A Critical Analysis of Western Educational and Psychological Propositions Based on Islamic Education

Document Type : Original Article

Authors

1 Ph.D. in Fiqh and Educational Sciences, Al-Mustafa International University (Corresponding Author)

2 Graduate of M.A. in Positive Psychology, Hoda Faculty, and Level-Three Seminary Student in Religious Education, Ma'sumiyyah Institute of Higher Education

10.22081/jip.2026.75085.1167

Abstract

Today, the dominance of paradigms derived from Western thought in the fields of education and psychology has become a fundamental challenge in Islamic academic communities, limiting opportunities for theorization and scholarly activity within the framework of Islamic human sciences. Adopting an active and critical approach, this study examines educational and psychological sciences and explores some of their differences from Islamic teachings. This research is a critical study, employing a critical analysis based on the qualitative content analysis of Islamic sources and documents related to the philosophy of education in both perspectives. The findings highlight several areas of divergence, including differences in values, proposed solutions, the role of childhood in education, curriculum planning and the components of educational systems, the interpretation of human emotions and feelings, the understanding of cognition and human perceptual faculties, and the overall worldview and conception of existence.

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