What is the Philosophy of Education and Human Development in Bangsamoro?
The philosophy of education in the Bangsamoro shall be underpinned by the principles of holism, balanced education, and integration;
(a) Knowledge and Its Acquisition. – Knowledge (‘ilm) acquisition and dissemination holds a special place in Bangsamoro. Muslims, regardless of sex and socio-economic status, are obligated (fardh) to learn and disseminate it based on the Qur’an and the Sunnah. Further, because of its obligatory nature,1 knowledge is divided into “transmitted or revealed knowledge” (ulūm naqliyyah) and “acquired knowledge” (ulūm ‘aqliyyah). Learning transmitted or revealed knowledge is incumbent on every Muslim male and female, which includes Islamic morals (akhlaq) and etiquettes (adab); while learning the acquired knowledge is a collective obligation of the community.
(b) Holistic Way of Life. – Moros view human development not just in terms of aqīdah (belief system), ibadat (worship) and amal salīh (righteous deeds) but holistically, as tarīqul hayah (way of life) that includes physical, psychological, moral, social, cultural, scientific, political, economic, spiritual and aesthetic development;
(c) Balanced Education. – Moros view human development not just in terms of preparation for the world of work, the pursuit of good worldly life and career progress; but as a right combination, an equilibrium between theory and practice, between spiritual and secular, or healthy homeostasis of preparation for the dunyawiyyah (mundane, rational sciences) and ukhrawiyyah (hereafter, revealed sciences) or as diniyyah (religious) and dunyawiyyah (worldly);
(d) Integrated Education2. –Bangsamoros view human development not just in terms of cognitive development, of learning to know and knowing to learn; but as an integration of three (3) dimensions3: (1) ‘ta’allum’ (cognitive development), (2) ‘tarbiyyah’ (psychomotor or skills development) and (3) ‘ta’dīb’4 (affective development or values formation); thus a learner is formed, reformed and transformed in this integrated context to be learned (muta’allim), skilled (māhir) and moral (akhlāqī).
(e) Progressive Education. – Bangsamoros view learning and human development as a progression across three (3) stages – (1) Islam – learning and practicing the fundamentals of one’s faith, (2) Iman – learning and deepening one’s belief system, and (3) Ihsan – conducting oneself in the most excellent manner possible; and as a process of human liberation from nafs (basal instincts).
(f) Inclusive Education. – A system of education that is accessible to all of the BARMM’s diverse and differently-abled constituents. Seeking knowledge is lifelong, from cradle to grave, and shall be obligatory and equitable to every male and female as echoed in the Moro tradition. As BARMM moves toward a highly-functional society, inclusivity is a pillar for sustainable peace and development.
