Comparative analysis of the concept of freedom in the thought of Motahari and Yalom and its relationship with human education.

Abstract

This research aims to conduct a comparative study of the concept of freedom in the thought of Ervin Yalom, an existential psychotherapist, and Martyr Morteza Motahari, an Islamic thinker. The main issue of the research is how freedom, as one of the most fundamental human concepts, is defined and explained in two different theoretical frameworks and what consequences it has for Islamic education. The research method was qualitative and based on a comparative analysis of the two thinkers' original texts. The findings show that Yalom sees freedom in connection with choice, responsibility, and existential anxiety and considers it a platform for individual meaning-seeking. In contrast, Motahari, emphasizing the individual and social aspects of freedom, interprets it within the framework of religious guidance and Islamic ethics and emphasizes its role in spiritual growth and the realization of social justice. The research results reveal that despite theoretical differences, both perspectives emphasize the necessity of freedom along with responsibility, and this can provide an interdisciplinary model for developing the Islamic education system and cultivating responsible and committed individuals.