<![CDATA[This study examines the concept of educational interaction between teachers and students in the thought of Burhānuddīn al-Zarnūjī, particularly as articulated in his work Ta‘līm al-Muta‘allim Ṭarīq al-Ta‘allum. The study aims to analyze the theological foundations of adab, identify the hierarchical structure of adab values, and reconstruct their relevance to the development of contemporary Islamic education. This study employs a qualitative approach through philosophical-interpretive library research within a constructivist paradigm, applying Hans-Georg Gadamer’s philosophical hermeneutics. Data were collected through documentation, intensive reading (close reading), thematic classification, interpretation, and critical analysis of primary and secondary sources. The findings indicate that adab constitutes the fundamental foundation of al-Zarnūjī’s educational thought, integrating spiritual, intellectual, moral, and social dimensions within the learning process. The hierarchical structure of adab begins with adab toward Allah and subsequently develops into adab toward knowledge, teachers, fellow students, and oneself. These values form an integrative and transformative educational framework oriented toward the formation of the insān ādabī, namely an educated person who possesses moral integrity, spiritual awareness, social responsibility, discipline, and the ability to use knowledge correctly, wisely, and beneficially. These findings affirm that al-Zarnūjī’s educational thought remains relevant as a foundation for strengthening teacher–student educational relationships in contemporary Islamic education.]]>
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