Pedagogical Authority and Participation in al-Rasūl al-Muʿallim: A Focused Reading for Peace Education
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Abstract
This study examines how ʿAbd al-Fattāḥ Abū Ghuddah presents selected Prophetic teaching practices in al-Rasūl al-Muʿallim wa Asālībuhu fī al-Taʿlīm, focusing on the relationship between pedagogical authority and participation and its relevance to peace education. Qualitative document analysis and directed qualitative content analysis were applied to five consecutive sections addressing answering questions, extending answers, redirecting questions, revisiting discussions to clarify explanations, and delegating answers to Companions. The analysis indicates that these practices present teaching as a process of contextual pedagogical judgment involving decisions about relevance, explanatory scope, the appropriateness of responses, and the allocation of opportunities to participate. Delegation particularly illustrates how participants may exercise intellectual judgment while the educator retains authority to evaluate their responses. Participation can therefore coexist with educational asymmetry. These findings offer a conceptual perspective grounded in textual analysis for examining pedagogical relationships in peace education, while providing no basis for assuming that the practices automatically produce peaceful outcomes. The study is limited to Abū Ghuddah’s interpretation of selected hadith and does not assess their effects in contemporary educational settings.
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