Ma`rifat Akhlaqi

Self-knowledge is considered the foundation of Islamic education, but thought in this area often lacks systematic coherence and clear operational implications. Ali Safai Haeri's thoughts, due to their dispersion in numerous works, require precise formulation to fill this gap. The present study aims to systematically explain, evaluate, and analyze the educational implications of Safai Haeri's self-knowledge perspective and analyzes the content of his works using a descriptive-analytical and inferential method. The findings showed that Safai's perspective is a comprehensive cognitive system that is based on the foundation of "present cognition." This system includes three "content pillars" (based on the three keys of situation, destiny, and composition), a six-stage "educational process" (cultivation, education, reminder; and contemplation, thinking, and reasoning), and a redefinition of the limited role of the "form of thought" (formal logic). An assessment of this perspective identified challenges such as the ambiguity of the boundary between face-to-face and acquired knowledge, the strong dependence on the instructor, and the apparent lack of coherence in some of the topics. The final analysis shows that self-knowledge in Safa'i's system of thought is not a secondary issue, but rather the "ruling logic" and the foundation of his educational model. Key implications of this perspective include changing the role of the educator from "transmitter" to "facilitator of the liberation of thought" (tazkiye), and defining the goal of education as "monotheism in stimuli" through existential questioning.