On the Art of Ta’wil: The Pedagogy of Hermeneutics for Intercultural and Interfaith Dialogue

While intercultural and interfaith dialogue in education is often framed in terms of tolerance, mutual understanding, active listening, and coexistence, these approaches often remain pedagogically underdeveloped. They do not sufficiently address the interpretive processes through which individuals negotiate meaning across cultural and religious differences. This article explores Ta’wil (تأويل) as a pedagogical hermeneutic for intercultural and interfaith dialogue. Rooted in Arabic Islamic intellectual traditions, Ta’wil is reconceptualized not merely as a method of textual interpretation but as a hermeneutics of return that seeks to recover the underlying purpose, first principle, or Ḥaqiqa that gives coherence to meaning. Through conceptual analysis, the study traces the etymological, philosophical, and Qur’anic foundations of Ta’wil. It draws on classical Muslim scholars, including Al-Ghazali and Ibn Rushd, as well as the Qur’anic narrative of Moses and Al-Khiḍr. It argues that Ta’wil functions as a dialogical practice that moves beyond literalism by negotiating ambiguity and reconciling competing perspectives. How can Ta’wil be reconceptualized as a pedagogical hermeneutic for intercultural and interfaith dialogue in higher education? The article further situates Ta’wil within broader intercultural and interfaith conversations by identifying its resonance with parallel philosophical and theological traditions concerned with first principles, teleology, and the pursuit of truth. The paper advances a pedagogical model that operationalizes Ta’wil for higher education through three epistemological anchors: textual evidence, contextual teleological coherence, and intended meaning. The article proposes a pedagogical model with learning outcomes, implementation guidelines, and an assessment rubric. It concludes that Ta’wil contributes to a culturally responsible pedagogy through which educational encounters can move from the narrow paths of tension and misunderstanding toward the open terrains of deliberation, negotiated meaning, and deeper forms of understanding.