Educational Implications of Educational Anthropology

Document Type : Original Article

Authors

1 Researcher in the Field of Religious Education (Corresponding Author)

2 Ph.D. in Fiqh and Educational Sciences, Al-Mustafa International University

10.22081/jip.2026.75068.1165

Abstract

Education is a field of knowledge that takes the process of human change and transformation as its central concern. Bringing about change in any being depends upon understanding its structure. Human structure is formed by thoughts, inclinations, emotions, and wills that may be either harmonious or conflicting and that influence one another. What makes the analysis of the system of choice and volition difficult is the existence of conflicting inclinations and thoughts, a difficulty that can be addressed through an analysis of the element of reasoning (ta‘aqqul) in human beings. The central issue of this study is to identify the educational implications derived from this anthropological foundation. This research is qualitative in nature and employs a descriptive-analytical method. First, drawing upon revealed sources and human experiential knowledge, the role of reasoning in the process of choice is examined. Subsequently, the principles and methods that either strengthen or disrupt this process are explained. In summary, these include: the principle of not sufficing with the mere transmission of religious knowledge and information; avoiding obedience-centered and dogmatic approaches such as dogmatism, restricting free thinking, imposition and coercion, indoctrination, and imitation; strengthening an independent personality through explaining human dignity and capabilities, respectful treatment, consultation, and the assignment of responsibility; and fostering a spirit of inquiry by creating a safe environment for questioning, employing role models, and making inquiry attractive.
 

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