<![CDATA[Physics education remains dominated by a Eurocentric narrative that overlooks foundational contributions from non-Western traditions, particularly from the Islamic Golden Age. This omission impoverishes students' understanding of the nature of science and alienates learners from diverse backgrounds. This paper recovers the 12th century gravitational theory of Abu al Fath al Khazini, as presented in his Kitab Mizan al Hikmah, and demonstrates how his sacred cosmology of tawhid (divine unity) and mizan (balance) can enrich modern physics instruction. Through historical philosophical analysis and pedagogical synthesis, we examine al Khazini's core propositions: distance dependent gravity, the distinction between mass and weight, and his empirical specific gravity tables. We then translate these insights into three actionable enrichments for the classroom. Al Khazini's work offers (1) conceptual clarity for teaching gravitational potential energy, (2) robust Nature of Science lessons on cumulativity, cultural embeddedness, and empirical objectivity, and (3) an ethical spiritual framework that reframes precision measurement as a virtue grounded in the Quranic command for justice. Integrating al Khazini's heritage transforms physics education from a narrow, Western-centric narrative into a globally inclusive, epistemically richer, and morally attentive enterprise. Recommendation: Curricula should incorporate Islamic Golden Age mechanics alongside Greek and European contributions, using al Khazini's balance as both a historical instrument and a metaphor for scientific integrity.]]>
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