الدراسات الإسلامية

النظرية التربوية عند شاه ولي الله الدهلوي( 1114هـ -1176ه) : دراسة تحليلية في ضوء مفهوم الارتفاقات

Abdul Wahab Ferhat — 2026-07-29

Education occupies a central place in Islamic intellectual tradition because of its fundamental role in developing the individual, reforming society, and realising the higher objectives of the Sharīʿah. Among the prominent Muslim reformers who articulated a comprehensive vision of education was Shah Wali Allah al-Dihlawi (1703–1762), whose reformist thought sought to reconstruct the relationship between the individual, society, and the Sharīʿah in response to the religious, intellectual, and social challenges of his time. Central to this vision is his theory of irtifāqāt (social arrangements), which presents a systematic framework for understanding the gradual development of human civilisation through the fulfilment of human needs and the establishment of social order in accordance with divine guidance. Although the theory has been widely examined from social, political, and maqāṣid-oriented perspectives, its educational dimension has received limited scholarly attention.

This study investigates the educational foundations embedded in al-Dihlawi’s theory of irtifāqāt and examines how they contribute to the construction of an integrated theory of education. It addresses the intellectual foundations of al-Dihlawi’s educational philosophy, the educational implications of the theory of irtifāqāt, the objectives of education within this framework, and the relevance of this model to contemporary educational discourse. Employing analytical and inductive methods, the study analyses al-Dihlawi’s major writings to identify the educational principles underpinning his reform project and to demonstrate the relationship between education, moral formation, social organisation, and civilizational development.

The study argues that al-Dihlawi conceived education as a comprehensive process aimed at nurturing intellectual, spiritual, ethical, and social capacities in harmony with human nature (fiṭrah) and the objectives of the Sharīʿah. His theory of irtifāqāt provides a coherent educational framework that links individual development with social reform and civilizational progress, thereby offering valuable insights for addressing contemporary educational challenges in Muslim societies. The study concludes that al-Dihlawi’s educational thought constitutes a significant contribution to Islamic educational philosophy and remains a relevant source for developing holistic and value-based educational models in the modern era.

الأمن السيبراني وأهميته للنشء في البيئة الرقمية تحديات الحماية واستراتيجيات المعالجة

Rashed Abdul Rahman alaseeri — 2026-07-29

This study examines cybersecurity and its significance for the younger generation in the contemporary digital environment, highlighting the major risks and challenges associated with the widespread use of digital technologies and exploring effective strategies to mitigate them. The rapid pace of digital transformation has made the internet and smart technologies indispensable components of daily life, particularly for children, adolescents, and young adults, who constitute the largest and most active segment of digital users. Consequently, they are increasingly exposed to a wide range of cybersecurity threats, including privacy violations, cyberbullying, identity theft, online exploitation, and other forms of cybercrime. These risks are further exacerbated by varying levels of digital literacy and cybersecurity awareness among families and communities. Adopting an analytical and descriptive approach, the study emphasises that ensuring cybersecurity for the younger generation is a shared responsibility requiring coordinated efforts among families, educational institutions, community organisations, policymakers, and legislative authorities. It underscores the pivotal role of the family in cultivating responsible digital behaviour through parental guidance, continuous supervision, clear rules for technology use, and modelling ethical online conduct. The study further highlights the importance of integrating cybersecurity education into school curricula, strengthening community awareness initiatives, and developing comprehensive national and international legal and regulatory frameworks to safeguard children and youth in cyberspace. The study concludes that effective cybersecurity protection cannot be achieved through isolated efforts but requires a holistic, collaborative framework that integrates digital literacy, preventive education, institutional cooperation, technological safeguards, and legislative support. Such an integrated approach is essential for fostering a secure digital environment that protects the younger generation and enables them to benefit safely and responsibly from the opportunities offered by digital technologies.

كونفوشيوس بين الحكمة والنبوة دراسة في ميزان الوحي القرآني وتاريخ الأديان

Rabi Hassan Kokah kokah — 2026-06-30

This study examines the personality and teachings of Confucius (551–479 BCE) from the perspectives of Islamic thought and the comparative history of religions, with particular emphasis on whether his ethical teachings may preserve traces of an original divine message. Islamic doctrine affirms the universality of prophethood and maintains that God sent messengers to every nation throughout history, although many of their identities and narratives are not explicitly mentioned in the Qur'an. Within this theological framework, the study explores the possibility of understanding Confucius not merely as a philosopher or moral teacher, but as a historical figure whose teachings may reflect remnants of an earlier revealed tradition that underwent gradual transformation over time. Adopting analytical, historical, and comparative approaches, the study examines the intellectual and moral legacy of Confucius in light of the Qur'anic worldview, classical Islamic scholarship on prophethood and human fiṭrah (the innate disposition toward monotheism), and contemporary studies in the history of religions. It analyses the ethical principles of Confucianism, their historical development, and the extent to which they correspond with universal religious values recognised in Islam. The study also investigates the processes through which religious teachings may evolve from their original revelatory foundations into philosophical and cultural systems shaped by historical, social, and political circumstances. The study argues that the absence of explicit historical evidence identifying Confucius as a prophet neither confirms nor refutes the possibility from an Islamic perspective. Rather, the Qur'anic principle of the universality of divine guidance provides a legitimate framework for scholarly inquiry into the origins of ancient ethical traditions without departing from established Islamic theological principles. Consequently, the study advocates a balanced methodological approach that distinguishes between historical probability and doctrinal certainty while recognising the enduring value of Confucian ethics as part of humanity's shared moral heritage. It concludes that examining Confucius through the combined lenses of Qur'anic revelation and the history of religions deepens understanding of the continuity of divine guidance, the universality of moral values, and the historical transformation of religious traditions.

بين "الولاية الصوفية" و"الإمامة الشّيعيّة"- دراسة مقارنة تحليلية

Khadim Mbacke Cheikhouna — 2026-07-29

This study examines the relationship between Sufism and Shiism through a critical analysis of two foundational concepts: al-Wilāya (spiritual authority or sainthood) in Sufism and al-Imāma (religious leadership) in Shiite thought. The relationship between these two concepts has long been a subject of scholarly debate. While some classical Muslim scholars, including Ibn Khaldūn, acknowledged certain conceptual parallels and suggested that certain Sufi expressions concerning the status of the walī may have been influenced by Shiite intellectual developments, they nevertheless affirmed Sufism's Islamic authenticity and did not regard it as a derivative of Shiism. In contrast, a number of later scholars, particularly within the Salafi tradition, argued that Sufism originated from Shiism and that the doctrine of al-Wilāya merely reproduces the Shiite concept of al-Imāma. These claims have been advanced in numerous contemporary studies without sufficient historical and textual scrutiny. Adopting an analytical and comparative methodology, this study critically evaluates these assertions by examining the scriptural, theological, and historical foundations of both concepts in their respective intellectual traditions. It analyses the similarities and differences between al-Wilāya and al-Imāma with reference to the Qur'an, the Sunnah, and the classical literature of Sufism and Shiite theology. The study argues that although certain terminological and conceptual intersections exist, the two doctrines differ fundamentally in their theological premises, functions, sources of authority, and historical development. It further demonstrates that the Sufi understanding of al-Wilāya is deeply rooted in the Qur'an and the Prophetic tradition and evolved within the broader framework of Sunni Islamic spirituality rather than as a borrowing from Shiite doctrine. The study concludes that the claim that Sufism is an outgrowth of Shiism lacks sufficient historical and doctrinal evidence. Instead, Sufism represents an authentic dimension of the Islamic intellectual and spiritual tradition, possessing its own epistemological foundations and independent historical trajectory. The findings contribute to a more balanced understanding of the relationship between Sufism and Shiism and encourage a nuanced reading of their shared heritage and distinctive theological identities.

صناعة التفكير الناقد في العلوم الإسلامية

HASAN ALKHATTAF — 2026-07-29

The study addresses the theoretical foundations of critical thinking within the Islamic sciences by exploring its epistemological, ethical, and methodological dimensions. It argues that authentic critical thinking in the Islamic tradition is not merely a cognitive skill but a comprehensive intellectual and moral practice governed by the ethical principles of sincerity, intellectual integrity, objectivity, humility, and responsibility. Furthermore, it demonstrates that the cultivation of critical thinking depends upon interdisciplinary engagement among the various Islamic sciences—including jurisprudence (fiqh), legal theory (uṣūl al-fiqh), theology (kalām), hadith studies, Qur'anic exegesis, and Arabic linguistic sciences—while also benefiting from auxiliary disciplines such as logic and grammar, which provide the analytical tools necessary for sound reasoning and accurate interpretation. Employing analytical and inductive methodologies, the study examines the mechanisms through which Islamic scholars developed critical inquiry, emphasising the indispensable roles of scientific scepticism toward transmitted knowledge, evidence-based reasoning, methodological verification, and precise mastery of disciplinary terminology. The findings indicate that the Islamic intellectual tradition provides a coherent theoretical framework for cultivating critical thinking by integrating ethical formation with epistemological discipline and methodological competence. Consequently, the study concludes that critical thinking is an intrinsic characteristic of the Islamic sciences rather than an external or modern addition, and that its revival offers a valuable paradigm for contemporary Islamic education, capable of promoting intellectual creativity, balanced reasoning, and responsible scholarly engagement.