The Theoretical Authority of the Quran in the Field of Humanities: The Case of Islamic Educational Philosophy

Document Type : Original Article

Author

Assistant Professor of Philosophy of Islamic Education, Allameh Tabataba'i University, Tehran, Iran

10.22081/jgq.2025.71232.1022

Abstract

The theoretical authority of the Quran and its influence on human sciences and knowledge is a key topic in the Islamization of sciences. This study examines the theoretical authority of the Quran in the field of humanities, with a particular focus on the philosophy of Islamic education. The research employs a descriptive-analytical method, utilizing library research for data collection, with information gathered primarily through note-taking from books. The findings indicate that the Quran, as a religious text, has a significant impact on human knowledge, which can be explained through various mechanisms, including inferential, inspirational, developmental, authoritative, perceptual, and directive influences on sciences. Additionally, within the two-tiered framework of Islamic educational philosophy—comprising the transitional and foundational layers—"Islamic philosophy" serves as a secondary source, whereas the Quran and the tradition of the Infallibles (peace be upon them) function both as primary sources and as the ultimate arbiters in assessing the validity of findings within the transitional layer. These findings encompass the elements and components of the Islamic educational philosophy, including general premises, foundations, objectives, principles, and educational methods.

Keywords

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