<![CDATA[This study examines the dialectic between the habitus of baraka (blessing) and competency rationality in the practice of religious knowledge transmission at Indonesian pesantren and Pakistani madrasah, and their contribution to social transformation. Employing a multi-site comparative qualitative approach, data were gathered through in-depth interviews, participant observation, and document analysis at four institutions: two pesantren in Indonesia (Pasuruan, East Java, and Gontor, East Java) and two madrasahs in Pakistan (Lahore and Karachi), selected on the basis of a traditional-integrative typology. Integrating Pierre Bourdieu's capital-habitus framework and Jürgen Habermas's communicative rationality, the study identifies three principal findings. First, the habitus of baraka functions as a dispositional system that simultaneously reproduces and impels the transformation of cultural, social, and symbolic capital. Second, spaces for communicative action in Indonesian pesantren are comparatively more open than in Pakistani madrasah, which remain dominated by unilateral textual authority. Third, differences in field dynamics between the two contexts generate distinct yet complementary patterns of social transformation. The study proposes a new analytical modelthe Habitus-Competency Dialectic (HCD)that offers a more moderate, inclusive, and competency-oriented framework for Islamic educational policy and curriculum design. These findings contribute to the development of comparative Islamic educational sociology and extend the Bourdieu-Habermas theoretical dialogue into non-Western religious educational settings.]]>
