Mchakato wa elimu unategemea kanuni mbili za msingi zifuatazo: (a) kuzingatia kiwango cha kiakili cha wanafunzi, na (b) kukuza uwezo wao wa kiakili, kiroho na kimwili kwa nyenzo zinazoelekeza mchakato wao wa kufikiri katika mwelekeo sahihi. Kanuni hizi mbili muhimu zimezingatiwa kwa makini na ufunuo wa Qur'aan uliteremshwa kwa sehemu sehemu.

The process of education depends on the following two basic principles: (a) taking into account the mental level of the students, and (b) developing their mental, spiritual and physical abilities with material which guides their thought processes in the correct direction. Both of these important principles have been carefully taken into consideration by the revelation of the Qur’aan in segments.

Uwekaji wa sheria kwa hatua ulizingatia kiwango cha jamii ya Waislamu katika hatua mbalimbali za maendeleo yao. Ufunuo wa marekebisho na majibu wakati yalipohitajika zaidi ulifundisha, ukakuza na kuongoza uwezo wa kiakili, wa kiroho na wa kimwili kuelekea upande ulio sahihi.

Gradation of legislation took into account the level of the Muslim community during its various stages of development. The revelation of corrections and answers at the time when they were most needed trained, developed and guided the mental, spiritual and physical faculties in the right direction.

Swali linalojitokeza kwa kawaida hapa ni kwa nini vitabu vya wahyi vilivyotangulia viliteremshwa kwa ukamilifu wake. Jibu la swali hili liko katika nafasi ya vitabu vilivyotangulia na historia ya unabii. Vitabu vilivyotangulia vilitumwa kwa vipindi vifupi katika historia ya mwanadamu, na vilielekezwa kwa mataifa au makabila maalum.

The question which naturally arises here is why the earlier books of revelation were revealed as a whole. The answer to this question lies in the role of the earlier books and the history of prophethood. The earlier books were sent for short periods in human history and were directed to specific nations or tribes.

Zilikuwa na kanuni ambazo hazikuwa zimefungwa na wakati wala hali, na ambazo zingeweza kuteremshwa mara moja, mwanzoni mwa utume au wakati wowote wakati wa utume huo. Pia inapaswa kubainishwa kwamba vitabu vya nyuma havikuwa miujiza kwa yenyewe, ilhali kwa Nabii wa Mwisho ﷺ, ilikuwa ndiyo miujiza kuu aliyopewa, kwa kuwa, kama ilivyotajwa awali, mgawanyo wa wahyi pamoja na uthabiti wa mtindo ulikuwa ni ushahidi wa asili yake ya kimungu. Vilevile, manabii wa kale walitanguliwa na kufuatwa na manabii wengine, hivyo kila nabii na kitabu chake kiliwakilisha sehemu moja ya wahyi wote. Kwa hiyo, mpangilio wa sheria ulifanyika kutoka nabii mmoja hadi mwingine. Nabii Muhammad ﷺ alikuwa wa mwisho wa manabii, na kitabu chake cha wahyi kilibeba ujumbe muhimu wa vitabu vyote vilivyotangulia. Kwa hiyo, wafuasi wake walilazimika kuandaliwa vizuri ili kuubeba ujumbe wa mwisho kwa ulimwengu. Hivyo, mpangilio wa sheria ulilazimika kufanyika ndani ya ujumbe wenyewe.

They contained principles which were not time or situation oriented and could be revealed all at once, at the beginning of a mission or at any point during it. It should also be noted that the earlier books were not in themselves miracles, whereas in the case of the Last Prophet (ﷺ), it was the major miracle given to him, for, as was mentioned earlier, the segmentation of the revelation combined with the consistency of style was a proof of its divine origin. Also, the earlier prophets were both preceded and followed by other prophets, so each prophet and his book represented a segment of the overall revelation. Thus, the gradation in legislation took place from prophet to prophet. Prophet Muhammad (ﷺ) was the last of the prophets and his book of revelation contained the essential messages of all previous books. Thus, his followers had to be properly prepared to carry the final message to the world. As such, the gradation in legislation had to take place within the message itself.