Reconstruction Of Contemporary Educational Epistemology Through Integration Of Knowledge And Values As The Basis For Holistic Human Formation

Abstract

Social transformation, the advancement of digital technology, and changes in the global structure of knowledge have brought education into a new epistemological phase that requires the integration of knowledge, values, and humanity. This study aims to analyze and reconstruct contemporary educational epistemology through the integration of knowledge and values as the foundation for the development of holistic human beings. The main issue examined concerns the dominance of positivistic and instrumental paradigms, which tend to perceive knowledge as an object that can be technically measured, while ethical, social, and humanistic dimensions are often marginalized. This research employs a qualitative approach using the library research method through a philosophical-critical review of various literatures on educational epistemology, critical theory, humanistic education, constructivism, and the complexity paradigm. The analysis is conducted using a philosophical hermeneutic approach and conceptual analysis to identify the relationships between knowledge, values, experience, and action within educational practices. The findings indicate that education cannot be understood merely as a process of information transmission or technical competency development but must be directed toward the formation of individuals with reflective, moral, social, and transformative capacities. This study proposes the concept of the Integrative-Humanistic Epistemological Model, which connects epistemic, axiological, humanistic, and transformational dimensions as the foundation of future education. This model positions values not as an additional element, but as a fundamental component in the process of knowledge formation, utilization, and transformation. The contribution of this research provides a theoretical framework for the development of curricula, pedagogical approaches, and educational policies oriented toward the formation of holistic human beings who are capable of critical thinking, ethical action, and responsibility toward global change.