Investigating and Comparing the Role of Habit in Education from Morteza Motahari's and Immanuel Kant's Viewpoints
This research tries to examine the relationship between habit and education from Morteza Motahari's (1919-1979) and Immanuel Kant's (1724-1804, German philosopher) viewpoints so that it can be understood how to define education, what habit means, and what relationship there is between habi...
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| Format: | Article |
| Language: | fas |
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Research Institute of Hawzah and University
2020-03-01
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| Series: | مطالعات اسلام و روانشناسی |
| Subjects: | |
| Online Access: | https://islamicpsy.rihu.ac.ir/article_1724_e7082f19a7ebaf5cff50bd0869b4a19a.pdf |
| _version_ | 1797304326584008704 |
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| author | Behrouz Rafiei |
| author_facet | Behrouz Rafiei |
| author_sort | Behrouz Rafiei |
| collection | DOAJ |
| description | This research tries to examine the relationship between habit and education from Morteza Motahari's (1919-1979) and Immanuel Kant's (1724-1804, German philosopher) viewpoints so that it can be understood how to define education, what habit means, and what relationship there is between habit and education. This fundamental-historical research applied a descriptive-analytical methodology gathered the data and analyzed them in order to investigate Motahari's and Kant's viewpoints about habit and its relationship with education. According to the findings, a) in general, Motahari agrees with creating habits in learners and even he believes that habit is one way of educational ways; b) in an innovative action to explain his preferred viewpoint, he divides habits into active (the repetition of effect and action/positive) and passive (the repetition of being affected and passivity/negative); c) it is known that Kant believes that habit is harmful for education; d) without mentioning or even realizing it, Kant considers habit as if he believes in dividing habits into active and passive, and considers the first one as a part of education and the second as opposed to it; e) as a result and according to the unprecedented claim of this research, Motahari's and Kant's viewpoints about habit and education (regardless of details) are very close and even the same. |
| first_indexed | 2024-03-08T00:07:57Z |
| format | Article |
| id | doaj.art-286388ebbc5d42a29e16402c32cd1be0 |
| institution | Directory Open Access Journal |
| issn | 2008-1103 2588-4727 |
| language | fas |
| last_indexed | 2024-03-08T00:07:57Z |
| publishDate | 2020-03-01 |
| publisher | Research Institute of Hawzah and University |
| record_format | Article |
| series | مطالعات اسلام و روانشناسی |
| spelling | doaj.art-286388ebbc5d42a29e16402c32cd1be02024-02-17T07:16:28ZfasResearch Institute of Hawzah and Universityمطالعات اسلام و روانشناسی2008-11032588-47272020-03-01142610512310.30471/psy.2020.4791.14961724Investigating and Comparing the Role of Habit in Education from Morteza Motahari's and Immanuel Kant's ViewpointsBehrouz Rafiei0Faculty Member of Research Institute of Hawzah and UniversityThis research tries to examine the relationship between habit and education from Morteza Motahari's (1919-1979) and Immanuel Kant's (1724-1804, German philosopher) viewpoints so that it can be understood how to define education, what habit means, and what relationship there is between habit and education. This fundamental-historical research applied a descriptive-analytical methodology gathered the data and analyzed them in order to investigate Motahari's and Kant's viewpoints about habit and its relationship with education. According to the findings, a) in general, Motahari agrees with creating habits in learners and even he believes that habit is one way of educational ways; b) in an innovative action to explain his preferred viewpoint, he divides habits into active (the repetition of effect and action/positive) and passive (the repetition of being affected and passivity/negative); c) it is known that Kant believes that habit is harmful for education; d) without mentioning or even realizing it, Kant considers habit as if he believes in dividing habits into active and passive, and considers the first one as a part of education and the second as opposed to it; e) as a result and according to the unprecedented claim of this research, Motahari's and Kant's viewpoints about habit and education (regardless of details) are very close and even the same.https://islamicpsy.rihu.ac.ir/article_1724_e7082f19a7ebaf5cff50bd0869b4a19a.pdfmotaharikantactive habitpassive habiteducation |
| spellingShingle | Behrouz Rafiei Investigating and Comparing the Role of Habit in Education from Morteza Motahari's and Immanuel Kant's Viewpoints مطالعات اسلام و روانشناسی motahari kant active habit passive habit education |
| title | Investigating and Comparing the Role of Habit in Education from Morteza Motahari's and Immanuel Kant's Viewpoints |
| title_full | Investigating and Comparing the Role of Habit in Education from Morteza Motahari's and Immanuel Kant's Viewpoints |
| title_fullStr | Investigating and Comparing the Role of Habit in Education from Morteza Motahari's and Immanuel Kant's Viewpoints |
| title_full_unstemmed | Investigating and Comparing the Role of Habit in Education from Morteza Motahari's and Immanuel Kant's Viewpoints |
| title_short | Investigating and Comparing the Role of Habit in Education from Morteza Motahari's and Immanuel Kant's Viewpoints |
| title_sort | investigating and comparing the role of habit in education from morteza motahari s and immanuel kant s viewpoints |
| topic | motahari kant active habit passive habit education |
| url | https://islamicpsy.rihu.ac.ir/article_1724_e7082f19a7ebaf5cff50bd0869b4a19a.pdf |
| work_keys_str_mv | AT behrouzrafiei investigatingandcomparingtheroleofhabitineducationfrommortezamotaharisandimmanuelkantsviewpoints |