Abstract

The jurisprudential rule of "Guiding the Ignorant" (Irshād al-Jāhil) is a fundamental principle in Islamic jurisprudence, signifying the responsibility to inform an unaware individual about correct rulings, subject matters, and beliefs. Despite its importance, a review of research literature indicates that most studies have examined this rule at the level of explaining its prescriptive ruling (ḥukm taklīfī) and the scope of its obligation, paying less attention to its educational, process-oriented, and audience-centric dimensions. The present research, aiming to fill this gap, seeks to design and explain a "differentiated–processual model of educational guidance" based on the jurisprudential rule of Irshād al-Jāhil in the Quran and Hadith. Utilizing a descriptive-analytical approach and a library research method, this study analyzes Quranic, narrational (riwāʾī), rational evidence, and the viewpoints of jurists. After a precise conceptual analysis of 'guidance' (irshād) and 'the ignorant' (jāhil), it distinguishes between types of ignorance (excusable - al-jahl al-qāṣir, and culpable - al-jahl al-muqtaṣṣir). The findings of the research show that guiding the ignorant is not a sudden act, but rather a staged process encompassing preparation and trust-building, persuasion and deepening understanding, and consolidation and reminder. Its function varies based on the type of the audience's ignorance. The outcome of this research is the presentation of a coherent model that can, while preserving jurisprudential foundations, transform the rule of Irshād al-Jāhil into an educational and applicable system within the Islamic education and upbringing framework.