Investigating the Aims and Methods of Education for Moderation in Adolescents Based on Martyr Motahhari’s Conception of Islamic Philosophy: Toward the Development of an Educational Model

Abstract

The present study aimed to investigate the aims and methods of education for moderation in adolescents based on Martyr Morteza Motahhari’s conception of Islamic philosophy, with the purpose of developing an educational model. The research employed a deductive qualitative content analysis method. The findings demonstrated that Martyr Motahhari regarded Islamic philosophy as a fundamental basis for attaining a proper understanding of existence and the human being. He maintained that, by providing profound insights into the nature of existence, God, and the relationship between human beings and the world, Islamic philosophy can establish a robust foundation for moral and spiritual education. Martyr Motahhari also viewed Islamic philosophy as a powerful intellectual instrument for understanding and interpreting the world and existence, arguing that it can facilitate a deeper comprehension of moral and educational concepts. One of the key principles in Motahhari’s thought is the importance of moderation in education. He emphasized maintaining balance in the development of the various dimensions of human existence, including intellectual, moral, and physical dimensions. As an intellectual framework, Islamic philosophy can contribute to the development of models for balanced and moderate education. It is also noteworthy that Martyr Motahhari emphasized the significance of adolescence in the formation of an individual’s future personality. He believed that Islamic philosophy can provide valuable guidance for understanding and educating adolescents. This includes understanding the intellectual, emotional, and social transformations characteristic of this developmental period and proposing appropriate strategies for guiding adolescents toward moderation. Ultimately, it can be concluded that Motahhari’s conception of education for moderation not only provides a theoretical framework for the balanced development of adolescents but also constitutes a civilizational foundation capable of contributing to the reconstruction of the religious and human identity of society. In this respect, such an approach can pave the way for integrating rationality and spirituality within Iran’s contemporary system of education.