INTERNATIONAL COMPARATIVE PERSPECTIVES ON CURRICULUM DEVELOPMENT: A NOVEL ANALYSIS OF IBN SINA AND JOHANN AMOS COMENIUS
Keywords:
Ibn Sina, Johann Amos Comenius, Curriculum Development, Comparative Education, Experience-Based LearningAbstract
This comparative analysis explores the curriculum development perspectives of two influential thinkers, Ibn Sina (Avicenna) and Johann Amos Comenius, highlighting their contributions to education despite differing cultural and historical contexts. Ibn Sina’s philosophy emphasizes the integration of knowledge and spirituality, focusing on intellectual and moral development. In contrast, Comenius advocates for experience-based learning, structuring curricula based on children’s cognitive development. This study aims to examine the similarities and differences in their educational philosophies and assess their relevance to modern curriculum development. Through a literature review and content analysis, the study investigates primary and secondary sources related to Ibn Sina and Comenius’s educational theories. Key themes, such as the holistic nature of education, the teacher’s role, and the relationship between theory and practice in curriculum design, are analyzed. The findings show that both thinkers prioritize moral education, with Ibn Sina favoring philosophical reflection and Comenius emphasizing active learning experiences. This study’s theoretical contribution bridges Eastern and Western educational thought, offering a more holistic understanding of curriculum development. Practically, it suggests an integrated curriculum that balances intellectual, ethical, and practical learning, aligning with contemporary global educational frameworks. This comparison provides valuable insights for developing curricula that foster well-rounded individuals grounded in ethics.
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