A Comparative Study of Social Education from the Perspective of Allameh Motahhari and Comenius and Its Educational Implications

Abstract

The humanistic educational school is one whose purpose lies within the human being himself; that is, it is based on the perfection of the human being. Allameh Motahhari examined education based on four fundamental human capacities. Martyr Motahhari identified freedom as one of the necessities of life and development and argued that all beings require three elements—education, security, and liberty—to reach the stage of growth and perfection. In Islam, education and upbringing involve shaping individuals according to a doctrine that encompasses clear objectives and comprehensive principles. In the rational education of humans, both the pursuit of knowledge and the use of reason are emphasized, yet mere acquisition of information is not sufficient. Human education is defined as the cultivation of human potentialities. From Comenius’s point of view, education is both a fundamental need and an inherent right of human beings, and religion plays a key role in determining the aim and direction of education. According to his perspective, the goal of education is to resemble the origin, return to the essence, and actualize the three faculties of knowledge, power, and sanctity. In other words, with the aid of science, ethics, and religion, a person should attain wisdom, willpower, and piety. Both Allameh Motahhari and Comenius consider the natural and material world influential in the education of both humans and animals. However, with respect to their differences, Motahhari holds that the principle of harmony with innate nature (fitrah) is essential because the divinization of the human being occurs through the flourishing of innate talents in the light of religious teachings. Without aligning with innate tendencies, the goal of Islamic education cannot be achieved. Conversely, Comenius believes that none of the cognitive dimensions—which include educational, religious, and moral aspects—should constrain one another.