Reconstructing Epistemological Architecture: Towards a Unified Paradigm of Science in Islamic and The Western Education Mohd. Arifullah (a), Siti Raudhatul Jannah (b)
This paper is intended to explore the possibility of unifying Islamic and Western systems of view of science. The uniqueness of the two systems will be examined further as a basis for rebuilding the knowledge architecture (epistemology) which today feels bland. Only recently have there been movements towards the resurgence of science, especially through efforts to build an integrative philosophy of science architecture that is more popular with the term Islamic epistemology, carried out by Islamic intellectuals. Furthermore, the author tries to show that the building of Islamic epistemology is actually not a criticism of Western epistemology, but rather the inspiration that colors modern Western epistemology. It is not surprising then that the two of them have a lot of epistemological agreement in various variants of views. The big question that arises then is how to respond to the uniqueness of Islamic and Western epistemological architecture in today^s modernity? In an effort to answer this question the author uses qualitative research which is applied by understanding the empirical reality of phenomena that appear to be understood and interpreted based on interpretations compared to the results of studies conducted by previous researchers. Furthermore, the author uses references to be used as a basis and theoretical reinforcement, bearing in mind that the research method used is a literary type research method that relies on literature data. In the end it was found that the diversity of modern Islamic and Western epistemological systems has the possibility to be reconciled, so that rather than comparing the two in terms of conflict, it is wiser to place both in constructive criticism which will eventually lead to epistemological unity in education.
