Suchergebnisse

The succession crisis and civil war that followed the death of Caliph Harun alRashid in 809 is a gloomy chapter in the history of the Abbasid caliphate in its prime that captured the attention of later medieval Muslim scholars. Their main challenge lay in trying to find an appropriate rationale for justifying the conflict between the caliph's sons, al-Amin and al-Maʾmun, and the fate of the community under a caliphate seized by force for the first time in the Abbasid era. The destruction wrought by the civil war on the capital, Baghdad, combined with the spread of factional strife to other provinces of the caliphate, presented an ethical and religious dilemma reminiscent to contemporaries of the early Islamic fitnas. Conscious of this parallel, the chronicler al-Tabari, writing a century later, devotes considerably more space to the years of the civil war than he does to the reigns of al-Rashid and al-Maʾmun that bracketed it.

This research is focusing on the epistemological pattern of Islamic education during the Abbasid dynasty, especially during the Caliph Harun ar-Rashid. This study is library research using a historical approach. The research findings indicate that the background influencing the development of educational epistemology during the Abbasid dynasty, especially during the Caliph Harun is the translation movement, the construction of Bait al-Hikmah, the high number of Islamic educational institutions such as kuttab / maktab, low education in the palace, procurement of bookstores, the existence of Knowledge Convention, optimizing the function of mosques, madrasas for the public, and providing houses for ulema. More, the existence of scientists around the Caliph Harun promoted the progress of science, civilization, and Islamic education. In addition, the advance of political stability and economic circumstances during the Caliph Harun had also made scientific activity, Islamic education, and knowledge development becomes maximum. Moreover, Islamic education epistemology during the Caliph Harun can be mapped into three major streams of the underlying theory of knowledge, first, rational knowledge; second, sensory knowledge; and third, knowledge of Kasyaf through revelation or intuition. Several forms of knowledge developed from the epistemological style of Islamic education include the science of interpretation, the science of hadith, the science of kalam, the science of language, and the science of Tasawuf. Epistemology of Islamic education spawned many methods for scientific study such as nadzr, tadabur, tafakur, bayyinah, burhan, mulahzah, tajrib, istiqra, qiyas, tamsil, ta'wil, dzati, HISSI, khayali, aqli, syibhi, and more.