Positing a Spiritual Dimension for Science Education: Brunei Darussalam’s Experience

Abstract

In the popular understanding of science education, there is no role for nonempirical knowledge. The purpose of this article is to show that from the perspective of a holistic (Tawhidic) science education, as insisted by Islamic epistemology, a spiritual dimension is not only possible, but desirable. The spiritual dimension of science education could be broad, since it encompasses many types of spiritual knowledge. Within the article’s scope, it is only possible to discuss one limited aspect of this dimension, namely, the spiritual meaning and significance of some natural phenomena mentioned in the Qur’an and their implications for science education. Attempts have been made in a number of Muslim countries to incorporate elements of spiritual knowledge into the science curriculum in schools aiming to enhance the quality of both science and religious education. As a case study, this article looks at the initiative taken thus far by the Ministry of Education in Brunei Darussalam to introduce spiritual knowledge into the school science education and examines the various issues raised that need to be addressed, especially by the authorities.