Transmodernity: Paradigm Reconstruction Threats Islamic Education
Mohd. Arifullah (a*), Siti Raudhatul Jannah (b)

a) Postgraduate School UIN Sulthan Thaha Saifuddin
of Jambi
Jambi, Indonesia
*simulakra.arif[at]gmail.com
b) Tarbiyah and Education Faculty UIN Sulthan Thaha Saifuddin of Jambi
Jambi, Indonesia

Abstract

This article, among other things, shows the differences and unique paradigms of science in the Islamic and Western education systems, which are usually faced frontally in the dimensions of conflict to the birth of the term paradigm war. The author himself tries to transcend the nuances of conflict like this by providing an under-standing that the paradigm of science which then influences scientific traditions and education in the Islamic and Western world is actually the result of a long journey of naturalization or contextualization of science with cul-tural values and the cultural dimension and social society, so that it should be understood as something unique and historical. Likewise, the paradigm of Islamic education today which unfortunately has not succeeded in aligning Islamic scholarship with modern Western scholarship. In this understanding, the writer then felt an urgent need to discuss continuity discussion about the new paradigm of Islamic education, which was expected to be able to build a new awareness and enlighten the world of Islamic education to be able to move forward in pursuit of the pace of its glory in its golden age. What is needed then is in essence not a new paradigm of Islam-ic occupation but an effort to reconstruct the Islamic education paradigm that once tasted its heyday, namely by making affixative adjustments between Islamic normativity with advances in modern science and locality de-mands in producing Islamic scientific structures.

Keywords: paradigm, transmodernity, contextualization, hegemony, multi-modernity

Topic: Global Issues in Education and Research