<![CDATA[Contemporary Islamic education faces a crisis of purpose as functionalist paradigms prioritize standardized metrics over subject formation. This study constructs a transformative educational model grounded in Sufi epistemology to address this gap. Utilizing an auditable hermeneutic design combining Gadamerian philosophical hermeneutics and Al-Jabiri’s epistemological critique across classical Arabic sources (Al-Ghazali, Ibn 'Arabi) and literature (1980–2024), the paper establishes heart purification (tazkiyah al-nafs) as a non-evaluative epistemic filter conditioning authentic knowledge reception. Synthesizing these insights, we formulate an operational four-stage continuum: Ta'lim (Acquisition), Tafakkur (Reflection), Tazkiyah (Purification), and Tahqiq (Actualization). To resolve the paradox of measuring spirituality and prevent spiritual surveillance, the framework decouples private inner states from institutional grading, restricting evaluation to observable reflection and community service (khidmah). Comparative analysis shows that while classical ta'dib provides the metaphysical telos, this model supplies the procedural mechanics for classroom implementation, offering Islamic institutions a balanced pathway between accreditation requirements and spiritual integrity.]]>
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