Deconstructing Logocentrism and School-Centrism in Indonesia’s Islamic Education: A Critical Epistemological Analysis

This study critically examines how the deep institutionalization of Islamic thought in Indonesia’s religious educational establishments has fallen short in addressing contemporary challenges for Indonesian Muslims. The central argument is that a significant gap remains between the educational ideals of the Qur’an and Hadith and the lived realities of Muslim life. Employing Muhammad Abed al-Jabiri’s critical-analytical approach, the article advances three main claims: First, Islamic education in Indonesia is still dominated by logocentrism and school-centrism. Second, these paradigms act as obstacles to developing a critically engaged Muslim society capable of responding to global issues. Third, logocentrism encourages dogmatism by promoting a singular truth, while school-centrism entrenches fanaticism, formalism, and, at times, radicalism. The study concludes that only a critical reassessment of these paradigms can drive meaningful educational reform and enable Indonesian Muslims to better confront contemporary realities.