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All Journal Kanz Philosophia: A Journal for Islamic Philosophy and Mysticism Progressa: Journal of Islamic Religious Instruction
Mutamakkin Billa
Universitas Islam Negeri Sunan Ampel Surabaya, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Pendidikan Islam Sebagai Praxis Intelektual: Rekonstruksi Filosofis Atas Paradigma Transfer Nilai Anas Amin Alamsyah; Mutamakkin Billa
PROGRESSA: Journal of Islamic Religious Instruction Vol. 10 No. 1 (2026): Februari
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32616/pgr.v10.1.547.82-97

Abstract

Pada masa kontemporer sekarang ini, pendidikan Islam lebih didominasi oleh paradigma transfer nilai yang menempatkan proses pendidikan sebagai transmisi norma dan ajaran secara satu arah. Dalam keyataannya, paradigma ini belum sepenuhnya mampu merespons tantangan intelektual dan sosial yang dihadapi oleh masyarakat Muslim kontemporer. Melalui penelitian ini, penulis berupaya untuk merefleksikan secara filosofis paradigma transfer nilai dalam pendidikan Islam serta menawarkan rekonstruksi paradigma alternatif, yaitu pendidikan Islam sebagai praxis intelektual. Dalam penelitian ini, penulis menggunakan desain kualitatif dengan pendekatan filosofis-kritis yang didukung dengan analisis literatur utama dan data empiris sekunder dari berbagai studi pendidikan Islam. Hasil dari penelitian ini menunjukkan bahwa paradigma transfer nilai memiliki keterbatasan ontologis, epistemologis, dan aksiologis. Penilaian ini bisa diterima karena paradigma transfer nilai mereduksi peran peserta didik sebagai subyek intelektual yang kritis dan reflektif. Artikel ini menegaskan bahwa pendidikan Islam perlu dipahami sebagai praxis intelektual yang mengintegrasikan refleksi kritis, dialog pedagogis, dan tindakan etis dalam konteks sosial nyata. Kesimpulan penelitian ini menegaskan bahwa rekonstruksi pendidikan Islam, sebagai praxis intelektual, menyajikan kerangka paradigmatik yang dinilai lebih relevan dan transformatif untuk mengembangkan peserta didik menjadi subyek intelektual yang kritis dan kontekstual serta bertanggung jawab.
From Representation to Presence: ‘Ilm Ḥuḍūrī and Suhrawardī’s Critique of Peripatetic Epistemology Loekisno Choiril Warsito; Mutamakkin Billa; Hodri Hodri
Kanz Philosophia: A Journal for Islamic Philosophy and Mysticism Vol. 12 No. 1 (2026): June
Publisher : Sekolah Tinggi Agama Islam Sadra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20871/kpjipm.v12i1.605

Abstract

This article explores the shift from representational to presential knowledge in Islamic epistemology by examining Suhrawardī’s concept of ‘ilm ḥuḍūrī (knowledge through presence). Drawing on his critique of the Peripatetic tradition in Ḥikmat al-Ishrāq, this article aims to examine two things: Suhrawardī’s study of the epistemological foundations of representative knowledge in the Peripatetic tradition, as well as its weaknesses in achieving the essence of the truth of knowledge. Using a qualitative, literature-based, and analytical approach, this study argues that Suhrawardī challenged the Peripatetic model—especially that developed by Avicenna—because it reduced knowledge to mental representations formed by definitions and logical reasoning. In his view, such knowledge is indirect because it relies on abstractions that cannot fully capture reality. Sensory perception is also limited, as it cannot grasp intangible or universal truths. In response, Suhrawardī developed ‘ilm ḥuḍūrī as a direct, non-discursive form of knowledge based on immediate presence. Knowledge here is not constructed through concepts or inference, but is revealed through insight (ishrāq), where the soul directly encounters reality. This shift from representation to presence reshapes how knowledge relates to existence and self-awareness. Ultimately, ‘ilm ḥuḍūrī lies at the heart of Suhrawardī’s philosophy of illumination, offering a critique of Peripatetic epistemology and a more integrated vision of knowledge, existence, and spiritual insight. Suhrawardī’s formulation of ‘ilm ḥuḍūrī as an alternative to conceptual-representational knowledge (‘ilm ḥuṣūlī).
Co-Authors Anas Amin Alamsyah Hodri Hodri Loekisno Choiril Warsito