The Educational Theory of Shah Wali Allah Dehlawi: An Analytical Study in Light of the Concept of Irtifāqāt

Abstract

Education occupies a central position in Islamic thought due to its vital role in shaping individuals and guiding social development in accordance with the objectives of Sharīʿah and the principles governing human civilization. Within this context, the intellectual legacy of Shah Wali Allah al-Dihlawi represents a comprehensive reformist project aimed at addressing the crises of his time through reconstructing the relationship between human beings, Sharīʿah, and society. A key component of this project is the theory of *irtifāqāt* (social arrangements), through which al-Dihlawi developed a gradual framework for understanding human society based on different levels of human needs, ranging from necessities to complementary requirements. Beyond its social and maqāṣid-oriented dimensions, this theory contains profound educational foundations that position education as a mechanism for harmonizing human nature with divine guidance. Despite its significance, the educational dimension of the theory of *irtifāqāt* has not received sufficient scholarly attention. This study investigates how al-Dihlawi formulated an integrated educational theory through this concept and explores its applicability to contemporary contexts. Employing analytical and inductive methods, the study examines the intellectual foundations and educational implications of *irtifāqāt* while highlighting the centrality of education in al-Dihlawi’s reformist vision of cultivating responsibility and collective awareness within the Muslim community.