This study compares and contrasts self−knowledge from the perspective of Masha and Eshragh. This research is theoretical and the methodology is documentary; the findings are categorized in three groups: (1) these two perspectives have some similarities such as confession of the view that human is a being made of self and body and self is an immortal abstract being with endless potentials and capacities and due to its interactive relations with body can , through education, get actualized; (2) these two perspectives are considerably different in terms of definitions, expressions, literature, realm, methodology, directionality, content, and consequences; (3) the outcomes of the two perspectives are different in the followings: the ultimate aim in Masha philosophy is the happiness of human while in Eshragh the ultimate aim of education is separation and disconnection form the attachments and material dependence and complete separation from non−God views so as sees God only and want him only; yet, the common educational principles in the two philosophies are the principle of gradation, principle of consistency and continuity, moderation, affection, and munificence. But in Eshragh philosophy internal orientation, attention to internal development, hereafter orientation, return to the main homeland, and the softening the secret is also added and the educational methods in this school are indoctrination, reclusion, recitation, death remembrance and resurrection.
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