Reconceptualizing Epistemology in Islamic Mysticism: A Critical Analysis of Knowledge Through Presence in Mehdi Ha’iri Yazdi's Thought

Authors

  • Kuntarto Fakultas Ilmu Budaya Universitas Jenderal Soedirman
  • Ulpah Maspupah UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto
  • Abdul Basit UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto

DOI:

https://doi.org/10.53639/ijsse.v3i3.98

Keywords:

Mehdi Ha’iri Yazdi, Islamic Epistemology, Mysticism, Knowledge by Presence, Illuminationism

Abstract

This study critically examines the epistemology of mysticism in Islamic thought through Mehdi Ha’iri Yazdi’s concept of Knowledge through Presence (al-‘ilm al-huduri). The research positions Yazdi’s epistemological framework as a bridge between classical Islamic illuminationist philosophy (hikmah al-ishraq) and contemporary philosophical discourse. Employing qualitative-descriptive and analytical methods, the study explores Yazdi’s seminal work, *The Principles of Epistemology in Islamic Philosophy*, alongside key secondary sources, to uncover the philosophical coherence and ontological implications of his ideas. The findings reveal that Yazdi redefines mystical knowledge not as mere subjective intuition but as direct, non-representational awareness rooted in the existential unity between the knower and the known. This approach emphasizes the integration of rational analysis, metaphysical realism, and spiritual experience, presenting an alternative to Western dualistic epistemologies. Ultimately, this study concludes that Yazdi’s theory offers a comprehensive, integrative model of Islamic epistemology that reaffirms the legitimacy of mystical consciousness as a valid and crucial source of knowledge in contemporary Islamic philosophy, bridging the gap between traditional and modern philosophical paradigms.

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Published

2025-12-16

How to Cite

Kuntarto, Maspupah, U., & Basit, A. (2025). Reconceptualizing Epistemology in Islamic Mysticism: A Critical Analysis of Knowledge Through Presence in Mehdi Ha’iri Yazdi’s Thought . Interdisciplinary Journal of Social Science and Education (IJSSE), 3(3), 155–166. https://doi.org/10.53639/ijsse.v3i3.98

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