An Examination of the Educational Discourse in the 2030 Agenda from the Perspective of Imami Jurisprudential Sources

Abstract

It is necessary to compare the goals of this document with primary legislative sources—particularly jurisprudential sources—and to examine its foundations through a jurisprudential lens so that both the evident and latent aspects may be revealed during its implementation phase. As is well known, Goal 4 of the 2030 Agenda is titled "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all." The present article aims to analyze the educational dimension of this Agenda and compare the foundations of this specific section with the teachings of Imami jurisprudence. Employing a descriptive-analytical methodology, the author seeks to explore the compatibility and tension between the two paradigms and hopes to shed light on both its strengths and weaknesses with respect to practical implementation. Moreover, given the significant role of jurisprudential principles in Iran's legal and executive system, and considering Islam's emphasis on education and its comprehensive development, the importance of this inquiry is amplified. Notably, the very first verses of the Qur’an contain a direct command to acquire knowledge and commence with the word "Read" (Qur’an, Al-‘Alaq, 96:1), which is interpreted as a metaphor emphasizing the centrality of learning and education across all domains of human life. This is immediately followed by a biological reference: "He created man from a clinging clot" (Qur’an, Al-‘Alaq, 96:2), reinforcing the human need for learning from the moment of creation. Additionally, the prophetic narration, “Seek knowledge even if it is in China,” attributed to the Prophet Muhammad (peace be upon him), along with numerous other hadiths and verses, underscores the necessity of foundational education and conveys the profound significance of this theme. Furthermore, the conduct of the Infallibles (peace be upon them), considered a key source in Imami jurisprudence, adds to the gravity of the subject. Education has been equated with human liberation, such that in Islamic tradition, the emancipation of captives has been conditioned on their educating and teaching literacy to Muslims.