الدور العماني في تعزيز الأخلاق بين التنظير والتطبيق

الدورُ العُماني في تعزيز الأخلاق بين التنظير والتطبيق

knowledge. The integration of values in education is intrinsically linked to its epistemological foundation; it cannot be separated from the ways in which knowledge is acquired، validated، and applied (Becker، 2010; Dodd، YV). This idea aligns with the E-OAT framework، which identifies four interrelated dimensions of knowledge: Epistemology (E)، Ontology (O)، Axiology (A)، and Teleology (T) (Shukran، 2025). Within this framework، epistemology or the study of how knowledge is obtained and justified، serves as the foundational dimension، enabling and informing the other three. The hyphen following "E" in E-OAT emphasizes its grounding role، indicating that ontology، axiology، and teleology are structured and integrated upon this epistemological base.

Epistemology does not operate in isolation; rather، it informs، sustains، and legitimizes ontology (what exists)، axiology (what is valuable)، and teleology (what is purposeful). In this sense، epistemology provides the rational and revelational foundation upon which values are derived and meanings are assigned. Without an epistemic grounding، discussions of what is real، what is good، and what is purposeful remain fragmented or subjective (Audi، 2015; Rescher، 2001).

The Qur'anic imperative "Iqra'" (Read) in Surah al-'Alaq (96:1 - 5) underlines this principle. The first revelation to the Prophet Muhammad (PBUH) begins with the act of acquiring knowledge، framed explicitly as knowledge "in

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