Ahmad Syalabi and Inclusive Islamic Education: An Anti-Sectarian Framework for Religious Moderation in Muslim Societies
DOI:
https://doi.org/10.21154/aicied.v4i.1765Kata Kunci:
Ahmad Syalabi, Inclusive Islamic Education, Religious Moderation, Sectarianism, Islamic Educational ThoughtAbstrak
Sectarianism remains a major challenge in contemporary Muslim societies, contributing to religious polarization, social fragmentation, and the spread of exclusivist narratives. While religious moderation has been widely promoted through educational initiatives, many existing approaches remain normative and insufficiently grounded in the Islamic intellectual tradition. This study examines Ahmad Syalabi’s anti-sectarian thought in Al-Mujtama' al-Islami and reconstructs its relevance for inclusive Islamic education. Employing a qualitative library research design, the study utilizes textual analysis, Gadamerian hermeneutics, and educational reconstruction. The findings reveal five core anti-sectarian principles in Syalabi’s thought: unity of the ummah, respect for diversity, intellectual openness, ijtihad, and ethical dialogue. Hermeneutic interpretation demonstrates that these principles contain significant educational meanings related to social cohesion education, Islamic multicultural education, critical thinking education, reflective learning, and dialogic pedagogy. Through educational reconstruction, these insights are synthesized into an Inclusive Islamic Education Framework consisting of inclusivity, plurality within Islam, critical engagement, dialogical learning, and religious moderation. The study contributes to contemporary Islamic education by repositioning Syalabi as a source of educational thought and demonstrating that inclusive education and religious moderation can be derived from within the Islamic intellectual heritage. The framework offers a conceptual response to sectarianism and religious polarization in contemporary Muslim societies.
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