الدور العماني في تعزيز الأخلاق بين التنظير والتطبيق

الدورُ العُماني في تعزيز الأخلاق بين التنظير والتطبيق

the name of your Lord who created". This epistemological starting point establishes that the pursuit of knowledge must be linked to divine guidance، enabling the believer to arrive at correct ontological assumptions (O)، sound axiological judgments (A)، and purposeful teleological orientations (T). As Alatas (2014) argues، the Islamic worldview requires epistemology to be anchored in tawhid (the Oneness of God)، ensuring that the processes of knowing، valuing، and acting are coherently integrated.

Thus، in education، values (axiology) cannot be treated as mere add-ons or socially negotiated constructs; they must be epistemologically grounded in revelation and reason. The E-OAT framework positions epistemology as the unifying principle that harmonizes ontology، axiology، and teleology. In doing so، it reflects the Tawhidic paradigm، wherein all dimensions of knowledge، what we know، what we value، and what we aim for، are brought into a coherent whole that serves both worldly and eternal purposes. The notion of axiology، hence، refers to a set of values or ethical principles that we uphold when dealing with knowledge acquisition activities. It concerns the code of ethics that students، teachers، and researchers honour when dealing with sources of information. It is also the ethical standards that they adopt when dealing with people whom they serve when applying the knowledge.

The education process must firmly recognize the central position of values، consistent with the emphasis

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