Islam, coloniality, and the pedagogy of cognitive liberation in higher education

Abstract

Eurocentric intellectual dominance within the academic study of Islam marginalizes Islamic epistemologies, perpetuating an intellectual hierarchy that undermines Islamic traditions and their attendant educational systems. Such imbalance, both in the West and in Muslim communities, discourages critical heuristic engagement with the rich intellectual heritage of Islam. This is a missed opportunity, as Islamic intellectual traditions, particularly in metaphysics and theology, can be employed to offer vital perspectives for teaching in higher education. Rather than critiquing Islam from a Euro-American perspective, the methodological expertise of Orientalism can be employed to explore the potential of Islamic traditions to provide alternative perspectives regarding contemporary exigencies. Engaging with these traditions provides the foundation for a holistic vision for higher education, teaching and criticality in ways that integrate epistemology, ontology, and ethics. This approach can provide important perspectives for remedying dehumanizing trends in modern higher education, reorienting intellectual efforts toward ethical, holistic engagement.