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:: Volume 3, Issue 1 (2018) ::
qaiie 2018, 3(1): 121-148 Back to browse issues page
A Study of the Epistemological Foundations of Transcendent Theosophy and Extracting its Implications for Aesthetic Education (Cultural and Art Domains)
Zohreh Mottaghi1 , Hassanali Bakhtiar Nasrabadi * 2, Mohammad Najafi3 , Seyyed Mahdi Emamjomeh4
1- Doctoral Student in Philosophy of Education, Faculty of Education, University of Isfahan, Iran.
2- Professor of Philosophy of Education, Faculty of Education, University of Isfahan, Iran. , h.nasrabadi@edu.ui.ac.ir
3- Assistant Professor of Philosophy of Education, Faculty of Education, University of Isfahan, Iran.
4- Associate Professor of Philosophy and Islamic Discourse, Faculty of Literature and Humanities, University of Isfahan, Iran.
Abstract:   (3319 Views)
The current study is aimed at examining the epistemological foundations of Transcendent Theosophy in order to extract its implications for aesthetic education as an effective educational method in cultural and art domains. The prevailing hypothesis of this analysis is based on the fact that aesthetic education plays an effective role in promoting the cognitive domain and improving teaching-learning process through applying cognitive functions of art. Such capacity can be proven based on Mulla Sadra's epistemological foundations. This qualitative research utilized a descriptive and analytical method. The statistical population of the study comprised primary and secondary sources related to the subject of the research, which were first identified and then studied purposefully and thoroughly and finally were continually analyzed. The findings of the research indicated that based on the epistemological foundations of Transcendent Theosophy including the relationship between agent and object of knowledge in the creation and formation of knowledge, variety in the means of gaining cognition and unity in multiplicity, there are various opportunities for cognition such as education and acquiring knowledge in the context of beauty and art. The development of aesthetic education as an efficient method will lead to the provision of intrinsic motivation and design of the conceptual experience (creating diverse learning situations), aesthetic literacy and the skill of analyzing meaning, the development of critical thinking, and the perfection of rational dimension.
 
Keywords: epistemology of Transcendent Theosophy, aesthetic education, cultural and arts learning domains.
Full-Text [PDF 528 kb]   (2343 Downloads)    
Type of Study: Research | Subject: special-Philosophical
Received: 2018/02/20 | Revised: 2019/04/24 | Accepted: 2018/06/16 | Published: 2018/11/30 | ePublished: 2018/11/30
References
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3. Clarkson, A. (2011). "My mind a beautiful thing": Imagination, art, creativity in elementary education. Toronto: Soundway Press.
4. Eisner, E. W. (1982). Cognition and curriculum. New York: Teachers College Press.
5. Gardner, H. (1990). Art education and human development. Los Angeles, CA: Getty Center for Education in the Arts.
6. Greene, M. (1981). Aesthetic literacy in general education In J. F. Soltis (Ed.), Philosophy and education (pp. 115-141). 80th Yearbook of the National Society for the Study of Education, Pt. 1.Chicago: University of Chicago Press.
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8. Pinar, W. (Ed.). (2005). The passionate mind of Maxine Greene: "I am-- not yet". London: Taylor & Francis.
9. Winner, E., & Hetland, L. (2000). The arts in education: Evaluating the evidence for a causal link. The Journal of Aesthetic Education, 34(3-4), 3-10.



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Mottaghi Z, Nasrabadi H B, Najafi M, Emamjomeh S M. (2018). A Study of the Epistemological Foundations of Transcendent Theosophy and Extracting its Implications for Aesthetic Education (Cultural and Art Domains). qaiie. 3(1), 121-148. doi:10.29252/qaiie.3.1.121
URL: http://qaiie.ir/article-1-142-en.html


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Volume 3, Issue 1 (2018) Back to browse issues page
نشریه مسائل کاربردی تعلیم و تربیت اسلامی Journal of Applied Issues in Islamic Education
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