Intuition and the Crisis of Modern Epistemology: Comparative Insights from Mulla Sadra and Henri Bergson for Islamic Education
DOI:
https://doi.org/10.35719/adabiyah.v7i2.1386Keywords:
Intuition, Epistemology, Mulla Sadra, Henri Bergson, Islamic EducationAbstract
This study aims to critically examine the role of intuition within the crisis of modern epistemology by conducting a comparative analysis of the philosophical thoughts of Mulla Sadra and Henri Bergson. The research is motivated by the dominance of rational-empirical paradigms in contemporary knowledge systems, which tend to marginalize intuitive and non-discursive modes of knowing. Using a qualitative library research approach, this study applies systematic literature review procedures combined with comparative analysis and content analysis based on Krippendorff’s framework. Primary and secondary sources are critically examined to explore the epistemological structures of intuition in both thinkers. The findings reveal that intuition plays a more fundamental and transformative role in knowledge acquisition than traditionally assumed. Mulla Sadra conceptualizes intuition (‘ilm al-hudhuri) as an ontological and integrative mechanism that unifies reason, revelation, and spiritual experience, thereby producing holistic knowledge. In contrast, Henri Bergson positions intuition as a method of direct experience that enables access to the dynamic nature of reality (durée), functioning as either a dominant or complementary alternative to rational analysis. These differences reflect two distinct epistemological orientations: integrative-transcendental (Sadra) and intuitive-phenomenological (Bergson). The novelty of this study lies in its effort to bridge classical Islamic philosophy and modern Western philosophy within a single comparative epistemological framework, while also situating intuition as a response to the limitations of modern rational-empirical epistemology. This study contributes to the development of an integrative epistemological paradigm by demonstrating that intuition can serve as a foundational dimension of knowledge when harmonized with reason and revelation. Furthermore, it offers significant implications for Islamic education by proposing a holistic framework that integrates cognitive, intuitive, and spiritual dimensions in the learning process.
References
Adinolfi, P., & Loia, F. (2022). Intuition as emergence: Bridging psychology, philosophy and organizational science. Frontiers in Psychology, 12, Article 787428.
Ajidin, Z. A., & Kuswanjono, A. (2025). Epistemologi Mulla Sadra dan relevansinya dalam pengilmuan ekonomi Islam. Jurnal Riset Ekonomi Syariah, 5(2), 173–182.
Ardi, M. (2021). Epistemologi respon publik terhadap pandemi coronavirus disease 2019 (COVID-19). Alim’s Publishing.
Asyibli, B., Ibtihal, A. A., Fauzan, M. F., Fauzi, A., & Hidayat, W. (2025). Epistemological dimensions in Islamic educational philosophy: A critical analysis. Journal of Islamic Education Research, 6(1), 69–84.
Atmaja, L., & Mustopa, R. R. B. C. (2020). Metaphysics in the epistemology: A critical analysis of Islamic and Western philosophical tradition. Afkaruna, 16(1), 22–39.
Bagir, H. (2006). Buku saku filsafat Islam (2nd ed.). Mizan.
Bertens, K. (2014). Filsafat Barat kontemporer Prancis. Gramedia Pustaka Utama.
Chimisso, C. (2023). Intuition and discursive knowledge: Bachelard’s criticism of Bergson. British Journal for the History of Philosophy, 31(4), 825–843.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publications.
Dreyfus, H. L., & Taylor, C. (2015). Retrieving realism. Harvard University Press.
Erdiyani, F., Syarif, Z., Inayati, M., & Fitriyah, E. (2025). Integrasi epistemologi (bayani, burhani, dan irfani) dalam pendidikan Islam kontemporer. Kartika: Jurnal Studi Keislaman, 5(3), 2185–2200.
Fauzi, I., Ubaidillah, U., Indrianto, N., Aminulloh, A., & Asshuwaifiyah, U. (2022). The pattern of development of competence, commitment, and motivation of teachers in pesantren. Al-Tanzim: Jurnal Manajemen Pendidikan Islam, 6(4), 1175–1189.
Flick, U. (2018). An introduction to qualitative research (6th ed.). Sage Publications.
Gigerenzer, G. (2007). Gut feelings: The intelligence of the unconscious. Viking.
Habermas, J. (1971). Knowledge and human interests. Heinemann.
Hadiwijono, H. (2016). Sari sejarah filsafat Barat 2 (3rd ed.). Kanisius. (Original work published 1985)
Hana, Y. (2022). Pengoperasian penalaran bayāni dalam Al-Qur’an (analisis metode amar dalam perintah shalat). Syarah: Jurnal Hukum Islam dan Ekonomi, 11(2), 168–180.
Hasanah, U. (2016). Ilmu dan filsafat dakwah (2nd ed.). FSEI Press.
Heidegger, M. (1962). Being and time. Harper & Row.
Husin, H. (2018). Pendidikan menurut filsafat Suhrawardi (1155–1191): Sejarah tokoh, pemikiran, dan aliran. Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan.
Jullien, F. (2000). Detour and access: Strategies of meaning in China and Greece. Zone Books.
Kahneman, D. (2011). Thinking, fast and slow. Farrar, Straus and Giroux.
Kalin, I. (2010). Knowledge in later Islamic philosophy: Mulla Sadra on existence, intellect, and intuition. Oxford University Press.
Kamal, M. (2006). Mulla Sadra’s transcendent philosophy. Ashgate Publishing.
Khair, N. (2021). Konsep al-‘ilm dalam studi pemikiran filsafat Mulla Sadra. Substantia, 23(2), 90–107.
Krippendorff, K. (2004). Content analysis: An introduction to its methodology (2nd ed.). Sage Publications.
Marzuki, H. (2022). Filsafat ketuhanan Mulla Shadra. Sophist: Jurnal Sosial Politik Kajian Islam dan Tafsir, 4(1), 42–68.
Merleau-Ponty, M. (2012). Phenomenology of perception. Routledge.
Mundiasari, K. (2022). Pola hubungan antar manusia sebagai insan pendidikan. Aktualita: Jurnal Penelitian Sosial dan Keagamaan, 12(2), 64–80.
Muslih, M. K., Syamil, A. H., & Kusuma, A. R. (2025). Mulla Sadra’s philosophical concept. Al-Afkar: Journal for Islamic Studies, 8(2), 158–186.
Nasr, S. H. (2006). Islamic philosophy from its origin to the present. State University of New York Press.
Pedwell, C. (2023). Intuition as a “trained thing”: Sensing, thinking, and speculating in computational cultures. Subjectivity, 30(4), 348–372.
Piętka, D. (2020). The issue of intellectual intuition in metaphysics. Studia Philosophiae Christianae, 56(S1), 167–187.
Polanyi, M. (1966). The tacit dimension. University of Chicago Press.
Popper, K. (2002). The logic of scientific discovery. Routledge.
Qonitatillah, A. (2022). Konsep kecerdasan intuisi menurut Miftahul Luthfi Muhammad. Jurnal Riset Agama, 2(3), 675–691.
Rodiallah, A., & Soleh, A. K. (2023). Pemikiran filsafat tasawuf Mulla Sadra. Al-Hikmah: Jurnal Studi Keislaman, 13(1), 43–56.
Rosowulan, T., Hasyim, A. F., & Purwanto, P. (2022). Analisis rancang bangun epistemologi Mulla Sadra. Wahana Islamika, 8(1), 110–123.
Rorty, R. (1992). The linguistic turn: Essays in philosophical method. University of Chicago Press.
Rusyadi, A., Muhammad, M., Azis, A., Amri, M., Saputra, A. R., Hikmatunnazilah, H., & Setyaningsih, R. (2025). Epistemologi Barat modern: Analisis kritis terhadap asas, kelemahan dan pengaruhnya terhadap dunia Islam. Jurnal Riset Rumpun Agama dan Filsafat, 4(2), 257–266.
Salim, N. A., Zaini, M., Wahib, A., Fauzi, I., & Asnawan, A. (2024). Fostering moderate character of santri: Effective hidden curriculum strategy in Islamic boarding schools. Nazhruna: Jurnal Pendidikan Islam, 7(2), 357–372.
Sidik, M., & Fadhlurrahman, I. A. (2025). Perjalanan spiritual Mulla Sadra dalam al-Hikmah al-Muta’aliyah fi al-Asfar al-Aqliyah al-Arba’ah. Setyaki: Jurnal Studi Keagamaan Islam, 3(1), 66–77.
Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339.
Tamrin, A. (2019). Relasi ilmu, filsafat dan agama dalam dimensi filsafat ilmu. SALAM: Jurnal Sosial dan Budaya Syar-i, 6(1), 71–96.
Tranfield, D., Denyer, D., & Smart, P. (2003). Towards a methodology for developing evidence-informed management knowledge by means of systematic review. British Journal of Management, 14(3), 207–222.
Trirahmayati, T., & Mansur, A. (2025). Rasionalisme vs empirisme dalam perspektif epistemologi modern. MICJO: Multidisciplinary Indonesian Center Journal, 2(1), 385–392.
Trisno, A., & Bakri, S. (2022). Model penalaran epistemologi irfani; Filsafat al-Hikmah al-Muta’aliyah Mulla Shadra. Journal of Islamic Thought and Philosophy, 1(2), 291–307.
Usmiyati, U., Muchtadi, M., & Astuti, R. (2022). Berpikir intuitif dalam menyelesaikan masalah matematis informasi terbatas pada materi aritmatika sosial kelas VII SMP. Faktor: Jurnal Ilmiah Kependidikan, 9(2), 123–131.
Vera, S., & Hambali, R. Y. A. (2021). Aliran rasionalisme dan empirisme dalam kerangka ilmu pengetahuan. Jurnal Penelitian Ilmu Ushuluddin, 1(2), 59–73.
Yusuf, H. (2012). Menggagas pengetahuan berbasis kemanusiaan: Menelaah pemikiran Henry Bergson. Kalam, 6(1), 1–20.
Zed, M. (2023). Metode penelitian kepustakaan (6th ed.). Yayasan Obor Indonesia.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Aulia Mustofa, Miftahul Firdaus, Yusuf
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
