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

The Educational Theory of Shah Wali Allah al-Dihlawi (1114–1176 AH): An Analytical Study in the Light of the Theory of Irtifāqāt

Abstract

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.