Universal Harmony from the Perspectives of Philosophy of Science and Islam: Implications for Developing Ecological Spirituality in Early Childhood Education
DOI:
https://doi.org/10.30736/a2wsnz34Keywords:
Philosophy of Science, Harmony of the Universe, Early Childhood Education, Ecological SpiritualityAbstract
Early Childhood Education (ECE) in Indonesia remains predominantly oriented toward cognitive academic achievement and is largely confined to classroom-based learning, limiting children's direct interaction with nature as a meaningful learning environment. This study aims to analyze the concept of universal harmony through the synthesis of the philosophy of science and the Islamic perspective, as well as to examine its implications for fostering ecological spirituality in early childhood. This study employed a Narrative Literature Review by analyzing 31 scholarly articles retrieved from Google Scholar, DOAJ, and Garuda, published between 2015 and 2026, complemented by classical works in the philosophy of science and primary Islamic sources, namely the Qur'an and Hadith. The findings reveal that, from the perspective of the philosophy of science, the orderliness of nature reflects rationality and universal harmony, whereas Islam interprets cosmic harmony as a manifestation of Allah's wisdom that entrusts humans with the responsibility of being khalifah (stewards) on Earth. The novelty of this study lies in proposing a conceptual synthesis that integrates the philosophy of science, Islamic ecological spirituality, and early childhood pedagogy as a foundation for developing a nature-based ecospiritual curriculum. The findings further suggest that nature-based learning has the potential to enhance children's cognitive development, scientific curiosity, ecological ethics, and spiritual awareness from an early age.
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