Document Type : Original Article
Authors
1 Assistant Professor of the Theology Department at Imam Ali (AS) Military University
2 Assistant Professor of the International Relations Department at Imam Ali (AS) Military University
3 Visiting lecturer at Zanjan University
Abstract
The obligation of enjoining good and forbidding evil (amr bi-l-maʿrūf wa nahy ʿan al-munkar) is one of the most fundamental practical doctrines in Islamic thought. While rooted in jurisprudential authority, it also derives significantly from the theological foundations of various Islamic schools. This article aims to provide a comparative analysis of five major Islamic theological schools—Khawārij, Ahl al-Ḥadīth, Muʿtazila, Murjiʾa, and Imāmiyya—regarding this duty. It investigates how differing conceptions of the nature of faith (īmān) have shaped diverse, and at times conflicting, approaches to the scope, conditions, and modes of its implementation. The central question explored is: how have contrasting definitions of faith contributed to the development of distinct perspectives on this obligation across the individual, social, and political spheres? This research employs a descriptive-analytical method and is grounded in primary theological and legal sources from each school. Findings reveal that schools such as the Khawārij and the Muʿtazila, by equating faith with practical adherence, emphasize coercive and broad enforcement of the duty. In contrast, the Murjiʾa, by reducing faith to an internal, heartfelt matter, view its implementation as non-obligatory and largely individual. The Ahl al-Ḥadīth, adhering strictly to the literal meanings of transmitted texts, adopt a limited and context-insensitive stance toward this duty. The Imāmiyya school, however, distinguishes between Islam (as verbal and cognitive affirmation of core beliefs) and faith (as a graded and perfection-oriented concept rooted in practical commitment). This distinction enables a synthesis of inner belief and outward practice and offers a rational, realistic, and comprehensive approach to enjoining good and forbidding evil, one that is sensitive to context, gradation, and the broader public good.
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