Research Institute of Hawzah and University "Hawzah wa Dāneshgāh Research Institute" Journal of Islamic Education 1735-4536 4 8 2009 08 23 An Introduction to the Placement of Transcendence and Inspiration in Learning Process from the Standpoints of Islamic Scholars An Introduction to the Placement of Transcendence and Inspiration in Learning Process from the Standpoints of Islamic Scholars 141 160 144 FA Seyed Mohammad Reza Taghavi Department of Clinical Psychology, Shiraz University, Shiraz, Iran. Seyed Ali Akbar Hosseini Emerirus Professor of Shiraz University Seyed Hossein Salimi Department of Psychology, Baqiyatallah University of Medical Sciences, Tehran, Iran Javad Mollazade Department of Clinical Psychology, Shiraz University, Iran Journal Article 2009 04 22 In the present study, the role of virtue in understanding reality of the world and the<br />placement of transcendence and inspiration in learning process from the standpoints<br />of Islamic scholars were emphasized. Based on the model, learning could be divided<br />into 3 levels including 1) learning in animal, 2) learning in man and 3) learning in<br />spiritual individuals. For the latest, two kinds of learning would be conceptualized.<br />First, learning via transcendence which is based on man effort (internal factor) and<br />second, learning via inspiration which leads to receiving the purest knowledge via<br />God effusions. Based on the model, learning in the first and second levels leads to<br />“acquisition of science”. However, learning in the third level leads to “acquisition of<br />wisdom (Maarefat)”. Consequently, the integration of both science and wisdom is<br />supposed to be a necessary action in formal education. In the present study, the role of virtue in understanding reality of the world and the<br />placement of transcendence and inspiration in learning process from the standpoints<br />of Islamic scholars were emphasized. Based on the model, learning could be divided<br />into 3 levels including 1) learning in animal, 2) learning in man and 3) learning in<br />spiritual individuals. For the latest, two kinds of learning would be conceptualized.<br />First, learning via transcendence which is based on man effort (internal factor) and<br />second, learning via inspiration which leads to receiving the purest knowledge via<br />God effusions. Based on the model, learning in the first and second levels leads to<br />“acquisition of science”. However, learning in the third level leads to “acquisition of<br />wisdom (Maarefat)”. Consequently, the integration of both science and wisdom is<br />supposed to be a necessary action in formal education. https://islamicedu.rihu.ac.ir/article_144_337c454ccfed45ec623291bdcf936ca4.pdf