DOUBLE MOVEMENT AND ISLAMIC EDUCATIONAL EPISTEMOLOGY: A STUDY OF FAZLUR RAHMAN'S THOUGHT ON THE INTEGRATION OF KNOWLEDGE

Abstract

This study examines Fazlur Rahman's concept of the double movement in addressing the dichotomy between traditionalist and modern knowledge systems within Islamic education. Employing a qualitative library research approach, this study analyzes Rahman's construction of an integrative epistemology that harmonizes classical Islamic scholarship with contemporary scientific knowledge. The findings reveal three key contributions: First, Rahman's double movement method enables the integration of traditional and modern sciences through a two-step hermeneutical processmoving from the present context to the Qur'anic revelation period, then back to contemporary application. Second, the educational epistemology emphasizes ijtihad as intellectual jihad, requiring the integration of religious and general sciences, developing curricula responsive to contemporary challenges, and prioritizing character development. Third, intellectualism in Islamic education functions to demonstrate the truth of religious knowledge within disciplinary frameworks, formulate knowledge products aligned with religious values, and pioneer scientific concepts derived from religious norms. The study concludes that Rahman's construction has significant implications for harmonizing modern knowledge with traditional Islamic scholarship, producing Muslim generations capable of understanding both normative Islam and its historical development.