Editorial

انگریزی اداریہ

Abstract

The first article in the 68th issue of the quarterly research journal "Noor-e-Marifat" examines the factors that shape the national identity of Muslims from the perspective of the Quran, examining the positive and negative aspects of these identities in the context of examining the factors that group human beings and various linguistic, ethnic, and regional identities. The 2^nd article examines two general issues. One, on what intellectual, philosophical and religious ideas are the educational systems prevalent in the present world based? Second, if we want to base any system of education and training on the teachings of Islam, what is its starting point? The third article sheds light on the rational arguments for the embodiment of our deeds on the Day of Judgment from the perspective of Mulla Sadra's philosophy. This article examines the objections of the renowned religious scholar Allama Majlisi to Mulla Sadra's view. In the 4^th article, mystical experiences and Sufi observations are presented as an important factor in the formation of Islamic civilization in the context of Allama Iqbal's sermons "تشکیلِ جدید الہیات اسلامیہ" (Reconstruction of Religious Thought in Islam), and the philosophical validity and scientific value of these experiences and observations are highlighted. In the fifth article, while rejecting the view of the renowned religious scholar Mr. Ghamidi regarding the belief in the appearance of Imam Mahdi (AS), he presents 5 verses of the Holy Quran in support of the correctness and validity of this belief. This article proves that Mr. Ghamidi's denial of the belief in the appearance of Imam Mahdi (AS) in the last days is itself against some of his accepted basic principles. The last article draws on research from national education systems in selected countries, including UNESCO, OECD, the United Kingdom, Japan, Malaysia, Pakistan, and Norway, to identify key gaps and challenges, which are attributed to excessive politicization, cultural non-universality, superficial treatment of moral values, and insufficient stakeholder involvement. The paper, while acknowledging the strengths of existing models of moral education, emphasizes the need for a more comprehensive and philosophically grounded approach to moral education.