امكان هم كناري تفكر انتقادي و تجربه ديني در برنامه تربيت ديني

هدف اصلي اين پژوهش، بررسي امكان هم كناري تفكر انتقادي و تجربه ديني در برنامه تربيت ديني مي‌باشد. براي دستيابي به اين هدف از روش پژوهش استنتاجي بهره گرفته شد. بر اساس نتايج اين پژوهش به نظر مي‌رسد كه هم كناري پرورش عقل نقاد و توجه به تجربه ديني در برنامه هاي تربيت ديني مي تواند فرايند دين يابي را به نوعي ديالكتيك تبديل سازد كه در آن بين عقل و تجربه هاي ديني تعارضي نبوده و نوسان عقل و دل زمينه ساز رشد و كشف معناي دين مي شود. اين هم كناري مي تواند به پژوهش مداري و عامليت متربي، معناداري تربيت، يادگيري تعاملي، هويت ديني پايدار، خودشكوفايي، رواداري ديني، كاهش تاثير تلقين و تبليغات و حتي دوري از داروهاي روان گردان بينجامد.

This paper aims to discuss the possibility of Juxtaposition of critical thinking and religious experience, as an approach for religious education, and introduce its educational outcomes. A deductive research method has been used to theoretically discuss the possibility of combination of these two concepts in religious education and its results. Religious education of Iranian educational system suffers from some deficiencies which have affected religious and spiritual development of the learners. Some of the major problems identified in the current study are: fallaciously assuming knowledge about religion as religious belief, neglecting critical thinking, intuition and interaction in the process of teaching, applying behavioral approaches to religious education and using quantitative methods of evaluation. The existing approaches have failed to establish religious identity in learners; moreover it has also led to some sort of disinterest among students when it comes to religion and religious education. It is expected that the juxtaposition of critical thinking and religious experience can turn the process of religious education into a dialectical pursuit of truth for learners, within which there is no contradiction between reasoning and religious education. This juxtaposition can lead to meaningful, interactive, research-based and active learning. It can also help students achieve religious identity, religious tolerance, self-actualization, immunity against indoctrination, destructive propaganda and even psychedelics.