<![CDATA[The polarization of approaches in the learning of Arabic literature between those that focus on memorization of texts and those that prioritize contextual analysis encourage the need to explore comparative theoretical foundations. This gap makes students unable to critically connect texts to social reality. This manuscript aims to critically analyze the epistemological and pedagogical characteristics and compare the similarities and differences in the framework of thought of Ja'far al-Khalifah and Muḥammad Qaddūr regarding the text- and context-based Arabic literature learning model. Thus, this study clarifies the conceptual roots of both approaches. This research uses a qualitative method with a content analysis approach and literature study of the main works of the two figures. Systematic steps include data familiarization, coding, theme development, and comparative synthesis. The findings show that while both emphasize the centrality of the text and the importance of context, al-Khalifah developed a pedagogical-performative model that starts from aesthetic experience and appreciation of language, while Qaddūr builds an epistemological-analytical model that is based on the clarification of the historical-linguistic context before analysis. This reveals two complementary rather than contradictory orientations. The implication of this study is the importance of designing a tiered and integrative learning model, by combining the strengths of each approach to produce Arabic literary learning that not only appreciates the beauty of the text but is also able to build contextual critical analysis skills.]]>
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