List of Articles education

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  1 - “Oughts” and “Ought-nots” of Islamic Philosophy in the View of the Supreme Leader of the Islamic Republic of Iran
  Mohammad Rahmani Gooraji Fatemeh Masjedi
  This study was conducted to explore the thoughts of the Supreme Leader of the Islamic Republic of Iran regarding Islamic philosophy and the required concomitants for its expansion and development based on his speeches. The researchers’ main purpose here was to develop a More

  This study was conducted to explore the thoughts of the Supreme Leader of the Islamic Republic of Iran regarding Islamic philosophy and the required concomitants for its expansion and development based on his speeches. The researchers’ main purpose here was to develop and present a desirable model for the development of Islamic philosophy based on the grounded theory. In doing so, they studied the speeches, sermons, messages, decrees, orders and interviews of Imam Khamenei between 1981-2008 and, through employing three open, axial, and selective types of coding in the grounded theory methodology, they found 111 codes/concepts, 24 categories, and four dimensions. In the conclusion section, while presenting a paradigmatic model dominating the categories, they provide some responses to the research questions based on the research findings. Manuscript profile
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  2 - Applications of Mullā Ṣadrā’s Psychological Principles in Education
  Mahdi Rezaei
  20.1001.1.15600874.1400.27.2.2.0
  The basis of education, in general, and Islamic education, in particular, is the human soul (psyche). In order to educate the soul and psyche, there are some principles that are employed to achieve the predetermined goals and objectives. Given the religious approach of More

  The basis of education, in general, and Islamic education, in particular, is the human soul (psyche). In order to educate the soul and psyche, there are some principles that are employed to achieve the predetermined goals and objectives. Given the religious approach of this study and the potentials of the Transcendent Philosophy in this regard, the author has tried to identify and examine the applications of the principles of educating the soul (psyche) based on Mullā Ṣadrā’s philosophical thoughts. Some of these principles include the substance of the soul’s immateriality, the corporeal origination and spiritual subsistence of the soul, and its graded trans-substantial motion in its process of development. Following this, he has dealt with the educational principles inferred from the mentioned principles and the purposes of this study, such as graded transcendence and graduation and transformationalism, reform, and recreation in the process of educating the soul (psyche). This study was conducted following a combination of descriptive-analytic and inferential methods while using library resources in order to describe the concepts and analyze and clarify the problem. The author has specifically referred to Mullā Ṣadrā’s books (particularly al-Asfār, VIII and IX) and the works of some of his commentators in order to extract and infer the related principles employed in the education of the soul. Manuscript profile
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  3 - An Explanation of Critical Thinking in Constructivist Approach (a Qur’ānic Deconstructive Analysis)
  Heydar Ismailpour
  20.1001.1.15600874.1402.28.4.6.9
  Theories of critical thinking are generally divided into two groups: theories that describe the positive and negative characteristics of various phenomena, such as human beings, and the Qur’ānic theory indicating that critical thinking should be based on believing in th More

  Theories of critical thinking are generally divided into two groups: theories that describe the positive and negative characteristics of various phenomena, such as human beings, and the Qur’ānic theory indicating that critical thinking should be based on believing in the open, creative, and infinite knowledge of God. Challenging the content of the first approach paves the way for introducing the creative and variable approach to knowledge. In this way, education adopts a religious and unlimited nature more than ever before. The non-restrictive aspect dominates knowledge and, as a result, the content of educational courses based on critical thinking and is developed under the influence of other dimensions of a philosophical system, including values and knowledge. The open and unlimited process of Qur’ānic critical thinking leads to the priority of creative approaches and their effective incorporation into education. The present study aims to explain a kind of critical thinking based on a constructive approach to the open and unlimited Qur’ānic critical knowledge. Deconstruction means analyzing and reviewing each subject through decentralizing it and discovering some of its new other dimensions that are usually neglected. Manuscript profile
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  4 - Whatness, Origin, and Purpose of Essentialist Education
  Ahmadreza Azarbayejani Mohammdreza Sarmadi Faezeh Nateghi Alireza Faghihi
  20.1001.1.15600874.1402.29.2.4.6
  Mullā Ṣadrā places the “truth” in idealism alongside “truths” in realism in his Transcendent Philosophy. For him, truths are the same truth that reveals itself at different levels. In the view of gnostics, the four-fold spiritual journeys are a way for gnostic transcend More

  Mullā Ṣadrā places the “truth” in idealism alongside “truths” in realism in his Transcendent Philosophy. For him, truths are the same truth that reveals itself at different levels. In the view of gnostics, the four-fold spiritual journeys are a way for gnostic transcendence that the wayfarer traverses at different stages. This journey begins from fiṭrah (primordial nature), which has different levels with nature as its lowest level. Therefore, this journey or, in a sense, this process of learning begins with nature and becomes complete through a hierarchy of stages. The level of learning includes the level of theory and practice at the same time. Mullā Ṣadrā’s philosophical methodology is based on revelation, rational demonstration, and intuition in the sense that all elements must perceive and confirm the reality and truth of a finding. Relying on the Transcendent Philosophy, the present study follows a demonstrative method in order to define essentialist education and explain its origin and purposes. In doing so, it benefits from a meta-analytic method to introduce the levels of essentialist learning, which is based on human fiṭrah. The purpose of this study is to present a conceptual model for education and learning whose philosophical foundations are not necessarily limited to one specific philosophical school. Manuscript profile