ماهیتشناسی عناصر و ابزار یادگیری و چگونگی استخدام آنها بر اساس مبانی هستیشناختی و معرفتشناختی حکمت متعالیه | ||
| آینه معرفت | ||
| دوره 24، شماره 3 - شماره پیاپی 80، 1403، صفحه 115-134 اصل مقاله (834.48 K) | ||
| نوع مقاله: علمی - پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48308/jipt.2024.236091.1539 | ||
| نویسندگان | ||
| احمد ولیعی ابرقویی* 1؛ یاسر هاشمی2 | ||
| 1گروه معارف، دانشگاه تهران، پردیس فارابی قم، قم، ایران. | ||
| 2گروه معارف، دانشگاه معارف اسلامی قم، قم، ایران. | ||
| چکیده | ||
| از آنجا که سنخ وجودیِ علم براساس مبانی هستیشناسی حکمت متعالیه، مُجرد (غیر مادی) است، در فرایند ادراک مادیات، باید این امور را به ساحت تجردیِ نفس، نزدیکتر نمود تا دریافت علم آسانتر و در عین حال دقیقتر صورت پذیرد. برای نزدیکتر نمودنِ امور مادی به ساحت تجردیِ نفس، وجود پدیدههایی که نقش اعدادی برای تجرید امور مادی دارند، ضرورت دارد؛ همچنان که وجود اندامهاى حسى، مانند گوش و چشم، و بخشهاى گوناگون مغز، برای ادراک امور مادی ضرورت دارد. چه اینکه این امور، زمینه تحقق ادراک را که امری مجرد است، فراهم میکنند. بنابراین ضروری است، تمام اموری که در دریافتِ واقعیِ محتوای آموزش نقش ایفا میکنند، شناخته شوند و براساس شناخت این امور، ابزار لازم برای مسانخت (متناسب سازی) حداکثری بین محتوای آموزشی (مُدرَک) و یادگیرنده (مُدرِک) فراهم شود، تا از این رهگذر، فرایند یادگیری تسهیل پیدا کند. | ||
| کلیدواژهها | ||
| نظریه یادگیری؛ عناصر و ابزار یادگیری؛ یادگیرنده؛ مسانخت؛ اتحاد وجودی؛ حکمت متعالیه | ||
| عنوان مقاله [English] | ||
| A Study of The Quiddity of Learning Elements and Tools and Their Application Based on Ontological and Epistemological Principles of Transcendental Wisdom | ||
| نویسندگان [English] | ||
| Ahmad Valiee1؛ yaser Hashemi2 | ||
| 1Department of Education, Theoretical foundations of Islam, University of Tehran, Farabi Pardis Qom. Qom, Iran. | ||
| 2. Department of Education , Theoretical foundations of Islam, Islamic Maaref University, Qom, Iran. | ||
| چکیده [English] | ||
| Since, according to the ontological principles of transcendental wisdom, the existential nature of knowledge is abstract (non-material), so in the process of perceiving material things, these should be brought closer to the abstract realm of the soul to make acquisition of knowledge easier and more precise. To bring material things closer to the abstract realm of the soul, phenomena that play a subsidiary role in abstracting material things are necessary. Similarly, the existence of sensory organs, such as ears and eyes, and various parts of the brain, are also necessary for perceiving material things. These elements provide the conditions for the realization of perception, which is an abstract entity. Therefore, it is essential to identify all factors that play a role in the real acquisition of educational content, and based on this knowledge, provide the necessary tools for maximum compatibility between the educational content (perceived) and the learner (perceiver) in order to facilitate the learning process. | ||
| کلیدواژهها [English] | ||
| Learning Theory, Learning Elements and Tools, Learner, Compatibility, Existential Unity, Transcendental Wisdom | ||
| مراجع | ||
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