Zakieh Azadani; Seyyed Mohammad Reza Beheshti
Abstract
The question of freedom has been one of the most famous and also most important issues in the history of philosophy. But Heidegger's approach to this question is privileged and outstanding. This article tries to convey the idea of freedom in three phases of Heidegger's thought, on the basis of three ...
Read More
The question of freedom has been one of the most famous and also most important issues in the history of philosophy. But Heidegger's approach to this question is privileged and outstanding. This article tries to convey the idea of freedom in three phases of Heidegger's thought, on the basis of three important concepts: human being, world and Being. If the question of freedom in Being and Time concentrates on the concept of Dasein and his returning to himself as the pure possibility, in the writings between the years 1928 to 1931, the idea of transcendental freedom is posed in relation to the concept of the world. Here, freedom as the ground of every grounding, let Dasein connect the beings as a whole and build a world. Finally, since 1931, the question of freedom tied to the issue of Being and became the fundamental condition of unconcealment as the truth of Being.
fatemeh soleimani
Abstract
Islamic philosophers believe that human being is the microcosm and the world is macrocosm. Thus, according to this view, human is the essence and extract of the world and her comprehensiveness is drawn from her divine spirit breathed into her body. Among philosophers, this is Mullasadra who believes ...
Read More
Islamic philosophers believe that human being is the microcosm and the world is macrocosm. Thus, according to this view, human is the essence and extract of the world and her comprehensiveness is drawn from her divine spirit breathed into her body. Among philosophers, this is Mullasadra who believes that by the time human's body reaches the stage of "proportionality" through substantial motion, s/he would have the necessary potential and capacity of Divine "breathing of spirit". Then, with all his Attitude and Names the divine spirit would represent as potentials within the human. Hence, as the Divine Vicegerent, human is able to understand the whole general and individual truths of the world as well as their names and characteristics. In addition, based on the rule of the union between the knower and the known, human would become an intellectual world like the outer world. Thus, the current study is an attempt to answer the following questions: Is human within the world as one of the creatures of this world, or is the world within the human? How can the world with all its greatness places within human? How is it possible for human to become an intellectual world?
reza ali noruzi; mahdieh kashani
Abstract
This research is seeking Allameh Tabatabaee's philosophical and ontological views and its educational results. This study actually explains the basic issues related to the dimensions of the universe domains based on Allameh Tabatabaee's view and its most important elements of educational system. Research ...
Read More
This research is seeking Allameh Tabatabaee's philosophical and ontological views and its educational results. This study actually explains the basic issues related to the dimensions of the universe domains based on Allameh Tabatabaee's view and its most important elements of educational system. Research methods was descriptive - analytic with using first hand and library sources. In this study, Allameh Tabatabaee's ontological view namely his philosophical approach, which epistemological approach obtains from knowledge of God, man and the world. With explaining issues raised in the area of ontology matching Allameh Tabatabaee's approach, is providing education related to these topics as a proposed framework in the form of goals, curriculum and methods have been discussed, too. The results are: 1. Goals include different levels of monotheistic ultimate goal and mediating objectives are comprehensive and moderation. 2. Curriculum includes attention to curriculum profile, curriculum contents, curriculum pathology and the branches of science. 3. Education methods include personal, ethical, scientific and social methods.
