Volume 5 - ویژه نامه
2022, 5 - ویژه نامه: 243-251 |
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Mohammadi M, Faqihi A, Rezaei M H, Yaghobi A S. Analysis and Comparison of the Epistemological Style of Education from the Point of View of Molavi and Critical Theorists. Islamic Life Style. 2022; 5 :243-251
URL: http://islamiclifej.com/article-1-1073-en.html
URL: http://islamiclifej.com/article-1-1073-en.html
1- PhD student in Philosophy of Education, Arak Branch, Islamic Azad University, Arak, Iran
2- Assistant Professor, Department of Educational Sciences, Arak Branch, Islamic Azad University, Arak, Iran. (Corresponding Author). , Faghihialireza@yahoo.com
3- Assistant Professor, Department of Educational Sciences, Payam Noor University
4- Assistant Professor, Department of Educational Sciences, Arak Branch, Islamic Azad University, Arak, Iran
2- Assistant Professor, Department of Educational Sciences, Arak Branch, Islamic Azad University, Arak, Iran. (Corresponding Author). , Faghihialireza@yahoo.com
3- Assistant Professor, Department of Educational Sciences, Payam Noor University
4- Assistant Professor, Department of Educational Sciences, Arak Branch, Islamic Azad University, Arak, Iran
Abstract: (183 Views)
Purpose: This study aims to analyze and compare the epistemological style of education from the perspective of Rumi and critical theorists and explain its educational implications in education.
Materials and Methods: This study was a qualitative-documentary study. The research community consists of published sources in the field of education epistemology of Rumi and critics. The research sample continued until achieving data adequacy, the method of data analysis was descriptive-analytical, in this regard, the Krippendorf qualitative model has been followed.
Findings: The results of the research indicate that in Rumi's education, self-purification takes precedence over acquiring knowledge. In this epistemological journey, sensory, intellectual, perceptual, and intuitive powers are used to bring the educator closer to absolute existence. In the epistemology of education, critics, unlike Rumi, who considers education as individual, seek epistemology in the social context. They see liberation from domination, critique of the status quo, and re-creation as epistemological discourses.
Conclusion: In Rumi's educational thought, the originality of the soul, love for the essence of God and nearness to God prevails, while in the thought of critics, transformation, social change, communication action and reform of society prevail.
Materials and Methods: This study was a qualitative-documentary study. The research community consists of published sources in the field of education epistemology of Rumi and critics. The research sample continued until achieving data adequacy, the method of data analysis was descriptive-analytical, in this regard, the Krippendorf qualitative model has been followed.
Findings: The results of the research indicate that in Rumi's education, self-purification takes precedence over acquiring knowledge. In this epistemological journey, sensory, intellectual, perceptual, and intuitive powers are used to bring the educator closer to absolute existence. In the epistemology of education, critics, unlike Rumi, who considers education as individual, seek epistemology in the social context. They see liberation from domination, critique of the status quo, and re-creation as epistemological discourses.
Conclusion: In Rumi's educational thought, the originality of the soul, love for the essence of God and nearness to God prevails, while in the thought of critics, transformation, social change, communication action and reform of society prevail.
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