كاركردهاي قوه خيال و دلالت‌هاي تربيتي آن از نظر سهروردي

The functions of imajination in suhravardiʹs philosophy an‎d its educational implications

فلسفه و كلام اسلامي

The Illuminationist philosophy of Shihāb al-Dīn Suhrawardī, one of the most original an‎d innovative philosophical traditions in the Islamic world, is not merely a philosophical system; rather, it constitutes an epistemic-educational framework grounded in concepts such as light, imagination, an‎d luminous wayfaring. In this system, the human being is a wayfarer journeying from darkness toward light, an‎d for realizing this path, one requires special faculties—most notably the faculty of imagination. Within this framework, imagination is not simply a psychological power for preserving an‎d reproducing sensible forms; rather, it possesses a much more profound an‎d fundamental status. It serves as an intermediary between the sensible an‎d the intelligible, an‎d as a firm bridge between the corporeal world an‎d the sacred realm. Thus, imagination plays a dual role: on the one han‎d, it is embedded in the ontological structure of the world an‎d its hierarchy of existence; on the other han‎d, it functions within the human epistemic process as a tool for the intuition of truths an‎d inner perception. Employing a descriptive-analytical method an‎d an interdisciplinary approach within the field of philosophy of education, this study examines an‎d elucidates the status an‎d functions of the faculty of imagination in Suhrawardī’s Illuminationist philosophy an‎d seeks to clarify its educational implications. First, the foundational concepts of Illuminationist thought—such as light, imagination, an‎d the world of images (ʿālam al-mithāl)—are revisited an‎d analyzed to clarify the ontological an‎d epistemological position of imagination in Suhrawardī’s intellectual system. Subsequently, the relationship between imagination an‎d the process of education is explored, an‎d the role of symbolic, intuitive, an‎d artistic tools—such as stories, allegories, imagery, an‎d symbolic language—in transmitting Illuminationist knowledge is explained. Moreover, the diverse educational functions of the faculty of imagination in rational development, moral purification, refinement of the soul, the growth of theoretical an‎d practical intellect, an‎d ultimately in attaining existential perfection—the ultimate aim of Illuminationist education are emphasized. The findings of this research indicate that, from Suhrawardī’s perspective, true education can only be realized through the cultivation an‎d elevation of the faculty of imagination. Imagination takes the human being beyond the limits of purely discursive reasoning an‎d enables the reception of inner meanings, the intuition of divine lights, an‎d the experience of luminous wayfaring. Thus, educational imagination is not an auxiliary component but a fundamental pillar of human spiritual journeying an‎d the link between instruction an‎d upbringing. In this framework, the teacher is not merely a transmitter of information but a “guide of light” who accompanies the wayfarer in the path of discovering an‎d witnessing truth. Tools such as stories an‎d allegories are not simple pedagogical techniques but constitute a unique language for conveying Illuminationist knowledge an‎d connecting the intellect an‎d heart of the learner. By revisiting the legacy of Illuminationist philosophy an‎d linking it with contemporary discussions in education, this study highlights the capacities of imagination, wayfaring, an‎d intuition as foundational pillars of Illuminationist pedagogy an‎d opens new horizons for theorizing in the field of Islamic philosophy of education. The principal conclusion of the research is that imagination, in Suhrawardī’s intellectual system, is not only the key to understan‎ding the imaginal world an‎d witnessing sacred lights but also forms the very basis of the educational an‎d spiritual journey. Without it, the realization of the ultimate aim of education,the attainment of luminous perfection,would be impossible.

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