واکاوی مفهوم «اصل» و «روش» در تربیت اسلامی

Introduction: Systematizing knowledge and theoretical discussions is essential, as it facilitates the clarity of concepts and the categorization of information. The collection of educational knowledge should also be organized within a coherent and interconnected framework so that each element can find its place and establish its relationship with the others. Therefore, the effort to accurately define the concepts of the Islamic education system and to logically explain the relationships between them is of great importance.
Principle and method are two fundamental concepts in the epistemic system of education. The significance of these two elements lies in the fact that educators increasingly engage with them in their educational interactions. We must understand what is meant when we say, "An educator must correctly utilize educational methods and principles in their practice." As long as the concepts of method and principle are not clear, it is impossible to provide an accurate answer to this question.
Objective: This study aims to review the concepts of the two terms, principle and method, as well as their relationships, and to provide a more precise definition. Studies have shown that the common definition of principle and method as the rules of behavior for an educator is not comprehensive and exhaustive, making it impossible to distinguish between them based on generality and particularity.
Method: The research method employed in this study primarily involves the description and analysis of relevant concepts and propositions. For this purpose, the views and definitions presented in various sources related to the last few decades are reviewed and compared, and a final analysis yields the chosen definition. The definitions were mainly obtained from individuals such as Professor Khosrow Baqeri, the late Professor Gholam-Hossein Shokoohi, Professor Alireza Arafi, the late Ayatollah Mesbah Yazdi, and Professor Seyyed Ali Hosseini-Zadeh; these individuals provided the author with rich sources for analysis, summary, and final conclusion.
Findings: A careful examination of the principles proposed by these scholars reveals that what they mean by the principle is a method, namely, a general action that should be taken. For example, the principle of "activity" requires the educator to force the learner to personally experience and examine objects and handle emerging problems, and not to be satisfied with observing the experiences of others. (Shokoohi, 2011, pp. 142-160). These explanations demonstrate that the term 'principle' refers to a specific type of practical action that educators should undertake. Referring to the other principles mentioned also confirms the same hypothesis. In other words, principle in the literature of the ancients is the same as the general method (which can have instances).
After it became clear that the proposed concept of method eliminates the need for principle in its common and well-known meaning, the question arises whether the use of methods, that is, educational measures, is sufficient for the effectiveness of educational operations or whether another element should be present in addition to educational measures. Examining the educational process and its study shows that the use of methods is not sufficient for its success. Sometimes the method is carried out, but it does not have an educational effect and may have the opposite effect in the long run. For example, encouraging without observing the necessary points and conditions not only does not increase the likelihood of repeating the action, but also may be a deterrent in some way. Successful educators use the educational methods along with another tool, which can be called “the principle of education”. If we examine the issue from this perspective, the “principles” of education serve as behavioral rules and a guide for educators, outlining how to implement and act accordingly. In other words, in the educational process, the educator cannot carry out educational actions or methods in any form or manner and be indifferent to the behavioral rules and their working conditions. Success in educational activities is conditional on how we should do it, and as a result, paying attention to these rules and observing them is essential. In other words, observing educational principles is a condition for the effectiveness and efficiency of educational methods and processes. And perhaps observing the conditions for doing something is more important than the thing itself, because in many cases, the damage of performing actions incorrectly is greater than the damage of leaving them. 
To achieve principle in the sense of the conditions of method, we also use a practical analogy that requires two introductions; one is the goal, and the other is the basis. The objective statement is reported as follows: “It is desirable that the educational method be implemented efficiently and effectively.” But what helps in achieving this goal? Compliance with the desired conditions. This is actually the second premise of the practical analogy that serves as the basis: “The efficiency and effectiveness of the method are conditional on compliance with its principles and conditions.” From these two premises, we conclude the principle: “The educator should comply with the specific conditions and quality of the method.” For example, we know that “creating awareness” is a very useful and key method in education. The more the learner is aware of the surrounding facts and his duties, the closer the educational process will be to its goal, and the greater the educator’s success in carrying out the relevant responsibilities. However, we are well aware that awareness is effective only when it is accompanied by honesty in both speech and action. A trainer who is inactive and lacks conditions is not successful. This fact is stated very clearly in the words of Imam Ali (ʿa.): “Whoever places himself as a leader of the people should commence with educating his own self before educating others, and his teaching should be by his own conduct before teaching by the tongue.…” (Nahj al-Balagha, Hikmat 73)
Conclusion: The summary of the above discussions indicates that the existing literature in Islamic education can be compiled more agilely and fluently. For this purpose, this study proposes that the concept of principle, in the well known sense, should be replaced by method. In fact, what is proposed as principle is nothing but the general method that divides the various methods under its own category. 
In addition to this element called method, the study has also proposed another element that indicates the conditions for the success and effectiveness of methods. In other words, every method is effective if the principles and conditions are also observed along with it. The name of this new element is principle.