<![CDATA[This study examines the concept of honoring knowledge (‘ilm) and scholars (‘ulama) in the Qur’an through a comparative analysis of the classical exegesis of Ibn Kathīr and the contemporary interpretation of M. Quraish Shihab’s Tafsir Al-Mishbah on Qur’an Surah al-Mujādalah verse 11. The background of this research arises from the shifting perception of religious authority in modern society, characterized by rapid information flows, the rise of instant religious figures, and the weakening of traditional Islamic scholarship. The objectives of this research are: (1) to explain the Qur’anic concept of knowledge and scholars; (2) to compare the interpretative frameworks of Ibn Kathīr and Quraish Shihab; and (3) to identify educational values derived from both exegetical approaches. This qualitative study employs library research, using Tafsīr Ibn Kathīr and Tafsir Al-Mishbah as primary sources. Data were analyzed through content analysis and comparative methods to examine methodological differences, interpretative emphases, and educational implications. The findings show that Ibn Kathīr prioritizes authentic narrations (riwāyāt) in interpreting the verse and highlights social ethics and the Prophet’s exemplary conduct. Meanwhile, Quraish Shihab adopts a maqāṣid-oriented approach, emphasizing universal moral principles and contextual relevance to modern social and educational settings. The study reveals that knowledge in Islam integrates rational, spiritual, and moral dimensions. Scholars are regarded as the inheritors of prophets, entrusted with intellectual and ethical responsibilities. In conclusion, both tafsir traditions complement each other: Ibn Kathīr provides strong textual-historical foundations, while Al-Mishbah offers contextual insights essential for constructing relevant and holistic Islamic educational frameworks.]]>
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