Abstract
Any social system of a people is developed around the theories that the nation has evolved or generated in that particular context. The theories themselves are deeply rooted in the ideology of that group of people and the very root is their belief or assumptions of what a human is, what are his life objectives and the main objectives of the existence of that nation or people. As such any social theory developed in the secular west is around their own assumptions and not around Islamic principles. When we talk of systems from Islamic perspective the theories have to be based on principles as enunciated by the Qur’an. Iqbal has based his theory of the dynamics of Khudi on the ayaat of the Qur’an and as such, it can be claimed that his theories are from the Qur’anic perspective. This study explores and analyses Iqbal’s educational philosophy related to human nature, individuality and human self-development as extracted from his Persian anthology, Asrar-i-Khudi and studies the implications of a young child’s self-realization (khudi) during early childhood learning. Hermeneutics was employed and the verses were exegetically deciphered. The qualitative thematic deduction is applied using Colaizzi’s method to draw Iqbal’s ideas of human nature, individuality, and human self-development. Using the dynamic of Khudi as narrated in Asrar e Khudi a human learning theory has been generated which can be claimed as Qur’anic theory of learning as Iqbal has based his theory of Khudi on the verses of Qur’an.