كليدواژه :
حركت جوهري انسان , حكمت متعاليه , تحول , آموزش و پرورش
چكيده فارسي :
تحول در بنيان‌هاي فلسفي آموزش و پرورش، شرط لازم تحول در آموزش و پرورش است؛ هر چند شرط كافي آن نيست. تحول در آموزش و پرورش مي‌تواند با رويكردهاي فلسفي گوناگون ملاحظه شود. اما آن‌گاه كه از تحول در آموزش و پرورش، متناسب با شرايط بومي و اوضاع و احوال خاص يك كشور سخن به ميان مي‌آيد لازم است بر مباني فلسفي برخاسته از بطن و متن همان كشور استوار گردد. نظام فلسفي حكمت متعاليه به عنوان نظامي برآمده از متن فرهنگ اسلامي و برخوردار از ويژگي‌هاي متمايز از ساير نظام‌هاي فلسفۀ اسلامي، اين ظرفيت را دارد كه زيربناي تحول در آموزش و پرورش ايران قرار گيرد. در ميان آموزه‌هاي فلسفي ويژۀ حكمت متعاليه، حركت جوهري به طور عام و حركت جوهري انسان به طورخاص، حاوي دلالت‌هاي تربيتي متمايز و نيرومندي براي موضوع تحول در آموزش و پرورش است. در اين مقاله، بعد از تبيين منظم يازده گزارۀ إخباري فلسفي در چارچوب حكمت متعاليه، هفت مدلول تربيتي آن، در قالب اصول انشايي حاكم بر تحول آموزش و پرورش مطرح شده است. مقاله از نوع مقالات كاربردي و روش آن، استطباقي - استنتاجي است.
چكيده لاتين :
Transforming the philosophical foundations of education is the necessary condition of educational transformation, although not the sufficient one. Educational transformation can be seen from different viewpoints, But when we are speaking about educational transformation, proportional to native conditions of a country, it should be grounded on the philosophical foundations arising from the same country .As a system arising from Islamic culture and possessing distinct characteristics, Philosophical system of transcendent theosophy has the potential for taking as a suitable base for Iran's educational transformation. Among other distinct philosophical doctrines of transcendent theosophy, substantial motion in general and human substantial motion in particular, has distinct and powerful educational implications for educational transformation. In this article, after systematic introduction of eleven philosophical propositions on the basis of transcendent theosophy, their educational implications has been introduced in the form of seven prescriptive principles governing educational transformation. These eleven foundations are: 1. Motion is the gradual exit from potentiality to actuality. 2. On the basis of primacy of existence and ideality of quiddity, motion and immobility are the essential accidents of existence qua existence. 3. Motion – and here, accidental motion – isn't in some existent which is actual in every respect, not in some existent which is potential in any respect, but is in the existents which are actual in some respect and potential in another respect. 4. The proximate principle or the direct cause of all motions, whether natural or compulsory or optional, is the substantial form or nature. 5. The internal nature of things should be changeable till the accidental motion will be occurred. 6. Although the proximate cause of all motions in the universe is the variable substantial nature of the bodies, their abstract cause is invariable. 7. in all substantial motions and among them in the human optional substantial motions, the substance moves from some kind to another kind gradually. 8. Every conjunctive motion existent is variable existent. 9. On the basis of the primacy of existence, the transformation of essence is possible.10. Because there is not any actual essence, there is not any invariable thing in the nature. 11. The substantial motion brings together contraries. Seven principles governing educational transformations are: 1. Educators should actualize gradually the potentials of pupils from potentiality to actuality. 2. This gradual actualization should be occurred both in the accidental characteristics of pupil and in his or her substance. 3. Educational transformation should be grounded on philosophical foundation of the human substantial motion. 4. Educational motion should be subordinate to the principle of graduation. 5 .Educational transformation should pay attention at the same time to the soul and body and their existential unity. 6. Educational transformation should relies on invariable existential principles and invariable epistemic foundations. 7. Educational transformation should relies on the substantial transformations of pupils and at the same time on the protection of the unity of human identity of every pupil. This article is an applied article and its method is analytical, derivative and identificative.
