جستجوی مقالات مرتبط با کلیدواژه "philosophical thought" در نشریات گروه "علوم انسانی"

Human beings have always been the central focus of Western philosophical thought. How individuals interact with the world, the scope and nature of knowledge of objects, and the ways of relating to fellow humans have shaped the framework of Western philosophy. The idealistic emphasis of Western philosophy on the individual led to an inflated sense of self and, eventually, the dissolution of the objective world. Nietzsche’s philosophy emerged as a protest against this trend. He criticized the established foundations of previous philosophies and proposed a new philosophy aimed at restoring balance to existence and promoting evolution. To achieve this, Nietzsche first dismantled the existing foundations and then sought to rebuild them based on his own premises, giving rise to the concept of the Übermensch (Overman). Nietzsche’s process involves the "descent of man" followed by his "transcendence." He aimed to destroy the elevated subject created by modern and pre-modern rationality and replace it with his model of the Übermensch, declaring, "I teach you the Overman." This research explores and analyzes Nietzsche’s theory of the Will to Power and its impact on 20th-century society through a descriptive-analytical method, relying on library sources.

The current research is intended to study the issue of teaching philosophical thought and identify its components in “Kitab al-Elm” and “Kitab al-Tafakur” from Ghazali’s Ahya ul-Olum al-Din. The data are collected through note-taking from related resources and analyzed through the descriptive-analytical method. It was found that, contrary to the popular assumption, Ghazali accepts the philosophical thought that is rooted in examination and research and is blended with skills such as reasoning, analysis, synthesis, and deduction. Therefore, in “Kitab al-Elm” and “Kitab al-Tafakur” this scholar has offered some conditions for teaching and learning which endorse the aforesaid stance and is proved efficient in acquiring those types of knowledge that are explicitly or cooperatively obtained. Classifying these conditions revealed that three categories of mental and intrapersonal skills, interpersonal or interactive skills and inquiry-based skills as well as some major components involving “dialogue”, “interaction”, “inquiry”, “interpersonal relationship”, “effective relationship”, “sympathy”, “scaffolding” and “self-correction” are involved in teaching philosophical thought. Identifying these components and blending them with newly developed curriculums, paves the way for employing them in new education and syllabus and uncovers the hidden capacities inherent in the views of Muslim scholars about education.

The life is unique chance that one can be experienced. It seems that the style life of some body in Individual and social relations is not depend in any fixed principle. Lack of rationality in life is a pervasive disease that Paying attention to it and recognizing the rational life derived from philosophical thinking and explaining its indicators can be the first step in injecting rationality into life. The purpose of this study is to identify this type of life and explain its characteristics. The main question of the research is what are the indicators of lifestyle based on reason inspired by philosophical thought and Islamic teachings? This article is an analytic content study. In order to answer the main question, at the beginning, the semantics of two terms: life and philosophical thinking were discussed. Then the conceptual analysis of the characteristics of philosophical thought and the study of Islamic sources showed that the intellectual life has eight indicators that includes: questioning, moving from surface to depth, searching, tolerating hearing the opposite word, facing the fundamental questions of life, the rule of reason, the search for the philosophy of life and philosophical life based on the philosophy of life. Therefore, rational life means living in the color of reason, discovering the philosophy of life and living based on it

This study aims to explore Mullā Ṣadrā’s philosophical thoughts, portray the salient features of his philosophy, and demonstrate the influence of philosophical thought on his understanding and interpretation of religious texts. Using a descriptive-analytic method, the author describes some of the elements of Mullā Ṣadrā’s philosophy in the fields of theology, cosmology, and anthropology and, in this way, tries to explain his hermeneutic principles in the perception of religious texts. Next, he presents some of his interpretations of such texts in order to reveal the influence of Sadrian philosophical trend and hermeneutic principles in understanding religious texts. Given his prominent role in the development of Shī‘ī philosophy and wisdom, it seems necessary to deliberate over his philosophical theories and works and examine his methods and principles of interpretation in the field of Sadrian studies. The findings of this study indicate that Mullā Ṣadrā’s philosophical thought, in general, and his philosophical views, in particular, as well as his hermeneutic principles, which originate in the Transcendent Philosophy, and utilizing certain concepts in explaining philosophical problems distinguish him from other thinkers in the presentation and analysis of religious categories. Finally, the author concludes that benefitting from philosophical and metaphysical categories and theories, while being harmful in certain respects, could result in having a different understanding of religious texts.

In this study, we have tried to explain the effects of the philosophical point of view on the Political geography, with examining examine the philosophical thought of the "Thomas Hobbes" (1588- 1679). Hobbes's Leviathan as his most important compilation had a substantial impact on the west academic community, as this book as a reference text has been teaching at universities. Thomas Hobbe's political thought and his comments are very important for political geographers, because of its association with the principles of Political Geography and Geopolitics like power, government, sovereignty, territory and people, (directly or indirectly). Knowing the philosophical ideas that led to write this book by Hobbes is very important; because everyone's philosophical thought defines his principles and foundations. Some people know Thomas Hobbes as "creative philosophy in English". Hobbes used the scientific methodology in his work, and as discussed in the research, he had the realist philosophical approach, and had the mechanical and naturalist approach. He uses inductive and deductive methods to explain the issues. Hobbes has a pessimistic view to human and sees man the wolf man. Hence being a higher power that governs on the people is necessary. Influence of Political thought during his time and the tumultuous time in which he lived, created his point of view about the formation of the government and people, finally, his theory of the state is written in the book Leviathan. In this study, the effects of the philosophical ideas of Thomas Hobbes on Political Geography's issues are studied with analytic – descriptive method.

The main goal of the present study was to identify elements of philosophical thought in the National Curriculum document. The current study had practical objective and was based on content analysis. Statistical population was the National Curriculum Document of the I.R. of Iran and the Section of Detailed objectives in Fifth mapping of document. Recording unit was Sentence and the data collection tool, was Checklist whose validity was determined over 86% through the content validity and its reliability by a factor of William Scott agreement. For data analysis, descriptive statistics and to ensure greater results, the Shannon entropy methods were used. The results indicated relative attention of the document, but unevenly in different parts of the elements of philosophical thought. "Curiosity" component record with 69 units equivalent to 26% and factor importance of 0/244 has the highest frequency and is of utmost importance. The element of the "unity of personality" with 9 units equivalent to 3% and factor importance of 0/024 has little been paid attention. Other components in order of frequency and importance are: "Interest in human values" with 52 units equivalent to 19% and importance factor of 0/202; "Comprehensiveness" with 41 units equivalent to 15% and factor importance of 0/157; "Contemplation" with 38 units equivalent to 14% and factor importance of 0/156; "Independence opinion" with 31 units equivalent to 11% and factor importance of 0/079; "Innovativeness" with 18 units equivalent to 7% and factor importance of 0/072 and "flexibility" with 13 units equivalent to 5% and factor importance of 0/024.

The aim of this study was the investigation of Ibn Tufail's philosophical thought in his novel “Hayy ibn Yaqdhan” and the implications of it. Analytical - deductive research methods were used. First of all, the novel was explained and the philosophy of Ibn Tufail and its reflections in the story were analyzed and then the implications were deduced from the existing evidence in the story. The results indicated that Ibn Tufail's thought in Hayy ibn Yaqdhan story was mainly affected by the situation of his time when the argument between supporters of philosophy and religion (reason and religion) was at its peak. Therefore, it was concluded that his purpose of writing Hayy ibn Yaqdhan was the explanation of these arguments. The story is an answer to the ideas of Ibn Sina, Farabi, Ibn Bajja and Al-Ghazali who were the most important philosophical arguers of that time. In this regard, Ibn Tufail blends elements of wisdom, revelation and mysticism together and presents an integrated plan for educating human from childhood to the old age in which there is the reconciliation of philosophy, religion and mysticism. In Ibn Tufail’s educational plan, the goal of education is knowing God and getting closer to him. Education in Hayy ibn Yaqdhan story has three aspects of individual, social and religious education among which individual training is the most important one. Principles of individuality, responsibility, development and linkage between appearance and reality can be deduced from his educational plan. Based on these principles Ibn Tufail employed the training methods of experience, reflection, reasoning and intuition in the story of Hayy ibn Yqtan.

Sohrevardi is a perfectionist intellectual who believes that the only perfect political system is the governance of a god-believing Hakim (knower). Because of that, he used his companionship with his contemporary governors to influence, and attempted to familiarize the governors with the principles of governing by compiling writings and dedicating them to the governors. This paper tries to highlight the political aspects of Ishraqi philosophy with analysis and interpretation of the two noticeable writings of “Alvah-e-Emadi” and “Partow-Nameh” and show that these writings follow political goals and are after presenting the pattern of their own ideal government with special writing framework. The important point is that these works have been looked at more as philosophical, and not political, works and have not been analyzed from the angle of political thought. Because of that, it will be attempted to analyze their political goals by careful analysis of these works and their structure, and also by putting them in a broader perspective (Sohrevardi’s life and time, philosophical thought and political philosophy).

Avicenna is an influential and great Muslim philosopher in Islam and West, whose theory on the connection of intellect to active intellect is one of the important components of his thought and has exerted influence on subsequent philosophers. This theory is one of the two important views discussed in epistemology and included in the framework of divine ontology and worldview. It is also an instance of one of the two macro-approaches to the relationship of world and man with principles (affirmative or negative relationship) and is included in affirmative group which does not neglect man. Asking what are the connection and condition of intellect and active intellect, the present paper reanalyzes this theory. The review of Avicenna’s philosophical thought shows that connection is soul’s attentiveness, directing toward, complete readiness and access to active intellect as well as soul’s traversing through the path of knowledge from sense to intellect and its connection with intellect in its particular sense. Then “illumination and emanation of intellectual- actual form” is actualized by active intellect and “perception and impression” are actualized by intellect “intellectually or as intellectual knowledge”. In this connection, intellect does not unite with active intellect.

The development of philosophical thought in children and young adolescents is a necessity which equips them with the required skills for individual and social growth. Moreover, it provides them with some appropriate subjects to think about and to deal with. One of the most prominent features of this project (Development of Philosophical Thought) is to encourage a questioning attitude towards tangible and normal phenomena, so that through promoting philosophical curiosity in children and young adolescents and creating logical doubt concerning their perceptions of their environment, they are assisted in attaining an internal insight and a more profound knowledge of the world and themselves. Accordingly, in this paper while presenting a short account of the principles and origins of the Project of the Development of Philosophical Thought in Children and Young Adolescents, it has been tried to clarify the distinction of the philosophical aspect of thinking from other aspects. Furthermore, in another part of this paper, the writer mainly focuses on introducing various philosophical fields. Given the fact that children are continually trying to understand the world around them and asking questions which often enjoy a philosophical aspect, it is necessary to have a more accurate knowledge of philosophy and philosophical fields. In this way, grown-ups can evaluate their questions more correctly, direct their intrinsic curiosity, and provide them with more logical answers. However, one must pay attention that children’s questions often pertain to some major fields. This paper focuses on four of them: metaphysics, epistemology, ethics, and mind. Through relative knowledge of the main philosophical field, the philosophical mentality of the teachers and trainers in their field will be naturally more developed, and they will turn into efficient and influential individuals in this area.