The Integration of Knowledge Methodology: An Evidence-Based Approach to Building Transformational Learning Experiences

• In Event: Islamic Studies and Arabic: Integrated Curricular Approaches for Intensive Programs, Faith-Based Education, and Public Schools

Abstract

Teaching Islamic Studies in siloes from other academic disciplines has hindered many Muslims from implementing Revelational guidance in their academic fields, particularly when addressing contemporary challenges. This research aims to revolutionize the way Islamic Studies is taught, enabling Muslims in any academic field to acquire the necessary knowledge and skills to integrate Divine wisdom with humanistic knowledge, thereby achieving a holistic understanding of reality. We seek to explore the effectiveness of the Integration of Knowledge (IOK) methodology in supporting Muslim learners develop an Islamic, comprehensive worldview guiding their dialectical thinking to synthesize revealed and acquired knowledge, both Islamic and non-Islamic, using a phenomenon-based learning approach.
Zeera (2001) argues that an Islamic educational paradigm fosters the formation of a telescopic, “Tawhidi” worldview that includes understanding of oneself and purpose, harmony with others, and the transcendence of knowledge from contradictions to complementarity, and reality from what is to what ought to be. The Tawhidi worldview encourages learners to form active engagement with intellectual and spiritual learning experiences, integrating Divine wisdom and human knowledge through dialectical thinking and inquiry. Similarly, Auda (2021) proposes Phenomena Studies, promoting a multi-dimensional inquiry of real-life phenomena that includes cycles of exploration of both revealed and humanistic knowledge to generate a holistic understanding of reality.

The theoretical framework of this study is Phenomenon-based learning (PhBL), a student-centered instructional approach rooted in constructivist learning theory. It empowers learners to engage in interdisciplinary inquiry-based learning collaboratively with peers to gain a comprehensive understanding of real-life phenomena (Lonka 2018). As part of this mixed-method study, graduate summer and undergraduate winter intensive programs were developed to assess the effectiveness of the IOK methodology across three implementation cycles. Data of this study consists of surveys of instructors and students; observations of learning sessions; evaluations of students’ pre- and post-knowledge acquisition questionnaires and artifacts; and analysis of students’ reflections.

The findings demonstrated students’ ability to apply the IOK methodology in investigating a contemporary issue by building an initial understanding of the issue, forming focused research questions, gaining a holistic understanding of how revealed knowledge (the Quran and the Sunnah) addressed that issue, extrapolating related Islamic values, identifying relevant disciplines, examining human-intellectual resources in lights of the Divine guidance and values, and developing an interdisciplinary, Islamic value-based solution to the issue.

The description of the IOK programs as transformational emerged from the thematic analysis of students’ reflections, showcasing the spiritual and intellectual experiences of the program. Students formed a meaningful connection with revealed knowledge, illuminating their worldview. They acquired the foundational Islamic knowledge and dialectical-thinking skills to examining humanistic knowledge while upholding Islamic values to reach a holistic, purposeful understanding of reality.

The significance of this study lies in its contribution to the academic discourse on educational reform in Islamic Studies by offering empirical evidence on the effectiveness of the IOK methodology. This study addresses the gap in the research regarding the use of PhBL to support the integration of multi-disciplinary humanistic knowledge and Revelational guidance to generate value-based solutions, particularly in Islamic educational settings.

Authors

• Boshra Zawawi, International Institute of Islamic Thought (IIIT)

• Elizabeth Wilcox, International Institute of Islamic Thought (IIIT)