suhrawardi’s view on knowledge and nature of man: an analysis of their current educational implications

This paper aims to revisit the views of suhrawardi, a prominent philosopher from medieval islamic civilization, on knowledge, its definition, and meaning as well as its different dimensions in relation to the nature of man. he offered a unique perspective on the nature of knowledge and the human being, which can have significant implications for contemporary education. according to suhrawardi, knowledge is not solely acquired through empirical observation but is also innate in human nature. he believed that humans possess a primordial, intuitive knowledge that is not dependent on sensory experience, but rather comes from their essence. for suhrawardi, the ultimate purpose of education was to enable individuals to access and develop this innate knowledge. he emphasized the importance of contemplation, reflection, and meditation in cultivating this intuitive knowledge, which is often suppressed or obscured by the distractions and preoccupations of daily life. suhrawardi also stressed the importance of moral education and character development, which he believed were essential for the cultivation of wisdom and the attainment of a virtuous life. suhrawardi’s perspective has significant implications for contemporary education, particularly in the age of information overload and rapid technological advancements. his emphasis on the development of intuition and contemplative practices can provide a balance to the dominant focus on empirical, data-driven knowledge acquisition. moreover, his emphasis on moral education and character development can provide a foundation for addressing the ethical challenges of modern society. overall, suhrawardi’s view on knowledge and the nature of man offers a valuable perspective for rethinking the aims and methods of contemporary education.