خلاصة:
Rereading the views of thinkers who existed in our past history, due to their close connection with the country's indigenous culture, can play a significant role in educational designs. Especially if this rereading takes place in the contemporary atmosphere of society and with a look at the issues and conditions of the present time, it will also be a problem-solver for these issues. In line with this goal, the present writing rereads the views of Rumi Jalal al-Din Balkhi, a thinker of the seventh century AH; first, the philosophical presuppositions in Rumi's educational views are stated. These presuppositions include: unity of existence, permanent connection to the origin-destination and ontological consciousness in the cosmological section, the symbolic nature of the world, acceptance of universal reason, disparagement of particular reason, and criticism of confining reason to logical reasoning in the epistemological section, the originality of the soul in the relationship between soul and body, emphasis on human free will and insistence on the middle position, the unity of origin and destination in an advancing movement, the institutionalization of negligence and forgetfulness in humans, and the multi-layered nature of existence in the anthropological section, considering God as the origin and destination of all values, and attention to the motivation of actions in the axiological section. In the educational views section, Rumi considers movement towards God as the ultimate goal of education; his educational principles are examined in three parts: macro, meso, and micro. Macro educational principles: man's responsibility in the process of his own education, regulating the educational process in proportion to individuals' abilities and capacity, the precedence of internal transformation over external change, attention to psychological education versus physical education, and the multiplicity of ways of cognition; Meso principles: continuous self-assessment, trust in the mentor, and the precedence of purification over knowledge; Micro educational principles or educational methods: self-discipline (imposing on the self), providing insight about oneself and one's situation, and the method of love.
ملخص الجهاز:
These presuppositions consist of: unity of existence, permanent connection to the origin-destination and consciousness of being in the cosmological section, the symbolism of the world, acceptance of universal reason, disparagement of particular reason and criticism of confining reason to logical arguments in the epistemological section, the primacy of the soul in the relationship between soul and body, emphasis on human free will and insistence on the middle position, the unity of origin and destination in an ascending movement, the institutionalization of negligence and forgetfulness in humans and the multi-layered nature of his existence in the anthropological section, considering God as the origin and destination of all values, and also attention to the motivation of actions in the axiological section.
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