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Abstract
Pedagogical jurisprudence and the educational rules derived therein can serve as the subject of philosophical and meta-jurisprudential analysis. The present study seeks to investigate the posteriori significations of the verdicts and rules of pedagogical jurisprudence in a bid to determine the type of the explicit and explicit connotations and significations of these rules through a theoretical and philosophical research method. This article has identified and explained three types of propositions or statements in pedagogical jurisprudence that relate to understanding the criteria of the rules, fulfilling pedagogical obligations and knowing the existing approaches. The present study endeavors, by explaining these three areas and providing relevant examples, to measure the logical and philosophical validity of these significations as well as their Islamicity and legality.
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