Analysis of the Strategies of Islamic Educational Philosophy with a Hermeneutic Approach and Presentation of a Paradigmatic Model
Keywords:
Religious Education in Islam, Islamic Educational Philosophy, Hermeneutics, Paradigmatic Model, Tafsir Tasnim, Grounded TheoryAbstract
Religious education in Islam is a purposeful process aimed at guiding human beings toward a pure life (ḥayāt ṭayyibah) and nearness to God, grounded in revelatory sources and sound reason. Despite the existence of educational crises in the Islamic world, the development of a systematic model of the strategies and consequences of religious education remains essential. The present study was conducted with the aim of analyzing the strategies of the philosophy of religious education in Islam through a hermeneutic approach and presenting a paradigmatic model. This research is an applied study employing a two-phase qualitative approach (exploratory sequential mixed design). In the first phase, the Holy Qur’an and Ayatollah Javadi Amoli’s Tafsir Tasnim were analyzed using documentary analysis, grounded theory (Strauss and Corbin method), and a hermeneutic approach based on Khosrow Bagheri’s five-step model. In the second phase, the extracted model was validated through the Delphi method with 15 experts, including faculty members holding doctoral degrees in philosophy of education and seminary scholars at Level 4 and above. The central category of “innate monotheistic education” was identified. Causal factors (spiritual heredity), contextual factors (family), intervening factors (school and society), strategies (encouragement and warning, exhortation, guidance, reminder, command and prohibition, and complementary strategies), and consequences (peace of heart, furqan [discernment], guidance, inner illumination, and contentment) were explicated. The paradigmatic model was designed in three layers: philosophical, infrastructural, and operational. The validity of the model was confirmed through a Cronbach’s alpha coefficient above 0.70, a Content Validity Index (CVI) ranging from 0.90 to 0.96, and expert consensus with a mean score above 4.2 out of 5. By integrating theoretical coherence with practical applicability, the proposed model can serve as an operational framework for educational systems in Islamic societies in fostering a generation characterized by faith, commitment, and ḥayāt ṭayyibah.
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Copyright (c) 2025 Mehdi Mahmodi; Payman Sadafi Hamedani, Mohammad Reza Sarmadi, Parvaneh Mehrjoo (Author)
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