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All Journal Jurnal Pendidikan Agama Islam EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan FIKROTUNA
M. Amin Abdullah
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Education

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Keilmuan Umum dan Agama dalam Sistem Sekolah dan Madrasah (Ke Arah Rumusan Baru Filsafat Pendidikan Islam yang Integralistik-Interkonektif) M. Amin Abdullah
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan EDUKASI | VOLUME 2, NOMOR 1, JANUARI 2004
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32729/edukasi.v2i1.350

Abstract

Keilmuan Umum dan Agama dalam Sistem Sekolah dan Madrasah (Ke Arah Rumusan Baru Filsafat Pendidikan Islam yang Integralistik-Interkonektif)
Pemahaman Islam dan Kristen Menurut Pandangan M. Talbi ‘Iyalullah: Afkar Jadidah Fi ‘Alaqah Al–Muslimin’: As the object of Muslim-Christian dialogue, M. Talbi studied the heritage of the spiritual value of a religion that follows the biblical tradition Ellya Rakhmawati; M. Amin Abdullah; Tri Suyati.
FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Vol. 8 No. 01 (2019): 2019
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Institut Agama Islam Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (241.009 KB) | DOI: 10.32806/jf.v9i2.3300

Abstract

In M. Talbi’s view, we see a more practical dimension than in Arkoun’s view, and so on. M. Talbi describes dialogue as one of the most important parts for humanity to be religious and humane, to be fully committed to the will of God. Christians and Muslims together make peace and justice between two religious communities. As the object of Muslim-Christian dialogue, M. Talbi studied the heritage of the spiritual value of a religion that follows the biblical tradition. M. Talbi also explained that from the Qur’anic perspective, dialogue is a religious issue commanded by Revelation. The entire Revelation as M. Talbi sees in the Qur’anic sentence, commands the people, the Prophet, the Muslims, to engage in dialogue with men in general, and especially with believers from the religion of the book. The essence of religious understanding of dialogue is "reconciliation or the organization of new relationships".
Islamic Religious Education Based on Religious Intersubjectivity: Philosophical Perspectives and Phenomenology of Religion M. Amin Abdullah
Jurnal pendidikan agama Islam Vol. 19 No. 1 (2022): Jurnal Pendidikan Agama Islam
Publisher : Yogyakarta: Jurusan Pendidikan Agama Islam Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpai.2022.191-11

Abstract

Purpose – This article discusses the idea of Islamic Religious Education based on religious intersubjectivity. Design/methods/approach – This paper presents the idea of Islamic Religious Education based on religious intersubjectivity with a philosophical perspective or approach and religious phenomenology. The philosophical approach is to delineate and discuss three varieties of new paradigm for religion, namely subjective, objective, and intersubjective belief. Meanwhile, the religious phenomenology approach is used to develop an "intersubjective" religious area. Intersubjective diversity is an area of human religiosity that marries and engages in intense and sincere deep dialogue between the links of subjective and objective self-awareness of human which are in opposition to each other. Findings – The formulation of this IRE model – based on the intersubjectivity of religion – must consider the following points: 1) Intelligent sorting of common patterns and unique patterns in history of religions and religious thoughts; (2) Epoche, which refers to the ability of a person or group to sincerely and purely set-aside the statements that are undermining, devaluing, demeaning, infidelizing, apostatizing, or hurtful to other groups in any form; (3) Eidetic vision, which is the search for the basic construction, core, substance or the deepest essence of human religiosity; (4) the historicity of religion; (5) Verstehen, which constitutes an effort to understand the essence of other religions earnestly and genuinely; (6) Compassion and harmony; (7) Inclusive-partnership and dialogical approach; and (8) Enlightening new religious thoughts, mentalities, and attitudes (al-aql al-Jadid al-istitla'). Originality/value – Seeing the important meaning of religious intersubjectivity, this religious model is very appropriate if applied in Islamic Religious Education (PAI) learning.
Co-Authors Ellya Rakhmawati Tri Suyati.