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The small cells around the courtyard are student rooms. Sadra taught at this scale, with a handful of students; the continuity of his system in Iranian thought rests on that madrasa tradition.

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first half of the 17th century · Shiraz, Safavid Iran

Mulla Sadra: the primacy of existence and substantial motion

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Teaching in Shiraz, Mulla Sadra unified the rational, mystical and theological strands of Islamic philosophy into one system. For him existence precedes essence, and substance itself is in continuous motion.

It is commonly held that Islamic philosophy ended with al-Ghazali's critique and the death of Averroes; that is partly true for the western, Arabic-writing wing and false for Iran. In the east the tradition continued through Suhrawardi's philosophy of Illumination and reached a new height in Safavid Iran in the sixteenth and seventeenth centuries as the School of Isfahan. Sadr al-Din Shirazi — Mulla Sadra — is its greatest figure, and taught at the Khan Madrasa in Shiraz.

His system is called al-Hikma al-muta'aliya, Transcendent Wisdom. Two theses stand at its centre. The first is *asalat al-wujud*: what is real is existence, while essence is a section the mind abstracts from it — reversing the debate over existence and essence running since Avicenna. Existence is a single reality that intensifies by degrees; stone, plant, human and angel are different intensities of the same being. The second is *al-haraka al-jawhariyya*, substantial motion: where the Aristotelian tradition allowed motion only in qualities, Sadra argues that substance itself changes continuously. The world is then not a stock of static substances but a constant becoming, and the soul's beginning with the body and gradual movement toward abstraction is explained by the same motion.

His method matters as much as his theses: demonstration, mystical intuition and revelation are all admitted as legitimate sources of knowledge within one framework. For this he drew criticism from philosophers and Sufis alike and withdrew for a period into something close to exile. His teaching continued without interruption as part of the madrasa curriculum in Iran and kept a central position in twentieth-century Iranian thought, from Tabataba'i onward. In the West he became known only in the later twentieth century, largely through the work of Henry Corbin.

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Image: Hooman MallahzadehCC BY-SA 4.0

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Shiraz, Safavid Iran · © OpenStreetMap

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