Surrender vs Control: Arabic Sufi Psychology of Acceptance in Ibn 'Ata'illah’s Thought
DOI:
https://doi.org/10.63243/Injire.v4i1.05Keywords:
Acceptance, Ibn ʿAtaʾillah, Islamic Pedagogy, Psychology of Sufism, Religious EducationAbstract
This study examines Ibn ʿAtaʾillah al-Sakandarī’s At-Tanwīr fī Isqāṭ at-Tadbīr as a classical framework of acceptance that balances human agency and divine sovereignty. Using hermeneutic textual analysis, the research identifies ten causes (asbāb) of ṣabr that function as psychological mechanisms, including theological reappraisal, meaning-making, gratitude-based remembrance, epistemic humility, perceived accompaniment, spiritual absorption, progressive movement toward riḍā, unveiling of veils, values-consistent responding, and recognition of hidden kindness. These mechanisms demonstrate that taslīm (surrender) is not passive fatalism but active psychological flexibility acting responsibly while releasing rigid attachment to outcomes. Ibn ʿAtaʾillah’s use of parables provides a pedagogical strategy that translates abstract concepts into lived practice, with relevance for Islamic education and therapeutic communication. Comparison with Acceptance and Commitment Therapy (ACT) shows strong parallels in cognitive defusion, distress tolerance, and values-based action, though Ibn ʿAtaʾillah’s model is firmly rooted in theological realism. The findings suggest that his framework offers Muslim communities culturally congruent strategies for coping with anxiety and uncertainty. This study concludes that engaging Sufi psychology enriches both Islamic Religious Education and clinical practice, providing spiritual depth without reducing religious insights to secular categories.
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