List of Articles Islamic Approach

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  1 - Methodological Exploration of the Conceptual Analysis Process in the Islamic Philosophy of Education Based on the Theory of Conventional Perceptions of M.H. Tabatabaie
  sara hanifehzadeh alireza sadeghzdeh ahad faramarz gharamaleki Mohsen Imani Naeini
  20.1001.1.25382802.1397.3.3.7.3
  The purpose of this paper is to present a methodological exploration of the process of analyzing educational concepts in philosophy of education with an Islamic approach based on the theory of conventional perceptions of M.H. Tabatabaie. The findings show firstly that e More

  The purpose of this paper is to present a methodological exploration of the process of analyzing educational concepts in philosophy of education with an Islamic approach based on the theory of conventional perceptions of M.H. Tabatabaie. The findings show firstly that educational concepts have these characteristics: 1. Conventional and normative, and therefore the impossibility of connecting them to facts and the truth 2. Not having a productive relationship with the obvious and theoretical theorems. 3. The possibility of change. 4- The possibility of the psychological connection of these types of concepts with the set of facts and needs of human existence. Therefore, it is necessary for educators to integrate these realities and existential needs in the process of analyzing educational concepts. Secondly, the most important criteria for accreditation of such concepts are: 1- Validity of values and supporting propositions, 2- Efficiency (in meeting the needs of human beings), and 3- Compatibility with other social values. Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  2 - Methodological Exploration of the Conceptual Analysis Process in the Islamic Philosophy of Education Based on the Theory of Conventional Perceptions of M.H. Tabatabaie
  sara hanifehzadeh alireza sadeghzdeh ahad faramarz gharamaleki Mohsen Imani Naeini
  The purpose of this paper is to present a methodological exploration of the process of analyzing educational concepts in philosophy of education with an Islamic approach based on the theory of conventional perceptions of M.H. Tabatabaie. The findings show firstly that e More

  The purpose of this paper is to present a methodological exploration of the process of analyzing educational concepts in philosophy of education with an Islamic approach based on the theory of conventional perceptions of M.H. Tabatabaie. The findings show firstly that educational concepts have these characteristics: 1. Conventional and normative, and therefore the impossibility of connecting them to facts and the truth 2. Not having a productive relationship with the obvious and theoretical theorems. 3. The possibility of change. 4- The possibility of the psychological connection of these types of concepts with the set of facts and needs of human existence. Therefore, it is necessary for educators to integrate these realities and existential needs in the process of analyzing educational concepts. Secondly, the most important criteria for accreditation of such concepts are: 1- Validity of values and supporting propositions, 2- Efficiency (in meeting the needs of human beings), and 3- Compatibility with other social values Manuscript profile
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  3 - A Comparative Study on Human Agency in Bandura’s Cognitive-Social Theory and the Islamic Approach of “Human as agent”
  mahdi naserzaeim Reza mohammadi khosrow Bagheri Jalil Fathabadi OMID shokri
  The purpose of this article is to compare the concept of agency in Bandura's cognitive-social theory and the Islamic approach of "human as agent". According to Bandura, agency refers to a voluntary effect on one's performance and environmental events, which has the main More

  The purpose of this article is to compare the concept of agency in Bandura's cognitive-social theory and the Islamic approach of "human as agent". According to Bandura, agency refers to a voluntary effect on one's performance and environmental events, which has the main aspects of intentionality, foresight, self-reaction, and self-reflection. On the other hand, in the Islamic perspective, human action or agency is based on three fundamental bases: cognition, tendency, and volition. In terms of methodology, the current study is a comparative study that deals with similarities and differences of two viewpoints with a glance on their roots. In the educational section, Frankena’s practical syllogism is used as the method. The basics and aspects of agency in both perspectives have a lot in common, in such a way that foresight and self-reflection in the first perspective can be compared with the cognition in the second approach; as self-reactivity and intentionality in the first approach can be compared with the emotional and volitional bases in the second approach. Despite this, the two views have differences in issues such as the concept of action and performance, the nature of interactive, cognitive, emotional and volitional aspects, the nature of interaction, responsibility and ethics, which will have relevant consequences for education. While, for instance, the first approach emphasizes the importance of structure, the second approach gives more weight to individual agency, and as a result of this difference, the role and influence of the individual within social structures will be different. Given the importance of human agency which is at issue in the two approaches, their commonalities are emphasized in the educational inferences. Manuscript profile
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  4 - Exploration and evaluation of the philosophical foundations of Reggio Emilia's educational theory: a view from the perspective of the Islamic approach of action
  narges sajadeh Zahra Saberi
  The current research has been carried out with the aim of evaluating the feasibility of benefiting from one of the popular pre-primary educational approaches in the world, by exploration the philosophical foundations of Reggio Emilia educational theory and evaluating it More

  The current research has been carried out with the aim of evaluating the feasibility of benefiting from one of the popular pre-primary educational approaches in the world, by exploration the philosophical foundations of Reggio Emilia educational theory and evaluating it based on the Islamic theory of action. In this regard, applying the method of conceptual analysis, linguistic analysis, and regressive logical analysis, we have deduced the basic components of the philosophical foundations of this theory and criticized them based on the Islamic theory of action. One of the results of this research is the inference of twelve philosophical components as the anthropological, epistemological, and axiological foundations of this theory, including the uniqueness and decency of children and the value of their intellectual and practical independence. In addition, the theory of Reggio Emilia has adopted a social constructivist approach to knowledge and has focused on the value of justice and democracy as its governing spirit. The results of evaluation suggest that while the Reggio Emilia educational theory has unique attributes and valuable educational advancements, it is necessary to have a careful scrutiny about it and resolve its challenging aspects before its implementation. Criticisms of this kind entail: taking a reductive approach and oversighting the spiritual essence of the child; an overly simplistic and idealistic portrayal of the child; a lack of clarity regarding realism versus constructivism, alongside potential risks of radical relativism in epistemology; as well as deficiencies in accommodating absolute and conditional values alongside the variable values in the axiological realm. To address these concerns, a reconstructive approach could entail: acknowledging an overlap relation between the spiritual and the physical dimensions, taking a balanced view on the child, positioning realism as a focal point while constructivism orbiting around it, emphasizing both absolute and conditional values, and maintaining a balanced emphasis on rationality and equity in democracy. Manuscript profile