چکیده:
this study, by focusing on the notion of the responsibility of philosophy, explores its relationship with religious education in plato, hirst, and mulla sadra. the findings indicate that theistic philosophers, in contrast to secular ones, conceive education as intrinsically linked to knowledge, and identify its ultimate purpose as the realization of innate human potential, emulation of the divine, the education of a person wise, and, at the highest level, the education of the caliphe of allah.from this standpoint, philosophy is accountable for directing human reason, will, and motivation along a theocentric path.consequently,among theistic sages, there exists a constructive and intrinsic relationship between the responsibility of philosophy and religious education. however, from the viewpoint of certain educational theorists such as hirst, who operates within the analytic tradition, this relationship is denied. and therefore, the goal of education, at its best, is to educate a social human being. for theistic philosophers, religious education represents the concrete manifestation of the philosophical responsibility; it is not a subsequent, but rather a fundamental and antecedent horizon, wherein the fulfillment of religious education equates to the realization of philosophy’s responsibility. the relation between the two is the ontological individuation of philosophical responsibility within the realm of religious education. such divergence arises from foundational differences in their respective anthropological,epistemological,and ontological premises.
خلاصه ماشینی:
(Republic, VII:519) Although, from Plato's perspective, philosophy is the guidance of the will, motives, and reason toward God, and the philosophical soul can recognize many truths through the difficult process of rational and ethical self-discipline (Guthrie, 1395: 10-11), not all human beings are capable of being educated.
Therefore, the truth of man and his felicity holds a very great position in Transcendent Wisdom; so much so that Mulla Sadra considers the goal of philosophy to be the bringing of man to perfection from the perspective of knowledge and action, and believes that the goal of wisdom is the perfection of the human soul in theoretical and practical intellect, meaning the resemblance of man to God (ibid, 1981: 1/ 20).
From Plato's perspective, philosophy is not a theoretical knowledge, but rather a type of education or the art of "blooming the divine nature of man"; meaning bringing man out of the darkness of ignorance toward the light of truth and achieving resemblance to God (the Form of the Good).
This education is an organized, rational, and ethical process whose goal is the blooming of human nature and his resemblance to God. Therefore, the non-religious idea that Plato proposes is that the real object of knowledge, such as especially the Form of the Good, is attained only through the blooming of the divine nature with purification and cleansing of the soul, which is a type of education.
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