Functions of Rational Training from the Viewpoints of Ayatollah Javadi Amoli

Authors

1 PhD candidate of philosophy of education, faculty of educational sciences and psychology, University of Isfahan

2 Corresponding author, associate professor, department of educational sciences, Isfahan University

3 Assistant professor of Islamic studies, Isfahan University

Abstract

This qualitative content analysis research employs descriptive-analytic method and is an attempt to investigate the functions of rational education from the viewpoint of Ayatollah Javadi Amoli. From the point of view of the Ayatollah, which contains value dimensions, human wisdom can be trained. This is because, from the point of view of religion, it relates to truth and falsehood in theoretical wisdom. It is, on the other hand, related to goodness and evilness in practical wisdom having theoretical, applied, religious, reasoning, abstractive, experimental, and discourse and philosophical aspects. According to Ayatollah Amoli, rational education contains the perfection, features and requirements of mankind for bringing him up to the ultimate religious guidance. He believes that training entails directing the trainees towards perfection, and it is found in a person whose dignity pushes the trainees to perfection and promotes them. This trait must have intermingled in him. The notion of rational nurturing according to Javadi Amoli underlies the refinement and purification of the soul, which is consistent with the training and improving wisdom. In this regard, the findings of the research indicate that Ayatollah considers rational education as the training of the power of human thought to be promoted from a usual life to Divine life. Rational training confines human science and action and, by controlling worldly desires, modifies the position of man’s perception and stimuli. In the end, having acquired information by studying the works of Javadi Amoli through library method, the researchers analyzed them by content analysis. We achieved the following results: achievement of divine life, avoidance of blind bias, internal unity, practical guidance and spiritual journey in the direction of righteousness.

Keywords

References

Barou. R, (2000), Introduaction to Philosophy of Education, London, p125.
Carr, D (1998) “Three Approaches to Moral Education”.Education, Philosophy and Theory, New York, p55.
Siegel . H. (2006) . cultivating reason. In Randall curen (ed). Acommpanion to the Philosophy of education (305-319). Oxford Blackwell publishing.

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History

  • Receive Date: 07 October 2017
  • Revise Date: 05 May 2020
  • Accept Date: 19 September 2018
  • Publish Date: 22 May 2018

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