Abstract
         
Lifelong learning, as an essential process for adapting to the rapid changes of the contemporary world, requires a comprehensive and holistic model that goes beyond existing instrumental approaches and also attends to the existential and spiritual dimensions of the human being. The aim of this study is to present a novel conceptual model of lifelong learning based on the theory of Transcendent Philosophy (Hikmat al-Muta'aliyah), developed by Mulla Sadra. The findings indicate that Sadra’s key philosophical principles—substantial motion(al-harakat al-jawhariyyah), the unity of the intellect and the intelligible (ittihad al-aqil wa al-ma'qul), and the gradation of being (tashkik al-wujud), —can provide a strong theoretical foundation for designing a model of lifelong learning. Substantial motion conceptualizes learning as an endless and transformative process that leads to the existential development of the human being. The unity of the intellect and the intelligible demonstrates that learning goes beyond the mere transmission of information and constitutes an ontological process through which the learner becomes united with knowledge. The gradation of being emphasizes the hierarchical and gradual nature of learning in the pursuit of higher levels of understanding. The originality of this study lies in its creative integration of the Islamic philosophical tradition with contemporary educational challenges, offering an indigenous framework for lifelong learning. Such a framework can serve as a basis for designing educational systems aligned with the cultural and value structures of Islamic societies and contribute to the enrichment of educational theory in this field.
 
Synopsis
Adapting to the accelerating transformations of the contemporary world requires rethinking lifelong learning beyond narrow instrumental and utilitarian frameworks. Much of the existing literature on lifelong and lifelong learning remains confined to cognitive, skill-based, or techno-functional paradigms, thereby neglecting the deeper existential, ontological, and spiritual dimensions of human development. This reductionist orientation has produced fragmented models that fail to capture the holistic nature of learning as a process of becoming. In response to this theoretical limitation, the present study seeks to articulate a comprehensive conceptual model of lifelong learning grounded in Mulla Sadra’s Transcendent Philosophy (Hikmat al-Muta‘aliyah). The central aim is to reconstruct lifelong learning as an ontological and transformative process, thereby contributing an indigenous and philosophically robust framework to contemporary educational discourse.
Methodologically, the study adopts a qualitative, conceptual–deductive approach. It is based on an in-depth documentary analysis of Mulla Sadra’s primary philosophical texts, combined with a critical review of contemporary theories of lifelong learning. Through a process of analytical interpretation and synthetic reconstruction, the study establishes a coherent correspondence between key Sadrian metaphysical principles and the conceptual foundations of lifelong learning. Rather than merely juxtaposing philosophical ideas with educational concepts, the research undertakes a systematic effort to derive educational implications directly from the internal logic of Sadra’s ontology.
The analysis is structured around three foundational principles of Transcendent Philosophy: substantial motion (al-harakat al-jawhariyyah), the unity of the intellect and the intelligible (ittihad al-‘aqil wa al-ma‘qul), and the gradation of existence (tashkik al-wujud). Each of these principles provides a distinct yet interconnected lens for reinterpreting the nature, process, and purpose of lifelong learning.
First, the principle of substantial motion redefines learning as an intrinsic, dynamic, and perpetual process embedded in the very structure of human existence. From this perspective, learning is not an external activity imposed upon a static subject but an essential mode of being through which the learner undergoes lifelong existential transformation. This view challenges dominant educational paradigms that treat learning as episodic, outcome-oriented, or limited to formal institutional contexts. Instead, it conceptualizes lifelong learning as a lifelong ontological journey characterized by constant renewal and self-transcendence.
Second, the doctrine of the unity of the intellect and the intelligible offers a profound reconfiguration of the epistemological foundations of learning. It suggests that knowledge acquisition is not merely the accumulation or representation of external information but an existential unification between the knower and the known. In this sense, learning entails a transformation in the very being of the learner, as the act of knowing brings about a qualitative change in the subject’s ontological status. This insight moves beyond representational theories of knowledge and supports a deeply integrative understanding of learning, where cognition, existence, and identity are inseparably intertwined.
Third, the principle of the gradation of existence introduces a hierarchical and developmental dimension to lifelong learning. It posits that reality unfolds across varying درجات (degrees) of intensity and perfection, and that human beings, through learning, can ascend toward higher levels of existence and awareness. Accordingly, lifelong learning is understood as a staged and progressive movement toward existential perfection, encompassing not only cognitive development but also moral, spiritual, and existential growth. This perspective provides a teleological orientation to learning, emphasizing purpose, direction, and the pursuit of higher gnosis.
In synthesizing these principles, the study proposes a multidimensional model of lifelong learning characterized by three core features: ontological dynamism, epistemological unity, and developmental gradation. This model stands in contrast to prevailing approaches that isolate learning within cognitive or technical domains, offering instead a holistic framework that integrates being, knowing, and becoming.
The originality of this research lies in its creative and systematic integration of Islamic philosophical thought with contemporary educational theory. By drawing upon the rich metaphysical insights of Mulla Sadra, the study not only addresses a significant theoretical gap but also contributes to the indigenization of educational knowledge in non-Western contexts. The proposed model has important implications for the design of educational systems, curricula, and pedagogical practices that are aligned with the cultural, philosophical, and spiritual foundations of Islamic societies.
In conclusion, the study argues that any meaningful conception of lifelong learning must move beyond instrumental rationality and engage with the deeper ontological dimensions of human existence. A Sadrian framework makes it possible to reconceptualize learning as a lifelong process of existential transformation, in which the human being lifelongly redefines and actualizes its potential. Such an approach not only enriches theoretical discussions in the field of education but also opens new pathways for developing more holistic, meaningful, and contextually grounded models of learning in the contemporary world.