In recent times, the learning of Islamic Religious Education (PAI) has been perceived to be closer to a radical religious perspective and intolerant behavior. This perspective is very likely to develop because PAI is indeed constructed ideologically. This ideological style is because the PAI curriculum comes from products of Islamic thought in the dogmatic era of codification. PAI dogmatism is caused by the partiality of epistemology in the construction of the PAI curriculum. In order to be able to get out of the ideological-dogmatic style, this partiality must be stopped. PAI can utilize the epistemological division carried out by Muhammad Abed Al-Jabiri. Al-Jabiri developed three epistemologies in comprehensive Arabic reasoning. The epistemology consists of bayani, irfani, and burhani reasoning. These three epistemologies can break the epistemological partiality of PAI and replace it to become more comprehensive and integrative. This article aims to find the formula for the three epistemological relations of al-Jabiri in order to reconstruct the PAI curriculum. The author uses a literature study of the work of Muhammad Abed Al-Jabiri to find a theoretical framework for the epistemology of bayani, irfani, and burhani. This framework was then formulated in the PAI curriculum and looked for the form of relations between the three epistemologies. The author developed an integrative circular relationship pattern using a thematic learning approach on PAI. Through thematic learning, the construction of knowledge built into PAI learning is the result of the integration of three epistemologies that are circularly interconnected. Through this approach also, students will be accustomed to constructing knowledge using three epistemologies in an integrative and circular manner.