The Fitrah-Activation Concept in Modern Early Childhood Curriculum

Abstract

Purposes— This article proposes a fundamental paradigmatic shift in Early Childhood Education (ECE) curricula by challenging the dominance of John Locke’s Tabula Rasa theory through the Islamic concept of Fitrah. It contends that modern secular pedagogy's empiricist assumption—critiqued by Freire as the "banking concept"—is at odds with both scientific findings on innate cognitive structures and the Islamic view of the child's inherent spiritual disposition.

Design/methods— The study employs a philosophical and theoretical analysis to synthesize Islamic educational philosophy, notably the works of Syed Muhammad Naquib al-Attas and Al-Ghazali, with modern nativist psychology, including the concepts of Universal Grammar and moral nativism. From this synthesis, the research develops a comprehensive pedagogical framework, moving toward a "Fitrah-activation" model, and subsequently designs specific classroom activities for children aged 3-5, such as Tadabbur Alam (nature contemplation) and Asmaul Husna-based cognitive games.

Findings— The analysis reveals that the Islamic construct of Fitrah aligns more closely with contemporary scientific evidence of innate human endowments than Lockean empiricism does. The resulting pedagogical framework successfully integrates spiritual development, aimed at activating the child’s "dormant potential" for Ma’rifatullah (spiritual cognition), with cognitive growth. This "Fitrah-activation" model presents a viable curriculum alternative aimed at nurturing a generation that is intellectually competent and spiritually aligned, thereby transcending the limitations of the "banking" educational model.