<![CDATA[Intolerance in plural societies frequently arises from the absence of normatively grounded responses to difference, wherein silence or passive avoidance is mistakenly equated with tolerance. In Islamic Religious Education, conceptual clarity about the nature and limits of tolerance is essential for forming learners who are both religiously committed and socially responsible. This study aims to analyze Rainer Forst’s concept of toleration and reconstruct it within the perspective of Islamic Religious Education as a philosophical-pedagogical framework for developing tolerant learners. This study employed qualitative library research with a conceptual-hermeneutic approach. The primary source was Forst’s Toleration in Conflict: Past and Present, supplemented by peer-reviewed secondary literature. Data were analyzed using Miles et al.’s Interactive Analysis Model, combined with hermeneutic interpretation and theoretical triangulation. The analysis reveals that tolerance in Forst’s framework encompasses three essential components (objection, acceptance, and rejection) and four conceptions (permission, coexistence, respect, and esteem). Reconstructed within Islamic Religious Education, these conceptions correspond to three interrelated educational dimensions: personality formation (strong self), contextual social awareness (different context), and integral intellectual-moral reasoning (not a split self). Tolerant education in Islamic Religious Education should be understood not as passive acceptance or relativism, but as a principled, dialogical, and morally accountable process of forming religiously committed, socially respectful, and intellectually responsible learners. Education is identified as the most effective means for preventing intolerant attitudes and cultivating a normatively grounded understanding of diversity.]]>
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