Quranic Studies and Islamic Culture

Abstract The sixtieth verse of Surah Al-Anfal, with its central command to "prepare power" (i'dād al-quwwah) and its introduction of the concept of "hidden enemies" (wa-ākharīna min dūnihim lā taʿlamūnahum), establishes the strategic foundations of security theory in Islam. This research employs qualitative content analysis and a comparative approach to examine exegetical interpretations, exploring the basis of scholarly disagreement on the identity of these enemies and its implications for Islamic security theory.

Findings indicate that the Quranic concept of "power" (quwwah) encompasses broad material and spiritual dimensions. Furthermore, the identification of the "others" with diverse groups—such as Jews, Persians, hypocrites, jinn disbelievers, and all unknown adversaries—highlights the multifaceted, dynamic, and complex nature of threats in Islamic thought. The primary factors shaping these interpretive differences are identified as narrative, linguistic, historical, and theological foundations.

This diversity of opinion underscores key principles within Islamic security theory: uncertainty in the security environment, the necessity of strategic surprise management, the vital role of intelligence, comprehensive preparedness, active and multi-layered deterrence, the importance of internal security, and the inseparable link between security and the economy. The study offers contemporary, practical implications for Muslim societies.

Abstract Surah Ṣād, a Meccan chapter of the Qur’an, presents the narratives of divine prophets, particularly Prophet Solomon (ʿAlayhi al-Salām), to elucidate the foundations of religious education and ethical refinement. The story of Solomon exemplifies a prophet who, despite immense power, dominion, and abundant blessings, centered his life on servitude, trust in God (tawakkul), sincere repentance (inābah), and prompt return to the Divine. This study explores the monotheistic and educational approaches embedded in this narrative and presents a practical model for contemporary conduct. Employing a descriptive-analytical method, the research draws on the Qur’anic text, classical exegesis, and relevant scholarly sources. Findings reveal that Solomon’s story conveys fundamental teachings, including prioritizing worship over worldly concerns, maintaining reliance and repentance, consciously returning to God after trials, proper management of divine blessings, engaging in God-centered endeavors, seeking divine assistance, and freedom from concern over human judgment. These lessons underscore that sincere servitude, gratitude, and attentive return to God form the basis for spiritual growth and access to divine gifts. The narrative provides a practical and enduring ethical framework, guiding individual and social moral development in contemporary life, and demonstrating the timeless relevance of Qur’anic stories in shaping virtuous character and fostering holistic spiritual education.

Abstract Abraha, the most well-known king of Ḥimyar, is remembered in Islamic tradition for his expedition against Mecca, where he is said to have marched with an army of elephants to destroy the Kaʿba. The episode, known as the “Year of the Elephant,” is linked in some reports to the birth of the Prophet Muḥammad and is discussed both by Muslim historians and in Qurʾānic exegesis on Q 105. Since Islamic accounts were composed centuries after Abraha, modern scholarship has raised doubts about its historicity: how could African elephants cross nearly 800 kilometers from Yemen to Mecca across a harsh desert, and why do contemporary non-Islamic sources fail to mention Mecca or this event? Nonetheless, Abraha appears in contemporary pre-Islamic records, and archaeological excavations have uncovered 10 inscriptions attributed to him, four commissioned by the king himself. No other pre-Islamic Arabian figure is documented with such varied and precise evidence. This study asks: What was the extent of Abraha’s rule? What were his religious orientations? And was his expedition to Mecca historical? By reviewing contemporary sources alongside epigraphic and archaeological evidence, and presenting the most significant findings, the paper provides a basis for reassessing traditional accounts.

Abstract This study investigates the comparative dimensions of the creation narratives in the Avesta and the Quran, focusing on the foundational worldview and theological principles that underlie them. Both sacred texts, though emerging from distinct religious and cultural contexts, begin their finalized canonical forms with creation accounts that depart significantly from other ancient cosmologies. Instead of elaborating primarily on the origin of the cosmos, both Avesta and Quran center their initial creation narrative on the origin and role of humankind. This study compares similarities and differences between these two accounts, with special attention to the purpose of creation, the problem of evil, and the overarching worldviews each text constructs. By analyzing how the Avesta conceptualizes a dualistic cosmology rooted in the eternal struggle between good and evil, and how the Quran frames creation within a strictly monotheistic and teleological worldview, this research demonstrates how creation narratives are employed as keys to uncovering the theological, ethical, and philosophical underpinnings of each tradition.

Abstract The present study was conducted with the aim of designing, validating, and investigating the effectiveness of teaching social studies based on the Quran understanding approach on the social adjustment of third-grade female elementary school students. This study was applied in terms of purpose and quasi-experimental in terms of method with a pre-test-post-test design with a control group. The statistical population included all third-grade female elementary school students in Tehran in the academic year 1403-1404. Among them, 30 were selected by convenience sampling and were divided into two experimental and control groups. The data collection tool was the Dokhanchi Social Adjustment Questionnaire (1937), which had an acceptable reliability with a Cronbach's alpha of 0.79. The experimental group was trained in 10 50-minute sessions based on the designed social studies educational package. While the control group learned the same lesson in the conventional way. The data were analyzed using SPSS software and the analysis of covariance method. The findings showed that the experimental group had a significant improvement in the social adjustment component. These results confirm the positive effectiveness of Quran comprehension training and show that this approach can improve social skills, including psychological adjustment, of students in the school environment

Abstract Analyzing the cohesion of the Quranic text based on structural patterns is one of the new approaches in the study of Quranic sciences, although attention to the order of the divine word in Islamic studies back to the early centuries of Islam. Quran scholars used various patterns with the aim of discovering the cohesion of the Quranic text and proving its structure in response to doubts regarding the order of the Quran, as well as for the purpose of interpreting the Quran more correctly. One of these patterns is the one designed by Khamegar. Khamehgar considers a single purpose for each surah, under which the other purposes of the surah are placed. Her model consists of three stages: 1- Contextualization, 2- Titles of the contexts of the surah and discovery of its purpose, 3- Combining the discourses and forming chapters and sections. In the present study, In order to demonstrate the systematization and cohesion of Surah Fajr, this Surah was examined in light of the aforementioned pattern and it turned out that Surah Fajr consists of seven chapters and three sections, all of which, despite differences in wording and content, cooperate and share in order advance the single purpose ..