1- PhD Student, Department of Educational Sciences, Isf.C., Islamic Azad University, Isfahan, Iran
2- Associate Professor, Department of Philosophy and Islamic Theology, Isf.C., Islamic Azad University, Isfahan, Iran ,1285740408@iau.ac.ir
3- Associate Professor, Department of Educational Sciences, Isf.C., Islamic Azad University, Isfahan, Iran
2- Associate Professor, Department of Philosophy and Islamic Theology, Isf.C., Islamic Azad University, Isfahan, Iran ,
3- Associate Professor, Department of Educational Sciences, Isf.C., Islamic Azad University, Isfahan, Iran
Abstract: (75 Views)
Objective: The present study aimed to examine and reinterpret spiritual health in its practical and behavioral dimension within Islamic teachings, with particular emphasis on Nahj al‑Balagha, and to identify its key educational requirements.
Methods: The study employed a qualitative content analysis approach using an integrative synthesis method. A total of 21 relevant studies on spiritual health in Islamic teachings, with a specific focus on Nahj al‑Balagha, were systematically reviewed. Data analysis was conducted using MAXQDA 24 software through three stages of open, axial, and selective coding.
Results: The findings indicate that, within the Islamic framework, spiritual health is rooted in conscious and purposeful human action across four interrelated domains: relationship with God, self, others, and creation. In relation to God, spiritual health is shaped by mindful prayer, remembrance and supplication, adherence to the Qur’an and Sunnah, sincerity, avoidance of sin, and striving for closeness to God. In relation to the self, spiritual health promotes balance between material and spiritual dimensions, moral refinement, psychological resilience, self‑development, cultivation of virtues, personal responsibility, and harmony between body and soul, ultimately leading to human dignity. In social relations, commitment to ethical and religious principles—such as honesty, trustworthiness, peacemaking, family cohesion, charity, and social responsibility—transforms human interaction into a context for spiritual growth. With respect to creation, spiritual health involves environmental responsibility, protection of living beings and natural resources, responsible consumption, and meaningful engagement with nature.
Conclusions: The study proposes a practical educational framework that translates spiritual beliefs into ethical action by organizing educational components—environment, content, methods, instructors, and learners—to facilitate the realization of spiritual health in individual and social life.
Methods: The study employed a qualitative content analysis approach using an integrative synthesis method. A total of 21 relevant studies on spiritual health in Islamic teachings, with a specific focus on Nahj al‑Balagha, were systematically reviewed. Data analysis was conducted using MAXQDA 24 software through three stages of open, axial, and selective coding.
Results: The findings indicate that, within the Islamic framework, spiritual health is rooted in conscious and purposeful human action across four interrelated domains: relationship with God, self, others, and creation. In relation to God, spiritual health is shaped by mindful prayer, remembrance and supplication, adherence to the Qur’an and Sunnah, sincerity, avoidance of sin, and striving for closeness to God. In relation to the self, spiritual health promotes balance between material and spiritual dimensions, moral refinement, psychological resilience, self‑development, cultivation of virtues, personal responsibility, and harmony between body and soul, ultimately leading to human dignity. In social relations, commitment to ethical and religious principles—such as honesty, trustworthiness, peacemaking, family cohesion, charity, and social responsibility—transforms human interaction into a context for spiritual growth. With respect to creation, spiritual health involves environmental responsibility, protection of living beings and natural resources, responsible consumption, and meaningful engagement with nature.
Conclusions: The study proposes a practical educational framework that translates spiritual beliefs into ethical action by organizing educational components—environment, content, methods, instructors, and learners—to facilitate the realization of spiritual health in individual and social life.
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