doubt of reason as a source of knowledge: a study of the iranian school of segregation

In the process of religious education, reason is accepted as one of the sources of knowledge, while the difference about its definition, role and position cannot be ignored. the school of segregation has doubts about the role of human reason in understanding religious knowledge. the present researchers tried to use norman fairclough’s model of critical discourse analysis to examine the perspective of the segregation school regarding reason at the three levels of description, interpretation and explanation. the findings showed that the difference between imami jurists regarding the interpretation of religious texts has become the basis for the emergence of school of segregation in iran, while the influence of political, cultural and scientific factors cannot be ignored. also, the findings reveal that segregation school emphasizes the role of revealed reason, nature and tradition in religious understanding, while it cannot provide a precise and clear definition of these concepts. in addition, the findings made it clear that from a comparative point of view, seven similarities and five differences can be found between the proponents and opponents of the segregation school regarding the sources of knowledge and role of reason. the similarities show that both groups believe in the role of revelation, nature, and senses in acquiring knowledge, while the proponents of the segregation school reject the knowledge that comes from science and emotion. also, belief in divine science is common in both groups, while belief in human science does not differ among the supporters of the segregation school. based on these similarities and differences, the authors emphasize that the denial of reason and human sciences - such as philosophy and mysticism - by the school of segregation adds to the complexity of religious education in iran’s educational system.