A Comparative Study of the Ethics Philosophical Foundations from Perspective of Bergson and Tabataba'i and Its Educational Implications
Bergson and Tabataba'i are among the philosophers who have paid more attention to ethics. In this research, an attempt has been made to examine the convergence and non-convergence of their views about ethics philosophical foundations. The research is qualitatively comparative with inferential a...
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| Autores principales: | , |
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| Formato: | article |
| Lenguaje: | EN |
| Publicado: |
Comparative Education Society of Iran ( CESIR)
2021
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/68c96a3350ef4082bce4992cea1c148e |
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| Sumario: | Bergson and Tabataba'i are among the philosophers who have paid more attention to ethics. In this research, an attempt has been made to examine the convergence and non-convergence of their views about ethics philosophical foundations. The research is qualitatively comparative with inferential approach using Bereday’s method for analysis of data. The findings show that both philosophers are similar in their belief in God, but Bergson sees God constantly changing and evolving whereas Tabataba'i considers it pure of any change. Also in philosophical foundations, the emphasis of both philosophers is on intuition, will, freedom, and a transformational view about world and human. In addition, Bergson emphasizes on authority and continuity in ethics, but Tabataba'i view it based on innate nature. In terms of educational goals, principles and methods, both philosophers emphasize adherence to moral values, reason and individual ethics along with social ethics and internalization of values. Bergson considers the ultimate goal of education to be the development of rational-intuitive human beings, while from Tabataba'i viewpoint the main goal of education to be the realization of human welfare and nearness to God. Study of the views of the two philosophers can comparatively contain clear implications for the philosophical foundations of ethics in the educational system of the Islamic Republic of Iran. According to the findings, it is suggested that the views of non-Muslim philosophers such as Bergson be considered by policymakers in the upstream documents of the Iran educational system. |
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