Document Type : Original
Author
Assistant Professor, Department of Arabic Language and Literature, Farhangian University, ،, Tehran, Iran
Abstract
The aim of this study is to elucidate the mechanism linking imagery and cognition in the metaphors of Surah An-Nur and to examine their role in facilitating the meaningful learning of educational and moral concepts. The Holy Quran, by employing rhetorical and artistic imagery, presents abstract and complex concepts in tangible and sensory forms through metaphors, thereby reinforcing the process of comprehension, internalization, and retention of knowledge within the human mind. David Ausubel’s theory of meaningful learning, which emphasizes the integration of new knowledge with pre-existing cognitive structures, provides the theoretical framework for this study and enables a systematic scientific analysis of the role of Quranic metaphors in the educational process.
This descriptive–analytical study, using qualitative content analysis, investigates five educational metaphors found in verses 35, 39, and 40 of Surah An-Nur across three levels: visual-semantic, structural-cognitive, and applied-educational. The findings indicate that these metaphors function as cognitive advance organizers and, by linking abstract concepts such as faith, guidance, and piety with concrete elements such as light, lamp, and darkness, facilitate deep, enduring, and meaningful learning. The results further suggest that Quranic imagery, by simultaneously activating the cognitive and emotional dimensions of the audience, enables the transfer of ethical concepts from theoretical awareness to belief and practice. Accordingly, employing Quranic metaphors can provide an effective and meaningful learning-based model for contemporary religious and educational instruction.
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