The cognitive implications derived from the Qur’anic verses in which the terms “deaf, mute, and blind” are mentioned in the Holy Qur’an and their educational applications

Abstract

This study aimed to derive the intellectual implications from the Qur’anic verses containing the terms “deaf,” “mute,” and “blind,” and to identify their contemporary educational applications. To achieve this objective, the study adopted the descriptive approach using the deductive method by identifying the relevant verses, examining their contexts and meanings, and drawing on the interpretations of Qur’anic exegetes and related studies to derive the intellectual guidance and principles they contain that may be applied in the educational field. The study reached several findings, most notably that the verses under investigation contain intellectual implications that encourage the use of reason, conscious thinking, and the rejection of blind imitation. They emphasize the importance of insight and sound perception in directing the mind toward recognizing and distinguishing truth. The study also highlighted the importance of employing the senses and reason in seeking knowledge and recognizing truth, using comparison and distinguishing between opposites as a means of inference, reflecting on and contemplating Qur’anic parables, seeking knowledge, and developing sound understanding. The findings further indicated that these intellectual implications can be translated into contemporary educational applications that contribute to developing conscious and critical thinking among learners. The study recommended benefiting from the derived intellectual implications in developing educational practices and programs, enhancing the use of reflection, contemplation, Qur’anic parables, and dialogue in developing learners’ comprehension, analysis, and inference skills, encouraging learners to seek knowledge, read, research, and verify sources of information, and fostering critical thinking while rejecting blind imitation.