Cultural Studies of Science Education

, Volume 14, Issue 2, pp 355–360 | Cite as

Morality and science teaching: expanding the idea of giving zakah

  • Muhammad Abd Hadi BunyaminEmail author


In this forum, I explore how science teaching and learning as a moral act needs to be based in the context of a local community. I agree with Alaina Szostkowski and Bhaskar Upadhyay’s assertions that if science teaching is to be equitable it needs to recognize the sociocultural variations between the Global South and the West. I also agree with them in that social justice and equity-oriented science teaching is a moral imperative. I counter the notion of moral universalism as unsustainable in a diverse society where students and families come from multiple social, cultural, and religious values and beliefs. I take the stance that science teaching and learning needs to be viewed through the idea of moral relativism where other values and beliefs are central to equitable science practices. Thus, in the context of Malaysia, the idea of zakah, giving material things including knowledge, could be one way to influence science teachers for socially just and equitable teaching. I then explore the idea of zakah both in the Malaysian context and also more broadly as a morally sustaining practice.


Morality Zakah Equity Islam Science teaching 



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Copyright information

© Springer Nature B.V. 2019

Authors and Affiliations

  1. 1.Faculty of Social Sciences and HumanitiesUniversiti Teknologi Malaysia (UTM)SkudaiMalaysia

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