Al-Kindi on the Anthropocene Curriculum: Intercultural Anthropo-Ethics and Citizenship Education

This article explores the epistemological foundations necessary for conceptualising an Anthropocene curriculum from an Islamic perspective that can be integrated into global education. The Anthropocene denotes a new geological epoch shaped by human activity. This paper argues that addressing three core epistemic issues, abstraction, interdisciplinarity, and Earth citizenship, is essential for conceptualising a culturally relevant Anthropocene paradigm. What epistemic practices, grounded in Islamic thought, contribute to Anthropocenic awareness? How do we foster an Anthropocenic discussion in Arab societies that aligns with shared cultural values? Drawing on the works of 9th-century Arab philosopher Al-Kindi, the article situates these epistemes within his broader vision of knowledge and the curriculum of Minhaj. Additionally, the article critiques contemporary Islamic environmental discourse for its tendency to rely on surface-level Qur’anic references or uncritical assertions to advocate for ecological awareness. Instead, it proposes a deeper philosophical engagement with the Anthropocene curriculum. It proposes an intercultural and philosophically oriented Islamic approach to Anthropocene education. It argues for a shift from declarative religiosity toward a dialogical engagement that retrieves and reassembles Islamic green ethics through critical epistemic inquiry. It positions Islamic philosophy, particularly Al-Kindi, as a crucial resource for addressing our time’s ecological and educational crises.