اسلام و پژوهش‌های تربیتی

Carried out by using an analytical and inferential method, and aiming at examining rationality and spirituality in curriculum planning with the Islamic philosophy approach, this paper is written on the basis of the main assumption that the normative orientations of curriculum are based on philosophical foundations. Findings indicate that the intellectual and spiritual orientations of curriculum originate from the foundations of philosophical pragmatism and humanism, respectively. Contrary to these orientations, in which there is no clear connection between rationality and spirituality, and in particular religious spirituality, in the spiritual rationality orientation of the curriculum derived from Islamic philosophy, there is a connection between rationality and spirituality. Rationality has various levels ranging from the lowest level, i.e. instrumental rationality, to the active intellect and the perception of God, the Almighty. Establishing the relationship between the lowest and the highest levels of rationality in curriculum makes the ultimate goal of curriculum divine, and makes the mediating goals spiritual too. Moreover, the orientation of intellectual rationality brings comprehensiveness and integrity for the curriculum content, and creates an atmosphere of enthusiasm and motivation in learners in the path of perfection and true happiness.