A reflection on the model of upbringing governance from the perspective of Mir saiyyd Ali Hamedani

Document Type : Research Paper

Authors

1 Ph.D. student, Persian Language and Literature, Literature and Humanities, Razi, Kermanshah, Iran,

2 Associate Professor. Persian Language and Literature, Literature and Humanities, Razi, Kermanshah, Iran

3 Assistant Professor, Persian Language and Literature, Literature and Humanities, Razi, Kermanshah, Iran

Abstract

Education and upbringing is the most fundamental issue of any society. In this way, recognizing successful educational schools throughout history is necessary. Wise men, philosophers, mystics and Islamic scholars have each dealt to different fields of education and upbringing with their own views. Mir sayyid Ali Hamedani is one of the famous mystics who has considered education issues based on Islamic law and the source of many services in the Muslim community of the eighth century AH in the region of Kashmir has been. His unique personality can be considered the most influential factor in the acceptance of Islam among non-Muslims. Writing about one hundred and ten treatises on various subjects is a sign of transcendent wisdom; Authoritarian and anti-oppressive treatment of rulers is a sign of courage; Tolerance of austerity and great struggle in subjugating the sensual forces, shows chastity and also him diligence in establishing individual, social, political and economic justice, shows the virtue of justice in him. The main issue in this research is the explanation of the transcendent upbringing governance of Mir syyaid Ali Hamedani, a Shiite mystic of the eighth century AH, based on the teachings based on Islamic law and Shiite mysticism. The results of this research, which is done in a descriptive-analytical way and based on library research, indicate that In order to realize his transcendent upbringing governance, this Shiite mystic bases his knowledge such as knowledge of the Almighty, knowledge of the ambassadors and saints of the god, knowledge of the worlds of creation, knowledge of the ego and its levels, knowledge of the degrees of obedience and moral virtues, knowledge of the degrees of sin and moral evils and knowledge of the rites of repentance.
In the model of transcendent upbringing governance of Mir syyaid Ali Hamedani, knowledge of the the almighty, which is the goal of creation, is the first and main upbringing basis, and achieving this goal only by knowing the value of the ego and its levels, including: sensuality, Blame, sure It is possible. Knowledge of the worlds of creation and the origin and destination of human life conduct is another basis of the model of mystical rule of mystic Hamedani Which puts a bright horizon in front of the eyes of its audience and informs them about the position and rank of man in the world of creation, and thus prevents their negligence and laxity in the journey of life. In depicting the objective face of a perfect and transcendent human being, he introduces the prophets, saints and divine caliphs by quoting their sayings, actions and circumstances. He exposes the ranks of moral evils and sins to his audience, then invites them to repentance, and encourages them to perform heart obedience and body obedience in order to Conversion their moral evils into moral virtues. Mirsayyid Ali Hamedani, considering these principles, strives to cultivate ethics in its various dimensions such as devotional ethics, individual ethics, social ethics, economic ethics and citizenship ethics. In realizing his transcendent educational rule, in accordance with the conditions of each stratum and class of society, he adopts special methods from the people of infidelity, the people of the Book, the common people, the people of knowledge, the rulers and the people of mysticism. And pursues cultural rather than military jihad. Among his actions in the development and advancement of Kashmir society are: compiling numerous treatises and books in order to explain the principles and sub-principles of Sharia and its transcendence in the form of transcendent Shiite mysticism to guide the common people and mystics, arranging correspondence full of benevolent and oppressive advice For the guidance of politicians, holding sermons, discussions and scientific debates to guide the infidels and the People of the Book, establishing numerous mosques and monasteries to strengthen the scientific and cultural struggles, enacting citizenship laws to create the welfare and comfort of society, developing various jobs and professions such as Silk weaving, weaving, hat weaving, etc. for the prosperity and improvement of the economic problems of the society are worthy of praise. Since Mir sayyid Ali Hamedani was a social mystic who guided kings in political affairs only with his compassionate and sometimes anti-oppressive advice. Despite his unparalleled popularity among the people, they not only did not see him as a threat to their government, but also used his views to solve social and political problems. After reforming the political power of the society, the final and of course key step of Mir sayyid Ali Hamedani in the comprehensive realization of his upbringing rule is the obligation of rulers and commanders to send Muslim jurists to all parts of Islamic countries to teach Islamic knowledge to the and thus facilitate the process of Islamic education at the macro level.

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تأمّلی بر مدل حکمرانی تربیتی از منظر  میرسیدعلی همدانی

هدی اسماعیلی[1]

محمّدابراهیم مالمیر[2]

علی مرتضوی مهر[3]

 

 

چکیده

تعلیم و تربیت، بنیادی­ترین مسأله هر جامعه­ است. در این راستا، شناخت مکاتب تربیتی موفق در طول تاریخ امری بایسته و ضروری است. مسألة اصلی در این مقاله، تبیین حکمرانی متعالی تربیتی مبتنی بر باور عرفان شریعت محور شیعی بر اساس آموزه­های میرسیدعلی همدانی، عارف شیعی قرن هشتم هجری است. هدف اصلی مقاله، پاسخ به این پرسش است که اصول و مبانی تعلیم و تربیت در حکمرانی عرفان شیعی کدام­اند؟ نتایج حاصل از این تحقیق که به شیوة توصیفی تحلیلی و بر مبنای تحقیقات کتابخانه­ای صورت گرفته، بیانگر این است که این عارف شیعی در تحقّق حکمرانی متعالی تربیتی خود، معارفی بایسته چون معرفت به حق-تعالی-، معرفت به سفرا و اولیای حق، معرفت به عوالم خلقت، معرفت به نفس و مراتب آن، معرفت به مراتب طاعات و محاسن اخلاقی، معرفت به مراتب معاصی و مساوی اخلاقی و معرفت به آداب توبه را مبنا قرار می­دهد و از این طریق به پرورش اخلاق در ابعاد مختلف آن چون اخلاق عبادی، اخلاق فردی، اخلاق اجتماعی، اخلاق اقتصادی و اخلاق شهروندی همّت می­گمارد. ایشان همچنین در تحقّق حکمرانی متعالی تربیتی خویش، متناسب با شرایط هر قشر و طبقة جامعه از اهل کفر، اهل کتاب، عوام، اهل علم، حکّام و اهل عرفان، شیوه­هایی خاص اتّخاذ می­کند.

 

کلید واژه­ها: تربیت، معرفت، شریعت اسلام، عرفان، حکمرانی تربیتی، میرسیدعلی همدانی.

 

[1]  دانشجوی دکتری زبان و ادبیات فارسی، دانشگاه رازی، کرمانشاه، ایران.  hoda.smaili@gmail.com

[2] دانشیار زبان و ادبیات فارسی، دانشگاه رازی، کرمانشاه، ایران. (نویسنده مسووول)    dr_maalmir@razi.ac.ir

[3] استادیار الهیات، دانشگاه رازی، کرمانشاه، ایران.   ali.mortazavimehr@gmail.com

 

 

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