چکیده:
ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ﺗﻄﺒﯿـﻖ دﯾـﺪﮔﺎه ﻓـﺎراﺑﯽ و ﻧﯿـﻮﻣﻦ در ﺧﺼـﻮص ﻋﻠـﻮم و ﺑـﺎ اﺳﺘﻔﺎده از روش ﺗﻮﺻﯿﻔﯽ- ﺗﺤﻠﯿﻠﯽ (ﺗﺤﻠﯿﻞ ﺗﻄﺒﯿﻘﯽ) اﻧﺠﺎم ﺷﺪه اﺳﺖ. ﺑﺮ اﯾﻦ اﺳـﺎس در اﺑﺘــﺪا اﻧﺪﯾﺸــﻪﻫــﺎی دو ﻣﺘﻔﮑــﺮ ﺑــﻪﺻــﻮرت ﮐﻠــﯽ ﻣﻌﺮﻓــﯽ، آﻧﮕــﺎه ﺳــﺆالﻫــﺎی ﭘــﮋوﻫﺶ، ﺻﻮرتﺑﻨﺪی و اراﺋﻪ ﺷﺪه اﺳﺖ. ﯾﺎﻓﺘﻪﻫﺎ ﻧﺸﺎن ﻣﯽدﻫﺪ ﮐﻪ ﺑﻪﻃﻮرﮐﻠﯽ ﻣﯽﺗﻮان دﯾـﺪﮔﺎه دو ﻣﺘﻔﮑﺮ ﺑﻪ ﻋﻠﻮم را ﭘﯿﻮﺳﺘﻪ و ﻣﺮﺗﺒﻂ و ﺷﺎﻣﻞ ﺳﻪ ﻧﮕـﺎه ﮐـﻞ ﮔـﺮا / وﺣـﺪت ﮔـﺮ ا، ﺟﺰﮔـﺮا / ﺗﺨﺼﺼﯽ ﮔﺮا و ارزشﮔﺮا داﻧﺴﺖ. دﯾـﺪﮔﺎه ﻓـﺎراﺑﯽ و ﻧﯿـﻮﻣﻦ، از ﺟﻬـﺎت داﺷـﺘﻦ دﯾـﺪﮔﺎه ﺗﺨﺼﺼﯽ در ﺧﺼﻮص ﻋﻠﻮم، داﺷﺘﻦ ﻧﮕﺎه ﮐﻠﯽ ﺑﻪ ﻋﻠﻮم، داﺷﺘﻦ ﻧﮕﺎه ﺟﺰﺋـﯽ/ ﺗﺨﺼﺼـﯽ ﺑﻪ ﻋﻠﻮم، داﺷﺘﻦ ﻧﮕﺎه ارزﺷﯽ ﺑﻪ ﻋﻠﻮم، اﻋﺘﻘﺎد ﺑﻪ ﭘﺬﯾﺮش دﯾﻦ ﻣﺒﺘﻨﯽ ﺑﺮ اﺳﺘﺪﻻل ﻋﻘﻼﻧـﯽ و داﺷﺘﻦ ﻧﮕﺎه واﺣﺪ ﺑﻪ ﻫﺪف ﻋﻠﻮم، دارای اﺷﺘﺮاک اﺳﺖ ﻫﻤﭽﻨﯿﻦ، دﯾﺪﮔﺎه اﯾﻦ دو از ﺟﻬـﺎت وﺳﻌﺖ و ﮔﺴﺘﺮه ﭘﺮداﺧﺘﻦ ﺑﻪ ﻋﻠﻮم، در ﻧﻈﺮ ﮔﺮﻓﺘﻦ ﻣﻼکﻫﺎی ﻓﻀﯿﻠﺖ ﻋﻠـﻮم و ﮐـﺎرﺑﺮدی ﺑﻮدن ﻧﮕﺎه ﺑﻪ ﻋﻠﻮم، دارای اﻓﺘﺮاق اﺳﺖ. ﺑﺮ اﺳﺎس اﯾﻦ ﯾﺎﻓﺘﻪﻫﺎ، در ﺑﺨـﺶ ﭘﺎﯾـﺎﻧﯽ ﻣﻘﺎﻟـﻪ ﮕﻮی ﻣﻨﺎﺳﺐ آﻣﻮزش ﻋﻠﻮم در ﻧﻈﺎم آﻣﻮزﺷﯽ (داﻧﺸﮕﺎه) ﭘﯿﺸﻨﻬﺎد ﺷﺪه اﺳﺖ.
The present study aimed to compare the perspective of Farabi and Newman on the science، and using the method of analytical descriptive-"comparative analysis" is done. Accordingly، in the first of two overall mastermind introduced، then research questions provided. The findings show that in general the two views can be joined to make science relevant and thoughtful، and consists of three total-look/unity-oriented، value-oriented، professional and special/-oriented '. Perspective of Farabi and Newman، having specialized in perspective directions of science، you have to look to the overall look of trivial/specialized، having to look at the value of having to believe in science، to accept the religion-based rational arguments، and having a look at the purpose of the unit is sharing. Also، the response of the breadth and scope to address the criteria، regardless of the virtues of science، and applied science to being rated is differentiating. Based on these findings، in the final part of the article، the proper education of the educational system of pattern (the University) has been suggested.