Rabu, 10 November 2010

Unified Curriculum

In tarbiyah framework, the curriculum is closely tied to the seven components of the universal framework. These components represent the seven strands or developmental areas that constitute the holistic makeup of the child and his or her connection to the world. For the Muslim educator, each of these strands represents an important aspect or component of the child’s sacred nature or fitrah. The goal of this holistic approach is the integrated and balanced development of the whole child, ultimately seeking to achieve wholeness, wholesomeness and holiness, all within a single, integrated process of divine design. The ideal Islamic curriculum is not organized around the conventional categories of subject disciplines (such as Mathematic, English, and History of Islamic Studies), especially for children. A tawhidic view of curriculum is necessarily transdisciplinary (transcending the disciplines) in design and delivery. Its goal is to draw the child’s conscious and unconscious mind to the big picture or tawhidic vision of the world and life, based on the oneness of God and the unity of knowledge, man and creation. This approach provides the mental scaffolding for integrated learning and gestalt thinking. The goal of tarbiyah in fact is to assist and prepare the student (seeker, traveler) in his or her journey from the multiplicity of forms, through the duality of cause and effect and ultimately to the unity of God and the unity of His cosmos, nurtured and inspired along the way by the signposts (ayat) to be discovered in the self, nature and scripture (Al-Qur’an 41:53).
To integrating the content of the curriculum, a second issue is important here is integrating our view of the child (as a whole person). The practical goal of education is to fill a student’s mind with as much information as possible (even if much of it is quickly forgotten or quickly becomes obsolete). However, the real purpose of education is for a goal far greater than this, and that is to guide and assist students in their overall development as whole people. This is the heart of real education (total human development). Classical Islam had a wonderful term for this notion, al-insan kamil (the fully developed human being). The Tarbiyah project is based on the belief that human development and transformation, especially character development is the central goal of education. The project has therefore developed an educational program that focuses on character development and teaching values, that emphasizes issues of identity and self esteem, that develops skill in communications and interpersonal relations that provides opportunities for training in community service and leadership and that focuses on other issues central to the development of a total, well balanced personality, capable of fulfilling its responsibility of stewardship in society (istkhlaf). The tarbiyah curriculum is therefore structured to meet the overall goal of service, service to God (ubudiyah) and service to society through responsible and effective citizenship. This has proven to be a powerful and effective way of engaging students in their own learning and development and inculcating the core principles of Islam ad citizenship at the same time.
The tarbiyah curriculum consist of seven strands. Each strand revolves around a single universal concept or big idea along with a set of ancillary concepts and themes. These concepts are woven together within and between the other strands of the curriculum. Structurally, each strand consists of three learning threads, known as powerful ideas. These correspond to the three learning domains: affect (feeling, ihsan), cognition (knowing, iman) and kinesthetics (doing, islam). This guarantees the integration of these three domains into each strand of the curriculum. The structure and components of the Tarbiyah curriculum are listed below. This is followed by a brief overview of each strand of the curriculum.
a.    Spiritual Literacy
God consciousness (wholeness, holiness and systems).
    Awe and wonder: Discovering God’s Wonder
    Wholeness and Worldview: God, the World and Me
    Faith and Piety: Building on Faith
b.    Moral Literacy
Noble Character (Force and Caustion).
    Values and Identity: Knowing Yourself
    Conscience and Conviction: A Heart of Gold
    Character and Conduct: Actions Speak Louder
c.    Intellectual Literacy
Useful Knowledge (Space, Connection, Relation, Structure)
    Learning and Literacy: Learning to Learn
    Useful Knowledge: Love of Learning
    Problem Solving: Finding Solutions
d.    Physical Literacy
Healthy Living (Form and Proportion)
    Health and Wellness: The Sacred Vessel
    Fitness and Exercise: Keeping in Shape
    Recreation and Enrichment: Renewing Ourselves
e.    Interpersonal Literacy
Human Relations (Motion and Interaction)
    Communications and Understanding: Understanding and Being Understood
    Relationships and Cooperation: Getting Along With Others
    Community and Belonging: A Sense of Belonging
f.    Cultural Literacy
Daily Living (Time, Pattern, Change)
    Culture and Confidence: Drawing Strength From the Past
    Lifestyle and Modern Living: Islam a Way of Living
    Change and Challenges: Facing the Challenge, Facing the Future
g.    Social Literacy
Public Service (Function, Purpose and Outcome)
    Justice and Peace: Caring for Allah’s Creation
    Service and Stewardship: Making a Difference
    Exampleship: Leading by Example.