نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری گروه مطالعات برنامه درسی دانشگاه علامه طباطبایی
2 استاد گروه مطالعات برنامه درسی دانشگاه علامه طباطبایی.تهران.ایران
3 دانشیار گروه مطالعات برنامه درسی دانشگاه علامه طباطبایی.تهران.ایران
4 دانشگاه علامه طدانشیار گروه مطالعات برنامه درسی دانشگاه علامه طباطبایی. تهران. ایرانباطبائی
5 دانشیار گروه ادبیات و زبان فارسی. دانشگاه علامه طباطبایی. تهران. ایران
چکیده
کلیدواژه‌ها
عنوان مقاله [English]
نویسندگان [English]
The aim of this study was to identify and explain the aesthetic components of the curriculum based on the spiritual Masnavi, to introduce the coordinates of the Islamic-Iranian aesthetic curriculum. This research is a qualitative research and in terms of method is qualitative content analysis with a conventional approach. The field of this research is the book of Masnavi Manavi, in the amount of twenty five thousand six hundred and fifty five verses. Which has identified the explicit and aesthetic meanings and concepts of the curriculum in the verses of Masnavi Manavi through coding. After analyzing the content of the poems in the book Masnavi Manavi, finally 10 main components of the aesthetics of the curriculum were identified and discovered. Accordingly, the aesthetic components of the curriculum derived from the spiritual Masnavi include: self-knowledge, insight, appropriateness, love, freedom, criticism, respect for differences, perfectionism, holism and initiative. The components of aesthetics extracted from the spiritual Masnavi as a valuable source of Islamic-Iranian education, is able to provide a complete global model in the direction of using the valuable dimensions of the aesthetics curriculum in all areas of education. A species that, with its indigenous characteristics, is more relevant and acceptable to philosophical, Islamic-Iranian concerns.
کلیدواژه‌ها [English]
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