Secularization of Muslim Students: A Freirean Perspective on Biological Evolution Teaching in Islamic Schools

Abstract

The teaching of evolution has long been debated in the fields of science, education, and theology. This controversy raises many problems, especially when the national curriculum includes it as the material to be taught in madrasas or Islamic schools. This study aims to examine Paulo Freire’s critical education paradigm and its significance and relevance for criticizing the teaching of evolution in religious (Islamic) schools in particular, and in a broader context of a religious Indonesian society. This study used a qualitative-descriptive approach, with a library research. The data were obtained from Freire’s books as primary sources and from scientific articles and other related books as secondary sources. The study found 6 key ideas of Freire that are relevant to critique on the teaching of evolution, namely: (1) the inseparability of education from political content, (2) the displacement of the values and culture of the oppressed through education, (3) the neutrality of science, (4) three categories of human consciousness, (5) the concept of alienation, and (6) critical literacy programs.