پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 967 |
| تعداد مقالات | 8,017 |
| تعداد مشاهده مقاله | 13,585,556 |
| تعداد دریافت فایل اصل مقاله | 9,621,077 |
الگوی تربیت عقلانی از منظر فارابی با تأکید بر عقل عملی | ||
| اندیشه های نوین تربیتی | ||
| مقاله 7، دوره 18، شماره 3 - شماره پیاپی 65، آبان 1401، صفحه 119-141 اصل مقاله (565.23 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22051/jontoe.2021.35487.3295 | ||
| نویسندگان | ||
| فریبا عادل زاده نایینی1؛ رضاعلی نوروزی* 2؛ جهانبخش رحمانی3 | ||
| 1دانش آموخته دکتری، گروه علوم تربیتی، دانشکده علوم تربیتی، واحد اصفهان(خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران | ||
| 2دانشیار گروه علوم تربیتی، دانشکده علوم تربیتی، دانشگاه اصفهان، اصفهان، ایران | ||
| 3استادیار گروه علوم تربیتی، دانشکده علوم تربیتی، واحد اصفهان(خوراسگان)،دانشگاه آزاد اسلامی، اصفهان، ایران | ||
| چکیده | ||
| هدف کلی از انجام این پژوهش، ارائۀ یک الگو، شامل اهداف، اصول و روش‌های تربیت عقلانی فارابی در حیطۀ عقل عملی است. در این پژوهش گردآوری اطلاعات از طریق مطالعۀ مجموعۀ آثار فارابی و کتاب‌هایی در زمینۀ نظریّات تربیتی فارابی به روش فیش‌برداری صورت گرفته است. در انجام این پژوهش از روش استنتاجی فرانکنا استفاده شده است؛ به این صورت که در مرحلۀ اوّل با استفاده از نظام مقوله‌بندی قیاسی، مطالب مورد بررسی قرار گرفته و با توجّه به آنها در مرحلۀ بعد گزاره‌های واقع‌نگر معیّن شده‌اند و در آخر با استفاده از روش استنتاجی فرانکنا، اهداف، اصول و روش‌های تربیت عقلانی با توجّه به دیدگاه فارابی دربارۀ عقل در حیطۀ عقل عملی مشخّص شده است. در پایان نیز نتیجه‌گیری شده است که هدف غایی تربیت عقلانی فارابی، نیل به الله به-عنوان سبب اوّل در راستای رسیدن به سعادت است و اهداف واسطه‌ای تربیت عقلانی، در حیطۀ عقل عملی عبارتند از: فعلیّت یافتن قوۀ عاقله (خردورزی)، تحقّق ارادۀ ناشی از قوّۀ ناطقه (اختیار)، ایجاد فضایل اخلاقی در میان امّت‌ها، ساختن شخصیّت معتدل و تحقّق مدینۀ فاضله. اصول تربیت عقلانی در حیطۀ عقل عملی از این قرارند: اصل آمادگی، اصل تربیت‌پذیری (تأدیب)، اصل مسئولیّت‌پذیری (عاملیّت فردی)، عدم تمامیّت شناخت انسان، اصل استدراج. روش‌های تربیت عقلانی در حیطۀ عقل عملی نیز از این قرارند: مشاهده، توجّه به توانایی افراد (دادن تکلیف بر اساس توانایی)، کسب تجربه، تأدیب، تهذیب اخلاق، تعاون (همدلی و همکاری)، تکرار و تمرین و آموختن حکمت. | ||
| کلیدواژه‌ها | ||
| عقل عملی؛ اهداف تربیت عقلانی؛ اصول تربیت عقلانی؛ روش‌های تربیت عقلانی؛ فارابی | ||
| عنوان مقاله [English] | ||
| Farabi's rational education model on practical reasoning | ||
| نویسندگان [English] | ||
| Fariba Adelzadeh Naeini1؛ Reza Ali Norouzi2؛ Jahanbakhsh Rahmani3 | ||
| 1PhD student, Department of Educational Sciences, Faculty of Educational Sciences, Isfahan Branch (Khorasgan), Islamic Azad University, Isfahan, Iran | ||
| 2Associate Professor, Department of Educational Sciences, Faculty of Educational & Psychology, University of Isfahan, Isfahan, Iran | ||
| 3Assistant Professor, Department of Educational Sciences, Faculty of Educational Sciences, Isfahan Branch (Khorasgan), Islamic Azad University, Isfahan, Iran | ||
| چکیده [English] | ||
| This study aimed to present the model of Farabi’s rational education with an emphasis on practical reasoning. Therefore, Frankna’s deductive model was used and the ultimate goal of Farabi's rational education was found to attain God as the first cause. The mediating goals of rational education in the field of practical reasoning include actualization of the power of reasoning (rationality), realization of the will resulting from the power of reasoning (authority), creation of moral virtues among nations, creation of a moderate personality, and realization of a utopia. The principles of rational education in this field include the principle of readiness, educability (discipline), responsibility (individual aspect), and imperfection of human cognition. The principle of graduality and methods of rational education in this field also include observation, attention to the ability of individuals (giving tasks based on ability), gaining experience, discipline, moral cultivation, cooperation (empathy and cooperation), repetition and practice, and learning wisdom. Introduction Farabi’s theory of reasoning refers to his prominent role and valuable point of view. Farabi succeeded in establishing a relationship between Greek philosophy and Islam, and creating a modern educational system. He had an undeniable influence on the ideas and theories of the philosophers after him. In Farabi's view, reasoning has six different meanings: 1. Cleverness from the view of the general public, 2. The power of discussion in the view of lecturers, 3. The power of argumentation in philosophy (at Aristotle's book of argument), 4. Empirical reasoning (practical reasoning in ethics), 5. Reasoning (in Aristotle's treatise on the soul) as a concept with three degrees: material, active, and Mostafad (the active reasoning (Gabriel) should be considered as an effective factor to go beyond such degrees by man), and 6. The initial reasoning (God). Mirza Mohammadi (2015) has specified the principles, goals, and methods of education based on the epistemological principles of Farabi in his treatise Fusus al-Hikma. Adelzadeh Naeini, Norouzi and Rahmani (2020) have presented a model, including the goals, principles, and methods of Farabi's intellectual education in the field of theoretical reasoning, but have not mentioned practical reasoning. Adelzadeh Naeini, Norouzi and Rahmani (2020) have identified learning science, observation, and gaining experience as methods of gaining knowledge in intellectual education in Farabi’s school of thought. Methodology Considering the subject of the research, we used a qualitative method with a deductive approach in this research. Therefore, the meanings and concepts of Farabi's rational education were first described in the field of practical reasoning. Then, the data were thematically coded, categorized, and analyzed by deductive categorization system. Moreover, the realistic propositions related to the goals, principles, and methods of rational education in Farabi's school of thought were identified separately. Finally, after identifying the propositions and using the Frankna’s deductive method (reconstructed model), we obtained the results in the form of goals, principles, and methods of rational education in the field of practical reasoning (Bagheri, 2015, pp. 121-122). Credibility The researchers continuously studied various sources and research. Furthermore, the findings are based on the subject of the research to properly evaluate the analysis and interpretations. Reliability To confirm the reliability of the findings, the following steps were taken: relevant resources were identified for collecting and recording data. All the data were integrated to form a database, which was divided into semantic units for analysis. Then categories were formed based on similarity of the contents, which were labelled as a category, and divided into subcategories according to the differences. All the sections related to a category were reviewed, compared, and modified to extract realistic propositions related to each section. Finally, the goals, principles, and methods of rational education were extracted and conclusions were drawn according to the research method. Results Discussion and conclusion The ultimate goal of rational education from Farabi's point of view is to attain God as the first cause. In this regard, the mediating goals of rational education according to Farabi in the field of practical reason include the actualization of the power of reasoning (rationality), realization of the will resulting from the power of reasoning (authority), creation of moral virtues among nations, realization of a utopia, and creation of a moderate personality. Considering the goals of rational education, the principles of rational education include the principle of readiness, discipline, responsibility, imperfection of human cognition, graduality, cooperation, and moderation. According to the principles obtained in this research, the methods of rational education are observation, attention to the ability of individuals (giving tasks based on ability), gaining experience, discipline, moral cultivation, cooperation (empathy and cooperation), repetition and practice, and learning wisdom. Based on the results obtained in this study, it can be concluded that all these methods have led to the creation of intellectual knowledge. Considering the importance and position of rational knowledge in civil societies, paying attention to it can be effective and useful for the perfection of rational power and the promotion of rational education. | ||
| کلیدواژه‌ها [English] | ||
| Practical reasoning, Rational education goals, Principles of rational education, rational education methods, Farabi | ||
|
سایر فایل های مرتبط با مقاله
|
||
| مراجع | ||
|
Adelzadeh Naeini, F. Norouzi, R.A., & Rahmani, J. (2020a). Develop a model of Farabi intellectual training with emphasis on theoretical reason. Educational research. 17 (78), 101-75. (Text in Persian) Adelzadeh Naeini, F; Norouzi, R. A; Rahmani, Jahanbakhsh (2020b). Methods of acquiring knowledge in intellectual education from the perspective of Farabi. Human Religious Research, 17 (44), 162-140. (Text in Persian) Bagheri, Kh. & Sajjadieh, N. (2015). Research approaches and methods in philosophy of education. Tehran: Research Institute of Cultural and Social Studies. (Text in Persian) Farabi, A. N. (1957). Siasat Madine. Translation and annotation: Sajjadi S.J. (Text in Persian) Farabi, A.N. (1982).Opinions of the utopia. Translated by Seyyed Jafar Sobhani. Tehran: Tahouri. (Text in Persian) Farabi, A. N. (2017). Alsiasat Almadani. Translation and illustration: Malekshahi, H. Tehran: Soroush. (Text in Persian) Farabi, Abu Nasr (1938). Treatise on the Maani-o-Alaql. Research by Bridge, M. Beirut: Dar Al-Mashreq. (Text in Arabic) Farabi, A. N. (1957). Altanbih ala Sabil-o-Saadat. Altaliqat. Resalatan Falsafaytan. Research: Al Yassin, J. Tehran: Hekmat. (Text in Arabic) Farabi, A. N. (1981). Tahsil-o-Saadat. Research by Al-Yasin, J. Beirut: daralandalus. (Text in Arabic) Farabi, A. N. (1983). Fosoul-e-Montaze. Research by Metri Najjar, F. Tehran: Al-Zahra School. (Text in Arabic) Farabi, A. N. (1986). Altahlil. Research by Rafiq Al-Ajam. Beirut: Dar Al-Mashreq. (Text in Arabic) Farabi, Abu Nasr (1991). Aray Ahle Madine Fazele. Research by Albir Nasri, N., Beirut: Dar Al-Mashreq. (Text in Arabic) Farabi, A. N .(1995). Aray Ahle Madine Fazele and Mozadatha. Introduction and Illustration: Ali Bo Molhem., Beirut: Al-Hilal School. (Text in Arabic) Farabi, A. N. (1996). Siasat Almadine. Introduction and Illustration: Ali Bo Molhem., Beirut: Al-Hilal School. (Text in Arabic) Flick, O. (2015). An Introduction to Qualitative Research. Translated by Jalili H. Tehran: Ney Press. (Text in Persian) Rabbani, R., Norouzi, R.A., & Ghaderi, M. (2009). An analysis of Farabi and Durkheim's educational thoughts. Islamic Education, 17(78), 75-101. (Text in Persian) Mirza Mohammadi, M.H. (2005). A study of the ideas and educational thoughts of Hakim Abu Nasr Farabi. Journal of the Faculty of Humanities, 14 (57), pp. 37-7. (Text in Persian) Mirza Mohammadi, M.H. (2015). Farabi's Epistemological Principles in the Treatise Fusus al-Hikma and Inference of its Educational Implications. Journal of Principles of Education, 5 (1), pp. 103-89. (Text in Persian) Norouzi, R.A. & Hashemi, F. (2010). An analysis of moral education according to Farabi's perspective. ethical knowledge, 2 (1). 95-114. (Text in Persian) Neton, I.R. (2015). Farabi School. Tehran: Elm Press. (Text in Persian) | ||
|
آمار تعداد مشاهده مقاله: 542 تعداد دریافت فایل اصل مقاله: 395 |
||
