The Impact of the Jurisprudence of Priorities on Improving the Process of Teaching Islamic Sciences

Abstract

Islamic legal rulings, divine commandments, and individual practices in Islam are structured in hierarchical degrees and ranks. The evaluation of their significance varies; some matters take precedence, while others are of lesser priority. Certain issues fall under obligations (wājibāt), while others pertain to recommended (mandūb) and desirable (mustaḥabb) actions. Some rulings are definitive in their evidential value (qaṭʿī al-dalāla), whereas others are speculative (ẓannī al-dalāla). Certain matters are clear, while others fall into ambiguous (mutashābih) categories. Understanding the jurisprudence of priorities (fiqh al-awlawiyyāt) and balancing religious matters and textual evidence from the Holy Qur’an and the Sunnah—which guide towards prioritizing affairs—is essential. One crucial area where priority assessment must be considered is the educational process. Education and upbringing serve as fundamental criteria for human development and flourishing and are recognized as among the primary objectives of the mission of the prophets, peace be upon them. It appears that adherence to the jurisprudence of priorities significantly impacts the teaching of Islamic sciences. The central research question is: Does applying the jurisprudence of priorities improve the educational process? The subject under discussion is a practical issue whose study and attention can play a crucial role in enhancing the progress and quality of the educational system. This study employs a descriptive-analytical methodology, drawing on credible and relevant sources. The findings indicate that one of the primary reasons for the backwardness of people and nations is their detachment from sufficient knowledge and their unfamiliarity with contemporary scholarly issues. This is due to the lack of adherence to necessary standards to meet societal needs.