Document Type : Original Article

Authors

• ahmad saeidi ¹
• javad mohammadi ²

¹ Javad Al-Imam High Institute of Fiqh and Principles

² Higher Institute of Jurisprudence and Principles of the Imams (peace be upon them)

Abstract

Objective: “This research aims to examine the jurisprudential ruling on an educator's silence regarding some of the learner's sins in situations of educational conflict (tazāḥum), particularly when the learner is involved in multiple sins and lacks the capacity to accept simultaneous prohibition of all of them, and when the educator's silence may be perceived by the learner as implicit permission to commit sins.
Method: Employing an analytical‑ijtihādī method and qualitative content analysis of the documentary type, the article first defines key concepts, then systematically examines and critically assesses the opposing arguments (such as the prohibition of permission to sin, abandonment of forbidding wrong, heresy, implication of sin, and aiding in transgression) as well as the supporting arguments (including the principle of gradualism in education and narrations concerning the gradual legislative process of Islamic rulings).
Results: The analysis of the evidence indicates that when the educator is certain that simultaneous prohibition will be ineffective or fears that the learner will relapse into greater sins, the obligation of forbidding wrong and guiding the ignorant is lifted. Furthermore, concepts such as heresy, implication of sin, and aiding in transgression do not apply to the educator's silence. On the supporting side, narrations concerning the gradual prohibition of wine, along with the principle of gradualism, confirm that maintaining the learner's engagement with religion and preventing their spiritual ruin takes precedence over the mere performance of certain specific acts.
Conclusion: Under conditions of educational conflict, the educator's temporary silence regarding some sins and focusing on prohibiting a specific sin is not only permissible but also aligns with the educational wisdom of Islam and serves to preserve the learner's connection to religion and prevent their spiritual destruction. This permission is not a legal (sharʿī) authorization but a temporary educational concession to facilitate a gradual process of reform. Within the boundaries of Islamic law, this approach offers a practical solution to the real‑world challenges faced by educators in religious education.

Keywords

• Permission for Transgression
• Educational Conflict
• Forbidding Wrong
• Jurisprudence of Education
• Aiding in Sin

Main Subjects

• احکام شرعی تربیت