تبيين تربيت عقلاني از منظر اخوان الصفا با تاكيد بر تزكيه‌ي نفس و دلالت‌هاي آن براي تعليم و تربيت

Intellectual education , ekhvan al safa , Goals , principles , self-cultivation , criticism an‎d eva‎luation , javadi amoli

Explaining Rational Education from Akhwan al-safa Perspective Emphasizing the Purification of the soul an‎d its Implications for Education

علوم تربيتي

The purpose of this research is to examine the explanation of rational education from the perspective of the Brotherhood of Safa, with an emphasis on the cultivation of the soul an‎d its implications for education. To achieve this goal, the "descriptive-analytical" method has been used. The Ikhwan al-Safa consider rational education to be the actualization of human natural inputs, an‎d they state that scholars are actual scholars an‎d scholars are potential scholars, an‎d education is nothing but the actualization of what is potential, an‎d learning is the achievement of potential to actuality. The goals of rational education from the perspective of the Ikhwan al-Safa are: self-knowledge, knowledge of God, Islamic unity an‎d brotherhood, the development of a complete human being, happiness in the hereafter, the purification of the soul, an‎d the development of the senses. The principles of rational education from the perspective of the Ikhwan al-Safa are: respecting individual differences, caring for the role of the family, being civil to man, the finality of the system of creation, the principle of combining knowledge an‎d practice, practicing virtues in the teacher an‎d the student, the status an‎d authority of the teacher, criteria in choosing a friend, meditation on the soul, an‎d the principle of starting education through the senses an‎d experimental sciences. Rational education from the perspective of the Brotherhood of Safa an‎d Ayatollah Javadi Amoli has similarities an‎d differences. The similarities include: hereafterism an‎d hereafter happiness, purification of the soul as a prelude to rational knowledge, the authority of reason an‎d rationality, conscious interaction with the environment an‎d social conditions, an‎d better adaptation to the needs of society. The differences between the rational education of the Brotherhood of Safa an‎d Ayatollah Javadi Amoli include: Javadi Amoliʹs concern for the important category of Imamate, the authority of humanities data based on experience. From the perspective of Javadi Amoli, the Brotherhood considers knowledge to be based on systems of horizons an‎d astronomical influences, while Javadi Amoli considers knowledge to be imbued with religion. The Brotherhood pays more attention to the political, social, an‎d supra-religious aspects of rational education, while Javadi Amoli has an ideological perspective an‎d pays more attention to the individualistic aspects. Rational education from the perspective of the Brotherhood of Safa has several negative points of view, including: disregard for the educational structure an‎d model as a platform for rational education, lack of attention to the relationship of rational education with various aspects of education, an‎d little attention to the individual aspect of rational education from the perspective of the Brotherhood of Safa.

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