Fazlur Rahman’s Contextual Hermeneutics In Addressing Contemporary Issues And Its Relevance To Islamic Religious Education
DOI:
https://doi.org/10.36668/441z5c95Abstract
This study discusses Fazlur Rahman’s contextual hermeneutics and its relevance to Islamic Religious Education (IRE). The background of this study stems from the need to re-examine religious texts, particularly the Qur’an, to ensure they remain relevant in addressing the dynamics and challenges of contemporary life. This study employs a qualitative method using library research through a descriptive-analytical approach. Data sources were obtained from scientific literature related to contextual hermeneutics, the concept of double movement, and learning theories in Islamic Religious Education. The findings indicate that Fazlur Rahman’s contextual hermeneutics emphasizes the importance of understanding the Qur’an through the “double movement”: moving from the historical context toward the formulation of universal moral values, and then reapplying these values within the contemporary context. This approach aligns with contextual learning in Islamic Religious Education (IRE), which emphasizes the connection between instructional content and the real-life experiences of students. Furthermore, this hermeneutics is also consistent with constructivist theory, which positions students as active agents in constructing knowledge, as well as critical thinking theory, which emphasizes the ability to analyze, evaluate, and reflect on issues, and fosters a character that is religious, rational, and of integrity in facing the challenges of modern life.
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