خلاصة:
In this article, we aim (objective) to present a pattern and model for moral education based on the requirements of human dignity from the perspective of Immanuel Kant and Morteza Motahhari. Therefore, at the beginning, the concept of dignity, the content of the term human dignity, and its importance in the thought of Kant and Motahhari have been analyzed, and finally, moral education based on the requirements of human dignity (educational implications of the requirements of human dignity) has been analyzed and examined using the (tools) works of these two Muslim and Christian thinkers. The present research, using a descriptive-analytical method and utilizing library tools, research notes, and study data, has investigated the research topic and answered questions and conceptual ambiguities in this field.
ملخص الجهاز:
Therefore, Kant used the term human dignity and considers its origin in human capacities; also, from Kant's perspective, human value is intrinsic and internal, and humans are endowed with it by nature, and this very thing should be the basis of our behavior, meaning that we respect the humanity and human dignity of every individual and treat them equally regardless of social and religious positions; "All human beings are born free and equal in dignity and rights.
(Hosseini, 2009) In Motahhari's view, what causes innate dignity and respect for humans in Islamic teachings is the holy and angelic soul, election and selection, fitness for accepting responsibility, having the scale of justice in one's conscience, fitra (innate nature), awareness of the Names of Allah, and having high motivators such as Divine Pleasure and being the purpose of creation.
Therefore, in Kant's thought, innate dignity is the first and most fundamental executive guarantee in human lives, based on which, regardless of all racial or religious characteristics, humans possess equal intrinsic value and a special status.
Table (2) Results of the analysis of Kant's "word dignity" Discussion Moral education based on the requirements of human dignity from Motahhari's perspective Today, in contemporary legal and social literature, human dignity means that a human being is precious, noble, and honorable as a human being.
(Yadollahpour, Modab, 2014) Freedom is one of the dignity-bestowing forces and a facilitator of human moral education because, in Motahhari's view, a good deed and noble character are considered virtues for a human when they emerge and manifest under free conditions.
(
, 
, 
)
