Document Type : Research Paper
Authors
1
PhD student in the theoretical foundations of Islam, Farabi College, University of Tehran, Iran
2
Associate Professor, Department of Quran and Hadith Studies, Islamic Studies University, Qom, Iran:
3
Associate Professor, Department of Shia Studies, Farabi School, University
4
Assistant Professor of Counseling, Islamic Education University, Qom, Iran:
Abstract
**Abstract**
The purpose of this study is to analyze the dialectical relationships among three fundamental human dimensions—cognition, disposition, and action—from the perspective of Islamic education. This research adopts a descriptive–analytical approach and is based on library studies. The findings indicate that these three dimensions do not operate merely within a linear and one-way framework; rather, they continuously influence one another through reciprocal and feedback-based interactions. In the first stage, the initial logical structure of these dimensions and their educational implications are examined. Subsequently, the educational dialectics of action in strengthening cognition, consolidating memory, enhancing concentration, and promoting epistemic openness are analyzed. The study then elucidates the role of action in motivation building, directing needs, the process of habit formation, cultivating positive emotions, and moderating negative emotions. In the final section, the dialectical effects of dispositions on concentration, learning, memory, reasoning and judgment, goal setting, and innate perception are discussed, demonstrating that dispositions can either facilitate or hinder the process of understanding. The results suggest that the effectiveness or failure of educational practice depends not only on attention to the linear progression of cognition, disposition, and action, but also on a careful consideration of their dynamic and dialectical interactions.
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