The Paradigm of Gus Dur's Inclusive Islamic Education in Building Public Interest (Al-Maslahah Al-‘Ammah) in Indonesia

Siti Mas’ulah

Dodi Isran

Resi Julita

Welti Wediasti

 

Abstract: The radicalism movement and acts of terrorism pose a significant threat not only to the safety of Indonesian society but also to the global community. In response, Gus Dur proposes an inclusive Islamic education paradigm aimed at safeguarding the public interest (al-maslahah al-‘ammah) for all, particularly the Indonesian people. This study employs a library research method, utilising Thomas S. Kuhn’s paradigm shift framework alongside a descriptive-analytical approach. The data sources for this research comprise primary, secondary, and supplementary sources. The findings reveal two key points: First, Gus Dur’s inclusive Islamic education paradigm is deeply rooted in the socio-historical context of his era, seeking to transform the radical Islamic education model into one that is inclusive and reform-oriented. Second, his educational strategies are designed to protect the public interest in Indonesia by reforming Islamic theology (aqidah) and law (sharia), while simultaneously countering the influence of radical Islamic movements. The broader implication of Gus Dur’s paradigm is the emergence of a dialectical relationship between inclusive theology and inclusive Islamic law. This dialectic is essential for Indonesian Muslims, mainly Islamic educators and members of Nahdlatul Ulama, to cultivate and disseminate a substantive understanding of Islam that prioritises the common good (al-maslahah al-‘ammah). As a result, indigenous Indonesian Muslim cultural values—such as mutual love and cooperation within and across religious communities—can be preserved and further strengthened.