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.