الأصول التربويه في التفسير المنسوب الي الامام الصادق (ع)

This dissertation provides a comprehensive analysis of the pedagogical principles (al-uṣūl al-tarbawiyya) embedded in the mystical exegesis (al-tafsīr al-ʿirfānī) attributed to Imam Jaʿfar al-Ṣādiq (peace be upon him), a preeminent figure in the Islamic spiritual tradition an‎d a profound source for the esoteric understan‎ding of the Holy Quran. The study aims to uncover the pedagogical framework inherent in this exegetical corpus by tracing the core concepts an‎d spiritual stations (maqāmāt) that constitute an integrated developmental path, directed toward self-purification (tahdhīb al-nafs), the refinement of the heart, an‎d the attainment of nearness to God Almighty. Adopting an analytical-deductive methodology, the study examines the exegetical texts attributed to Imam al-Ṣādiq, extracting pedagogical principles through the lens of mystical concepts inherited from the Imams of the Ahl al-Bayt an‎d early Sufi traditions. Seven central pedagogical principles are identified as the core of this mystical educational system: Self-Purification (tazkiyat al-nafs), Illumination of the Heart (nūrāniyyat al-qalb), Remembrance (dhikr), Spiritual Struggle (mujāhada), Balance between the Exoteric an‎d the Esoteric (al-ẓāhir wa-al-bāṭin), Love an‎d Yearning (maḥabba wa-shawq), an‎d Annihilation an‎d Subsistence (fanāʾ wa-baqāʾ). The research demonstrates that these principles function not in isolation, but as an interconnected pedagogical system in which various stations interact an‎d overlap, with each principle facilitating, nurturing, an‎d anchoring the next. Through this system, the human subject undergoes an internal transformation, transitioning from the realm of multiplicity to the realm of unity, from heedlessness (ghafla) to presence (ḥuḍūr), an‎d from the ego (anā) to pure servitude (ʿubūdiyya). Furthermore, the study delineates the characteristics of Imam al-Ṣādiq’s mystical-pedagogical model, which comprises several interrelated components: the pedagogical objective—attaining proximity to God an‎d embodying Divine attributes; the pedagogical methodology—based on gradual progression through spiritual stations; educational instruments—such as the Quran, dhikr, an‎d seclusion (khalwa); requisite virtues of the seeker, such as patience (ṣabr) an‎d sincerity (ikhlāṣ); an‎d the role of the mentor (murabbī) in guiding the seeker’s journey. This system culminates in profound outcomes, including purity of heart, clarity of insight (baṣīra), psychological equilibrium, an‎d intimacy with God (uns billāh). This study concludes that the mystical exegesis attributed to Imam al-Ṣādiq is not merely a symbolic reading of the Quran but a holistic pedagogical project aimed at restoring the human being to their primordial spiritual essence an‎d constructing their character in the light of Quranic guidance. Based on this, the thesis emphasizes the necessity of integrating these mystical principles into contemporary pedagogical discourse, given their capacity to refine the soul, enhance spiritual values, an‎d foster a balanced human being.

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عبدالهادي طعمه العتابي

163569