نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه مبانی فلسفی و اجتماعی آموزش و پرورش، دانشکده روانشناسی و علوم تربیتی دانشگاه تهران، تهران، ایران.
2 عضو هیئت علمی گروه مبانی فلسفی و اجتماعی آموزش و پرورش دانشگاه تهران
3 عضو هیئت علمی گروه علوم تربیتی دانشگاه تربیت مدرس
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
The concept of fitrah (innate nature) and inherent qualities of human beings—one of the central issues in the history of thought—has been introduced in the macro-level documents of Iran’s educational system, particularly in the Theoretical Foundations of the Fundamental Reform Document of Education, as the anthropological basis of education. The presupposition of a divine fitrah leads to a particular approach in the religious education of fundamental beliefs. Given the absence of a comprehensive critique of this interpretation of fitrah, the present study examines the theoretical perspectives underpinning the document’s conception of fitrah and evaluates it from this standpoint. These perspectives have been derived either by direct reference or through inference from the anthropological foundations of the document. The findings, derived through qualitative content analysis with a regressive analysis approach, indicate that this interpretation provides a distinct definition compared to the views of the mentioned thinkers, yet it faces challenges in four main areas: content, actualization, stability, and dimensions of fitrah. These challenges include conceptual confusion between the content-based and structural-based definition of fitrah; methodological inconsistency resulting from this confusion and the unwarranted transition from human inclination toward absolute perfection to the Absolute Perfection (God) in the content area; the risk of authoritarianism in the domain of actualization due to an overly positive conception of freedom, and the Ambiguity in the Relationship between Religion and Ethics from the Perspective of the Dimensions of Fitrah. These inconsistencies result in methodological ambiguities within educational programs. Accordingly, the study suggests revisiting the theoretical foundations to ensure coherence in religious education.
کلیدواژهها [English]
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