ABSTRACT
This chapter offers an account of what can be understood by 'integration' of knowledge, and simultaneously offers a non-bifurcatory of knowledge. It argues how such a non-bifurcatory or non-dichotomous view of knowledge manifests in a notion of madrasah education. The chapter also argues how madrasah education ought to be perceived and or constructed in consonance with a non-dichotomous view of knowledge. It examines some of the implications of a non-dichotomous view for teaching and learning and what teachers and policy makers ought to do vis-a-vis the implementation of a radicalised imaginary of madrasah education in primary and secondary schools. Islamisation of the curriculum in schools and universities after the Cultural Revolution in Iran was instigated by the Ayatollah Khomeini, who vehemently denounced Western curricula on the basis that the latter alienated students from their Islamic roots. The educational efforts of Angkatan Belia Islam Malaysia, the state's curriculum for Malay Muslims became integrated with an Islamic philosophy of education in schools.
