ALIRAN-ALIRAN PEMIKIRAN ISLAM DAN IMPLIKASINYA PADA PENDIDIKAN

Abstract

Historically, the current Islamic thought is essensially a continuation of the result of Islamic thought that peaked in the golden ages (III-V H). As a consequence of baya>niyyun domination, the product of Islamic thought in the golden ages has succeeded to build an image that Islamic Arabic thought inherited by us currently is nothing but an Islamic law civilization. This can be viewed from epistemological fact, the wriggle of Islamic Arabic thought is always present at the firm hegemony of bayani reason structure attaining a supremacy momentum from Islamic humanism and scholasticism movement. Furthermore, the bayani reason structure has subsequently permeated into Islamic education as a cultural reason for education at the time. Then, this permeating has caused appearing of the religious conservative education school that less is appreciated to every rational impact from out side, so that tends to make marginal intellectual sciences. It was natural in its development, intellectualism becomes overcast from the realm of Moslem consciousness. This reality has been made worse by madrasa as a par excellence institution in the Islamic world that has changed its function as only a wagon mover of baya>ni tradition. This thesis tries to investigate the process of awakening of bayani, burhani and „irfani epistemology and its linkage with Islamic education in the golden ages.