<![CDATA[Islamic education in Islamic boarding schools (pesantren) is generally still based on a transmissive learning model that places text as the primary authoritative source and reinforces a hierarchical relationship between educators and students. This pattern often limits students' participation in the knowledge production process. Contrary to this tendency, Peacesantren Welas Asih in Garut presents an educational approach that integrates compassionate values, spiritual dimensions, and ecological awareness as the foundation for knowledge formation. This research views this approach as an epistemic practice within contemporary Islamic education. The research employed a qualitative case study design, using data collection techniques including participant observation; in-depth interviews with students, boarding school administrators, and learning facilitators; and a review of curriculum documents and learning projects. The data obtained were analyzed using thematic analysis, drawing on the frameworks of epistemic justice and critical Islamic pedagogy to understand the dynamics of knowledge development within the Islamic boarding school environment. The results indicate that students at Peacesantren Welas Asih are positioned not merely as recipients of knowledge but as active subjects and producers of knowledge through critical reflection, spiritual practices, and direct involvement in various social and ecological activities. Knowledge is derived not only from religious texts but also from life experiences, social relationships, and interactions with nature, which are recognized as legitimate epistemic media. These findings indicate an epistemic shift in Islamic education that challenges the separation between religious and worldly knowledge. In this context, compassion emerges as an alternative epistemology that serves as a foundation for understanding religiosity, building social relationships, and living life in a more contextual, reflective, and transformative way.]]>
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