Educational Models of "Divine Traditions": With Emphasis on the Cognitive Dimension

"Divine traditions"—the fixed laws that God has used to govern the universe—in addition to expressing individual and social laws, encompass a variety of educational implications that paying attention to them can be exploited in three dimensions of cognitive, tendency and action of human education. The present study seeks to clarify the educational implications of these traditions only in the "cognitive dimension" of religious education, using Quranic verses incorporating "divine traditions". The primary assumption of the research is that the educator's awareness and knowledge of these traditions in the first place, and his acquaintance with these divine laws, in the second place, facilitates the cognitive and epistemic grounds for the process of "religious education". According to the results, the five types of effective cognition in religious education specifically used in the verses incorporating divine traditions are: 1. Knowledge of awareness, 2. Knowledge of God, 3. Knowledge of man, 4. Knowledge of the world and the Hereafter, and 5. Knowledge of action. This study has shown that verses on the traditions of "the guidance of the believers" and “the greatness of the misguidance of infidels and hypocrites” from an epistemological point of view, verses on the tradition of "divine supervision" and "divine will" concerning theology, the verses of "trust", "divergence of degrees" and "negation of haraj" in human cognition, verses on the traditions of the "inevitable death" and "being examined" in terms of knowing the world, and finally the traditions of "human awareness of the consequences of actions" in the discussion of knowing the world, have an important significant role in directing the human religious education, especially in its cognitive dimension.