Author(s): Selami ERDOÄAN
Educational philosophies called perennialism, progressivism, essentialism, reconstructionism and postmodernizm in modern educational studies were comparatively analysed with schools featured with consent (ridha), love (ashq), sainthood (walayah), fear (khawf) and hope (reja) in Sufism. Modern educational philosophies are based on a philosophical movement of Greek Thought or synthesises of them. In this sense an intellectual chaos due to lack of stable truths which ought to be fundamentals of educational philosophy became common feature of modern educational philosophies. This comprehension approved approaches of postmodern philosophy which accepts that all opinions are true in their context and adopted premises of ‘truth alters from age to age’ as prerequisite. On the other hand, traditional approaches known in Islamic thought literature as “schools of sufism” effectuated purpose of education beginning from the purpose of life (existence). In this article sufi schools were appreciated as educational philosophies and upon this appreciation they were evaluated compering with modern philosophies. Educational philosophies, put forth in sufibrotherhood and science of Sufism, possess accumulation of knowledge and experiences to be model for institutions of national education between preschool and higher education. This accumulation based on ontology and epistemology which are heritage of Islamic Thought. Definition of man in this meaning system gain importance in the sense of educational philosophy. Upon this definition educational philosophies, diversifying according to aptitude and temperament were studied.
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