تدوین الگوی برنامه درسی تربیت عقلانی از منظر متون اسلامی
محورهای موضوعی : تربیت اسلامی
1 - گروه علوم تربیتی ، دانشگاه آزاد اسلامی واحد نورآباد ممسنی، نورآباد ممسنی، ایران.
کلید واژه: برنامه درسی, ابعاد وجودی انسان, تربیت عقلانی, متون اسلامی.,
چکیده مقاله :
مقدمه و هدف: هدف پژوهش ارائه الگوي برنامه درسی تربيت عقلاني از منظر متون اسلامی (قرآن مجید و نهج البلاغه) است. روش شناسی پژوهش: این پژوهش از نوع نظری است و در آن از رویکرد توصيفي ـ تفسیری در تحلیل اطلاعات استفاده شده است كه به شناسايي 82 مضمون پایه و 7 مضمون سازمان دهنده سطح اول و 3 مضمون سازمان دهنده سطح دوم با توجه به تتبعات در آیات، روایات و آموزه ها در متون اسلامی (قرآن مجید و نهج البلاغه) پرداخته شد. یافته¬ها: نتايج نشان مي دهند كه عقل در معنای اسلامی آن، علیرغم معنای متعارف و عمومی آن تحت عنوان «عقل نظری» حتی در نزد متفکران و فیلسوفان مسلمان، بُعدی از ابعاد وجودی و ماهیت انسان است كه دارای سه کارکرد مکمل و در هم تنیده اند که تفکیک آنها ما را از معنای جامع عقل از منظر اسلامی نیز دور می سازد. یک کارکرد و مفهوم عقل، پرسشگری است که قابليتي در مقام شناخت واقعيت هاي هستي دارد؛ دوم عقل كنشگر كه لوازم عملی ادراکات و باورها به صورت آگاهانه و اختیاری را شامل مي شود و سوم عقل پرستشگر كه جهتی است که راه رستگاری و نجات انسان را نشان می دهد. در تربيت عقلاني اسلامي باید هريك از عناصر برنامه درسي با توجه به سه معناي مختلف عقل تدوين و طراحي شوند. بحث و نتیجه¬گیری: اهداف عقل پرسشگر اهداف تأمین شناخت انسان از خداوند، و خود هستی و ابعاد گوناگون آن مي باشند. در عقل كنشگر اهداف بايد به مقوله كرامت، عدالت و مسئوليت پذيري انسان در عمل توجه داشته باشند؛ اهداف عقل پرستشگر بايد ايجاد حس عبوديت و بندگي و مالاً هدایت و نجات انسان باشد. در این مقاله تلاش می گردد تا ضمن تدوین سه نوع برنامه درسی معطوف به پرورش هر کدام ار ابعاد عقل از منظر متون اسلامی در عناصری همچون اهداف، محتوا، روش های یاددهی – یادگیری، نقش مربی، نقش متربی، محیط یادگیری و ارزشیابی، یک برنامه درسی جامع بپردازد.
Introduction: The aim of the research is to present a model of the curriculum of rational education from the perspective of Islamic texts (Quran Majid and Nahj al-Balaghah). research methodology: This research is theoretical and descriptive-interpretative approach has been used in data analysis, which identified 82 basic themes, 7 organizing themes of the first level, and 3 organizing themes of the second level according to the implications in the verses, narrations and teachings. were discussed in Islamic texts (Quran Majid and Nahj al-Balagha). Findings: The results show that intelligence in its Islamic sense, despite its conventional and general meaning under the title of "theoretical intelligence" even in the eyes of Muslim thinkers and philosophers, is a dimension of human existence and nature, which has three complementary and intertwined functions that Separating them takes us away from the comprehensive meaning of reason from the Islamic point of view. A function and concept of reason is questioning, which has the ability to recognize the realities of existence; The second is the active intellect, which includes the practical tools of perceptions and beliefs in a conscious and optional way, and the third is the worshiper's intellect, which is the direction that shows the way to salvation and salvation of man. In Islamic intellectual education, each of the curriculum elements should be compiled and designed according to the three different meanings of reason. Conclusion: The goals of the inquiring mind are the goals of ensuring human knowledge of God, and existence itself and its various dimensions. In the activist mind, the goals should pay attention to the category of human dignity, justice and responsibility in action; The goals of the worshiper's mind should be to create a sense of servitude and servitude and to guide and save human beings. In this article, while compiling three types of curriculum aimed at cultivating each of the dimensions of intellect from the perspective of Islamic texts in elements such as goals, content, teaching-learning methods, the role of the instructor, the role of the trainer, the learning environment and evaluation, a provide a comprehensive curriculum.
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