Ebrahim Amrani; Reza Rasouli Sharabiani; Hossein Zare; Gholamhossein Khedri
Abstract
The present study examines the weaknesses of teaching Islamic philosophy at the undergraduate level of universities. In this article, focusing on the book Nahayeh al-Hikma, topics of ...
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The present study examines the weaknesses of teaching Islamic philosophy at the undergraduate level of universities. In this article, focusing on the book Nahayeh al-Hikma, topics of ontology, anthropology, epistemology and theology have been expressed. Repetition of the contents, failure to state the materials and results of the discussions, failure to address new philosophical and scientific issues and doubts, failure to follow the logical order of the discussions, and failure to understand the educational goals are among the problems and shortcomings of this course. For field evaluation, a questionnaire was prepared and after its standardization was verified, it was completed by students, graduates and professors of the field of Islamic philosophy of universities across the country and subjected to systematic analysis (SPSS and SWOT). According to the results, Islamic philosophy education is weak in the long-standing explanation of philosophical topics, the reasons and whys of discussions, avoiding logical fallacies, especially the sharing of words, confusion of concepts and examples, and the accessories and results of philosophical principles. The results of the questionnaire data show the weakness in the course content, teaching styles and teaching methods, and in the end, suggestions are made to improve the current situation.
