<![CDATA[This article aims to reconstruct the paradigm of Islamic Religious Education through a dialectical approach to the thought of Syed Muhammad Naquib Al-Attas and Amin Abdullah. The epistemological tension between Al-Attas’s hierarchical-deductive framework and Amin Abdullah’s dialogical-historical framework is not an issue to be eliminated, but rather a productive tension that serves as the driving force behind a new paradigm. Through a content analysis approach using descriptive-analytical-dialectical methods, this study formulates the concept of Maqashid as a criterion for integration namely, Al-Maqashid Al-Syariah, which encompasses Hifzh Al-Din, Hifzh Al-Nafs, Hifzh Al-Aql, Hifzh Al-Nasl, and Hifzh Al-Mal as an original mediating principle that simultaneously respects Al-Attas’s ontological-tauhidic foundations and opens space for Amin Abdullah’s methodological dialogue. From this, a framework for the dialectical-integrative adab paradigm is formulated, consisting of four layers: the ontological-tauhidic foundation; the contextual objectives of forming al-insan al-adib; a critical maqashid epistemology; and a transformative-contextual methodology. The novelty of this article lies in its bold acknowledgment of the epistemological tension between these two figures a tension that has rarely been explored in the literature. This article proposes the formulation of maqashid as criteria for integration as a genuinely new mediating principle, as well as the construction of a dialectical framework that is more dynamic and robust than previous synthesis models.]]>
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