Beyond Intelligence Reductionism: Revelation-Based Integration of IQ, EQ, and SQ for Human Holistic Potential in Islamic Epistemology

Jusmiati Jusmiati; Darussalam Syamsuddin; Muh. Natsir Siola; Abdullah Azzam Bishri

doi:10.70742/suffah.v3i2.1134

Authors

Jusmiati Jusmiati Alauddin State Islamic University of Makassar, South Sulawesi
Darussalam Syamsuddin Alauddin State Islamic University of Makassar, South Sulawesi
Muh. Natsir Siola Alauddin State Islamic University of Makassar, South Sulawesi
Abdullah Azzam Bishri Islamic University of Madinah, Arab Saudi

DOI:

https://doi.org/10.70742/suffah.v3i2.1134

Keywords:

Trilogy of Intelligence, IQ, EQ, SQ, Revelation, Islamic Epistemology

Abstract

The discourse on human intelligence has long been dominated by cognitive measurement (IQ) a reductionist approach only partially addressed in secular psychology by the introduction of EQ (emotional intelligence) and SQ (spiritual intelligence). Existing Islamic scholarship on this subject remains largely descriptive, rarely articulating the epistemological role of revelation in integrating these three dimensions. This study examines the trilogy of intelligence in relation to revelation by comparing the concepts proposed by Binet, Goleman, and Zohar with the Islamic constructs of 'aql (intellect), qalb (heart), and nafs (self/soul). A qualitative literature-based study employing conceptual-historical analysis, using the interactive analysis model developed by Miles, Huberman, and Saldaña (data reduction, data display, and conclusion drawing/verification). The trilogy of intelligence is functionally aligned though not identical with the 'aql, qalb, and nafs. Revelation occupies the supreme position, serving as the source, criterion, and teleological orientation (tawhid) that integrates all three, with broad implications for human life. The study proposes a hierarchical-integrative model of intelligence rooted in revelation. Limitations: As a conceptual study, it requires further empirical validation and development into practical curriculum .

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