بررسی تحلیلی آرا نو معتزله با تأکید بر اندیشه های محمد عابد الجابری و دلالت های آن در تربیت دینی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
محور این پژوهش بررسی تحلیلی آرا نومعتزله با تأکید بر اندیشه های محمد عابد الجابری و دلالت های آن در تربیت دینی است. جنبش نومعتزله خصوصاً عابد الجابری با عبور از گفتمان دینی سنتی، با ارائه خوانش جدید و انتقادی از دین، سعی در بازسازی سنت گذشته اسلامی کرده تا در پرتو آن دنیای مدرن خویش را ساخته و از سویی دین را با عصر جدید متناسب سازی کند. با بررسی نظریات جابری در ارتباط با اندیشه اسلامی، انسان، قرآن و تربیت می توان طرحی نو در تربیت دینی بنیان نهاد. چنانچه اصالت، اسلامیت و عصریت از مهم ترین مؤلفه های فکری جابری در حوزه تربیت دینی است که او را از دیگر نومعتزلیان متمایز کرده است. مبانی منبعث از آرا و اندیشه های جابری در دو سطح فرادینی و درون دینی می تواند راه گشای چالش های پیش روی تربیت دینی در عصر جدید باشد. این پژوهش با روش توصیفی- تحلیلی بر آن است تا با بررسی تحلیلی آرا و اندیشه های جابری، دلالت های تربیت دینی را استخراج کند. نتایج نشان داد که مولفه های تربیت دینیمورد تأکید جابری عبارت اند از: تأکید بر عقلانیت دینی، اخلاق محوری، تفکر انتقادی، آزاداندیشی، شک گرایی، عدالت محوری، غایت محوری متن دینی، زیست مسلمانی در دوره مدرن، استفاده از محتوای عقلانی- انسانی، محتوای ایدئالیستی- انتقادی و در نهایت تأکید بر نظام آموزشی مستقل و غیرایدئولوژیک در تربیت دینی.Analytical Examination of Neo-Mu'tazilite Theories: Insights from the Thought of Muhammad Abed Al-Jabri and Implications for Religious Education
The present study focuses on Neo-mu'tazila theories with an emphasis on the thoughts of Mohammad Abed Al-Jaberi and its implications for religious education.The Neo-Mu'tazila movement, especially Abed al-Jaberi, by passing through thetraditional religious discourse and presenting a new and critical reading of religion,tried to reconstruct the tradition of the Islamic past in order to build its own modern world and to adapt religion to the new era. By examining Jaberi's thoughts in relation to Islamic thought and education, a new plan can be established in religious education.originality, humanity and modernity are among the most important intellectual components of Jaberi in the field of religious education, which has distinguished him from other Neo-Mutzalis. Basics derived from Jaberi's opinions and thoughts at both meta-religious and intrareligious levels can open the way for the challenges of religious education in the new era. The present study with a descriptive-analytical method aims to extract the implications of religious education by analyzing the opinions and thoughts of Jaberi. The results proved that the religious education emphasized by Jaberi are: emphasis on religious rationality, ethics-oriented, critical thinking, free thinking, skepticism, justice-oriented, goal-oriented religious text, Muslim life in the modern era, use of rational-human content, idealistic-critical content and finally emphasis on independent and non-ideological educational system in religious education.Keywords: neo-mu'tazila, Abed Al-Jaberi, religious education. SynopsisAfter several decades of establishment of the Islamic system and despite the efforts made in the field of religious education, one of the important challenges facing the educational system is the efficiency of religious education in the society. Incorrect standards of education in policies and evaluation of Quranic and religious subjects, lack of attention to the psychological structure of adolescence and the use of incorrect methods in Islamic education are damaging factors in religious education in schools (Hamid & Daman Pak Moghadam, 2009).Religious traditionalists have created the causes of this inefficiency by adopting a task-oriented, top-down, prescriptive view, and on the one hand, eliminating man as a dynamic and active factor in the definition of religion (shamshiri, 2016). The dominance of such an interpretation of religion causes religion to lose its real and field function in human life, so it is necessary to revise the definitions, foundations and components of religious education from a philosophical point of view.The Neo-mu'tazila movement, based on the old Mu'tazila, and using intellectual-philosophical elements and modern western methods (valve, Ahmed, Sarasht, Moghadam, & Mohammad, 2017). tries to rebuild Islamic civilization and has an effective entry into the new world. According to the large number of researches about Non-Mutzaleh, it indicates that the researches in this field have focused on the analysis of their opinions, but less research has focused on the religious education of Neo-mu'tazila. Therefore, the lack of such a research in this field is strongly felt. In this way, one of the influential figures of the Neo-mu'tazila in the current period is Muhammad Abed al-Jabri, who by examining and exploring his intellectual components about revelation, Quran, human, philosophy and society, a new plan in the field of religious education can be deduced.The present research with a descriptive-analytical method aims to extract the implications of religious education by analyzing the opinions and thoughts of Jabri. For this purpose, the philosophical foundations of Abed al-Jabari were first examined, then from these foundations, prescriptive propositions for religious education were extracted.ConclusionIn examining the thoughts and works of Neo-mu'tazila, their thoughts can be classified in two general - global level and Islamic societies. In the meantime, some ideas of Neo-mu'tazila have been raised within the Islamic thought circle, so they have been specific to Islamic societies and culture. According to Jabri, in religious education, it is necessary to pay attention to the fundamental fact that the field of religion and philosophy have separate fields, and the different field of intellectual sciences should not be mixed with theoretical sciences. According to his belief, the minimal agreement and consensus of the society's elites in delineating the foundations and goals of the religious system has prepared the ground for cross-group and national religious education, and by attracting the ethnic-religious majority, it can bring maximum citizenship education.The most significant components of Jaberi's thought in the field of religious education, which distinguishes him from other modern thinkers, can be divided into three areas: authenticity (Diarbigi, 2017), Islamism (Hanafi & al-Jabari, 1990) and modernity (al-Jabari, 1991). The results showed that the components of religious education from Jabri's point of view emphasize religious rationality, ethics-oriented, critical thinking, free thinking, skepticism, justice-oriented, goal-oriented religious text, Muslim life in the modern era, use of human-rational content, The content is idealistic-critical and finally the emphasis is on an independent and non-ideological educational system in religious education.
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