From Naturalism to Its Educational Implications

Authors

1 Professor of the Department of Islamic Philosophy and Theology at the University of Mazandaran, Babolsar, Iran

2 Master's graduate in Educational Sciences, University of Mazandaran, Iran."

10.22080/jepr.2026.30357.1302

Abstract

This study explores the philosophical foundations of scientific naturalism with a focus on its ontological and epistemological dimensions, as well as its educational implications for goals, principles, and methods of instruction. Employing a descriptive–analytical method, the research is qualitative and theoretical in nature, and data have been collected through documentary and library sources. The findings reveal that, from the standpoint of scientific naturalism, phenomena can be understood solely through the natural laws governing the universe. The educational implications of this perspective orient education toward an objective, empirical, and rational approach that emphasizes the scientific method, critical thinking, and engagement with nature. This approach enables learners to comprehend the world through evidence and reasoning. Nevertheless, an exclusive reliance on scientific naturalism within educational systems may create challenges in harmonizing with cultural and spiritual values. Therefore, a balanced educational framework requires integrating this view with the cultivation of moral and humanistic values

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