This study analyzes the formal structures of Faqr-nāmas and instructional texts from three traditions—Manichaean, Karrāmī, and Sufi—through the lens of cognitive epistemology. It argues that recurring patterns such as question–answer formats, numerical clustering, progression from summary to detail, and standardized repetition functioned as epistemic tools that facilitated the transmission and stabilization of religious knowledge. Drawing on theories of cognitive load, working memory, distributed cognition, and epistemologies of power, the analysis shows that these structures reduced cognitive burden, enhanced memorization, and constrained interpretive variation, thereby enabling both pedagogical efficiency and social regulation. The findings suggest that Faqr-nāmas were not merely instructional manuals but comprehensive epistemic systems that organized memory, standardized doctrine, and reinforced interpretive authority. Comparative evidence across the three traditions highlights structural similarities, raising questions about whether these forms emerged through cultural transmission or convergent evolution. While current data do not allow a decisive answer, the study underscores the active role of form in shaping the durability and authority of religious knowledge and calls for further historical and manuscript-based research to clarify the origins and development of these structures.