<![CDATA[This article examines Al-Hikam, the celebrated aphoristic work of Ibn ‘Ata’ Allah al-Iskandari, as a body of reflective discourse that can enrich contemporary conversations in linguistics, psychology, and language education. The study is motivated by a practical problem in language classrooms: learners often encounter language primarily as technique, grammar, or assessment, while the human work of interpretation, self-understanding, ethical imagination, and emotional regulation remains marginal. This study aims to analyze how selected aphorisms of Al-Hikam function as reflective discourse and how they may be pedagogically adapted for humanistic language education. Through qualitative document analysis and reflexive thematic interpretation, selected Arabic aphorisms from Al-Hikam are read as compact pedagogical events. The analysis identifies four discourse features: aphoristic compression, dialogic address, metaphorical reframing, and evaluative self-positioning. These features are connected to psychological themes such as hope after failure, self-regulation, humility, presence, and relational growth. The article argues that Al-Hikam may be approached not merely as devotional literature but also as an authentic text for humanistic language education. Its reflective language can support close reading, translation awareness, discourse analysis, reflective journaling, and dialogic classroom practice. As an analytical contribution, the article proposes the Reflective Linguistic Pedagogy model, a four-stage classroom sequence consisting of encounter, linguistic noticing, psychological reflection, and communicative transformation. The article concludes that a careful, non-reductive use of Al-Hikam can help language education recover its deeper human purpose: to cultivate articulate, attentive, ethically aware, and emotionally resilient learners.]]>
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