Reimagining curriculum through the pedagogy of love: A reflection from Indonesian Madrasah
Abstract
Contemporary curriculum debates have increasingly prioritized standards, competencies, and measurable learning outcomes, often overlooking the ethical, relational, and affective dimensions of education. This reflective article reimagines curriculum through the lens of the pedagogy of love, drawing on insights from the Indonesian madrasah context. Rather than proposing a new curriculum model, the article conceptualizes pedagogy of love as an ethical and professional orientation that informs teachers’ curricular judgement and everyday pedagogical practice. By engaging with scholarship on care ethics, relational pedagogy, and curriculum studies, the discussion argues that meaningful curriculum enactment is grounded in relationships characterized by trust, empathy, respect, and compassion. A reflective illustration from a madrasah classroom demonstrates how pedagogical decisions rooted in love can integrate academic learning with students’ emotional, moral, social, and spiritual development. The article further contends that curriculum coherence emerges not only through alignment of objectives, content, and assessment but also through teachers’ moral agency and responsiveness to learners. By positioning the pedagogy of love as a transferable curricular orientation, this reflection contributes to contemporary international curriculum discourse and offers a humanizing perspective for fostering holistic education in diverse educational contexts.