معالم التربية الاجتماعية عند أولي العزم من الرسل عليهم السلام في ضوء القرآن والسنة: دراسة تحليلية لنماذج مختارة

Abstract

This study aims to elucidate the features of social education in the light of the Qur’ān and the Prophetic Sunnah through the methodology of the Messengers of Ulū al-ʿAzm ʿalayhim al-salām, and to identify its foundations, means, and methods in building the Muslim society. The study stems from an academic problem represented in the absence of clear Qur’ānic and Prophetic grounding of the features of social education, and the lack of systematic highlighting of these features within the methodology of the Messengers of Ulū al-ʿAzmʿalayhim al-salām, despite their central role in shaping the Muslim individual and society. The study adopts an inductive method by tracing and collecting Qur’ānic verses and Prophetic hadiths related to social education and its features, followed by consulting classical works of tafsīr and hadith commentaries to derive their educational implications. It also employs an analytical method to analyse these texts in order to identify the features of social education within the methodology of the Messengers of Ulū al-ʿAzmʿalayhim al-salām. The study concludes that social education in Islam possesses well-defined features deeply rooted in the objectives of divine revelation, based on establishing tawḥīd, building righteous individuals, and reinforcing the values of unity, justice, and solidarity, thereby ensuring social cohesion and integrity. It further demonstrates that the Messengers of Ulū al-ʿAzm ʿalayhim al-salām represent exemplary practical models of these features through conveying the divine message, teaching the Book (Kitāb) and wisdom (Ḥikmah), purification (tazkiyah), bearing the responsibility of vicegerency (istikhlāf), and striving to establish justice and cultivate the earth. The study highlights the principal means of social education in their methodology, including the education of ʿaqīdah, the education of sharīʿah, the education of social relations, and the education of the environment, and identifies the key educational methods they employed, most notably exemplary role-modelling, gradualism in teaching, discipline, and daʿwah, personal spiritual striving (mujāhadah), and the principle of dissociation from negative influences contrary to the divine methodology. The study affirms that social education is a shared responsibility between individuals and society, and that genuine reform—after divine guidance—begins with inner reform and human development; without this foundation, educational efforts, regardless of the diversity of their means and methods, remain limited and ineffective.