مفهوم و جايگاه ارزش در تربيت اخلاقي و تفكر مراقبتي از منظر شهيد مطهري و متيو ليپمن

The Role an‎d Status of Value an‎d Caring Thinking in Moral Education from the Perspective of Shahid Motahhari an‎d Matthew Lipman

فلسفه و كلام اسلامي

The present study seeks to elucidate the concept an‎d status of "value" in moral education as viewed by Shahid Morteza Motahhari, an‎d of "caring thinking" as conceived by Matthew Lipman within the Philosophy for Children (P4C) program. Values—as that which give determination to life an‎d constitute the foundation of human worldview—are of paramount importance. This subject has been examined both in Islamic philosophy an‎d in Western philosophy. Within his Islamic perspective, Motahhari maintains that the definition of value is contingent upon the definition of the human being. In this view, the source of value in moral action originates from the human beingʹs ʹulwī (transcendent) self an‎d essential nobility, rather than from his danī (base) self. The criterion for moral action, in his thought, is devotion an‎d worship of God, an‎d the path to the knowledge of God must be traversed through self-knowledge an‎d self-dignity (karāmat al-nafs). Self-dignity prevents the individual from being polluted by vices; hence, it is recognized as the primary virtue an‎d value, while all other values are but preludes to attaining self-dignity an‎d means for realizing this virtue. Through the faculties of reason an‎d free will, the human being can choose desirable values an‎d bring his value system into balance an‎d equilibrium. Innate disposition (fiṭrah) also serves as a proper guide for discerning the ugliness an‎d beauty of actions. In Motahhariʹs view, moral values are entirely fixed, an‎d it is only the processes of valuation an‎d moral acts that are subject to change. In contrast, Matthew Lipman, who regards caring thinking as one of the essential dimensions of thinking, counts value-based thinking as one of its subcategories. In this framework, values are intertwined with feeling, emotion, passion, an‎d logic, an‎d begin with childrenʹs "why" questions. For Lipman, the duality of fact an‎d value is a false assumption that reduces values to merely subjective an‎d abstract matters. In this perspective, the components of value include the principle of consistency, understan‎ding the part-whole relationship, moral inquiry, practical exercise, an‎d having an appropriate role model. Lipman posits the attainment of democratic citizenship as the definitive an‎d pre-established goal of education, an‎d thus all other values are to be discovered by the child himself on the basis of priority. In this view, a sense of responsibility toward the content of oneʹs thought an‎d the chosen value is of great importance. Ultimately, employing a comparative method an‎d relying on library sources, this study demonstrates that, with respect to the discussion of value, these two lines of thought share commonalities such as attention to the importance of thinking, self-awareness, the role of the teacher, an‎d the narrative/story-based method. However, in light of fundamental differences in their respective value systems, there also exist substantial divergences concerning the roots an‎d foundations of value.

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