The Components of

Rosta, Mehdi; Alavi, Seyed HamidReza; YariDehnavi, Morad

doi:10.30497/esi.2025.247941.1917

The Components of "Wisdom" and Their Implications for the Principles of Religious Education

Document Type : Scholarly Article

Authors

¹ Ph.D. in Philosophy of Education, Shahid Bahonar University of Kerman, Kerman, Iran

² Professor, Department of Educational Sciences, Shahid Bahonar University, Kerman, Iran

³ Associate Professor, Department of Educational Sciences, Shahid Bahonar University, Kerman, Iran

10.30497/esi.2025.247941.1917

Abstract

The religious devotion of many learners faces significant challenges due to dogmatism and a superficial approach in understanding religion. Utilizing the components of wisdom in designing the principles of religious education can lead to the formation of a deep and profound cognition among learners regarding religious knowledge. Consequently, the objective of this research is to extract the components of wisdom and to deduce their implications for the principles of religious education. The descriptive-analytical method was used to extract the components of wisdom, and Frankena's deductive method was employed to deduce the principles of religious education. The research population encompassed all theories in the field of wisdom, with the sample consisting of the most highly-cited theories in this domain. After extracting the most relevant components of these theories to religious education, and by basing them as factual propositions combined with the normative proposition, the principles of religious education were deduced. The findings include new principles of religious education: "Enhancing religious awareness and insight," "Abandoning religious prejudices," "Utilizing one's own religious experiences," "Reflecting on religious knowledge," "Critically examining one's own and the community's religious beliefs," "Striving to answer religious questions and doubts creatively," "Understanding and regulating one's own religious cognitions," "Utilizing religious knowledge to resolve life's challenges," "Strengthening religious spirituality in accordance with religious teachings," and "Managing emotions." The research findings indicate that achieving a profound understanding of religious knowledge necessitates attention to three domains: cognitive, affective, and practical-experiential. This means an individual can attain a profound religious understanding by effecting desirable changes in all three domains, particularly the cognitive dimension. It is recommended that these new principles be used in designing the religious education curriculum.

Keywords

Main Subjects

Educational sciences

[1]. این مقاله برگرفته از رساله دکتری با عنوان: «تبیین رویکرد علامه طباطبائی به خردمندی (با تأکید بر تفسیر المیزان) و کاربست آن در «خرددرمانی» و «تربیت عقلانی» در دانشگاه شهید باهنر کرمان است.

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