اسلام و پژوهش‌های تربیتی

By proposing the relationship between ideological education and Sadr's "knowledge of the self," especially in the context of contemporary attacks on religion, this study highlights the necessity of starting religiosity from ideological persuasion and attempts to reinterpret the answer of transcendental wisdom to the fundamental question of "Who am I?" in educational language. The goal is to explore the basic themes in Sadr's self-knowledge and explain their direct implications for the three pillars of ideological education—monotheism, resurrection, and prophecy. The study method was guided thematic analysis with purposeful sampling of Sadr's and Neo-Sadr's works and open and axial coding to formulate core themes; on this basis, three axial themes were extracted: "understanding existential poverty," "recognizing the abstract truth of the self," and "experience of desire for infinity." The findings show that these three themes are directly translatable to the goals of religious education: existential poverty becomes the basis for rational persuasion of the monotheism of actions and Godhead; the celibacy of the soul is the perceptual bridge to belief in the resurrection and the realm of the unseen; and the quest for infinity will be the basis for understanding the existential pull towards divine proximity and the rational explanation of the need for prophetic guidance. The innovation of the article has been in integrating Sadr's three thematic lines in the form of an "operational map of religious education" with measurable educational indicators that fill the gap between the theoretical depth of transcendental wisdom and the field needs of religious education.