Hadith didactics: A new teaching and learning approach with hadiths

This article examines the role of hadiths in Islamic education from a pedagogical perspective and discusses the concept of “hadith didactics” in both its theoretical and practical dimensions. While acknowledging that hadiths have historically played a decisive role in the religious, moral, and social development of Muslims, the study argues that the traditional definition of hadith contains certain pedagogical and epistemological inconsistencies when considered in light of contemporary conditions. It therefore proposes redefining hadiths as narrations shaped through the perceptions and transmissions of narrators. Within this framework, hadith didactics is defined as a systematic field encompassing the selection, interpretation, and teaching of hadiths in educational processes. The article highlights the rich pedagogical potential of hadiths, emphasizing their capacity to contribute to the development of cognitive, affective, and social skills. However, it stresses that this potential can only be effectively utilized if hadiths are translated and interpreted accurately, contextually, and in accordance with learners’ levels. The study further outlines key pedagogical principles for teaching hadiths, including a holistic approach, ambiguity, elementarization, correlation, contextualization, gender and diversity sensitivity, and discursive learning. In conclusion, it argues that hadiths should be approached not through dogmatic and rote-based methods but through a learner-centered, critical, and meaning-oriented pedagogy, demonstrating that hadith didactics offers a significant contribution to modern Islamic religious education.