Note: The variables shaping human living environments have undergone such profound changes in recent years that predicting the future of human education has become exceedingly difficult. This, in turn, complicates forecasting the future of the jurisprudence of education. Hojjat al-Islam wal-Muslemin Hossein Adabi Charami, a professor and researcher at the Khorasan Seminary, in this exclusive article, outlines three scenarios for the future of the jurisprudence of education.
The future of the jurisprudence of education can be discussed in terms of three scenarios: the possible future, the probable future, and the desirable future. The possible future encompasses events expected to occur naturally within the jurisprudence of education. For instance, the new approach of jurists toward specialized jurisprudential fields has drawn attention to the jurisprudence of education, leading to greater precision in identifying issues and developing methods for addressing them in this scholarly discipline.
The probable future refers to trends that have occurred previously and are expected to continue, trends that emerge under specific conditions, or trends that are novel and arise as direct or indirect consequences of new technologies. For example, the advent of new gaming tools, such as computer and mobile games, has fundamentally transformed the perspective of the jurisprudence of education on games as an educational element. Similarly, virtual education, which became widespread due to the COVID-19 pandemic and compelled educational institutions to adopt electronic tools and virtual learning, has drawn the attention of the jurisprudence of education to virtual education and the need to precisely define individual and societal obligations within it. Currently, artificial intelligence is influencing the jurisprudence of education in terms of issue formulation, emerging challenges, problem-solving methods, and the development of educational models. This trend may, in the future, be shaped by yet another new phenomenon.
The desirable future for the jurisprudence of education is one that does not yet exist and cannot be anticipated through expected events or trends. Achieving this future requires creativity and initiative. Mental images, imaginings of the future, and actionable strategies, plans, and programs fall into this category.
In the possible future, scholars in this field passively adapt to forthcoming changes without playing a role in shaping the overarching design of the discipline. In the probable future, these individuals take on a more active role, though they still lack control over shaping future processes. In the desirable future, scholars actively design the overarching and systemic framework of the discipline, shaping major trends, events, and the trajectory of the field.
It is possible that as the dimensions of specialized jurisprudential fields become clearer and ambiguities are resolved, some branches may merge. For example, the jurisprudence of education, family jurisprudence, and child jurisprudence, due to their significant commonalities, may have the potential for integration.
The probable future for the jurisprudence of education lies in its application and practical implementation. This means that the jurisprudence of education will move toward operationalization and tangibility by developing practical models such as exemplary schools, kindergartens, and cultural centers, as well as educational models like education-centered learning, research-centered education, and, more broadly, a life oriented toward education-centered principles. Standards for education-centered learning, exemplary schools, cultural centers, and kindergartens could all be outcomes of the jurisprudence of education in this probable future.
Furthermore, a particular focus on the domain of games and education could pave the way for the development of educational—not merely instructional—games rooted in the principles of the jurisprudence of education. The jurisprudence of education can influence the design of toys, dolls, computer games, physical games, and sports. It could lead to the establishment of standards for games and toys, qualitative ratings for games and toys, and guidelines for their producers.
Methodologically, a special focus on ijtihad methods and their redefinition and refinement toward greater depth is expected in the future of the jurisprudence of education. It is also reasonable to anticipate that the methodology of the jurisprudence of education could lead to the development of innovative research and problem-solving methods in this specialized field. Attention to methodology may remain limited to understanding and critiquing existing schools of thought, but in the probable future, it could result in the creation of new methods for addressing issues and conducting research in this field.
The desirable future for the jurisprudence of education is its movement toward civilizational jurisprudence, meaning that it would contribute to shaping a new Islamic civilization through education. As this approach strengthens, it becomes more tangible and realistic, ultimately transforming the jurisprudence of education into a driving force for the construction and development of a new Islamic civilization. To expand its civilizational scope, the jurisprudence of education must engage with other educational schools of thought. Therefore, fostering an ecumenical perspective among Islamic jurisprudential schools and divine religions is a consideration for the future of the jurisprudence of education.
In this regard, greater emphasis will be placed on laws derived from educational jurisprudence and legislative frameworks focused on education, rather than legislation that overlooks educational considerations.
At a macro level, in the desirable future, educational infrastructures will be strengthened through the active role of the jurisprudence of education. As a duty-oriented discipline, the jurisprudence of education will emphasize the obligations of organizations, institutions, and governments to provide educational infrastructure. If implemented effectively, this could fundamentally transform amusement parks and similar facilities in the country.
To realize the desirable future, there is a need to establish a necessary discourse regarding methodological and scholarly transformation in this discipline. Additionally, the mission of the jurisprudence of education, in light of the broader mission of Islam, must be considered on a global scale to compete with rival educational models and to promote and defend it effectively.