The Fundamental Principles for Designing Curricula in Teaching Islamic Psychology

Abstract

This scientific paper primarily aims to demonstrate the effectiveness, practicality, and importance of the concept of Islamic psychology, and the adoption of scientific teaching methodologies at the College of Islamic Psychology based on sound academic foundations for curriculum design. It also seeks to clearly highlight the cognitive and academic significance of Islamic psychology in all its branches and divisions.

The paper further focuses on the theoretical and practical academic experience of the College of Islamic Psychology, including its establishment, the nature of its academic programs for undergraduate and postgraduate students, teaching methods, and applied scientific research in various courses. It also presents an experience of an integrated teaching approach that combines Islamic Sharia subjects with foundational psychological and educational disciplines, while monitoring the scientific output achieved by students and graduates.

Given the depth and importance of the research and to benefit from the flexibility available in research methodologies, inductive and descriptive methods were employed, along with the comparative critical method to reach comprehensive results. The paper concludes that the Islamic methodological framework is deep and authentic, and that Islamic cognitive theory is firmly rooted, strong in its foundations, and clear in its outcomes and branches. The curriculum design in the College of Islamic Psychology has relied on the essential components of effective curricula: doctrinal, philosophical, societal, and psychological dimensions.