Document Type : Paper Derived from Thesis

Authors

1 Department of Educational Sciences, Isf.C., Islamic Azad University, Isfahan, Iran.

2 Department of Educational Sciences, University of Isfahan, Isfahan, Iran.

Abstract

SUBJECT & OBJECTIVES:  This study examines freedom and the meaning of life in Habermas's social philosophy, focusing on his theory of communicative action. The central problem is the paradox of contemporary societies: the expansion of individual freedoms alongside a deepening crisis of meaning. The objective is to reconstruct Habermas's framework and complement it with Islamic teachings. Unlike liberal Western views, Islam presents freedom as a divine gift linked to truth, responsibility, and ʿubūdiyyah (servitude to Allah).
METHOD & FINDING: methodology combining conceptual analysis, hermeneutic interpretation, and critical discourse analysis. The findings show that in Habermas's theory, communicative freedom functions as a precondition, context, and constitutive dimension of meaningful life. However, the analysis also reveals that this framework remains incomplete without a transcendent grounding. From an Islamic perspective, concepts such as ʿubūdiyyah and ḥayāt ṭayyibah (pure life) complement Habermas's model by introducing a vertical dimension of meaning grounded in divine purpose.
CONCLUSION: From an Islamic perspective, the crisis of meaning may also be understood as resulting from the neglect of humanity's vertical relationship with Allah. The findings suggest that communicative freedom may remain vulnerable to relativism without a transcendent grounding. Islam offers "responsible freedom"—freedom within the truth—balancing rights with spiritual responsibilities. From the comparative perspective advanced in this study, a more comprehensive account of meaningful life may incorporate both intersubjective recognition and a transcendent orientation toward the Divine. Habermas's theory can be enriched by integrating Islamic teachings, and the Quranic concept of "pure life" offers a more comprehensive model for human flourishing. Implications for inter-religious dialogue and Islamic education are also discussed.

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