One of the most fundamental factors in the formation of various theories within the educational sciences is the theorists’ ontological perspective on the human being. Therefore, before generating or evaluating the theories on education, it is necessary to analyze sound philosophical foundations regarding the human being to enumerate robust imperatives in the field of education. Inevitably, these imperatives can play an effective role in the production and adjudication of the theories of education. Based on the solid foundations of Islamic philosophy regarding the human being—particularly the principles of Transcendent Philosophy (al-ḥikma al-mutaʿāliya)—precise and definitive imperatives for education can be formulated. Employing an analytical-documentary method, this study establishes these imperatives by deriving relative necessities (ḍarūra bi ’l-qiyās) from the principles of Transcendent Philosophy concerning the human being. The outcome of this investigation yields a coherent system of imperatives for theory generation and evaluation in education. Notable among these imperatives are the necessity of considering the principle of existential unity and its gradations in establishing the educational process; the necessity of incorporating the principle of presence (ḥuḍūr) and its degrees; and accounting for the functional quality of the perceptive faculty based on the framework of the principles of voluntary action.