Epistemological Foundations of Meaningful Life: A Comparative Analysis of Foundationalism and Hermeneutics through MullaSadra’s Philosophy

Document Type : Research Paper

Authors

1 Professor of Philosophy Department, University of Zanjan, Zanjan, Iran

2 Associate Professor of ‌Wisdom and Theology Department, Shahid Beheshti University, Tehran, Iran.

3 Assistant Professor of Theology Department, University of Zanjan, Zanjan, Iran

Abstract

The meaning of life constitutes a central concern in contemporary ethics, philosophy of religion, and psychology. This article examines meaningful life through an epistemological lens, drawing on Mullā Ṣadrā’s transcendent philosophy (al-ḥikma al-mutaʿāliya). Within Ṣadrā’s anthropological framework, meaningful life comprises both objective and subjective elements; the objective element pertains to valuable ends such as connection with the divine, while the subjective element involves the epistemic and affective engagement of the individual with these ends. This study argues that the hermeneutic approach offers a more fruitful pathway to understanding meaningful life than the foundationalist approach prevalent in deontological ethics and consequentialism. The foundationalist model, assuming complete and static perception upon reaching basic principles, proves inadequate for cultivating the subjective conditions necessary for meaningful existence. In contrast, the hermeneutic model—characterized by continuous oscillation between preliminary understanding and experiential contexts—aligns coherently with Ṣadrā’s doctrines of substantial motion (al-ḥaraka al-jawhariyya) and the unity of the knower and the known (ittiḥād al-ʿāqil wa-l-maʿqūl). According to this framework, human beings possess no fixed existential degree; through perceptions and actions, they continuously construct their ontological status, moving from bestial to angelic existence. The hermeneutic circle. enables individuals to progressively deepen their understanding of life’s meaning, thereby intensifying existential perfection. This analysis carries significant pedagogical implications, suggesting that teaching meaningful life requires experiential methods rather than mere transmission of abstract principles. By bridging Islamic philosophy with contemporary Western epistemological debates, this study contributes to intercultural philosophical dialogue on one of humanity’s most enduring questions.

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References

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Journal of Philosophical Investigations
Volume 20, Issue 56 - Serial Number 56
Articles
Issue 56, Autumn 2026
October 2026
Pages 697-710

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