Epistemological Problems in Islamic Studies: An Analysis of Paradigms, Methodologies, and Academic Bias

Abstract

Islamic Studies has evolved from textual and normative inquiries into a multidimensional field engaging with philosophy, social sciences, and the humanities. However, this expansion generates fundamental epistemological questions regarding the validity of knowledge, methodological choices, and the presence of academic bias. This study aims to critically analyze the epistemological problems in Islamic Studies by examining the relationship between paradigmatic plurality, methodological orientations, and researcher positionality. This study employed a qualitative literature-based research design with a critical-interpretive approach. Data analysis was conducted through three interconnected stages: identifying epistemological assumptions, comparing various approaches (normative, historical-critical, social-scientific, and integrative), and critically interpreting the interactions among paradigms, methodology, and researcher positionality. The findings indicate that the epistemological dynamics of Islamic Studies are influenced by tensions between normative-deductive and historical-empirical approaches. Epistemological problems emerge when a single paradigm is treated as absolute and applied without a critical understanding of its analytical boundaries. Furthermore, limited mastery of social science methodologies, alongside the uncritical adoption of either Western analytical frameworks or traditional Islamic scholarly views, can lead to academic bias and apologetic orientations. The study concludes that resolving epistemological issues in Islamic Studies does not require establishing a single universal paradigm, but rather cultivating a reflexive and integrative research culture based on three principles: paradigmatic awareness, methodological reflexivity, and critical recognition of researcher positionality