Document Type : Original Article
Authors
1
Associate Professor, Department of Islamic Studies, Faculty of Theology and Islamic Sciences, University of Tabriz
2
Assistant Professor, Department of Islamic Studies, Faculty of Theology and Islamic Sciences, University of Tabriz
3
3. Assistant Professor, Department of Islamic Studies, Faculty of Theology and Islamic Sciences, University of Tabriz
10.22034/iued.2026.2084503.2943
Abstract
The balance between "divine duty" and "human emotion" is one of the most fundamental challenges in religious education, which is manifested concretely and practically in the conduct of the divine prophets. Despite possessing human emotions and deep familial bonds, the prophets were tasked with fully executing divine commands and guiding people—a matter that creates a subtle conflict between feeling and duty, especially when dealing with errant close relatives. This study, adopting an analytical–descriptive approach and drawing on verses from the Holy Quran and authentic narrations, examines the methods of establishing this balance in the conduct of prophets such as Noah, Abraham, Lot, Jacob, Joseph, Moses, and the Prophet Muhammad (peace be upon him). The findings indicate that in the educational logic of the prophets, divine duty is always the ultimate criterion for decision-making. However, this precedence is accompanied by preserving human dignity, compassion, guided dialogue, and controlling emotions within the framework of faith. The prophets neither succumbed to emotionalism and leniency toward falsehood nor adhered to rigid, emotionless duty-bound approaches. Instead, they presented a model of "balanced education" based on faithful rationality, guiding love, and ethical commitment. The results of this study can provide a valuable theoretical foundation for ethical education in the family, the educational system, and contemporary religious management.
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