**6. Conclusion**

Islamic religiosity, through the concept of religious self, can be used to develop sustainability ideation in Muslims. Developing the idea of sustainability requires a paradigm shift in religious standards. The original paradigm was that those who were considered religious were those who obeyed religious law (sharia), with indicators of religiosity is the implementation of ritual worship. The paradigm needs to be changed, that is, a person is said to be religious when able to activate self-awareness that man is the caliph. Those who realize that man is a caliph will have the will to use intelligence to master the knowledge of God's creation and use that knowledge to utilize nature taking into account its sustainability.

For implementation in Indonesia, this possibility can be realized through deconstructing the dualism of science between religious science and general science, which has the potential to exclude knowledge about God's creation such as biology,

**Figure 1.** *Multi-construal model of Indonesian self*

chemistry, physics, agriculture, forestry, geology, oceanology, and others, from sciences that are considered important according to a religious perspective.

The process is certainly long-term as it leads to fundamental changes in the dualism of science and religion. Another way that can be taken is to establish alternative schools that are not in the dualism. The initiator of this alternative school called it a field school, which is to make the forest and nature as a school. The basic idea is based on the weakness of formal schools that teach a lot of knowledge but lack coherence with the needs of children living around forests, beaches, and mountains to live in such places. Formal schools have a curriculum that prepares a student to become a worker, practitioner, or professional, but cannot be used to live in nature. Then, field school is the solution, which is to keep the village child remains a village person who has knowledge about nature and the village where he grew up and the knowledge of how to live in that place. Children in forest villages learn about forests and how to live by utilizing and maintaining forests. Children in coastal villages learn about the sea and how to live by utilizing the sea and guarding the ocean. Some of the field schools in Indonesia include Lawallu Village, Soppeng Riaja District, Barru Regency, South Sulawesi initiated by the Yayasan Hutan Biru (Blue Forest Foundation) [23], dan Field School held in Marena Indigenous Community, Pekalobean Village, Anggeraja District, Enrekang Regency, South Sulawesi, initiated by the Law and Community Association (HuMa) in collaboration with the Alliance of Indigenous Peoples of the Archipelago (AMAN) South Sulawesi [24].
