The emergence of the chronological (revelation-based) exegetical approach has led to the production of works with distinct aims and methodologies. Two prominent commentaries—Hamgām bā Waḥy by ʿAbd al-Karīm Behjatpour and Fahm al-Qurʾān al-Ḥakīm by Muḥammad ʿĀbid al-Jābirī—despite sharing a common foundational premise, differ markedly in their exegetical goals and outcomes. This study undertakes a comparative analysis of the methodologies of these two commentaries and extracts their interpretive achievements in the educational, historical, and epistemic domains, while also addressing the major critiques directed at each in order to clarify their fundamental differences.The findings indicate that Hamgām bā Waḥy, aiming to uncover a transformative model and to offer a practical solution for contemporary societies, emphasizes the extraction of an “educational geometry” and the gradual formation of the Islamic community. However, its heavy reliance on narrations concerning the order of revelation and the challenges related to the generalizability and empirical testability of its proposed model constitute key criticisms of this approach. By contrast, Fahm al-Qurʾān al-Ḥakīm, adopting a historical–rational perspective, considers an understanding of the Qurʾān contingent upon reconstructing the process of its emergence alongside the Prophetic mission, with a focus on historical context and the development of Qurʾānic narratives. Major critiques of this work include rational reductionism, the weakening of the Qurʾān’s existential–guidance dimension, and the reduction of the universal moral function of Qurʾānic narratives to mere historical analysis. Ultimately, these two works represent two distinct epistemic trajectories: one oriented toward educational–civilizational modeling, and the other toward historical–rational rereading.