shahid motahhari

One of the essential needs of any civilization is human education, and every educational system requires a theory. Educational theories are shaped by specific philosophical perspectives, which negate other theories of education based on their philosophical foundations. In this regard, the present study aims to address the question: what are the types of incorrect and harmful educational practices in the path toward developing the perfect human, and how can they be classified? The study focuses on Shahid Motahhari's significant role in contemporary Islamic theorization. To this end, all of Shahid Motahhari’s works were analyzed using a qualitative analytical method. The findings reveal that in the process of educating the perfect human, four types of harmful educational practices may occur: Non-human education, which deviates from innate human tendencies (fiṭrah), leading to individuals conforming to the desires of the educator rather than aligning with their creation. Incomplete education, which focuses only on certain aspects of human existence rather than a comprehensive approach. Unhealthy education, which lacks balance, ultimately producing a caricature-like personality. Imperfect education, which results in a model of human development that falls short of achieving true perfection.

The process of human evolution and the course of the flourishment of his talents is a movement that, on the one hand, is towards the inside and the truth of existence, and on the other hand, reveals the acquired truths in the outside of the universe. This study aims at explaining the cycle of outside and inside in education based on Shahid Motahari’s thought. For this purpose, all Shahid Motahhari’s works were analyzed using a descriptive-analytical method without sampling. The findings indicate that, in Shahid Motahari’s thought, there are following relationships between inside and outside: ‘inside; truth of outside’, ‘outside; a symbol of inside’ and ‘outside; a means of inside’. He considers the education process to be a cycle between the practical manifestations of the learner and his inside, and on the other hand, he regards the right education as a movement towards inside and from the shell to the core. Therefore, the educators’ task in this view is to be fully familiar with this cycle and make a decision to improve the learners according to it, for there is no other way to reach the learners’ inside except for the manifestations of his inside in practice. Furthermore, to stabilize and strengthen the learner’s dispositions, the educator can use this cycle by repeating the correct outward action and receiving its feedback.

The purpose of this study is to investigate the possibility of using the book "True Story" to strengthen children's thinking. To achieve this goal, the method of qualitative content analysis in four stages of "open coding", "grouping", "categorization" and "discovery of abstraction" has been used.      In general, the findings of the present study show that the book of true stories can be considered as a content to strengthen children's thinking. On the other hand, considering that the philosophy program for children is known as one of the important programs for strengthening children's thinking, the philosophical themes of the book can be matched with all approaches of the philosophy program (process, content, connection of philosophy with literature and attention to culture) for children.Also, according to the subject of the stories, one can search for the characteristics of the P4C (philosophy for children) story. These features are sometimes more vivid and sometimes less so in true storytelling. In the end, it is concluded that students 'familiarity with the main principles of these stories, such as innocence, wisdom and physical knowledge of the Imams (AS) - which is tied to the  eachings of Islamic knowledge in students' textbooks - can provide a better understanding of new stories by the reader. Provide help from indigenous stories to strengthen children's thinking.