1. Rationale: The concept of “useful knowledge” in the Islamic tradition: Shia jurisprudence, like the entire epistemological heritage of Islam, makes a clear distinction between “useful knowledge” and “useless knowledge.” This distinction is not merely ethical or mystical, but rather is fundamental to the system of knowledge and civilization. Science should focus on creating efficiency, empowerment, and self-reliance. Science that makes humans dependent, immature, and powerless is considered “useless” by Islamic logic. This rule is pervasive in the words and petitions of infallitivists, as well as in Shia socio-jurisprudence, and is directly linked to human dignity.
Changing the educational system is therefore not just a managerial or economic act, but rather a religious and jurisprudential imperative.
2. Jurisprudence: The connection between “human dignity” and the structure of knowledge: There are important principles in religious texts. That is, human dignity is incompatible with professional, intellectual, or economic dependence. Many narratives, including the one in which the Prophet kisses the hand of the worker who “produced for himself,” express the basic concept that economic independence is a virtue of jurisprudence. “Wage-earning” (meaning structural dependence in production) is portrayed as so abhorrent that it comes close to being banned in some narrations. Islam does not want people to just be “fed,” but rather to be “honored.” That means being productive, creative, and active. These jurisprudential foundations have clear implications when considered alongside the current state of universities.
Universities that force students to sit in, place emphasis on academic degrees, and rely on the staff system contradict the jurisprudence that emphasizes the dignity of Shiites.
3. Structural issues: Producing science without producing power: An important part of the current education in Iranian universities prepares students for “managerial positions” rather than for, as stated in the first text.
produce
industry
entrepreneurship
skill
independence
This knowledge model has three jurisprudential social implications:
Waste of national resources (scientific waste)
Weakening of personal dignity and independence (violation of the principle of respect for human beings)
Economic structure dependent on the state (expansion of structural mercenaryism)
From the perspective of Shia jurisprudence, this situation is considered not only ineffective but also un-Islamic. Because its products are “useless science” and are prohibited.
4. The need for academic transformation based on the tenets of Shia jurisprudence: Based on the above principles, a completely systematic argument can be put forward for a fundamental transformation of academic science.
A. The legal principle of “interest”: All science requires two indicators.
The power to create real value
Power to solve social issues
Science that cannot create skills, employment, or self-reliance is classified as “non-profitable science.”
B. The principle of “revival”: The prophet’s call is to “revive society.” Knowledge that causes stagnation, unemployment, dependence, and repetition is anti-resurrection.
C. The principle of “dignity”: In Shia jurisprudence, dignity is not just a moral imperative. The entire social structure must be dignified.
D. “The Principle of ‘Production’: The Prophet’s kissing of the hands of productive workers was a ‘proclamation of civilized values.’ Therefore, every system of knowledge has the obligation to open the way to production for humans.
5. Policy implications: What characteristics should a desirable university have in Shia jurisprudence?
Be skill-oriented rather than certificate-oriented. Rather than repeating Western theories, science should create a flow of skill creation.
Train production skills, not management skills. University organizations must prepare students to create real value.
Strengthen small businesses and knowledge-based businesses. According to the jurisprudence of production and decency. Be text-oriented based on the needs of Islamic Iranian society
It is not an unregulated scientific import. Combine theoretical knowledge and practical experience. Creating educational farms, industrial workshops, and real production spaces.
We support each person’s independence. The goal of universities should be to produce competent, productive, and honorable human beings.
6. Conclusion: Civilizing mission and academic evolution of Shia jurisprudence: Shia jurisprudence relies on the following principles:
useful knowledge
human dignity
productivity and independence
social regeneration
Dependency negativity
Provide a clear and binding framework for the scientific and structural restructuring of Iranian universities. Academic transformation is not a management project but a juridical and civilizational necessity. This is because the current body of knowledge educates most students as immature, dependent, and unproductive, and this is exactly what is forbidden in the rational foundations of pleading, speaking, and jurisprudence.