Derivation of Negative Educational Methods from the Mahdist Educational System in the Era of Reappearance (as Preparatory Education)

Abstract

Education constitutes the structural core of Islam and a coherent framework for guiding human beings toward moral and spiritual growth. Human perfection is realized through attaining higher levels of servitude, which represent the ultimate purpose of creation. The apex of this development, for humanity at large, will only be achievable during the era of divine global governance, since ushering humanity into the most magnificent phase of flourishing—both in individual and social capacities—and establishing a manifestation of paradise on earth is a divine promise. This promise will be fulfilled under the guidance and leadership of the final divine proof, namely the Mahdi, with the cooperation of all people across the world. The present study aims, based on Frankena’s model of theoretical reasoning in education, to examine the goals, principles, and methods of Mahdist education during the era of Reappearance, and to extract and infer the most significant negative (prohibitive) educational methods from them, presenting these as preparatory educational strategies for the realization of Reappearance. The researcher argues that the negative educational methods derived from Mahdist education in the era of Reappearance represent the only valid approach for preparing the conditions for Reappearance. This is because the foundation of achieving individual and social perfection during the period of occultation must be grounded in the goals, principles, and methods characteristic of the era of Reappearance. Accordingly, during the period of occultation, employing negative educational methods and avoiding affirmative and coercive approaches in education constitutes one of the most essential duties of those awaiting Reappearance, so that both individuals and their societies may be adequately prepared for the establishment of this great global flourishing and the attainment of ultimate salvation. Policymakers and officials, particularly in the educational system, the Ministry of Culture, futurists, textbook authors, educational planners, and teachers, must give special attention to the educational system of the era of Reappearance, as this is essential and influential in planning and creating the necessary conditions for preparatory education. In particular, the school, as the most fundamental social institution, can play a more effective role in this regard.