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Examining the educational opinions of Khwaja Nizam al-Mulk Tosi's policy paper

Number of pages: 138 File Format: word File Code: 31559
Year: 2014 University Degree: Master's degree Category: Literature - Persian Language
Tags/Keywords: education - Educational votes - Khwaja Nizam al-Mulk - Khwaja Nizam-ul-Mulk Tosi - Policy letter - Policy letter writing - Siral Muluk
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  • Summary of Examining the educational opinions of Khwaja Nizam al-Mulk Tosi's policy paper

    Academic Thesis for Master's Degree

    Farsi Language and Literature

    Abstract:

    Policy letters, like any other literary phenomenon, are effective in reflecting the basic structure of society. Policy letters are a type of literature based on conditions The social environment and the inner characteristics of the people who have dealt with it are written in a special framework. Khwaja Nizam al-Malk Tosi is one of Iran's political writers. His famous work is called the Policy, which is considered one of the most unpretentious examples of Old Persian prose. He used the format of the policy to express the problems and reform the society. And his research in this work has come to the conclusion that the literary and historical influence of the policy in educational matters has the necessary power and strength. Nizam al-Molk is an educator who tries to establish the affairs of the state on the basis of religion and rationality, and infuses the educational self-reliance of ancient Iran's political thought into his political thought. For this reason, the source of the educational works of Khwaja Nizam al-Molk can be evaluated in this direction. Kurd. In various chapters of this book, he has tried to set the gem of education as a jewel of political power, and for this reason, it has a tremendous impact on our education in terms of literature and history. rtl;">research generalities

     

    1-1-Introduction

    Education has always been with humans and is an inseparable part of human existence. Because humans have needs for a better life. Education is of vital value for reforming society. Education is based on the conditions and social environment and characteristics and values. The people who have dealt with it have emerged in different formats, frameworks and types. In the Seljuq era, political writing was one of the things that received attention. The authors of Qadr Khawaja are no exception to this. The policy writers in the fifth century were Khwaja Nizam al-Mulk Tusi, who is one of the exceptional figures in policy writing. And mixing his thoughts and opinions with his valuable experiences, he created stories and wise educational advice. Every story and news in the life of al-Maluk, for a better formation, focused his attention on the things that this great Iranian minister had. With his abilities, he was able to create valuable educational points for the policy letter and be the basis for an eternal legacy.

    In this thesis, the educational views of the policy letter of Khwaja Nizam al-Molk Tosi have been investigated.

    This thesis is based on five chapters: after the general statement in the chapter First, in the second chapter, the theoretical foundation related to the subject, i.e. educational opinions, education, and its definitions and classifications, is discussed. The third chapter is devoted to the description of the biography, works and personal style of Khwaja Nizam al-Molk. In the fourth chapter, the breakdown, analysis and review of the existing educational opinions in the career of Nizam al-Molk is presented, and finally, in the fifth chapter, the conclusion is given.

    The obstacles and bottlenecks for this thesis, it can be pointed out the lack of research background about the educational ideas hidden in the heart of Sir al-Muluk, including the policy of Khwaja, the limitation of the available sources regarding Nizam al-Mulk. In this thesis, the policy of Ata Allah Tadin has been used more.

    The title of the most common form of expression of political thought in the Islamic period is of special importance, because these treatises are generally written with the aim of influencing political relations and Shahryar's decision-making, paying attention to the arrangement of political forces, and in this sense, they can be considered political writings in the strict sense of the word. And the rituals related to the monarchy were also developed and a class of educated people was formed in the court, one of whose duties was to teach these rituals to the princes and write educational works for the kings.

    1-2-Statement of the problem

    Khwaja Nizam al-Mulk is one of the greatest writers of the fifth century in the field of political letter writing. Among the sir al-Muluk books that he wrote, he is considered one of the most successful educational-political achievements. Political letter writing is an art. It is very valuable and has a profound social impact, and considering the need of today's human to cultivate the soul, this art is also considered.

    For the formation of the policy, elements and structures are used, which on the one hand are the necessary teachings, moral and educational values ??of his conscience, and on the other hand, are tied to the social life of the author. These elements are called politics. Practical, the conditions and obligations of government, the percentage of influence of ethics and education in governance, personal and social life are introduced.

    What is the quality of the application of educational elements in the policy is a question that can be researched and thought about. The stylistic examination of this work will lead to a better and more familiarity with the author. Siral Muluk Khajeh's educational plans should be examined and analyzed in detail.

    The word education is derived from the root (rabo) which means increase and rise, and different usages of this root all have the same meaning, such as (rabo) they say deep and loud breath that causes the chest to rise and (raboh and raabiyeh) high and high land. Ragindu (raba) means to increase and grow hair.

    Education is the development of different life skills that affect the three factors of the senses, imagination and personality of a person. In other words, choosing the appropriate behavior and speech, creating the necessary conditions and factors, and helping the person in question so that he can develop his hidden talents in all dimensions of existence and in a coordinated manner, gradually towards the desired goals and perfection. move.

    Policy book of Yasir al-Maluk is the work of Khwaja Nizam al-Malk Tusi, which was written in the fifth century in Persian language on the principles of rulership, countrymanship, morality and politics of the past kings. The style of this book is simple and free of artificiality and artificiality, and it is considered one of the masterpieces of the Persian language. Nizam al-Malk wrote this book by order of the king It was started by Seljuq and ended during the reign of Muhammad bin Malik Shah.

    Abu Ali Hasan son of Ali son of Ishaq Tusi known as Khwaja Nizam al-Mulk Tusi (408-485 A.H.) was a powerful minister of two of the kings of the Seljuk period in Iran; he was the most powerful minister in the Seljuk dynasty and the Seljuks also during his time. They reached the peak of strength. In twenty-nine years, he gave direction to Seljuk internal and external policy.

    The movement that Nizam al-Mulk created by building numerous military systems was soon followed with surprising speed in all the cities of Islamic countries. So that in the fifth and sixth centuries, there was no city where there were not many schools, whether small or large, and the rulers and rulers also followed it or showed interest in it. Of course, they were dedicated to the construction of educational centers in their cities and all the schools had a reliable library.            

    Some of his precious advices and parables in the moral parts of the way kings rule, such as the acceptance of advice and avoiding haste in matters of work and forgiveness, have been given to worthy servants. It is.

    In the forty-first chapter of his book, it is emphasized about the status of the deserving and religious scholars of Beit al-Mal.

    Another passage from the educational topics in the policy refers to the fact that Buzar Jamehr was asked what was the cause of the destruction of the Sassanid kingdom, while the high thoughts of Tu-Khe They were incomparable in their planning and wisdom. Bozar Jumehr replied that they gave big things to small people.

    Khwaje said in response to the guards who did not ask the poor to go away, you were chosen to serve such weak and helpless people, otherwise the kings and rulers would not want to serve you.

    Khwaja's assembly was full of scholars and scholars, where many people criticized that being together with scholars has prevented you from political issues. They answered that they are the beauty of this world and the hereafter, and if they were placed before me, they would still be greater than them.

  • Contents & References of Examining the educational opinions of Khwaja Nizam al-Mulk Tosi's policy paper

    List:

                Page

    Abstract.. 1

    Chapter One: Research Overview

    1-1-Introduction..3

    1-2-Statement of the problem..4

    1-3-Research questions.6

    1-4-Importance and necessity of research.7

    1-5-Research Background.7

    1-6-Research Objectives..8

    1-7-Research Hypotheses.8

    1-8-Definition of Key Word.8

    1-9-Research Scope and Scope.9

    Chapter Two: Theoretical Foundations

    2-1-Lexual Meaning and the terminology of the word education. 11

    2-2-Definition of education. 13

    2-3-Compatible definitions of religious attitude. 13

    2-4-Education from the perspective of the Qur'an. 15

    2-5-Relationship between ethics and politics. 17

    2-6-The goal of education. 21

    2-7-Relationship between Philosophical categories and various aspects of education and training. 23

    8-2-Definition of the science of education and training (education and upbringing). 23

    2-9-The science of education and training. 24

    2-10-Characteristics of the science of education and training. 26

    2-11-Educational opinion in the middle centuries. 28

    2-12-Using admonitions in the training of teachers. 29

    2-12-1-Quran and the method of preaching and admonitions. 29

    2-12-2-Necessary conditions for preaching and admonitions. 29

    2-13-Formation of a family and educational obligations. 32

    2-13-1-Accepting responsibility for failure and compensating for the shortcomings of parents.33

    2-13-2-Identifying shortcomings and trying to fix them.34

    2-13-3-Discipline and kindness.34

    2-13-4-Difference between being tough and incompetent.35

    2-14-Education and education.35

    2-14-1-The meaning of education from the perspective of Islam.37

    2-14-2-Education and education and its importance in Islamic society.38

    2-14-3-The meaning of education from the perspective of Western schools.40

    2-15-Theoretical and practical wisdom.43

    2-15-1-The end of existence.44

    2-15-2-The end of human life.45

    2-15-3-Self-discovery, the background of finding God.46

    2-15-3-1-Conclusion.46

    2-15-3-2-Growth and guidance of servants, the end of God's mercy.47

    2-16-Education from the perspective of religion.47

    2-16-1- The possibility of education.48

    2-16-2- The limits of education.49

    2-16-3- The dignity of education.51

    2-16-3-1-Reflection on the nature of the mission.53

    2-16-3-2-Reflection In the sense of reviving the self. 54

    2-16-3-3-Evaluating the meaning and scope of guidance. 55

    2-16-3-4-Education and the meaning of the best heritage. 56

    2-17-Educational fields. 57

    2-17-1-Formative education. 57

    2-17-2-Sharia education.58

    2-18-Philosophy of education.59

    Chapter three: Biography of Khwaja Nizam al-Molk Tosi

    3-1-Biography of Khwaja Nizam al-Molk Tosi.62

    3-2-Political and social conditions Seljuqian era. 66

    3-2-1- Alp Arslan. 67

    3-2-2- Malik Shah..67

    3-3-Style and manner of writing books. Nizam al-Molk.75

    3-7-The role of Nizam al-Molk in Nizamieh.76

    3-11-Eminent actions of Khawaja Nizam.78

    Chapter four: Examining the educational opinions of Khawaja Nizam al-Mulk Tosi

    4-1-Economic educational thoughts of Khawaja Nizam al-Mulk according to the book of politics.83

    4-1-1-Madarabashahrundan.83

    4-1-2-Attention to security.83

    4-1-3-Elitist.84

    4-1-4-Supervision of agents.84

    4-1-5-Route of managers.85

    4-1-6-Attention to welfare. General. 86

    4-1-7-Attention to research. 86

    4-1-8-Effects of encouragement and punishment in educational programs. 88

    4-2-Education for the prevention of corruption. 91

    4-3-Nizam al-Malek and Nizam al-Malek. 95

    4-3-1-Food..95

    4-3-2-letters and orders.95

    4-3-3-animals.96

    4-3-4-stories and historical anecdotes.96

    4-4-education in order and order.98

    4-4-1-in the order of special and general conception.98

    4-4-2-retention Administrative and military hierarchies and the respect of army chiefs. 99

    4-4-3-justice and justice. 100

    4-4-4-understatement and selective speaking. 107

    4-5-economic and social equality. 108

    4-5-1-characteristics of an accountant. 109

    4-5-2-in oppression. The sitting of the king. 111

    4-5-3- Effects of the king's neglect of the condition of the subjects and the country. 112

    4-5-4- The necessity of employing spies in various trades and guilds. 112

    4-5-5- The necessity of avoiding haste in making decisions about the affairs of the kingdom. 113

    4-5-6- The necessity of guarding 114. 4-5-7- Necessity of establishing justice and fighting with Khawarij. 114. 4-6- Ethics and politics in the views of Khwaja and criticism of practical politics.116

    4-6-1-Society groups in the thought of Khwaja Nizam al-Mulk. 116

    4-6-2-A vital issue in the survival of the government. 120

    4-6-2-1-The king's justice towards the subjects. 123

    4-6-2-2-Preventing the oppression of the minister. 123

    4-6-2-3-Preventing the oppression of the people against the subjects. 123

    4-6-2-4-Preventing the oppression of the subjects of the subjects. 124

    4-6-2-5-Preventing the oppression of the people against each other. 125

    4-6-2-6- Supervision of the judges for proper implementation. Justice. 125 4-6-2-7-Relationship between religion and government. 129 4-7-Educational tips for the rule of law. 132 4-7-1- The secret of Siral-Muluk's creation. 133 4-7-2 Necessity of meritocracy. 136

    4-7-3-1-Ambassadors' charter. 137

    4-7-3-2-King. 138

    4-7-3-2-1-Benevolence or selfishness. 140

    4-7-3-2-2-Anarchy in the choice. 140

    4-7-3-2-3-Council. 141

    4-7-3-2-4-Education for politics. 142

    4-7-3-2-5-Khwaja Nizam al-Molk's view on the position of women. 143

    4-7-3-2-6-Interestism is an educational indicator. 146

    4-7-3-2-7-Organizing relations between the city and other classes of society and religious groups. 150

    4-7-4-Education of kings. 154

    4-8-Education index in the royal career. 158

    4-8-1-Education and teaching of religion. 158

    4-8-2- Compliance Justice towards agents. 159

    4-8-3-No haste. 165

    4-8-4-Practical way of Nizam al-Mulk. 160

    4-8-5- Necessity of education and politics. 163

    4-8-5-1-Civil affairs. 164

    4-8-5-2-Military affairs.166

    4-8-5-3-Regulation of current affairs of the center of executive arrangements of the court.168

    4-8-6-Khwaja Nizam al-Molk in the Badgrandishan valley.171

    Chapter five: conclusion and suggestion

    5-Conclusion.176

    Presentation of proposal. 178

    Diagrams. 179

    List of sources. 184

    Source:

    - Akhsitki, Ibn Athir (Bita). Al-Kamal, translated by Abul Qasim Hahad, Volume 17, Tehran: Elami;

    2- Iqbal, Abbas (1369). Policy, Tehran: Asatir Publications;

    3- Elahi Qomshaei, Mehdi (1374). Quran Majid, Qom: Cooperative Company of Publishers and Booksellers of Qom;

    4- Anuri, Hassan (1390). Farhang Sokhn, second volume, Tehran: Sokhon Publishing House, ninth edition;

    5- Bagheri, Khosrow (1368). A second look at naming education, Tehran: Ministry of Education and Training, Educational Research and Planning Organization;

    6- Brown, Edward Granville (1358). Literary history of Iran, translated by Ali Pashazadeh Saleh, volume two, Tehran: Amir Kabir, first edition;

    7- Blandhamtian, Kivan (1383). Education and training Islamic, Bija: Quarterly of the field and university;

    8- Bahar, Malik al-Shaara (1366). Stylistics, Tehran: New design, first edition;

    9- Bahrami, Akram (1356). History of Iran from the rise of Islam to the fall of Baghdad, Volume II, Tehran: Tarbiat Moalem University Publications;

    10- Beyzawi, Umar bin Muhammad (1408). Anwar al-Tanzil and Asrar al-Tawil, Beirut: Dar al-Kitab al-Alamiya;

    11- Beyhaqi, Khawaja Abulfazl Muhammad bin Hossein (1374). Tarikh Beyhaqi, revised by Ali Akbar Fayyaz, Tehran: Nasher Alam;

    12- Popper, Karl (1378). Arms of Enemies, translated by Ezzatullah Fouladvand, no place: Khawarizmi;

    13-- Tadin, Ata Allah (1373). Policy, Tehran: Tehran Publications;

    14- Tosi, Khwaja Nizam al-Molk (1348). Policy (Sir al-Maluk), edited by: Jafar Shaor, no place: Khormi Publishing;

    15- Thomas, Henry (1362). Great Philosophers, translated by Fereydoun Badrei, Tehran: Scientific and Cultural Publications;

    16- Tharwat, Mansour (1376). Khordnameh, Tehran: Amir Kabir;

    17- Jahiz, Abu Othman Omar (1332). Al-Taj, edited by Habibullah Nobakht, Tehran: Education Commission;

    18- Jaafari, Mohammad Taqi (1366). Tafsir Nahj al-Balagha, Tehran: Nasheer Farhang Islami;

    19- Jamali, Mohammad Fazel (1360). Education from the Quranic perspective, translated by Seyyed Gholam Reza Saidi, Tehran: Muhammadi Publications Center;

    20- Dark, Hubert (1378). Sir al-Maluk, Tehran: Scientific and Cultural;

    21- Dashti, Mohammad (1370). Nahj al-Balagheh, Qom: Nasheer Shaker, first edition;

    22- Durant, Will (1370). History of Philosophy, translated by Abbas Zaryab, Tehran: Islamic Revolution Education and Publications Organization;

    23- Dehkhoda, Ali Akbar (1377). Dictionary of Dehkhoda, Tehran: Institute of Publishing and Printing, University of Tehran;

    24- Dehghan, Akbar (1379). One thousand points from the Qur'an, Tehran: Cultural Center for Lessons from the Qur'an;

    25- Razi, Abu Ali Ibn Maskoyeh (1369). The Experiences of All Nations, translated by Abul Qasem Emami, Tehran: Soroush Publications;

    26- Ragheb Esfahani, Hossein Ibn Mohammad (1404).

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