جستجوی مقالات مرتبط با کلیدواژه « فلسفه اسلامی » در نشریات گروه « علوم تربیتی »

The purpose of this research Analysis and concretising etebariat theory tabatabaie perception its implications in teaching values the explanation of what nature and values , tabatabaie , from the point of view of the recognition of the value of etebariat from the perspective of Allama tabatabaie.extraction potential implications of cultural etebariat theory in teaching religiousvalues , spiritual moral values and, education and social values .Allama tabatabaie including philo sophers who respond to these fundamental question innovating etebariat discussion and explaining what and why the values and he define the way ahead of humor us. Allama tabatabaie considered the credit valuesbacking for the conception of values , science and perceptions .In this study wich is prepared by library and inductive approach is carried out of 16 principle the etebariat for teaching values and recommended to coaches .according to this persent research , coaches can use the principle of explanation the basis of absolute valeus: the principle of explanation the basis of absolute value . rationality, stimulation feelings, pragmatism, natural indecency and decencies, spirituality instinctive , according to the epistemological dimension , according to the evolutionary characteristics of values education, according to previous beliefs audience , stimulating , indecency and decencies actions of current values(current actions determine good and evil) , the neglect in education , environmental conditions , using verbal communication and non-verbal to teach values ,incongruous the standing and method, and the principle of encouragement.

Most scholars, teachers and students of philosophy believe that the university educational program in the field of Islamic philosophy is dysfunctional so that its repulsion is greater than its fascination. This situation is due to several causes and among them, textbook is one of the most important causes. ‎The purpose of this article is to pathologically review the book Bidayat al-Hikmah, written by Allameh Mohammad Hossein Tabatabai (1970) as the most popular textbook in the undergraduate course of Islamic philosophy. This book is a common and main source for 24 units in the field of Islamic philosophy. Although professors of philosophy mostly acknowledge the positive features of this work, they believe that it is not an appropriate textbook. Seemingly the academic status of its writer – as well as the absence of a proper alternative source ‎–‎ were factors that have caused it receive no independent and detailed review so far. In fact, although the book Badayat al-Hikma has educational strengths, its weaknesses are so important that it can be said with certainty that it lacks the necessary features as a source for teaching Islamic philosophy; and its negative effects on teaching philosophy outweigh its benefits. This article, while briefly introducing the book and presenting its strengths, examines in detail its shortcomings and weaknesses.

This research aims at comparing the valuation bases of pragmatism with those of the documents of the fundamental transformation of education of the Islamic Republic of Iran by descriptive-analytical research method. The statistical population of this research includes the content of three higher level documents of fundamental transformation of higher education, including the document of the fundamental transformation of education, the theoretical foundations of the fundamental transformation in the formal and public education system. 10 formal basic documents relating to pragmatism were selected purposively. The results of the study indicated that, in terms of considering the situation, the environmental conditions and requirements and applications of values, there are apparent commonalities between the school of pragmatism and the cognitive foundations of fundamental transformation documents. However, there are essential differences between the two. In terms of the nature of values ​​in view of pragmatism, any useful and practical things in the real-world life of human that can solve a problem, is valuable. In the view of evolutionary documents, the validity of values ​​depends on closeness to God. In the views of pragmatism, values ​​are relative and non-stable, but in the view of evolutionary documents, values ​​are divided into ultimate and instrumental according to the final objective of life. The criteria for estimation of values is utility and benefit in individual and social life in pragmatisms; in the view of transformational documents, it is based on the three criteria of religion, rationality and Fitrah. Pragmatism considers all human dimensions to be material in the discussion of metaphysics, but in evolutionary documents, the attainment of a relatively pure life is the axis of living.

Textbook-oriented teaching is the first priority in educational programs, and university textbook has an undeniable role in teaching process, as well as in the realization of the educational goals, hence teaching quality in higher education is partly dependent on the quality of textbooks. In the universities of Iran, teaching Islamic philosophy is generally carried out through traditional methods and resources, and no modern textbook has yet been developed to meet the relevant needs of students. Islamic philosophy is one of the heavy courses in the field of Islamic Philosophy and Wisdom so that in some trends it includes up to 24 units. Certainly, compiling textbooks according to the requirements of the students will solve one of the problems of this academic field and increases its efficacy. While representing the problems of philosophy teaching in Iran, this article analyses the necessary criteria for Islamic philosophy text.

Given the necessity of organizing Islamic education، some researchers tried to carry out this duty from its basic beginning and organize «the philosophy of Islamic education» first. However، there have been different approaches to «the philosophy of Islamic education» due to different approaches to «philosophy»، «the relationship between religion and philosophy»، «sources of religious knowledge»، etc. A review and criticism of these approaches can show their merits and demerits and lead to a more comprehensive viewpoint. The present paper reviews and criticizes four existing approaches to «the philosophy of Islamic education» in Islamic Republic of Iran. It finally concludes that: 1- the main source for formulating «the philosophy of Islamic education must be Islamic sources (the Quran، tradition and intellect) while the method and content of Islamic intellectual sciences and valid empirical achievements should be used; 2- the way for active and truth-seeking interaction with other schools of thought should be prepared; 3- given the interdisciplinary nature of»the philosophy of Islamic education«، methodological openness should be taken into consideration in formulating it. However، the main method is deductive method which can be used in different ways.

Based on philosophy of theoretical education and its inferential approach, theory and practices of education requires metaphysics. This approach insists on the presupposition that musts and values deduce from beings and realities. Also, every type of theoretical wisdom creates a certain kind of practical reason. Through this article, the author is to confirm the possibility of deducing the philosophy of education from an Islamic perspective and inferred some educational implications of Islamic ontology. In Islamic philosophy, all philosophical discussions and metaphysical issues inextricably bound to ontology. Most important discussions - relating to this type of ontology - are as follows: the distinction between nature and existence, the primacy of existence, gradation of being and intensity of being. Considering the aforementioned principles, the article has formed from two main parts; first, the influence of Islamic ontology on anthropology and education, and its impact on the science studies and training.