Document Type : Original Article
Authors
1
Associate Professor, Department of Quranic Sciences and Hadith, Shahed University, Tehran, Iran.
2
Ph.D. Candidate in Quranic Sciences and Hadith, University of Mazandaran, Babolsar, Iran.
Abstract
Purpose: Civilizational education is derived from the teachings of prophets and divine leaders. In this approach, human beings are educated based on the purpose of creation, which is attaining the position of God’s vicegerency on Earth. This type of education is not limited to individuals; rather, it provides a foundation for the growth of all members of society, with the formation of a monotheistic community as its ultimate goal. Among the Shi’a Imams, Imam Reza (A.S.) holds a distinguished position in the history of the Islamic world and Islamic civilization. His Imamate lasted for twenty years, from 183 to 203 AH. Due to the translation movement and the unique intellectual, cultural, and political atmosphere of this period, distinct intellectual currents and socio-political and cultural conditions emerged. In this context, Imam Reza (A.S.) stood out as not only the principal theorist of Shi'ism but of the entire Islamic world. Fully knowledgeable of true Islamic teachings, he firmly resisted ideological and doctrinal deviations and, drawing on pure teachings of the Qur'an and untainted Sunnah, presented a divine worldview and correct individual and social conduct. Despite the profound impact of Imam Reza's (A.S) teachings on various aspects of Islamic civilization, the educational and civilizational dimensions of his thoughts have not been thoroughly and comprehensively studied. Today, as human societies face civilizational decline and moral and educational deterioration, studying Imam Reza’s (A.S.) civilizational approach to education can offer a transformative, civilization-building perspective on education.
Methodology: This research employs a descriptive-analytical method, based on conceptual and documentary analysis. Using this method, propositions indicating Imam Reza’s (A.S.) civilizational discourse and practice related to education are extracted from authentic hadith sources. These are then analyzed to elaborate his civilizational approach to education.
Findings: The study and analysis of Imam Reza’s (A.S.) educational conduct reveal that his approach encompasses deep civilizational components. In examining the historical and cultural context of his educational conduct with an emphasis on its civilizational function, it was found that several factors - including the golden era of Imam Reza (A.S.), his acceptance of the Crown Prince position and the associated educational challenges, his civilization-building migration to Iran, his scholarly debates, and his establishment of religious rationalism - elevated his educational model from individual training to a civilizational framework. His civilizational education approach rested on foundational principles, which were examined in five key areas: Tawhid-centeredness, Human equality, Human agency in determining destiny, Human dignity, Educational justice. These principles, which form the basis of his educational methods, indicate that: First, civilizational education must be centered on monotheism; Second, all human beings have the potential for education and civilization-building; Third, every individual plays a role in shaping the destiny of their society. Imam Reza’s (A.S.) educational methods with a civilizational approach were analyzed across cognitive, emotional, and behavioral domains. His cognitive educational methods encompassed diverse aspects, such as promoting critical thinking and rationalism. Holding open discourse sessions exemplified his support for critical thinking, while rational training illustrated his rationalistic approach. In emotional education, alongside rationality, Imam Reza (A.S.) employed positive emotions and affections to develop character and deepen faith and devotion. His behavioral education methods were such that they prevented societal fragmentation, emphasized commonalities, and fostered synergy. In the behavioral dimension, two key methods were highlighted: intentional overlook (tolerance) and modeling.
Conclusion: In a civilizational approach to education, theorizing and leadership must be rooted in divine teachings-either directly revealed by God or inspired in the hearts of divinely appointed leaders and conveyed through hadith. The responsibility of educating human beings based on these teachings rests with such leaders. Based on divine teachings and his transformative methods and conduct, Imam Reza (A.S.) was the most influential civilizational figure of his era. Revisiting and implementing the traditions and reports related to his conduct can play a significant role in reconstructing Islamic civilization and establishing a new Islamic civilization.
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