The moral conscience in contemporary educational philosophies A critical study from the perspective of Islamic education

This study aims to provide a critical analysis of the concept of moral conscience in contemporary positivist educational philosophies from the perspective of Islamic education. It seeks to clarify the definition of moral conscience, identify points of convergence and divergence between Western philosophical thought and the Islamic worldview, explore its manifestations in educational practice, and outline the principles of moral conscience as envisioned in Islamic pedagogy, along with strategies for their implementation in educational settings.The research adopts both descriptive and deductive methodologies. The descriptive method is employed to analyze relevant literature on conscience and ethics, while the deductive approach is used to extract Islamic principles and identify the fundamental distinctions between Islamic and Western philosophical conceptions.The study concludes that both idealist and materialist philosophies suffer from conceptual ambiguity regarding moral conscience, due to their reliance on epistemological systems that lack value-based moral imperatives aligned with human nature. In contrast, Islamic education offers a comprehensive and coherent understanding of moral conscience, rooted in human fitrah (innate disposition) and guided by the inner voice of God’s admonition within the heart, rendering it more effective in fostering balanced, value-driven behavior. The study recommends integrating the Islamic concept of moral conscience into educational curricula and strengthening emotional and moral education as a core component of contemporary pedagogy.