بررسي مقايسه‌اي اصول تربيت اخلاقي و تربيت عرفاني

Comparative Analysis of the Principles of Moral and Mystical Cultivation

اين مقاله با هدف بررسي تحليلي اصول تربيت اخلاقي و اصول تربيت عرفاني به معناي قواعد تجويزي، عام و كلي‌اي كه در فرايند تحول اخلاقي و عرفاني به‌كار گرفته مي‌شود، ‌و تعيين ميزان انطباق و عدم انطباق آنها با يكديگر سامان يافته است. پرسش اصلي اين است كه اصول و قواعد كلي حاكم بر دو فرايند تربيت عرفاني و اخلاقي به چه ميزان انطباق دارند. روش پژوهش، روش كتابخانه‌اي و ‌تحليل محتواي كتب اخلاقي، و عمدتاً‌ عرفان عملي و استنطاق اين متون براي به دست آوردن اصول تربيتي و مقايسه آن دو دسته اصول بود. نتايج تحقيق حاكي از آن بود كه علي‌رغم اينكه ماهيت تربيتي دو فرايند تربيت عرفاني و اخلاقي، اقتضاي اصول مشتركي مانند تدريج، شريعت‌محوري و ترابط تاثيري ظاهر و باطن را دارند، اما در بخشي از اصول ناهمپوشان هستند. دو اصل توده‌محوري و پرورش تعقل اخلاقي از اصول مختص تربيت اخلاقي و اصول فردمحوري، ترتب اندراجي،‌ انحلال فرديت و لزوم مرشدمحوري از اصول مختص ‌تربيت عرفاني شناخته شد.

The aim of the present paper to present a analytical review of the principles of moral education and the principles of mystical cultivation to find to what extent these two are in convergence or divergence with one another. These principles represent prescriptive, general and common rules which affect the process of moral and mystical change. The main question of the research is "to what extent are the general rules and principles governing the process of mystical education in convergence with those governing the process of moral education". A library method is used, content analysis of books on morals, particularly those on practical mysticism, is made and these books have been examined in order to extract these principles. The research findings show that the educational nature of the two types of educations necessities that they have such common principles like gradation, shariah-orientation, and inner and outer influential correlation, but some of their principles do not overlap each other. Two principles mass-orientation and cultivation of moral rationality are recognized as part of the principles exclusive to moral education, and such principles like individual-orientation, interpolative interaction, disintegration of individuality and necessity of master-orientation are recognized as part of those exclusive to mystical education