Classification and Integration of Knowledge in Islamic Epistemology

In the Holy Qur’an, Almighty Allah, the Lord of the universe, has expressed Himself as al-Aziz (The Exalted in Might), al-Jabbar (The Irresestible), al-Hakim (The wise), al-Qawiyy (The Strong), al-Qahhar (The Dominant), al-Adle (The Just) etc., and asked the Muslims (those who have willingly surrendered themselves to the Will of Allah) to colour themselves in order to play the role of His vicegerents on earth. History proves that within thirty years of the revelation of the Qur’an, the disorganized and conflict-ridden Arab converts emerged themselves as the most capable leaders to enlighten the three continents with a glorious civilization based on Tawhid. But the situation of the contemporary Muslims presents a very dismal and contradictory picture. Muslims in the present world cannot even defend themselves from an all-out aggression, not to speak of providing leadership in enjoining what is right and forbidding what is wrong (Al-Qur’an, 3:110). What was wrong? What is to be done in order to salvaging this downtrodden community? To find appropriate answer to these questions, Muslim intellectuals throughout the world, are engaged in an endless search for remedy. Bangladeshi Muslims are not lagging behind. Our main objective is to resolve the crisis of duality in education which has severe adverse intellectual and practical consequences for individuals and communities in our ummat. Integrating Islamic values and concepts in all disciplines of learning is the best’ approach to resolving the crisis of duality on knowledge and education. Epistemology and curriculum reform is necessary as a step to integrating Islamic values in education. This will lead to a knowledge renaissance that will eventually lead to an overall renaissance and revival of the ummat.