Compassion-Based Education in Q.S. Ar-Rahman [55]: 1–3: A Textual and Contextual Analysis and Its Implications for Contemporary Islamic Religious Education
DOI:
https://doi.org/10.24256/jiis.v6i1.12720Keywords:
compassion-based education, Sūrat al-Raḥmān, compassionate pedagogy, educational exegesis, Islamic religious educationAbstract
Contemporary education faces challenges arising from an overemphasis on cognitive achievement, dehumanizing instructional practices, and emotional distress in digital learning environments. This study examines compassion-based education in Q.S. Ar-Rahman [55]: 1–3 through textual and contextual interpretation and considers its implications for contemporary Islamic Religious Education (IRE). Employing qualitative library research, the study integrates thematic Qur'anic exegesis, linguistic analysis of classical and contemporary commentaries, and contextual hermeneutics. The analysis suggests that the sequence of Ar-Raḥmān (the Most Merciful), the teaching of the Qur'an, and the creation of humankind can be interpreted as an epistemological ordering in which divine compassion provides a foundation for learning and human development. In contemporary pedagogical terms, this reading challenges exclusively cognitive, dogmatic, or transactional instructional approaches. The study proposes four interconnected implications for IRE: an affectively oriented curriculum informed by social and emotional learning, dialogic and empathetic teaching practices, educators who model compassionate conduct, and psychologically safe and inclusive learning environments. These implications constitute a conceptual pedagogical framework rather than an empirically validated intervention. Further classroom-based research is required to examine their feasibility and effectiveness.
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