Rationalism vs. textualism: a comparative analysis of Islamic pedagogical approaches in Iran and Saudi Arabia
Cultivating rational thinking, rather than solely adhering to the text of Islam, can be a different crucial approach to Islamic pedagogy. We can find some of these differences in the post-Prophetic period when influential figures shaped differing interpretations of Islamic thought. This paper examin...
| Main Author: | |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Published: |
2025
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| In: |
British Journal of religious education
Year: 2025, Volume: 47, Issue: 4, Pages: 454-464 |
| Further subjects: | B
Suadia Arabia
B Rationalism B Islamic Studies B Iran B Education B textualism B Textbook B Mu’taz ila & Ash’ari |
| Online Access: |
Volltext (lizenzpflichtig) |
| Summary: | Cultivating rational thinking, rather than solely adhering to the text of Islam, can be a different crucial approach to Islamic pedagogy. We can find some of these differences in the post-Prophetic period when influential figures shaped differing interpretations of Islamic thought. This paper examines two major Islamic theological perspectives regarding the role of rational, logic, and interpretation in understanding sacred texts. The Ahl al-Hadith and Ash’ari school emphasises strict adherence to textual sources, often rejecting interpretative approaches, in contrast to the Ahl al-Ra’y and Mu’tazila schools, which give precedence to reason and interpretation. These divergent views have significantly influenced contemporary Islamic education, leading to notable differences in the method of curricula of Islamic studies. This paper explores how these perspectives shape the content of Grades 1 to 6 of Islamic studies textbooks in Iran and Saudi Arabia, focusing on their impact on developing logic, reasoning, and interpretive skills among students at this crucial stage of intellectual growth. |
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| ISSN: | 1740-7931 |
| Contains: | Enthalten in: British Journal of religious education
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| Persistent identifiers: | DOI: 10.1080/01416200.2025.2451044 |
