Criticism of the Innovative Principle Governing the Utilitarian Moral Education of Mill Based on the Islamic Rule of Prohibition of Detriment

The purpose of the present survey is to criticize the harm principle governing the utilitarian moral education of Mill, based on the Islamic rule of prohibition of detriment.

The method has been the “content-mining qualitative content analysis".

In Mill's viewpoint, Duty was showing the realm of the effectiveness of the principle of harm. Moral education was different depending on whether the individual's behavior is harmful to the rights and the comfort of others; the components of this education, were justice and contemplation. Two criticisms could be found upon the principle of harm: the requirement of prohibition of detriment in areas of definition and applicability; the lack of a strong performance guarantee in preventing self-harm and reforming the holders of unpleasant conducts. Neglect of the harm principle in the first leads to inappropriateness in moral education, where it is not clear what moral education means, and the lack of second, was loading to failure in full realization of moral education in its true meaning.

Although Mill has introduced the harm principle to achieve the Utility or the greatest happiness principle, but on the basis of the mentioned critiques, it can be said that this principle cannot achieve this purpose of moral education as it should. Therefore, Mill's principle of harm requires serious revisions on the basis of the rule of prohibition of detriment, so that it can be accepted as principle governing utilitarian moral education.