The Concept of Gradation of Existence and Its Implications on Education - Examining the Doubts Casted on it

An article titled "A Critical View on the Grace-Centered Approach in Islamic Philosophy and Its Implications on Education" was written with the intent to entirely refute the principles of philosophy of education from the perspective of Muslim philosophers. This article relies on the claims of opponents of Islamic philosophy and the criticisms of well-known anti-philosophy Ash’arites (such as Al-Ghazālī). It repeats almost all their assertions as accepted premises without citation. The article then makes a brief and insufficient comparison between two competing theories in education, "Sequentialism" and "Parallelism," and derives the hybrid term "Asynchronous Parallelism." What the aforementioned article calls a "critical view" comprises unsupported claims about the history of philosophical issues, irregular classification of Islamic philosophical schools (sometimes as "Peripatetic, Illuminationist, and Essentialist," and other times as "Cause-centered and Grace-centered"), and deeming the concept of gradation as ineffective as a fundamental principle in the grace-centered approach. It often repeats, without reference, the criticisms of anti-philosophy Ash'arites and their peers to specific philosophical views and theological outcomes. A thorough analytical and critical investigation reveals that the article's claims about philosophical issues and intentions are merely reiterations of claims by anti-philosophers. Due to a lack of adequate technical knowledge while explaining and making judgement, the article uses the discredited views of others to reject and cast doubt on Islamic wisdom. Consequently, it makes a biased, unjustified, and unsupported conclusion about education.