. Metaphysics and axiology assist us in determining the ethics that should guide an individual’s capabilities when dealing with others in society. Epistemology assists in identifying the abilities and knowledge that should be taught in classrooms to generate individuals with the desired ethical values.
Metaphysics is the study of ultimate reality or truth. Different views may result in diverse approaches to the ultimate truth. People of the Book (Muslims, Jews, and Christians) view the divine precepts as the ultimate truth. Atheists rely more on the collective wisdom and acquired knowledge of humanity to discover the ultimate truth. Regardless of the method employed, we seek to instill the highest moral standards in future generations. Our curriculum will therefore reflect this. In the Muslim world, for instance, stories and traditions of Muhammad (PBUH) are presented with the intention that students will derive moral lessons from them. Similarly, in the atheist world, animal tales are taught with identical expectations. Nonetheless, there is a significant distinction between these two approaches. We, as Muslims, acquire morals from the true tales of early Muslims, but atheists learn morality from the fictional tales of animals. In addition, our curriculum includes Islamic studies as a subject to help students recognize Allah as the supreme being, with the intention that students will adhere to Allah’s stipulations.
The study of social values is axiology. Our curriculum highlights role models who sacrificed for others by telling the history of early Muslims. Other regions of the world share a set of societal ideals, however they may differ from ours. They wish to instill their social beliefs in the future generation, hence their social values are reflected in the curriculum. For instance, American culture differs from ours in terms of the clothes they wear, the language they speak, the festivals they celebrate, the hip-hop music they enjoy, and the individualism they value and adhere to. All of these characteristics of their cultural values distinguish them from ours. In Pakistan, we adhere to moral standards originating from divine directives. Both of our big holidays have religious origins. Our language is primarily developed from Arabic and Persian, which is a result of our faith. Our attire also reflects the modesty that our religions require of its adherents. Our mystic music has religious origins. Our culture doesn’t accept individualism. This is all part of our curriculum, of which we are the product.
Epistemology is the study of knowledge, and it is significantly more applicable to curriculum design. For instance, what talents do we want future generations to possess? On the basis of the whittled-down list of ethics and talents, we may determine what pupils should learn. Again, the selection of content depends on the ideas to which we belong. For instance, if we apply progressivism, we want our future generations to be forward-thinking individuals who are willing to try new things and live up to the norms of the modern world. Then, our curriculum must emphasize critical and creative thinking, communication skills, and an international perspective. We must employ information that recognizes and encourages these skills. To make students aware of the strengths and weaknesses of their own economies, we can urge them to conduct comparative studies of export items from various nations.
EdNet.Live 