رویکرد تربیتی به کارکردهای پرسش های هم گرا در دفتر اول مثنوی مولانا (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
بیان مسئله: در آثار مولوی تأثیرگذاری بر مخاطب بسیار مهم است، ازجمله دلایل این ادعا، علاوه بر اشاره های مستقیم وی به رعایت مقتضای حال مخاطب، وجود پرسش های زیاد در مثنوی معنوی است که سبب ایجاد تفکر در مخاطب می شود.روش: در پژوهش حاضر به استخراج کارکردهای تربیتی پرسش های همگرا از دفتر اول مثنوی مولوی پرداخته می شود. برای این منظور با جمع آوری و دسته بندی پرسش های همگرا از دفتر اول مثنوی، پرسش های همگرای تربیتی دسته بندی، و کارکردهای تربیتی این پرسش ها، براساس برانگیزانندگی، استنتاج خواهد شد. در این کار ضمن استفاده از شیوه کتابخانه ای در جمع آوری داده ها و انتخاب نمونه هدفمند و همگون، برای تحلیل داده ها درگزارش نهایی، از تحلیل محتوای کیفی استفاده می شود که به سبب دقیق تربودن شیوه رفت و برگشتی دارد.نتایج و یافته ها: حاصل این پژوهش قرارگرفتن پرسش های هم گرای تربیتی دفتر نخست مثنوی در کارکردهایی مانند ایجاد یادآوری، پذیرش ناتوانی، توجه و تمرکزدهی بر یک موضوع، نمایاندن غفلت و نادانی، غفلت زدایانه، بیان پشیمانی و تلاش برای جبران و خواهش از خدا بوده است. مدرسان می توانند در امر تربیت از پرسش در کارکردهایی که از مثنوی مولوی استخراج شد، برای برانگیزانندگی، خلاقیت و رشد فکری و منطقی دانش آموزان و دانشجویان استفاده کنند.Educational approach to the functions of convergent questions in the first book of Rumi's Masnav
Rumi is a Persian poet and mystic of the seventh century AH who pays attention to the audience and the effect that his poems and writings have on the personality of the audience. Among the reasons for this claim, in addition to his direct references to the appropriate observance of the audience, is the existence of many questions in Masnavi that cause thinking in the audience’s mind. Contrary to the audience's expectation of convergent questions that focus more on the literary aspect, this study seeks to investigate other aspects of convergent questions to extract the educational functions of convergent questions from the first book of Masnavi. For this purpose, by collecting and classifying the convergent questions from the first book of Masnavi, we extracted the educational functions of the convergent questions from Masnavi based on the motivation they have in the audience. In this research, using the library research method for data collection, and sample selection for data analysis, the qualitative research method of content analysis was used in the final report. The result of this research indicates the inclusion of convergent educational questions in the first book of Masnavi with functions such as creating a reminder, accepting disability, paying attention and focusing on a subject, showing negligence, and expressing regret. Keywords: Rumi; Convergent Question; Educational Question; Educational Function; Masnavi. IntroductionQuestioning is a method that has attracted the attention of many researchers at different times such as Socrates and Plato, and perhaps the least reflection of questioning in mystical texts is expected because most of them are not as a means of rationalization. But with a bit of searching, the questioning method appears to be important in the lesson of some mystics who have an audience-based style. Questioning, showing the intelligence of the questioner and the manner of the respondent, has had a great impact on the development of disciples' mental and scientific development. Rumi, among the Iranian mystics, is the poet of the seventh century AH, who has thought educational, ethical, and human development issues. He has paid much attention to the audience, dialogue, and question and answer in the audience's mind. Rumi says that the seeker accompanies the speaker and brings him alive even if he is dead or mute.Among the most commonly used questions in mystical texts are convergent or short answers. In terms of the level, these questions are not expected to have a great educational role, but they need more reflection due to the creation of ethical and behavioral consequences.Despite the fact that converging questions are widely used in Masnavi, until now, there is no practical and independent research in the field of presenting the model and educational functions of questioning. This research, focusing on the first book of Masnavi Manavi, can help to show the way convergent questions can be raised with the purpose of intellectual stimulation and internal and external change. In this research, due to the large volume of the six books of Masnavi and for a detailed and in-depth analysis, only the first book of Masnavi has been investigated.Researchers in this study are looking to answer the following questions: 1) what is the convergent and heterogeneous questioning in the first office of Masnavi? 2) What are the examples of convergent questioning verses that have an educational impact? 3) On what basis can the educational functions of the question be obtained in Masnavi? 4) What are the educational functions extracted from the questions? Review of the LiteratureMolavi does not blame any kind of intellect. He criticizes partial reason, which is the only tool that is supposed to be used in the initial stages of life and the journey to the truth. To him, if partial reason is considered the main and final tool to reach the ultimate goal of life and prevents a person from being trapped in the partial intellect or resourceful intellect, it violates the existence of the present world. The general intellect has a final and hidden form, which is the original version of the world, and all forms get their light from it, and the soul of the universe finds its consistency from it. The abstract intellect is the middle ground between general intellect and partial intellect‘Education’ means providing reasons for growth and breeding. Hence, it also means nutrition and physical growth. However, it should be noted that the term ‘education’ mostly refers to the aspect of personality development and the improvement of people from the spiritual and behavioral aspect, which is cultivation and refinement (Bagheri, 2012, p. 51). MethodologyThe content analysis adopted in this study was first presented by Lawrence Borden (1966). It has three principles in order:1) The initial analysis is dedicated to the organization and the initial revelation of the text. It includes the following steps:a) Free reading of the text for the initial acquaintance;b) Selecting the required documents, which are sometimes clarified in advance, with the subject matter of the research, and features such as sample comprehensiveness, customary and sample representation from the entire statistical population and data, homogeneity, and proportion of data in the selection of documents;c) Setting assumptions and goals;d) Marking signs and determining the goals of the hypothesis; ande) Preparing materials before starting the original analysis. 2) Extracting from materials that include encryption, calculation, or count tailored to the list or program that is already set. 3) Submitting and reviewing the results and then their interpretation (p. 107- 115)Based on the steps mentioned, in this study, first, the selection of documents was done comprehensively. Then, the overall categorization of the questions, minor goals, and research questions were reviewed, and the educational functions of convergent questions were prepared in the first book of Masnavi. In this step, it can be said that the goals and categorization of the titles have been inductive and deductive, meaning the function of convergence questions was finalized by revising the text and categories. After extracting, categorizing, and analyzing the results, the explanation and analysis of the educational functions of the convergent questions were written. ResultsMolavi is a mystic who pays attention to the issue of wisdom and reason at different levels, and for each of the levels, reason has priority. He considers general reason as ‘the light of light’, and sees partial reason to be misleading if it is used as the main means on the way to reach the goal of a seeker due to the characteristics of worldliness, utilitarianism, and subsistenceism. He has also paid much attention to the training of his disciples and respecting the needs of the audience in his works, and for some of his audience in some stages, he has also benefited from partial and philosophical reasoning. One of the signs that shows Molavi's attention to the audience and the influence of the word on him is mentioning many questions everywhere in his works, especially in Masnavi. Among the six books of the Masnavi, the first book has been the focus of the present research due to its superiority in compilation and the presence of pristine topics in it.Among the 476 interrogative and educational verses used in the first book of Masnavi, there are 284 converging verses, which shows Molavi's attention to this type of question. In the classification of verses with converging questions with different functions, the important principle is the internal and behavioral motivation of the questions selected from the text of the first book of Masnavi.In the first book of Masnavi, convergent educational questions have functions such as creating a reminder, accepting disability, paying attention and focusing on a subject, showing negligence, neglecting, expressing regret, and trying to compensate. As the implication of the study, educators can use questions with functions that have been extracted from Maulavi's Masnavi to stimulate the creativity and intellectual and logical development of students.
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