Document Type : Original Article
Authors
1
PhD in Philosophy of Education, Ferdowsi University of Mashhad, Mashhad Iran.
2
Corresponding author: Associate Professor, Department of Fundamentals of Education, Ferdowsi University of Mashhad, Mashhad. Iran
3
Professor of the Department of Fundamentals of Education, Ferdowsi University of Mashhad, Mashhad. Iran.
4
Professor of Jurisprudence and Principles of Mashhad Seminary, Assistant Professor of Jurisprudence and Fundamentals of Ijtihad Department, Akhund Khorasani Specialized Center (affiliated to Bagheral Uloom University, peace be upon him), Mashhad. Iran
Abstract
The subject of this article is to examine the ways of encountering extra-religious ideas in the works of Islamic education thinkers. The purpose of this research is to critically examine and consider the differences in the situations, circumstances, intellectual preferences of the writers and their different goals in choosing a specific way of dealing with extra-religious ideas, and the method of hermeneutic analysis has been used in it. The results show that as the educational approaches are different, including philosophical, institutional, and narrative, diversity can be seen in the methods of entering extra-religious ideas, each of which has its advantages and limitations, And it can be classified along with some examples in the titles of independence-oriented (Shari'at Madari), fundamentalist (Ilm Al-Hadi), progressive competition (Safai Ha'eri), integration (Bagheri), protectionist (Qutb), instrumentalist (Mazlumi), Pathological (Kilani) and Responsive (Mothari) and in three general categories of impact on the audience's vision, strategic and dealing with atheistic ideas (for general, special and expert audience).
Keywords
Article Title العربیة
ﺗﺮﺗﯿﺐ ﺻﻮر أﺳﺎﻟﯿﺐ اﻟﺘﻌﺎﻣﻞ ﻣﻊ اﻷﻓﮑﺎر اﻟﺨﺎرﺟﮥ ﻋﻦ اﻟﺪﯾﻦ ﻓﯽ ﺗﺮاث ﻣﻔﮑﺮی اﻟﺘﺮﺑﯿﮥ اﻹﺳﻼﻣﯿﮥ
Abstract العربیة
ﻣﻮﺿﻮع ﻫﺬا اﻟﻤﻘﺎل ﻫﻮ دراﺳﮥ ﺳﺒﻞ ﻣﻮاﺟﻬﮥ اﻷﻓﮑﺎر اﻟﺨﺎرﺟﮥ ﻋﻦ اﻟﺪﯾﻦ ﻓﯽ ﺗﺮاث ﻣﻔﮑﺮی اﻟﺘﻌﻠﯿﻢ و اﻟﺘﺮﺑﯿﮥ اﻹﺳﻼﻣﯿﮥ. اﻟﻐﺮض ﻣﻦ ﻫﺬا اﻟﺒﺤﺚ ﻫﻮ إﺟﺮاء دراﺳﮥ ﻧﻘﺪﯾﮥ و ﻣﺮاﻋﺎة اﻻﺧﺘﻼﻓﺎت ﻓﯽ اﻟﻤﻮاﻗﻒ و اﻟﻈﺮوف و اﻟﺘﺮﺟﯿﺤﺎت اﻟﻔﮑﺮﯾﮥ ﻟﻠﮑﺘﺎّ ب و اﺧﺘﻼف أﻫﺪاﻓﻬﻢ ﻓﯽ اﺧﺘﯿﺎر ﻃﺮﯾﻘﮥ ﻣﻌﯿﻨﮥ ﻟﻠﺘﻌﺎﻣﻞ ﻣﻊ اﻷﻓﮑﺎر اﻟﺨﺎرﺟﮥ ﻋﻦ اﻟﺪﯾﻦ، و ﻗﺪ اﺳﺘﻔﺎد ﻣﻦ ﻃﺮﯾﻘﮥ اﻟﺘﺤﻠﯿﻞ اﻟﻬﺮﻣﻮﻧﻮﺗﯿﮑﯽ. أﻇﻬﺮت اﻟﻨﺘﺎﺋﺞ أن ﮐﻞ ﻃﺮﯾﻘﮥ ﻣﻦ أﺳﺎﻟﯿﺐ اﻟﻤﻮاﺟﻬﮥ ﻟﻬﺎ ﻣﺰاﯾﺎﻫﺎ و ﻣﺤﺪودﯾﺎﺗﻬﺎ و ﯾﻤﮑﻦ ﺗﺮﺗﯿﺒﻬﺎ ﻓﯽ ﻃﺒﻘﺎت ﻣﻊ ﻧﻤﻮذج اﻷﻣﺜﻠﮥ ﻓﯽ ﻋﻨﺎوﯾﻦ: اﻟﺘﻮﺟﻪ اﻻﺳﺘﻘﻼﻟﯽ )اﻟﺸﺮﯾﻌﮥ ﻣﺪاری(، اﻷﺻﻮﻟﯿﮥ )اﻟﻌﻠﻢ اﻟﻬﺪی(، اﻟﻤﻨﺎﻓﺴﮥ اﻟﻘﺎدﻣﮥ )اﻟﺼﻔﺎﺋﯽ اﻟﺤﺎﺋﺮی( اﻟﺘﻠﻔﯿﻘﯿﮥ )اﻟﺒﺎﻗﺮی(، اﻟﺤﻤﺎﺋﯿﮥ )اﻟﻘﻄﺐ(، اﻵﻟﯿﮥ )اﻟﻤﻈﻠﻮﻣﯽ(،ﻣﻌﺮﻓﮥ اﻻﺿﺮار)اﻟﮑﯿﻼﻧﯽ( و اﻟﻤﺠﯿﺒﮥ )اﻟﻤﻄﻬﺮی( و ﻓﯽ ﺛﻼث ﻓﺌﺎت ﻋﺎﻣﮥ: اﻟﺘﺄﺛﯿﺮ ﻋﻠﻰ رؤﯾﮥ اﻟﻤﺨﺎﻃﺐ، اﻻﺳﺘﺮاﺗﯿﺠﯿﮥ و اﻟﻤﻀﺎدة ﻣﻊ اﻷﻓﮑﺎر اﻹﻟﺤﺎدﯾﮥ ﻟﻠﻤﺨﺎﻃﺐ اﻟﻌﺎم و اﻟﺨﺎص و اﻟﻤﺘﺨﺼﺺ(. اﻟﻤﻨﻬﺞ اﻟﻤﻮﺟﻪ ﻧﺤﻮ اﻻﺳﺘﻘﻼل ﯾﻄﺎﻟﺐ إﻇﻬﺎر ﺷﻤﻮﻟﯿﮥ اﻹﺳﻼم ﻓﯽ أﺟﻮاء ﺑﺪاﯾﮥ اﻟﺜﻮرة، اﻟﻤﻨﻬﺞ اﻟﻤﻮﺟﻪ ﻧﺤﻮ اﻟﺤﻤﺎﯾﮥ ﯾﻄﺎﻟﺐ ﺗﺠﺪﯾﺪ روح اﻟﺜﻘﮥ ﺑﺎﻟﻨﻔﺲ ﺑﻌﺪ ﻣﻼﺣﻈﮥ اﻟﺘﻘﺪم اﻟﻌﻠﻤﯽ ﻟﻠﻌﺎﻟﻢ اﻟﻐﺮﺑﯽ، اﻟﻨﻬﺞ اﻟﻤﺠﯿﺐ ﯾﻄﺎﻟﺐ اﻹﺟﺎﺑﮥ ﻋﻠﻰ اﻟﺸﺒﻬﺎت اﻟﻨﺎﺷﺌﮥ ﻋﻦ اﻟﺘﻘﺎﺑﻞ ﺑﯿﻦ اﻟﻐﺮب و اﻹﺳﻼم، اﻟﻨﻬﺞ اﻟﻤﺮَﺿﯽ ﯾﻄﺎﻟﺐ ﺗﻘﺪﯾﻢ ﻗﺮاءة ﺟﺪﯾﺪة ﻟﻺﺳﻼم ﺑﻌﺪ ﻋﺪم ﮐﻔﺎءة اﻟﻤﻘﺎرﺑﺎت اﻟﺪﯾﻨﯿﮥ، اﻟﻤﻨﻬﺞ اﻟﻤﻌﺘﺪﻟﮥ ﯾﻄﺎﻟﺐ اﻻﻧﻌﻄﺎف و اﻻﻧﻔﺘﺎح اﻟﻨﻘﺪی ﻓﯽ ﻗﺒﺎل اﻷﻓﮑﺎر ﻏﯿﺮ اﻟﺪﯾﻨﯿﮥ ﻣﻦ أﺟﻞ ﮐﺴﺐ اﻟﻤﺰاﯾﺎ و ﺗﺠﻨﺐ أﺿﺮارﻫﺎ ﻓﯽ ﻋﺎﻟﻢ وﺳﺎﺋﻞ اﻹﻋﻼم ، اﻟﻤﻨﻬﺞ اﻟﻤﻨﺎﻓﺴﮥ ﯾﻄﺎﻟﺐ اﻟﺘﻘﺪﻣﯿﮥ ﻟﺘﻮﺣﯿﺪ اﻟﻌﺎﻟﻤﯿﻦ اﻟﺪﯾﻨﯽ و اﻟﺪﻧﯿﻮی ﻟﻠﻤﺨﺎﻃﺐ اﻟﺪﯾﻨﯽ، اﻟﻨﻬﺞ اﻵﻟﯿﮥ ﯾﻄﺎﻟﺐ اﻻﺳﺘﺨﺪام اﻻﻧﺘﻘﺎﺋﯽ ﻟﻸﻓﮑﺎر اﻟﻐﺮﺑﯿﮥ ﻓﯽ ﺟﻮ اﻟﺜﻘﮥ ﻓﯽ اﻟﻨﺘﺎﺋﺞ اﻟﻌﻠﻤﯿﮥ ﻟﻠﻐﺮب، و اﻟﻨﻬﺞ اﻷﺻﻮﻟﯽ، ﯾﻄﺎﻟﺐ اﻟﺘﻘﺎﺑﻞ ﻣﻊ اﻻﻧﺤﺮاﻓﺎت اﻟﻔﮑﺮﯾﮥ ﻟﻠﻐﺮب ﻓﯽ اﻷﺳﺎس ﻔﻠﺴﻔﯽ ﻟﺘﺪوﯾﻦ ﻧﻈﺎم اﻟﺘﻌﻠﯿﻢ و اﻟﺘﺮﺑﯿﮥ اﻟﺮﺳﻤﯽ.
Keywords العربیة
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اﻷﻓﮑﺎر اﻟﺨﺎرﺟﮥ ﻋﻦ اﻟﺪﯾﻦ
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اﻟﺘﻌﻠﯿﻢ و اﻟﺘﺮﺑﯿﮥ اﻻﺳﻼﻣﯿﮥ
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ﺻﻮر اﻟﺘﻘﺎﺑﻞ
