چکیده:
Judging whether moral decisions are rational or not is one of the important concerns of moral philosophy and is one of the most important issues of educational philosophers. John Dewey has been the theorist as one of the most influential twentieth-century educational philosophers in this field. By designing the theory of "dramatic rehearsal," he explains how human reflects on ethical situations, and subsequently outlines his point of view on moral education and the expression of its most important components. In this research, by analytical-critical method, we review and critique Dewey's view from the perspective of Allameh Tabatabai. The results show that Dewey has focused on the natural needs of the practice of acting in the practice of ethics, and has commented on good cause in making decisions about moral action. While Allameh Tabatabai, with the design of the theory of practical credit, has taken into account both natural needs and innate needs in the practice of ethical action, he has also considered the good cause and the current goodness in deciding whether to do moral action. And (in the educational sector), there are three critique of Dewey's view from the perspective of Allameh: 1- Dewey's material and terrestrial view of ethical education 2- ignoring the element of innate as one of the necessary conditions for moral education; and 3. not paying attention to the element of faith as one of the important components of moral education.
خلاصه ماشینی:
Analysis and Critique of Dewey's Theory Regarding Action and the Elements of Moral Education from the Perspective of Allameh Tabataba'i (RA) 1 Ali Ghasemi, PhD, Department of Education, Tarbiat Modares University, Tehran, Tehran, Iran.
2-2- Allameh Tabataba'i's view on the role of conventional perceptions in voluntary action ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ 1 - Moral Perception 2 - Moral Action According to the Allameh, real perceptions (such as worldview, anthropology, knowledge of the properties of materials and the laws of nature, and knowledge regarding the consequences of actions) can never bring an action into existence; although they construct the mental framework and structure of a human being and provide the context for organizing the system of human needs, preferences, and practical priorities; however, that science which is the direct and immediate means of human actual perfection is conventional science.
In summary, the positive point of Dewey's theory in examining reflection related to moral action is the importance given to the role of mental images and the highlighting of the faculty of imagination, through which, in this process, a human uses the faculty of imagination to visualize the upcoming situation in their mind and thereby enables correct decision-making.
3- Conclusion In this article, the issue of reflection related to human action and the way he judges in moral situations has been investigated, in which both Dewey's view and Allameh Tabataba'i's view have been described and explained, and likewise, the essential elements of moral education have been stated that are consistent with the explanation of the theory of moral action.
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