Volume 7, Issue 4 (December 2025)
IEEPJ 2025, 7(4): 0-0 |
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Shafiee Ganjeh J, Shamshiri M R, Saadatmand Z. (2025). An Analysis of Spiritual Health (Insightful Dimension) with an Emphasis on Nahj al-Balagha in Order to Present Educational Implications. IEEPJ. 7(4),
URL: http://ieepj.hormozgan.ac.ir/article-1-1072-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-1072-en.html
1- PhD Student, Department of Educational Sciences, Isf.C., Islamic Azad University, Isfahan, Iran
2- Associate Professor, Department of Philosophy and Islamic Theology, Isf.C., Islamic Azad University, Isfahan, Iran ,1285740408@iau.ac.ir
3- Associate Professor, Department of Educational Sciences, Isf.C., Islamic Azad University, Isfahan, Iran
2- Associate Professor, Department of Philosophy and Islamic Theology, Isf.C., Islamic Azad University, Isfahan, Iran ,
3- Associate Professor, Department of Educational Sciences, Isf.C., Islamic Azad University, Isfahan, Iran
Abstract: (49 Views)
Objective: The purpose of this study was to explore spiritual health in Islamic teachings—particularly in Nahj al-Balāghah—in order to extract and propose practical educational implications.
Methods: This research employed a qualitative content analysis and meta-synthesis approach. Twenty-one scientific studies related to spiritual health in Islamic teachings with emphasis on Nahj al-Balāghah were analyzed. Data were coded using MAXQDA24 software through three stages: open coding, axial coding, and selective coding. The analysis focused on the core dimension of spiritual health (the “cognitive” or “vision-based” dimension), structured around four indicators: relationship with God, relationship with self, relationship with others, and relationship with creation (nature).
Results: Findings showed that spiritual health, within the Islamic framework, represents a comprehensive and dynamic model grounded in four major indicators: connection with God, self, others, and creation. In the cognitive dimension, the model encompasses components such as monotheistic orientation, divine self-knowledge, social ethical conduct, and meaning-orientation. The analysis revealed that the relationship with God forms the central axis influencing all other dimensions; divine self-knowledge acts as a bridge between them; and awareness of existential dependence drives the individual toward service to others. Based on this synthesis, multiple educational implications were extracted concerning the learning environment, tools, methods, content, educator, and learner—all emphasizing deeper understanding of reality, self-knowledge, and attention to divine signs in nature.
Conclusions: The strength of this model lies in its holistic consideration of all educational components. However, implementing it within existing educational systems requires curriculum reform, training multi-dimensional educators, and designing flexible learning environments. This ensures that spiritual health can emerge as the ultimate outcome of an authentic relationship with God and existence in both individual and social life.
Methods: This research employed a qualitative content analysis and meta-synthesis approach. Twenty-one scientific studies related to spiritual health in Islamic teachings with emphasis on Nahj al-Balāghah were analyzed. Data were coded using MAXQDA24 software through three stages: open coding, axial coding, and selective coding. The analysis focused on the core dimension of spiritual health (the “cognitive” or “vision-based” dimension), structured around four indicators: relationship with God, relationship with self, relationship with others, and relationship with creation (nature).
Results: Findings showed that spiritual health, within the Islamic framework, represents a comprehensive and dynamic model grounded in four major indicators: connection with God, self, others, and creation. In the cognitive dimension, the model encompasses components such as monotheistic orientation, divine self-knowledge, social ethical conduct, and meaning-orientation. The analysis revealed that the relationship with God forms the central axis influencing all other dimensions; divine self-knowledge acts as a bridge between them; and awareness of existential dependence drives the individual toward service to others. Based on this synthesis, multiple educational implications were extracted concerning the learning environment, tools, methods, content, educator, and learner—all emphasizing deeper understanding of reality, self-knowledge, and attention to divine signs in nature.
Conclusions: The strength of this model lies in its holistic consideration of all educational components. However, implementing it within existing educational systems requires curriculum reform, training multi-dimensional educators, and designing flexible learning environments. This ensures that spiritual health can emerge as the ultimate outcome of an authentic relationship with God and existence in both individual and social life.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2025/08/27 | Accepted: 2025/10/26 | Published: 2025/12/10
Received: 2025/08/27 | Accepted: 2025/10/26 | Published: 2025/12/10
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