نویسندگان
1 دانشیارگروه تاریخ و فلسفه تعلیم و تربیت اسلامی دانشگاه علامه طباطبایی
2 کارشناس ارشد تاریخ و فلسفه تعلیم و تربیت اسلامی دانشگاه علامه طباطبایی
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
Ibn Sina in the chapters of eight and ninth of his Al-Isharat wa Tanbihat has propounded some problems and offers the characterictics and components of this subject. After suggesting a comprehensive definition of mystical education, Shaydh al-Rais has tried to explain the foundations, principles and methods of it. From his point of view, the true pleasures are quantitively and qualitively preferable to sensual ones. In addition, perception by presence to rational pleasures gives rise to their desire and perception. For Ibn Sina, perception and attainment to perfections depends on both theoretical and practical faculties. On the other hand, human souls in their enjoyment of happiness are in different degrees. Rational pleasures of the mystic are in the two world of permanence and transience. These cases can be considered as the foundations of Ibn Sina’s mystical education. In the educational system of Shaykh principles like gradual steps in mystical education, attention to the existential capacity of the educated person, accompaniment of rationality and mysticism, moderation of the faculties, sociability and methods like self-knowledge, purification of self, doing religious obligations and self-refinement has been offered.
کلیدواژهها [English]
', './data/ap/coversheet/361519727181.jpg'))
