ACADEMIC DISCOURSES ON THE COGNITIVE REVOLUTION AND THE REPOSITIONING OF ISLAMIC EDUCATION IN THE ERA OF NEUROSCIENCES

This article explores academic discourse on repositioning of Islamic education in light of the cognitive revolution and advancements in neurosciences. The study aimed at exploring the implications of these developments for Islamic education and the potential integration of cognitive and interdisciplinary perspectives into educational practices. The study reviewed literature and emphasized the importance of Islamic education embracing contemporary understandings of cognition and neuroscience. It also discussed the potential integration of monotheistic ontology, a core principle of Islamic belief, into educational methodologies. The findings highlighted the need for Islamic education to incorporate innovative approaches that align with cognitive science and neuroscience. It emphasized fostering critical thinking, problem-solving skills, moral reasoning, and social responsibility within an Islamic educational framework. The study contributed to the academic discourse by emphasizing the importance of further research, implementation, and the development of comprehensive frameworks for integrating cognitive and interdisciplinary perspectives into Islamic education. In conclusion, this study underscored the significance of repositioning Islamic education in response to the cognitive revolution and advancements in neurosciences. It emphasized the potential for incorporating contemporary understandings of cognition and neuroscience into educational practices while staying rooted in the principles of Islamic belief