Volume 5, Issue 10 , February 2015, , Pages 111-130
Abstract
In this paper, the view of Alghazali’s fideistic and the effects and implications in religious education has been studied. For this aim, first has been described the reason of preferring of faith-oriented position instead of other religious education approaches. Then based on Alghazali’s ...
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In this paper, the view of Alghazali’s fideistic and the effects and implications in religious education has been studied. For this aim, first has been described the reason of preferring of faith-oriented position instead of other religious education approaches. Then based on Alghazali’s thoughts in the case of Eshaereh, Tasavvof and opposition with philosophy, has been emphasized that Alghazali believed of different human beings. So this differentiation has followed various justifications to accept belief. Based on those differentiations, some believe that no reason is needed to faith. In one hand, some apply for faith rationality and reasoning, on the other hand, based on Alghazali’s views, others choose for religiosity priority position of faith which is called the mysticism. Each one of these realms, if is on the base of Sharia, can construct the faith in human kinds. Although, those approaches, can have variety of reasoning in the case of religious education. In this paper, religious education has been studied based on three groups of masses, mystic nobles and also argument servitors. The findings show that each of mentioned groups pursues some aims, features and principals.
