Imam Fahrurrozi, Ishom Fuadi Fikri, Adib Habibi Habibi
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引用次数: 0
Abstract
The discourse of Ahl al-Sunnah wa al-Jama'ah (Aswaja) in the Nahdlatul Ulama (NU) tradition has developed in a paradigmatic framework as the manhaj al-fikr (the method of thinking) to answer the challenges of heterogeneity in the Indonesian nation. This paper is a literature review using a descriptive-deductive approach in answering questions about how the Aswaja concept is a paradigmatic proposition in the midst of the plurality in the Indonesian nation and how significant it is in enriching the insight of multiculturalism in Islamic education. In this case, Aswaja as the manhaj al-fikr is a continuation of the madzhab diniyyah system (religious school) which stems from five main foundations, i.e. tawassut (moderate), tasammuh (tolerant), tawazun (balanced), ‘adalah (justice), and amar ma’ruf nahi munkar (encouraging good deeds and preventing evil deeds). In addition, Aswaja as the manhaj al-fikr contributes to multicultural Islamic education by providing a paradigmatic scheme as a weltanschauung or worldview in seeing and responding to all the diversity that exists in Indonesia. That is, performing Aswaja in a manhajiy manner means an ability to; 1) manage conflicts proportionally, 2) live side by side peacefully in the midst of differences, 3) seek improvement towards a better direction (al-ishlah ila ma huwa al-ashlah), 4) contextualize in responding to various problems, and 5) think methodologically. Thus, the Aswaja paradigm as the manhaj al-fikr has significance in enriching the concept of Islamic education with a multicultural perspective in the internalization aspect of religious moderating and strengthening national integration.
Nahdlatul Ulama (NU)传统中的Ahl al-Sunnah wa al-Jama'ah (Aswaja)话语在一个范例框架中发展,作为manhaj al-fikr(思维方法)来回答印度尼西亚民族异质性的挑战。本文是一篇文献综述,使用描述-演绎的方法来回答以下问题:Aswaja概念如何在印度尼西亚民族的多元化中成为一个范例命题,以及它在丰富伊斯兰教育中多元文化主义的洞察力方面有多重要。在这种情况下,Aswaja作为manhaj al-fikr是madzhab diniyyah系统(宗教学校)的延续,该系统源于五个主要基础,即tawassut(温和),tasammuh(宽容),tawazun(平衡),' adalah(正义)和amar ma ' ruf nahi munkar(鼓励善行和防止恶行)。此外,Aswaja作为manhaj al-fikr为多元文化的伊斯兰教育做出了贡献,它提供了一个范例方案,作为一种世界观,看到并回应印度尼西亚存在的所有多样性。也就是说,以manhajiy的方式表演Aswaja意味着有能力;1)按比例处理冲突,2)在分歧中和平共处,3)朝着更好的方向寻求改进(al-ishlah ila ma huwa al-ashlah), 4)在应对各种问题时考虑情境,5)方法论思考。因此,作为manhaj al-fikr的Aswaja范式在宗教缓和和加强民族融合的内化方面具有丰富多元文化视角下的伊斯兰教育理念的意义。