Abstract

One of the fundamentals of the establishment and consolidation of an age-old civilization is the effectiveness and suitability of its educational systems. In fact, the efficiency of an educational and training system necessitates a deep insight as well as the right educational method. One of the most prominent educational systems is the method offered by Muslim mystics, who taught their pupils by means of one of the most effective training approaches, despite poverty and serious setbacks. Focusing on Attar Neishabouri’s Tazkiratul Awliya and adopting a descriptive-analytic approach, the researchers of the present study analyze its embedded mystics' implied teaching methods and their function and frequency. Implicit or indirect teaching styles are characterized by irony, implication, and the absence of the master's explicit didactic statements. The present article indicates that Muslim mystics adopted three styles in training, namely, the observational, the explorative, and the observational-explorative with their sub-categories and sub-branches. Observational style includes performance techniques and natural and environmental elements. Explorative style incorporates mystery, esoteric discourse, personal interpretation, and allegory. Observational-explorative style employs travel and art in training disciples. Keywords: Training Methods (the observational, the explorative, the observational-explorative), Implicit Teaching, Islamic Mysticism, and Tazkerat al-Awliyā