Islam va Pazhuheshhaye Tarbiyati

Contemporary cognitive challenges to religiosity underscore the necessity of initiating religious practice with doctrinally persuasive foundations grounded in philosophical inquiry. This research, by examining the relationship between doctrinal education and "Sadraean self-knowledge," endeavors to reinterpret the engagement of Transcendent Philosophy (al-ḥikmah al-mutaʿāliyah) with the fundamental question "Who am I?" through an educational lens. The objective is to explore the foundational themes within Sadraean self-knowledge and to elucidate their direct implications for the three pillars of doctrinal education-monotheism (tawḥīd), eschatology (maʿād), and prophethood (nubuwwah). The methodology employed was directed thematic analysis, utilizing purposive sampling from the intellectual tradition of Transcendent Philosophy, particularly the later works of Ayatollah Misbah Yazdi, with open and axial coding to formulate core themes. On this basis, three central themes were extracted: "comprehension of existential poverty" (faqr), "knowledge of the immaterial reality of the soul" (tajarrud), and "experience of the inclination towards the infinite." The findings demonstrate that these three themes are directly translatable into the aims of doctrinal education: comprehension of existential poverty serves as the rational underpinning for affirming monotheism of actions; knowledge of the soul's immateriality constitutes the epistemic bridge to belief in the unseen realm and, subsequently, to the principle of resurrection; and the pursuit of the infinite provides the foundation for understanding the existential yearning for divine proximity and the rational explanation for the need for prophetic guidance. The novelty of this article lies in the integration of these three Sadraean thematic strands into a framework for delineating the objectives of designable programs within the domain of doctrinal education, aiming to achieve an "operational map for doctrinal education" with measurable instructional indicators. This approach bridges the gap between the theoretical depth of Transcendent Philosophy and the practical exigencies of religious education in the field.