Textualization and Contextualization of Islamic Teachings (Understanding Approaches to Interpreting the Quran and Hadith)

Abstract

This article discusses the two main approaches to understanding Islamic teachings regarding the Quran and hadith: the textual and contextual approaches. This article aims to examine the characteristics, mechanisms, strengths, and limitations of these two approaches, as well as to explore various models developed to bridge the two. This study employs a qualitative approach through library research, analyzing relevant classical and contemporary literature. The results of the study indicate that the textual approach emphasizes the literal meaning of the text and upholds the authority of revelation, whereas the contextual approach seeks to capture the substantive message of the text by taking into account its historical, social, and cultural context. Each approach has its own strengths and weaknesses, meaning neither can independently produce a fully comprehensive understanding. Various integrative models proposed by contemporary Muslim scholars, such as the “double movement,” contextual hermeneutics, maqāṣid al-syarī‘ah, and ma‘nā cum maghzā, demonstrate efforts to bridge the relationship between text and context. However, there is not yet a single model that is methodologically well-established and universally accepted. Therefore, the development of a more integrative and methodologically sound approach remains a critical need in contemporary Islamic studies.