هندسه نظام انگيزش انسان در امر تربيت از منظر ملاصدرا

This research is conducted with the aim of analyzing an‎d delineating the "Geometry of the Human Motivational System" based on the principles of Transcendent Theosophy (Al-Hikmah al-Mutaʹaliyah), focusing on resolving the fundamental challenges of the educational system, such as demotivation an‎d the feeling of meaninglessness among learners. The necessity of this study arises from the fact that preva‎lent psychological approaches, often adopting a superficial an‎d reductionist view of motivation, have failed to explain its existential an‎d teleological roots. The research methodology employed in this dissertation is descriptive-analytical with a philosophical an‎d deductive approach, through which the ontological an‎d anthropological foundations of Mulla Sadra are applied to modern educational needs. The main finding an‎d key innovation of this research is the demonstration an‎d elucidation of the "Principiality of Perception" (Asalat al-Idrak) in the motivational process. The argumentative progression of this study demonstrates how the foundation of the "Principiality of Existence" (Asalat al-Wujud) in transcendent ontology leads to the manifestation an‎d deduction of the principle of the "Principiality of Perception" within the realm of anthropology. Accordingly, motivation is neither an external stimulus nor an independent desire, but rather a pure function of the humanʹs existential level an‎d perceptual quality. In the proposed geometry, the identity of the "faculty of desire" (Quwwah Shawqiyyah) is elucidated as a "relational" identity (ʹAyn al-Rabt) to perception, an‎d human action is nothing but the objective identity of perception. Based on this principle, which is rooted in the "unity of the intellect an‎d the intelligible" (Ittihad al-ʹAqil wa al-Maʹqul), since perception is an essential attribute of the learnerʹs soul, the educator is never able to "create" motivation within them; rather, the educatorʹs sole duty is "facilitating perception" at various levels. In this explanation, human free will is also analyzed at the level of perception, an‎d desire an‎d action are issued generatively (Takwini) an‎d in proportion to it. The research findings indicate that by moving beyond mechanical systems of reward an‎d punishment an‎d shifting towards the "management of perceptions," it is possible to achieve an authentic an‎d "sustainable yearning." This paradigm shift, within the framework of the proposed "Integrated Education" model, strengthens the inextricable bond between theory an‎d practice, an‎d prevents dispersion in the learnerʹs mind. Thus, education transforms from an instrumental process into an existential elevation, in which the transubstantial motion (Harakat al-Jawhariyyah) of the soul towards perfection arises from the intensification of the perception of truths.

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