جستجوی مقالات مرتبط با کلیدواژه "mystical education" در نشریات گروه "علوم تربیتی"

The present study has been conducted with the aim of analyzing the content of religion and life textbooks in the second year of high school from the perspective of paying attention to the mystical education approach. The research method was descriptive and qualitative research and applied research approach. The research population was the books of religion and life of the secondary school in the academic year 1398-99, which were purposefully considered as the books of religion and life of the secondary school along with the pre-university. Data collection tool is a sample of textbook content analysis based on indicators and principles of mystical education based on Sinai wisdom and adapted from Beheshti and Nazer Hosseinabadi (2012).. The results showed that a total of 643 times axles and components related concept is the Gnostic Education. that 170 in the first year of high school, in the second 165, third 240 and the pre-university year is 68 times; In pre-university education to the mystical elements of attention has been paid, but a central element of the law in general and especially in the first grade (4 times), was the least attention. Central element of the training elements of gnosis and distinguish the real from the other.

Mystical education is the deepest and most esoteric reading of religious education in which the mystic with deep wisdom, and esoteric and pure refinement of truth and amour, seeks to discover a unique truth and a eternal connection to this truth. Allameh Hassanzadeh also considers man, who is the manifestation of the universal name of God, as a single truth whose body is his descendant rank who has no more than one identity and personality, which is interpreted as me and Anna and the like. He considers self-knowledge to be the way to reach this unique truth. This research seeks to explain the goals and principles of mystical education, which claims to provide the most certain way to achieve truth and the highest spiritual education. In this research, with the help of documentary technique and conceptual analysis, the basics of type one and two have been identified; Then, using the inferential method and applying three practical analogies, the ultimate goal and intermediate goals and principles of mystical education based on the anthropological views of Allameh Hassanzadeh have been identified. The ultimate goal of mystical education is "perdition in God and survival in God". And some of the most important intermediate goals of mystical education, knowledge of God, cultivating a good temperament, health of body and soul, strengthening the rational soul, presence in the presence of God, realization of two theoretical and practical powers of man, constant ascent, gaining spiritual sustenance for life and conduct Is. Also, self-knowledge, moderation, poverty alleviation, desire, manifestation, evacuation, evacuation, literature with God and gradual completion can be mentioned as some of the most important principles of mystical education.

Metaphor has many capacities in conjunction with different meanings and can bring a more comprehensive concept of common terms to mind. Hence, in the present study, education is considered as an inner journey which is titled "Educational Metaphor of Journey". Accordingly, the present study aims at explaining the educational metaphor of the journey with a mystical-metaphorical view. Therefore, in order to achieve the research objectives, the methods of analytical logical analysis are used. The results of the research indicate that the educational metaphor of the journey, based on the selective basis for it, in which two bases of Islamic mysticism and humanist mysticism are introduced, are two separate paths for education that are defined by The abundance of commonality between these two paths is thought to be different for them. The general plan of the educational journey based on a mystical-metaphorical view includes the two main pillars traveler and travel planner and five sub-pillars travel destinations, travel stages, luggage , Routing and travel requirements, travel strategy, and also trips. Finally, based on the results of this study, it can be argued that using the educational metaphor of the journey is an important step for reaching a definition for educating and will be gaining access to the knowledge among the experts in the field of the meaning and concept of education.

Mystical and spiritual education together with the subjects of "knowledge of God", aim of "nearness to God and annihilation in Him", and specific methods of "intuition" are among man's most important educational aspects. Therefore, it is worth directing man's educational endeavors towards developing this domain, that is, man's spiritual and mystical transcendence. The aims of this domain (knowledge-seeking, love-seeking, obedience and being a godlike one) are based on the beings and non-beings in ontology, anthropology and epistemology. The achievement of these aims depends on oughts and ought nots and also requires methods and strategies drawn out from authentic religious sources and the sayings of the wayfarers who take this path. Using a descriptive-analytical method, the present paper studies the aims, principles and methods of mystical education.

The contemporary world encounters various moral challenges more than any other time. The moral crises and decline in some societies represent that the educational systems in these societies have gone astray in respect to morality, and especially moral education. Moral education is one of the most important functions of educational system, a challenging issue, which has been investigated by intellectuals. Today, despite considerable changes in different educational areas, there has been no endeavor concerning the methods and approaches of moral education and value. Discourses related to moral education emphasized by all religions and prophets and introduced as the basis of human’s guidance and evolution constitute the main part of the Holy Quran’s teachings. This is due to the fact that such discourses play a critical role in the individual and social life and felicity, especially in human’s eternal and spiritual life. Moreover, Imam Khomeini (rah) has valuable views in this regard. This paper tries to introduce Imam Khomeini’s valuable views concerning moral-mystical education since the new introduction and review of Imam Khomeini can be influential in resolving many of the (current) problems related to moral-mystical education.