Rumi's Epistemology and Implications for Moral Education

The purpose of this research is to investigate the implications of ethical education from the point of view of Rumi's epistemology. The present research is a fundamental research and data acquisition tool. Data analysis is conducted through the classification and interpretation of the information obtained. From its very beginnings, man has always been a curious and inquisitive creature looking for goals to reach him, but what a destination is, where it is, and who it is has been an important issue that makes people more curious and purposeful. The issue of mystical intuition began from the very beginning of Islam and with the advent of the Qur'an, and it was raised as a way of communication between man and God. But the wisdom of the intellect or the general wisdom and the prudence of the praise. Accordingly, Rumi's poems were examined. Rumi describes his creation as love and describes the hidden language of phenomena as a subtle whisper that emanates from passion and passion. In his view, the glorification of the beings and their movement is a manifestation of love, and love is the tendency of the beings. In the case of man, Rumi introduces love as the natural and indisputable right of man, and begins his love for Masnavi by praising this love. Because he knows that this divine gift can not be described as human. He believes that the structure of human beliefs is shaped by his moral characteristics and that the moral contaminants of human knowledge are distorted. The findings of the research show that the methods, steps and principles of moral education from the point of view of Rumi are as follows: self-hypnosis, self-imbibition, blessing, cultivation, and avoidance of imitation. The stages describe repentance, patience, patience, faith, submission and submission, poverty and mortality, and principles including perfection, cultivation, counseling, avoidance of obedience, avoidance of unconsidered generalization and individual differences in human beings.