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The Model of “Normative Education” based on Mulla Sadra's Philosophical System | ||
| مجله پژوهش های فلسفی | ||
| دوره 19، شماره 53، دی 1404، صفحه 499-520 اصل مقاله (1.08 M) | ||
| نوع مقاله: مقاله علمی- پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22034/jpiut.2025.69688.4265 | ||
| نویسندگان | ||
| Manouchehr Shaminezhad* 1؛ Vahid Gerami2 | ||
| 1Assistant Professor, Department of Theology Education, Farhangian University, Tehran, Iran. | ||
| 2Assistant professor, Department of Islamic Philosophy and Theology, Shahid Chamran University of Ahvaz, Ahvaz, Iran. | ||
| چکیده | ||
| In the face of the contemporary era's semantic, ethical, and identity crises, the need for a re-evaluation of educational foundations is felt more than ever. This research, drawing upon the philosophical foundations of Mulla Sadra's Transcendent Philosophy, seeks to present and elucidate a novel model entitled "Normative Education." This form of education is grounded in the existential transformation of human beings and within the framework of principles such as the primacy of existence, substantial motion, existential of gradation, and the teleological nature of creation. In this educational pattern, education is not merely the transmission of knowledge but rather a multi-dimensional existential process aimed at the intellectual, ethical, spiritual, and emotional growth of individuals along their existential journey. Normative Education, through the internalization of moral oughts and ought-nots, guides individuals from external obligation towards internal responsibility, placing them on a path towards the realization of their authentic and meaningful self. This article utilizes a Descriptive-Analytical methodology and an Interpretive-Hermeneutic approach. It first elucidates Mulla Sadra’s significant philosophical foundations and then, by emphasizing the potentialities for existential transformation, proceeds to formulate the proposed educational model. The implications of this type of education at the individual level include the deepening of self-knowledge, the strengthening of inner morality, increased psychological resilience, and the balanced growth of intellect and meaning. At the social level, these implications encompass the reduction of conflicts, the promotion of civic engagement, and the groundwork for the realization of a moral and spiritual society. Finally, while offering an initial critique and examination of this educational model the article emphasizes the necessity for its further development, empirical testing, and dialogue with other educational schools of thought. | ||
| کلیدواژهها | ||
| Normative Education؛ Mulla Sadra؛ Existential Transformation؛ Substantial Motion؛ Existential of Gradation؛ Islamic Education | ||
| مراجع | ||
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