Exploring Religion and Tradition in Frithjof Schuon’s Traditionalist Approach and Its Implications for Religious Education

Document Type : Research Paper

Authors

1 PhD student in Philosophy of Education, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran

2 Professor, Department of Fundamentals of Education, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran

3 Assistant Professor, Department of Fundamentals of Education, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran

Abstract

Extended Abstract
 
Introduction and Objectives: This study aims to examine the concepts of tradition, religion, and religious education within the framework of Frithjof Schuon’s traditionalist approach, and to explore their pedagogical implications for contemporary religious education. The research addresses the challenges of modernity by proposing educational strategies grounded in tradition.
Method: The study employs a qualitative, descriptive-analytical approach. Drawing from authoritative sources, the ideas of traditionalist thinkers—particularly Schuon—are extracted, synthesized, and comparatively analyzed. Key concepts related to the process of religious education are then interpreted through an integrative lens.
Findings: According to Schuon and other traditionalists, religion permeates all dimensions of human life. Its marginalization leads to a spiritual crisis and poses existential risks to society. Schuon views the weakening of religiosity as a direct consequence of modernism and advocates for a rational and spiritually aware engagement with modernity, grounded in a return to tradition. Tradition, in his view, is rooted in divine revelation and contains eternal wisdom that unites all authentic religions and ultimately connects humanity to Allah.
Education in the modern world, therefore, must be based on metaphysical principles and perennial wisdom. It should draw upon the teachings of the Qur’an and Hadith as the foundational sources of Islamic tradition, offering guidance for both worldly and spiritual well-being. Schuon sees religion as the manifestation of sacred tradition and bearer of a universal truth present at the heart of all religions.
Stages of Religious Formation and Spiritual Transformation: Schuon defines religious education as the cultivation of the spiritual and moral dimensions of the human being. He views humans as multidimensional beings with the potential for transcendence, and considers their highest calling to be union with the Divine. He outlines three key stages in the spiritual journey:

The Religious-Spiritual Path (Tazkiyah)
Expansion (Inshirāḥ)
Perfection and Union (Kamāl wa Wiṣāl)

He also identifies three essential virtues—humility, benevolence, and truthfulness—as prerequisites for spiritual progress.
Conclusion: This study critically engages with Schuon’s traditionalist approach to address the challenges of religious education in the modern world. It presents perennial wisdom as a path of salvation for contemporary humanity, emphasizing the centrality of religion, spirituality, and morality. The paper highlights the essential roles of the educator, learner, and educational environment in fostering religious education.
It calls for the development of an effective, spiritually grounded educational system—one rooted in rationality and insight—that can offer meaningful programs for youth aligned with moral and religious values. Ultimately, the study highlights the significance of spiritual transformation and the integration of both theoretical and practical aspects of religion—through prayer, virtue, beauty, and sincerity—as essential criteria for authentic religious education.
The authors recommend that curriculum designers incorporate the teachings of the Qur’an and tradition to ensure that the goals of religious education are reflected across all aspects of societal life.

Keywords

References

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Journal of Islamic Education
Volume 20, Issue 53 - Serial Number 53
October 2025
Pages 117-136

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