List of Articles تربیت عقلانی

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  1 - Purpose of Rational Training in Heraclitus’ Logos-Centered Philosophy
  Maryam Barati Rezaali Norozy
  The purpose of the present study is to introduce some practical solutions to the problem of transgression in society through benefitting from the teleology of the rational training of Heraclitus, the Greek pre-Socratic philosopher. This qualitative study was carried out More

  The purpose of the present study is to introduce some practical solutions to the problem of transgression in society through benefitting from the teleology of the rational training of Heraclitus, the Greek pre-Socratic philosopher. This qualitative study was carried out following Frankena’s practical syllogism. In doing so, the researchers firstly investigated Heraclitus’ works and extracted the related discussions. Next, in order to gain access to the ultimate and intermediary goals of rational training, they considered an initial must as the premise of the first deduction and, then, based on a realist philosophical proposition as the second premise of the practical syllogism, its conclusion, which is the same ultimate goal of rational training in Heraclitus’ logos-centered philosophy, was extracted. Finally, based on this ultimate goal and other philosophical principles, they inferred the intermediary goals of Heraclitus’ rational training and, given the findings, presented some strategies for establishing the culture of normativeness. The findings of the study indicate that the end of rational training in Heraclitus’ view is to connect to logos (universal intellect) and to learn about it so that Man can discover the principles and rules of the universal intellect, move ahead accordingly, and attain perfection. Hence, it can be said that attaining the knowledge of laws is the first goal in the process of solving the problem of norm-breaking and moving towards the ideal society based on the laws. Moreover, given the intermediary goals of Heraclitus’ rational training, it can be concluded that, in order to attain knowledge and act according to the norms, rational training must be realized at three levels: cognitive, including self-knowledge and social understanding; strategic, including reference-orientedness, and ethical, including fighting against whims and developing good behavior. In this way, one can overcome the problem of transgression or norm-breaking. Manuscript profile
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  2 - Reason and Reasoning from the Perspective of Neuroscience Based on Antonio Damasio's View and its Implications for Rational Education
  Azad Mhammadi khosrow Bagheri Mahmud talkhabi Narges Sajadieh
  The main purpose of this study is the investigation on the place of reason and reasoning in Damasio’s view (with the emphasis on somatic marker hypothesis) and displaying its implications for rational education. The question raised up here is: what are the implications More

  The main purpose of this study is the investigation on the place of reason and reasoning in Damasio’s view (with the emphasis on somatic marker hypothesis) and displaying its implications for rational education. The question raised up here is: what are the implications of Damasio’s theory for rational education? The research has been carried out by using the descriptive – analytic method. The neurobiological view of Damasio by emphasis on the role of body and biological regulation (homeostasis, value principle, emotions and feelings) correlates the flourishing of reason with emotions and feelings. Damasio believes that the coherence of cognition and affectional aspects is a necessity that originates from the evolution of organisms in order to maintain and manage life. Hence the proper function of reasoning is fundamentally dependent on the real function of emotions and feelings. In this view, reason defects, rather than being cognitive in nature, are related to defects in the functions of feeling and emotion. Hence, if the emotional system functions improperly, the decision-making process and reasoning will be faced with a fundamental defect. Among the implications of the Damasio’s perspective for rational education are: a) the recognition of the profitable role of emotions in flourishing reasoning skills; b) utilizing the capacity of reasoning to modify the counseling role of emotions; and c) integration, instead of segregation, of curriculum based on the interrelation of thought-emotion education. Manuscript profile
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  3 - The Methods of Intellectual Education based on Plotinus' Emanation-Centered Approach
  gholami akbar Reza Ali Nowrozi Mohammad-Hossein Heidari MOJTABA Sepahi
  The purpose of this study was to analyze the concept of intellectual life in Plotinus' grace-oriented approach in order to infer the methods of intellectual education in response to the challenge of marketization of knowledge in education today. The present study is a q More

  The purpose of this study was to analyze the concept of intellectual life in Plotinus' grace-oriented approach in order to infer the methods of intellectual education in response to the challenge of marketization of knowledge in education today. The present study is a qualitative research using conceptual analysis and practical analogy of Frankna. Inference of methods in the form of practical deductions consists of a normative premise indicating intermediate goals or principles of education, a factual premise that expresses the techniques and methods of achieving education goals, and a conclusion being a normative recommendation of a method to achieve educational goals. The results of this study showed that the methods of rational training based on existential change included benevolence, activism, and methods based on epistemological transformation including rational and intuitive reflections and the method of insight and introspection and methods based on moderation and practical wisdom included the practice of wisdom and self-purification. Therefore, knowledge with the focus on true rationality and by applying the methods extracted in Plotinus' thought has the capacity to resist the phenomenon of commercialization of knowledge in education today. These methods can be used as a tool against the manifestations of instrumental rationality such as wealth-centered thinking, cultural industry, superficiality and power-centeredness. Manuscript profile
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  4 - The goals of Intellectual education based on Hegel's phenomenology stages of consciousness development
  Reza Ali  Nowrozi fahimeh hajiyani
  The main purpose of this paper is to analyze the concept of intellect in Hegel's phenomenological approach to infer the goals of intellectual education from his viewpoint. The present study is descriptive research, and the research method is Frankenna's practical analog More

  The main purpose of this paper is to analyze the concept of intellect in Hegel's phenomenological approach to infer the goals of intellectual education from his viewpoint. The present study is descriptive research, and the research method is Frankenna's practical analogy. This study considers intellect to be divided into the hierarchal stages of "observant intellect," "active intellect," "practical intellect," and "absolute intellect," respectively, in terms of development and evolution. Results of the present study indicate that intellectual education at the stage of "observant intellect" includes the use of the "quality," "quantity," and "size" in the stage of "sensory certitude," "contemplation reflection" in the stage of "comprehension," and "good work idea" in the stage of "mental consciousness." Besides, the goals on intellectual education at the stage of "active intellect" include respect for the person as a goal in essence, and respect for the rights of others. The goals behind intellectual education at the "practical intellect" stage include the use of wise "purpose," "intention," and "aim" to achieve "moral consciousness critique" and the formation of "moral attitude" in the individual. The goals of intellectual education at the stage of "absolute intellect" include the use of religious arts to perceive the "absolute essence". Manuscript profile