Document Type : Original Research
Authors
1
PhD in Islamic Mysticism, Lecturer at the Department of Education and Teaching
2
Associate Professor of Department of Quranic and Hadith Sciences, Ayatollah Borujerdi University, Borujerd, Iran
3
Associate Professor of Arabic Language and Literature, University of Quranic Sciences and Knowledge, Qom, Iran
4
Assistant Professor, Department of Quranic Sciences and Hadith, Ayatollah Boroujerdi University, Boroujerd, Iran
Abstract
Gnostic knowledge, its influencing factors, and hindering obstacles are subjects extensively discussed within Islamic Sufi thought. Therefore, this article aims to study and analyze this topic from a comparative perspective, focusing on the views and works of Ibn Arabi and Imam Khomeini. Ibn Arabi believes that the essence of gnostic knowledge lies in knowing God Almighty, His names, and attributes through unveiling (mukashafa) and heartfelt witnessing (shuhud qalbi), referring to this concept as "tradition" (taqlid in this context implies inheritance of spiritual knowledge). He identifies influential factors for achieving this knowledge, such as will, piety, and righteous deeds, while highlighting obstacles such as reliance on the intellect, the intellect's dependence on its material powers, and disobedience. Imam Khomeini, on the other hand, sees the ultimate goal of knowledge in knowing the reality of existence, with its pinnacle being the knowledge of God Almighty. Like Ibn Arabi, he enumerates factors and obstacles that influence the acquisition of knowledge. However, differences exist between them, such as Imam Khomeini's view on the essence of knowledge, which he considers an awareness of pre-existing truths that have been forgotten, or his emphasis on the important role of the intellect in the early stages of conduct and knowledge. Overall, despite the differences in the views of mystics, the form and content of the issue remain within the framework of Sufi thought, reflecting an evolution in the discussion of this topic within Sufism, particularly in the school of Ibn Arabi.
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