Examination of the Emergence and Development of the Philosophy of Education in the Qom Seminary Over the Last Century

<span>Introduction and Objectives:</span><span>&nbsp;Throughout history, Islamic seminaries (ḥawzah) have consistently undertaken the mission of promoting religion, ethics, spirituality, and the education of society, adapting their efforts to the conditions and available resources of each era. These seminaries trained the necessary human resources—including teachers, preachers, Imams of congregational prayers and Friday prayers—and through the establishment of schools and maktab-khānahs, contributed directly to the education of the public. A brief historical review shows that, in addition to educational activities, seminaries have played a pioneering role in research and knowledge production in the field of education, generating works on moral education, the ethics of teaching and learning, educational methods, and related topics.&nbsp;</span><span>Since its reestablishment by Ḥājj Shaykh ʿAbd al-Karīm Ḥāʾerī, the Qom Seminary has paid serious attention to education and upbringing, acting in both theoretical and practical capacities. The aim of this article is to examine, from a historical perspective, the role of the Qom Seminary in shaping and developing the philosophy of education during the last cetury. The fundamental question addressed here is: What role has the Qom Seminary played over the last century in the emergence of the philosophy of education as an academic field, and through what developments has this process unfolded?&nbsp;</span><span>Methodology:</span><span>&nbsp;This study employs a historical–analytical method. Using documentary and library data, it investigates the emergence, evolution, and deepening of the philosophy of education in the Qom Seminary over the last cetury. By analyzing historical trends, official documents, published works from seminary, and institutional developments—such as the establishment of the Office for Seminary–University Cooperation—the theoretical and institutional trajectory of this development is reconstructed. The main focus is the analysis of scientific texts, policy documents, and major scholarly works from each historical period, in order to provide a systematic and comparative account of the growth of philosophy of education within this academic institution.</span>