نقش مولفه های فلسفه اسلامی در فلسفه برای کودکان

نوع مقاله: مقاله پژوهشی

نویسندگان

وزارت آموزش و پرورش

چکیده

برنامه فلسفه برای کودکان دارای درون مایه غربی و گاهی نامأنوس با فرهنگ ایرانی و اسلامی است. برای تطبیق این برنامه با سندتحول بنیادین آموزش و پرورش لازم است مولفه های مختلف این برنامه مورد بررسی قرار گیرد. هدف مقاله بررسی انسان شناسی ابن سینا به عنوان بزرگترین فیلسوف جهان اسلام و متیولیپمن بنیانگذار برنامه می باشد. این پژوهش با روش توصیفی – تحلیلی و استنباطی و روش جمع آوری اطلاعات، کتابخانه ای و فیش برداری است. در ابتدا مولفه های مربوط به انسان از دیدگاه ابن سینا و لیپمن بیان می شود؛ سپس با مقایسه انسان شناسی ابن سینا و متیو لیپمن، نقاط اختلاف و شباهت آن ها روشن می شود. نتایج نشان می دهد که انسان شناسی ابن سینا و متیو لیپمن دارای شباهت و تفاوت هایی است. در وجه مشابهت ها انسان موجودی عقلانی، دارای اراده و اختیار، دارنده ویژگی های حسی، زیستی و طبیعی است که با هویت فردی و اجتماعی شناخته می شود. همچنین موجودی در حال تغییر و تحول دائمی است. در وجه تفاوت ها، هر کدام تفسیری متفاوت از مبدأ و مقصد انسان ارائه می دهند؛ سن مناسب برای شروع تفکرات فلسفی یکی دیگر از اختلافات انسان شناسی میان آن دو می باشد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The Role of the Elements of Islamic Philosophy in Philosophy for Children

نویسندگان [English]

  • meysam fallahi
  • samane astereki
Ministry of Education
چکیده [English]

The Philosophy Program for Children has a western theme and sometimes anonymous with Iranian and Islamic culture. It is necessary to examine the various components of this program in order to bring it into line with the fundamental transformation of education. The purpose of this article is to examine Ibn Sina's anthropology as the greatest philosopher of Islam and the founder of the program, Methiolipman. The research is descriptive-analytical and inferential and the method of data collection is library and retrieval. At first, human components are expressed from the viewpoint of Ibn Sina and Lipman; then, by comparing the anthropology of Ibn Sina and Matthew Lipman, their points of difference and similarity are clarified. The results show that the anthropology of Ibn Sina and Matthew Lippman has similarities and differences. Similarly, the human being is a rational being, possessing the will and authority, possessing the sensory, biological, and natural attributes identified with individual and social identity. Also the creature is constantly changing. In terms of differences, each offers a different interpretation of human origin; the appropriate age for initiating philosophical thought is another anthropological difference between the two.

کلیدواژه‌ها [English]

  • Education Transition
  • Ibn Sina
  • Matthew Lipman
  • Philosophy Program for Children
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