This article aims to explain epistemology in the view of Sohrevardi and infer its educational implications. This is a qualitative, theory-building research with the highest level of interpretation and exaction, based on Smith’s view that validates the possibility of concluding educational implications from a certain philosophy and that there is a relationship between philosophy and education, which explains and deduces the educational implications of epistemology in Sohrevardi’s Eshragh philosophy. Sohrevardi believes that cognition is the product of reciprocity and collaboration of rational reasoning and intuitive perception, which is impossible to attain except by self-purification. He believes one can intuitively recognize parts of reality directly and without a mediator. Therefore, this type of epistemology requires a special form of goals, bases, teacher and student, curriculum and evaluation in education, which have been studied in this article
Hashemi Ardakani, S. H., Noroozi, R. A., & Bakhtiar Nasrabadi, H. A. (2008). A Review of Sohrevardi’s Epistemology and its Educational Implications. Journal of Islamic Education, 3(6), 161-180.
MLA
Seyed Hassan Hashemi Ardakani; Reza Ali Noroozi; Hassan Ali Bakhtiar Nasrabadi. "A Review of Sohrevardi’s Epistemology and its Educational Implications". Journal of Islamic Education, 3, 6, 2008, 161-180.
HARVARD
Hashemi Ardakani, S. H., Noroozi, R. A., Bakhtiar Nasrabadi, H. A. (2008). 'A Review of Sohrevardi’s Epistemology and its Educational Implications', Journal of Islamic Education, 3(6), pp. 161-180.
VANCOUVER
Hashemi Ardakani, S. H., Noroozi, R. A., Bakhtiar Nasrabadi, H. A. A Review of Sohrevardi’s Epistemology and its Educational Implications. Journal of Islamic Education, 2008; 3(6): 161-180.
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