Generally, curriculum is understood as all the learning that has been planned and guided by school whether it will be carried out individual or group and formal or informal. However, Habermas' Theory of Knowledge-Constitutive Interests (KCI) proposes 3 types of knowledge which are bound by certain human interest. There are empirical and analytic interest, historical and hermeneutics sciences and lastly is emancipatory interest. Grundy argues that Aristotle's disposition of techne, phronesis and praxis correspond to different forms of knowledge which then give rise to three different forms of curriculum which are technical, practical and critical.
In addition to that, curriculum as technical basically concern with producing a product according to certain planned activities. Curriculum as practical refers to the encouragement to always make the practice in order to make them more understand to perform good rather than correct. Besides that, there is also another curriculum that is mentioned by Habermas, which is critical. Curriculum as critical means to develop critical and creative individuals to form ideas in learning that can transform society to become more reliable. It also means that students can interchangbly change their role with teachers as both can develop each others potentials.
Three form of knowledge and their views of education. Technical is aiming to produce a person who are rational and skillful. It is a social reproduction. The knowledge is objective. Teachers as the implementer. Meanwhile, practical is aiming for person who are able to make meaning and practical. It is a social reconstruction. The knowledge are subjective and the teachers as a facilitator whereas critical aims to develop individuals to become critical and active. It is social transformation. The knowledge is consensual and based on reflection and self-interpretation teachers as a moderator or coordinator.
On the other hand, Islamic education can be defined in two ways which is taught subject and the curriculum. The first is when Islamic education means taught subject in the national school and the second is the curriculum of the Islamic religious schools. The point is to teach the process and not the product because if the end of Islamic education to develop good Muslims. The ‘technical’ view of education explains the failure of Islamic education in fulfilling its noble aim which is supposedly to produce ‘good’ Muslims. Yet, the advantage of ‘technical’ curriculum is power-knowledge relationship in which objective and scientific knowledge. In Islam, it seems to be the advancement of science and technology had challenge the concept of morality and spirituality.
Also, Kazmi (1999) has explained the Islamic education as personalized knowledge . He divided into theoretical and personalised knowledge. Theoretical knowledge is constitutive of Hebermas’ practical knowledge. Both of the knowledge distinct but complements each other. Teacher must be able to demonstrate the ability to understand, think critically, reflect and make good judgement.
Finally, in all level of education and knowledge, teachers are the most essential element. In terms of Islamic education, the concept of Murabbi plays crucial roles to teach the value of Islamic education. Murabbi not only teaches what she/he knows but need to practice the knowledge and be a good muslim in a daily life. As a example, Prophet Muhammad is the best Murabbi, because he has reached the level of the goodness in his life.
