Recognizing the components of “disciple-educating” in Islamic mysticism With emphasis on the teacher character of Jonaid Baghdadi, Bayazid Bastami and Najoddin Kobra

"Islamic mysticism" is one of the rich sources in Islamic-Iranian culture, which can be used to identify valuable implications for Islamic education. One of these implications is "disciple-educating". Many Muslim mystics have paid special attention to nurturing the student while paying attention to mystical conducts. In this regard, the present study has examined the circumstances, sayings and character and conducts of three famous mystics, namely Jonaid Baghdadi, Bayazid Bastami and Najmoddin Kobra, and by using the method of thematic analysis, has recognized the twenty-four components of disciple-educating. In the next step, the initial components (sub-themes) were categorized into two organizational themes (individual character and interpersonal character), and finally all of them were included in the comprehensive theme of “disciple-educating manner". The findings of this study show that among the thematic themes, the six themes of "worship and servitude of God, good character, expertise and scientific proficiency, penetrating and effective speech, struggle in acquiring knowledge and maintaining the dignity and personality of students" have had the most abundance and they are the most important characteristics of a disciple-educating teacher. The development of a thematic network and a conceptual framework for the relationship among themes of disciple-educating, and the “disciple-educating model” are other findings of this study.