Impact of Hidden Curriculum: In the Context of The Ethical Philosophy of Islam
Keywords:
Character development, hidden curriculum, ethics, Islamic ethics, morals, teachingAbstract
This research article aims to explore the unnoticed yet dominant influence of the hidden curriculum within the context of the ethical philosophy of Islam. The hidden curriculum, also known as unwritten, unofficial, and invisible curriculum, characterized by the unspoken or implicit norms, values, and behaviors conveyed alongside the official curriculum, is examined through the lens of Islamic ethical philosophy. Through a comprehensive review of the literature and analytical approach, this study seeks to reveal the effective ways in which the hidden curriculum impacts the ethical development of the student. This research article delves into the fundamental principles of Islamic ethics, including kindness, justice, patience, compassion, honesty, respecting parents and elders, and their resonance with the hidden curriculum. It examines how the hidden curriculum can either reinforce or challenge these ethical principles, impacting the ethical development and character of students. Moreover, it highlights the important role of teachers in shaping the hidden curriculum and promoting a values-based educational environment. The findings illuminate the interconnection between the implicit teachings embedded within the hidden curriculum and the ethical philosophy of Islam. As students navigate the unspoken lessons of justice, compassion, honesty, and social responsibility, the hidden curriculum emerges as a powerful factor in character development. Through insightful narratives, this research offers a deeper understanding of the hidden curriculum’s impact on students’ moral values and behavior, drawing a connection between the philosophical principles of Islam and everyday educational experiences, to nurture individuals who exemplify the virtues of both faith and character.
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