ভূমিকা

Shiavault - a Vault of Shia Islamic Books Muslim Scholars’ Views on Education Educational Ontology Goals of Education Khajeh Naseer believes that human being has different and diverse abilities, aptitudes and capacities. Man has two attitudes: attitude towards goodness and badness.

Therefore, It is quite necessary that, as one of the most important goals of education, manُ s abilities to be educated and his or her capacities to be actualized in order that he or she might achieve a scientific and practical perfection and attain the ultimate happiness and nearness to God. It is evident that education and guidance of educators, teachers and guides play a great role in this field (Beheshti, Abu ja’afari & Faqihi, 2000).

Khajeh Naseer Tusi introduces an absolute happy as one whose happiness has no decline and change. Happiness is obtained whenever its owner enjoys a pleasure of wisdom. One, who has not comprehended such a true and real pleasure, how will be inclined to it? (Tusi, 1981). Khajeh Naseer Tusi emphasizes “moderation” a characteristic which can bring humans to happiness. Those ones who pay attention to only some of their aptitudes or powers canُ t reach happiness (Tusi, 1981).

Farabi believes each folk (country) whose cities cooperate to achieve happiness will become lucky, and all the inhabitants of the world will become lucky whenever all folks (countries) in the world cooperate to attain perfection and happiness (Seyyed Arab, 2007). Farabi considers human perfection, as one of the educational goals, in acquiring virtues and acting according to them.

He believes that action is of particular importance in actualizing the intellectual development (Soltanolqaraee, 2005). Farabi sees guidance of man’s main aptitudes or powers, i.e. lust, anger and rational faculty or intellect as the aims of education. The major aim was the cultivation of the rational faculty in such a manner that it becomes governor of other aptitudes (Soltanolqaraee, 2005).

The following cases can be known as the goals of education from Farabi’s viewpoint: Instruction of right beliefs, and strengthening the belief to them. Such beliefs as belief in God, hereafter, happiness and the way to reach it through cognition of deeds and actions that lead to happiness. Training of necessary skills for incumbency of a duty in Utopia (virtuous or perfect city) Encouragement of individuals for action according to right beliefs.