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Explaining the Components of a Dignity-oriented School with an Emphasis on Islamic Approach to Action
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Narges Sadat Sajjadieh *1    , Mohammadshayan Jaafari2 |
1- University of Tehran , sajjadieh@ut.ac.ir
2- Tarbiat Modarres University |
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Abstract: (72 Views) |
Objective: This study aims to redefine the concept of human dignity from the perspective of the Islamic approach to action and to explain the objectives and principles of a dignity-oriented school based on this approach.
Method: The research adopts a conceptual-analytical and inferential methodology. In the first step, human dignity is analyzed and conceptualized across the domain of human life, assuming the framework of the Islamic approach to action. In the second step, drawing on this conceptualization and its components, and with reference to educational aims from the perspective of the Islamic approach to action, the objectives of a dignity-oriented school are explained. Finally, through an inferential approach and by integrating the objectives of the dignity-oriented school with the foundations of education, a set of principles governing four constitutive domains of the school atmosphere is derived
Results: Based on teachings of the Qur’an, all human beings are equal in their human creation and possess inherent dignity. In addition, another type of dignity can be identified, referred to as secondary or acquired dignity, which is brought into being through human actions. Accordingly, a dignity-oriented school pursues three major objectives: preserving students’ inherent dignity, fostering a realistic self-understanding among students, and creating and strengthening the conditions for the development of students’ acquired dignity. Achieving these objectives requires adherence to certain principles across four domains that shape the school atmosphere. In the domain of teachers’ and educators’ perspectives, unconditional and inclusive love and respect should replace conditional and selective forms; empathetic and guiding accompaniment should take the place of controlling and fault-finding approaches; and an existential view of the student should replace an objectifying one. In the domain of school rules and procedures, principles such as prior, precise, and inclusive communication of rules to students, the consideration of justice in the formulation and implementation of rules, graded forbearance (tolerant overlooking), student participation in the formulation and enforcement of rules, and the existence of compensatory mechanisms should be observed. Regarding teachers’ personal characteristics, attention should be given to politeness, respect, patience, and reflection. With respect to the physical environment of the school, principles such as cleanliness, order, and aesthetic organization, as well as managing the proportionality of school facilities to the number and conditions of students, should be considered.
Conclusion: From the perspective of the Islamic approach to action, student agency depends on recognizing the duality of “choice and responsibility.” The findings indicate that when school rules are accompanied by justice, transparency, and student participation, they can guide students’ agency toward ethical choices. Moreover, an existential rather than instrumental view of students not only preserves their inherent dignity but also, by creating a safe space for error and correction, facilitates the development of acquired dignity. A key implication of this study is the dialectical interaction between structure and agency within the school context: physical structures and school regulations grounded in principles such as order, justice, and respect shape student agency, while students’ agency can, in turn, challenge and transform inappropriate structures. |
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| Keywords: Dignity-oriented education, human dignity, Islamic theory of action, school. |
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Full-Text [PDF 1480 kb]
(44 Downloads)
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Type of Study: Research |
Subject:
special-Philosophical
Received: 2025/10/2 | Revised: 2026/05/16 | Accepted: 2025/12/10 | Published: 2025/12/26 | ePublished: 2025/12/26
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