Osman Bakar’s Epistemology of the Integration of Knowledge: Reconstruction of Thought and Its Relevance to Contemporary Islamic Religious Education
DOI:
https://doi.org/10.38073/aijis.v4i2.6293Keywords:
Islamic Religious Education, Epistemology, Osman Bakar, Dual Consilience, Knowledge IntegrationAbstract
Contemporary Islamic Religious Education faces increasing complexity due to scientific and technological advancements and the widening fragmentation between religious and general knowledge. This study aims to reconstruct Osman Bakar's epistemological framework of knowledge integration and analyze its relevance to contemporary Islamic Religious Education. Employing a qualitative approach with library research, primary sources from Bakar's works and secondary sources on Islamic epistemology were analyzed through identification, categorization, reconstruction, interpretation, and relevance analysis. The findings reveal five main elements of Bakar's epistemology: (1) tawhid as the metaphysical-epistemological foundation, (2) the unity of knowledge, (3) the harmony of revelation, reason, and experience, (4) integration through dual consilience, and (5) a holistic educational orientation. The concept of dual consilience does not mechanically mix disciplines, but rather connects divine and empirical knowledge within a single worldview. These findings confirm the conceptual relevance of Bakar's thought to contemporary Islamic Religious Education, shifting the paradigm from mere "material integration" (matching science with verses) to "worldview integration". This relevance provides Islamic Religious Education with a philosophical framework to address knowledge authority issues in the digital era and fosters students' analytical thinking rooted in revelation without neglecting social reality and science.
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