A Comparative Analysis of the Concept of Freedom in the Thought of Motahhari and Yalom and Its Relation to Human Education

Abstract

This study aims to conduct a comparative examination of the concept of freedom in the thought of Irvin Yalom, an existential psychotherapist, and Martyr Morteza Motahhari, an Islamic thinker. The central problem of the research is how freedom, as one of the most fundamental human concepts, is defined and interpreted within two distinct theoretical frameworks and what implications it entails for Islamic education. The research method is qualitative and is based on a comparative analysis of the primary texts of the two thinkers. The findings indicate that Yalom views freedom in close connection with choice, responsibility, and existential anxiety, and regards it as a foundation for individual meaning-making. In contrast, Motahhari, while emphasizing both the individual and social dimensions of freedom, interprets it within the framework of religious guidance and Islamic ethics, stressing its role in spiritual growth and the realization of social justice. The results of the study reveal that, despite their theoretical differences, both perspectives insist on the necessity of freedom accompanied by responsibility, a principle that can provide an interdisciplinary model for the development of the Islamic educational system and for the cultivation of responsible and committed individuals.