Philosophy of Science from an Islamic and Psychological Perspective: Implications for the Development of Scientific Thought
DOI:
https://doi.org/10.31958/jeh.v9i2.16402Keywords:
Cognitive Foundations, Islamic Epistemology, Psychology Of Science, Scientific Thought, Tawhid-Based KnowledgeAbstract
This study explores the philosophy of science from an integrated Islamic and psychological perspective, emphasizing how epistemological foundations and cognitive processes jointly shape the development of scientific thought. The background of this research emerges from ongoing debates about the limitations of value-neutral science, the marginalization of metaphysical insight in modern epistemology, and the absence of psychological grounding in many philosophical accounts of scientific reasoning. Islamic philosophical traditions rooted in tawḥīd, the unity of knowledge, and ethical accountability provide a holistic framework that contrasts sharply with the secular assumptions of contemporary scientific paradigms. The aim of this study is to analyze how Islamic epistemology, combined with psychological theories of cognition, motivation, and moral behavior, can offer a more comprehensive understanding of how scientific thought is formed, validated, and directed toward human flourishing. This research employs a qualitative conceptual method through interdisciplinary literature review, drawing from classical Islamic texts, modern philosophy of science, and cognitive psychology. The findings indicate that scientific thought is influenced not only by empirical and logical structures but also by psychological factors such as intention, bias regulation, moral reasoning, and intrinsic motivation. When harmonized with Islamic epistemic values, these factors contribute to a model of scientific development that is ethically grounded, cognitively aware, and spiritually oriented. The study concludes that integrating Islamic philosophy and psychology enriches scientific methodology, strengthens the moral character of scientists, and opens new pathways for developing knowledge that aligns with both empirical rigor and ethical responsibility.
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