Renewing the Rational Education Experience of the Ikhwān al-Safā as a Way Out of the Challenges in the Education System

The purpose of this research is to examine the revival of the intellectual training experience of Akhvan Alsafa as a solution to the existing challenges in the education system. Akhvan Alsafa is among the Islamic thinkers who have placed special emphasis on intellectual training in light of religious teachings, from the perspective of these thinkers, training is the movement from potentiality to actuality or the transition from possibility to existence. Teaching and training involve the efforts of teachers to nurture and connect with students. In this regard, new training paradigms emphasize interaction with learners by trainers. The Akhvan considers intellectual training to be the process of actualizing the innate potentials of human beings, asserting that scholars are actualized knowers and learners are potential knowers; thus, training is nothing but the actualization of what is potential, and learning is the transition from potentiality to actuality. Based on this foundation, the teacher's duty is to update the potentials and skills of learners. Therefore, it can be said that training is an interactive process between two poles of teaching: the teacher and the learner. On the other hand, references will be made to the outcomes of the intellectual experiences of  Akhvan in formal training. It is suggested that training, in light of intellectual concepts, may alleviate some of the existing problems in formal education and prepare learners for a better life. This research is qualitative and employs an analytical- documentary method, gathering information through library studies. This study can be classified as part of educational philosophy research, as it first examines the philosophy of intellectual training of  Akhvan Alsafa and then reflects on and deduces its educational implications.
In the current research, various sources have been studied through the extraction, analysis, and classification of texts in the works of  Akhvan Alsafa, particularly in the Risālahs of Akhvan Alsafa, concerning intellectual training and the extraction of its educational implications. The researcher aims to interpret and clarify the extracted materials and explain them. Ultimately, a conclusion will be presented at the end of this study to summarize the findings. The method used in this research to address the research questions is descriptive-analytical, which is conducted using written sources. In this study, the philosophy of intellectual training of the Akhvan Alsafa is considered as a basis for the intellectual and spiritual education of human beings. In this context, a qualitative content analysis method is employed to clarify the philosophy of intellectual training of Akhvan Alsafa and to examine its educational implications.
The findings of the current research indicate that the solutions for overcoming the challenges of the existing education system, based on the intellectual training of the Akhvan Alsafa, include: 1) Integration of knowledge and practice 2) Self-purification 3) Individual differences as a starting point 4) Emphasis on the role of family 5) Importance of specialization 6) Attention to the afterlife 7) Necessity of self-reflection.
The solutions for overcoming the challenges of the education system, considering the experience of intellectual training from the Akhvan Alsafa are introduced as follows:
Integration of Knowledge and Practice: Unfortunately, one of the biggest problems in our educational system is that many educators and learners do not apply what they have learned in practice. Therefore, Akhvan Alsafa placed special emphasis on applying learned knowledge in education, considering it a necessary trait for learners. They viewed knowledge and practice as interrelated and stressed their importance together.
Solutions for Self-Purification: In the view of the Akhvan Alsafa, self-purification holds significant importance. This group of Muslim scholars, relying on the interpretation of the Quran and Islamic traditions, proposed methods for self-purification. In this perspective, self-purification is considered one of the developmental stages in a person's life, with the goal of attaining peace and clarity of heart. Therefore, self-purification is seen as one of the fundamental issues in Islamic philosophy and mysticism, playing a crucial role in the upbringing of virtuous and moral individuals.
Solutions for Attention to Individual Differences Among Learners: The Akhvan Alsafa, as Muslim thinkers, speak according to the conditions of their audience and engage with learners based on their personalities, thoughts, and opinions. Their attention to differences is not limited to social and class distinctions but also encompasses the cultural identity of individuals in general. The Akhvan’s focus on individual differences is such that they even emphasize the stages of cognitive development.
Solutions for Emphasizing the Role of Family in Religious Education: Akhvan Alsafa believes that effective and proper upbringing of children can significantly reduce social problems and conflicts among individuals in society. Consequently, they place special importance on child-rearing within the family.
Solutions for Employing Specialized and Committed Educators: The Akhvan Alsafa advocates for the presence of educators who possess sufficient knowledge and experience in their field and can fulfill their duties effectively. They emphasize that these educators should cultivate and adhere to a list of positive and desirable traits. Furthermore, they consider religiously committed educators who are dedicated to their work and whose actions align with Islamic principles.
 Solutions for Focusing on the Afterlife: The Akhvan Alsafa regards the afterlife orientation as a characteristic of a wise person, viewing this world as a temporary abode from which one should gather provisions for the hereafter, as the afterlife is superior to this world. A wise person is always in search of the afterlife and avoids being overly attached to worldly matters. Since many educational and developmental problems stem from love for this world, belief in the afterlife can have a profound impact on the correct actions and behaviors of both educators and learners.
Solutions for Self-Reflection: Akhvan emphasizes self-reflection and self-awareness more than anything else, considering it the beginning and key to all knowledge. From their perspective, self-awareness is a pathway to knowing God; an individual must first know themselves before understanding anything else and strive for spiritual refinement. According to Akhvan, self-knowledge precedes the understanding of any science. Therefore, as long as a person cannot attain a correct understanding of themselves and their abilities, they cannot effectively utilize them in the pursuit of truth. Thus, self-awareness serves as a means to address problems and challenges in education.