Investigating the place of reason and emotion in moral education from the point of view of professor Motahari

Master's Thesis

History and Philosophy of Education Department

(Islamic Education and Training)

Abstract

Ethics and moral education is considered one of the most important human issues of schools and especially human education. Because moral education provides happiness and salvation. The category of ethics has various dimensions such as reason and emotion. Intellect and emotion are two high human values ??which, like other human values ??in the past, were mixed by God in the human yeast. Human beings reach the perfection worthy of a human being when they use these two powers appropriately and with correct measurement.

The aim of the present research is to examine the place of reason and emotion in moral education from the point of view of Prof. Motahari. Considering its subject and purpose, this research is considered as applied research and its research method is descriptive-analytical (content analysis) and the method of collecting information is library.

The first question of the research is: What is the place of reason in moral education from Professor Motahari's point of view? From the total opinions of Professor Motahari, it can be deduced that perfect morality is morality that is based on the strength of reason and will, and that all human emotions and desires are under the control of reason. A moral work is a work done according to reason, and a moral person is someone whose existence is ruled by reason. Intellect is a force that, if used correctly, recognizes good morals and considers adherence to them for the good of society and one of its own perfections. He also knows ugly morals and considers committing them to the detriment of his worldly and carnal life and the society. If the soul has the benefit of wisdom, it will consider all the realities of life wisely. Every good deed that wise people praise and people call moral, its foundation is wisdom. The second research question: What is the place of affection in moral education from the point of view of Professor Motahari? With the investigations done in Professor Motahari's opinions, it is understood that he considered emotions far from wisdom as false and unacceptable. Gradually, as our intellectual powers develop, moral virtues are created in us, and after that, our emotional responses become compatible with what our intellect recognizes. Therefore, due to the compatibility between reason and emotion, and in fact, emotions follow reason, natural tendencies are in a state of balance and are accelerated with the help of reason, otherwise emotions alone do not create any motivating and cognitive role in ethics.

key words: reason, emotion, moral education. It has put today's people in front of many problems and the successive scientific and technical successes have created this feeling in the modern man that he does not need the moral dimension. (Warnock, Fanai translation, 1380, p. 140)

The growth of extensive experimental and biological research made man to be assumed as an evolved animal and the moral aspects of man are considered only to the extent of physical interactions and cellular changes. (Berzinka, translated by Baybordi, 1371, p. 30) and on the other hand, generalizing the logic of the machine age and the productivity of the assembly line to humans caused them to be treated like machines. (Gotek, translated by Pak Sarasht, 1380, p. 163)

If we consider education to be a free approach to the values ??that provide the basis for human evolution, we find that with all the progress that has been made in the field of science and technology, no change has occurred in the evolution of humans and even this progress has caused them to degrade and turned them into people who turn away from values, which is an example of Nietzsche's words that belittle modern man. has been (Naqibzadeh, 1376, p. 194)

The most important purpose of divine revelation is the education of man, and reason, which is the essence of the divine spirit, was given to this creature as the prominent element of man to ensure the realization of this purpose. In addition to the great power of reason in man, there is another great and stunning power called emotion, which is a reflection of the human soul in the field of God-knowledge and altruism, and this spiritual manifestation is one of the prominent characteristics of Mamdoha and is the guarantor of happiness, personality, perfection, security and status of a person. This type of education provides the basis for humanization and human happiness.During the past periods, many philosophers and human thinkers and religious leaders have paid attention to this issue in some way.

In this chapter, we intend to state the problem, the importance and necessity of the research, the objectives of the research, both general and partial objectives, and the research questions (main and secondary questions) and the definition of the terms intellect, emotion, education, ethics, and moral education so that the reader is more familiar with the generalities of the present research.

1-2-Statement of the problem

Ethics and moral education are considered to be one of the most important human issues of schools, especially human education. Because moral education provides the means of human happiness and salvation. According to Motahari (1383), the Holy Prophet (PBUH) says: "I have been sent and inspired to perfect morals." The category of ethics has various dimensions, such as the dimension of reason and emotion, and they should be paid attention to in the topic of moral education.

Intellect and emotion are two noble human values ??that, like other human values ??in the past, have been mixed by God in the leaven of man. Undoubtedly, each of the two great forces of reason and emotion have an independent and effective contribution in ensuring human happiness and well-being. Mankind will achieve human perfection when he uses these two great powers appropriately and with correct measure. Ensuring prosperity and health and movement of society requires harmony, empathy, cooperation and cooperation of reason with emotions and feelings. Weakness and lack of any dynamic, but the principle of movement of the individual and society in the path of education, growth and excellence, will cause huge and irreparable damages. Reason is the guide and guide of man towards perfection. The rule of reason is based on reasoning and proof, and it is based on calculation and logic. emotions; It is a powerful driver, a force and a dynamic arm, a strong brake, and an aggressive deterrent and reprimand. Emotion does not deal with calculation, does not know logic, and is alien to reasoning and argument. Just as the Holy Prophet, peace and blessings of God be upon him, has emphasized people to think about the issues of life, he has also encouraged, encouraged, and enjoined them to love, kindness, and compassion. The role of emotions in human life is unquestionable, and human life is influenced by his emotions in all stages of development, even in infancy, and his personal and social behavior is affected by them in some way. Even the mental and intellectual health of a person depends on his emotional health. (Beheshti, 1380, p. 570)

Socrates mentions the deep relationship between reason and morality, in such a way that he believes that knowledge is the basis of virtue. Socrates is one of the first people who consciously appeals to the arguments of reason to answer the question of how each person should live and uses appropriate methods to use reason to solve this problem. Therefore, Socrates expresses a rationalistic moral theory focused on virtue. (Warnock, Fanai translation, 1380, pp. 14-28)

Aristotle considers the goal of moral life to be happiness through the strict implementation of rational activities. (Aristotle, translated by Pour Hosseini, 1381, p. 83)

Wilson examined the role of reason in moral education in relation to people's interests, logical compatibility with oneself, knowing facts and applying these skills in practice. (Elias, translated by Zarrabi, 1385, pp. 88-89)

Kohlberg also considers the place of reason in moral education very important and considers reason as a process of excellence in which moral principles are used as solutions to solve problems. (Ibid., pp. 91-92)

Hurst and Peters both consider moral education as a context in which a person can provide the context for rational education. (Ziba Kalam, 1384, p. 35)

Harry Sheffield believes that the purpose of education is to raise a person in such a way that he can choose moral affairs in a free choice, not to provide a series of information and answers to the child

. As a result, the main goal of moral education is the growth and flourishing of intellect.