Academic journal article International Journal of Education

Educational Perspective Based on the Epistemological Foundations of Sadra-Ee Philosophy

Academic journal article International Journal of Education

Educational Perspective Based on the Epistemological Foundations of Sadra-Ee Philosophy

Article excerpt


This research aims at analyzing the epistemological foundations of Sadra-ee wisdom, justifying educational elements based on that foundations and providing an educational perspective based on that. The research method has been philosophical analysis with a synthetic approach. To achieve the research objectives, first, Sadra's epistemological foundations from numerous works of Mulla Sadra and some of his exponents are analyzed, then educational elements based on that foundations are justified; Sadra's fundamental epistemological foundations in two areas of ontology and epistemology include: 1) to become identical knowledge with being , 2) self-speech is the wholly of faculties, 3) the unity of the knower, known and the act of knowing, 4) priority of theoretical reason over practical one, 5) Establishment of the balance between the tangible and intelligible worlds, and 6) hierarchy of knowledge. Important educational elements i.e. objective, curriculum, teacher, student, and teaching methods have been analyzed with regard to the above-mentioned foundations and it has been indicated that the educational elements in this view have particular features and characteristics which can lead the learner to self-actualization and manifest rays of rationality i.e. faith in him. Educational perspective resulting from such a foundation emphasizes on the reality of education that in this case, education at the time of unity and preserving uniqueness like truth of being includes multiples such as strength and weaknesses, priority and posteriority, perfection and imperfection. The other result of this study states that an equilibrium must be established among the educational elements of this perspective; this balance is established in both any level of knowledge and also in longitudinal levels of knowledge.

Keywords: primacy of being; substantial motion; epistemology; Educational perspective; Education truth


The important task of the divine religions, is to remove deviant thoughts from human mind and to water its empty place with the natural laws and regulations of the created world. In other words, their mission is educating human and guiding him to his original position i.e. divine successor; attention to God is the axis of all Islamic beliefs and also its educational method. So, all programs and guidances should be towards it and a human life follows based on that, thus, Islam is in preparing and making a decent human and not a decent citizen (Ghotb, quoted by Jafari , 1973, p.10), human having hidden properties and pearls within himself. On the other hand, the requirement of divine wisdom is to create a perfect society including various creatures and among the creatures of this perfect society is human who have various components and gestures and will obtain perfection in terms of any power that has adopted; In such a society, the man is placed in a rank that can achieve the position of perfect man through education, that is, the creation and survival cause of the world is the perfect man forever and from the beginning of the world to the hereafter, (Nasri, 1992,pp. 303-5).

Sadra-ee wisdom as a thought system by a theologian links the proof, mystic and Qur'anic foundations to each other and has such a consistency and configuration that can guide human toward knowing human reality and finally real happiness and prosperity. In transcendental wisdom, while at the time of creation, the man is as a oneness essence, at the end of an issue, he is not considered as a united truth; Mulla Sadra's based on his own theosophia thoughts and reflections on the Quran verses concluded that regarding the end of an issue, humans are divided into three groups of companions of the left, companions of the right, and those who approach to God as much as possible (Ebrahimi Dinani, 2006, vol.3, p. 69) and he knew this division according to the essence and truth and mentioned that each group consists of various species. …

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