Epistemological Models in Islamic Education from Morocco to Malaysia

Abstract

This article explores the epistemological models underpinning Islamic education across a wide geographical and cultural spectrum, specifically contrasting the approaches found in Morocco and Malaysia. The study posits that despite the shared core tenets of Islam, the ways in which knowledge is defined, acquired, validated, and transmitted have developed along divergent paths shaped by local intellectual traditions, colonial legacies, and modern state frameworks. In Morocco, the epistemological model often emphasizes a deep-rooted Maliki fiqh tradition and ulama-led institutions, prioritizing continuity with classical Islamic scholarship and a more unified, textual-based understanding of religious knowledge. Conversely, in Malaysia, the model is characterized by greater engagement with modern, often state-controlled educational structures, integrating diverse sources of knowledge and negotiating between traditional madrasah learning and modern scientific curricula, reflecting a more pluralistic and adaptive epistemology. By employing a comparative analysis, this research identifies the key pedagogical implications and curriculum differences resulting from these distinct epistemological stances. The findings illuminate how varied interpretations of "Islamic knowledge" lead to different educational outcomes, offering critical insights for policymakers and educators seeking to harmonize Islamic principles with contemporary educational needs in a globalized world.