Organizing the Quranic-Based Humanities ‎(A Case Study of Organizing the Divine Traditions of the ‎Quran in the Branch of Educational Sciences)

Document Type : Original Article

Author

Assistant Professor, Islamic Sciences and Culture Academy, Qum, Iran.

10.22081/jti.2026.73233.1110

Abstract

Quranic data are generalizable and scientific when expressed in the form of real propositions. Real propositions are divine traditions. Any tradition whose subject is human and whose predicate expresses one of human voluntary actions constitutes a divine tradition within the realm of the humanities. The necessary prerequisite for the formation of Quranic-based humanities is the localization and structuring of these traditions within the domain of the humanities, which has not been accomplished thus far. This article addresses the organization of divine traditions in the branch of educational sciences, which is among the most important branches of the humanities. The purpose of this research is to demonstrate the authority of the Quran in educational sciences. To identify and organize these traditions, the article's strategy relies primarily on extracting the identifying components of educational sciences' data from its definition. Traditions governing voluntary actions constitute first-tier science, while traditions encompassing the philosophy of educational sciences constitute its second-tier science. For the sake of brevity, the data of the philosophy of educational sciences are processed only within those traditions that indicate the foundations, objectives, and methods in educational sciences. The method for determining the identifying components of the data containing divine traditions related to educational sciences is a combination of inductive and deductive methods, external to the implications of the Quran. The research method within the Quranic text is documentary and implication-analytical , which is termed ijtihad in verbal evidence. The method of localizing and organizing the traditions within the first- and second-tier knowledge of educational sciences is deductive, because it is based on identifying components and a model constructed upon those components. The article begins three essential processes of organization by determining the identifying components of educational sciences' traditions and continues with the presentation of a conceptual model for data retrieval. Subsequently, the traditions are concretely organized by determining organization patterns and presenting their conceptual model. The result of the research is the operationalization of organizing the Quranic divine traditions in educational sciences. The innovations of the article are as follows: 1. Determining the identifying components of first- and second-tier knowledge regarding divine traditions in the field of education; 2. Determining the process of organizing divine traditions in the field of educational sciences; 3. Delineating a conceptual model for the process of organizing traditions in educational sciences.

Keywords

References

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