The Categorical System of Moral Philosophy in the Works of Mevlana Jalaladdin Rumi (1207-1273) as the Main Direction in Education and Pedagogy
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| Natura: | Recurso digital |
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2025
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| _version_ | 1866901661245505536 |
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| author | Khafayat, Aliyeva |
| author_facet | Khafayat, Aliyeva |
| contents | <p><em><span lang="EN-GB">This article discusses the pedagogical ideas of the prominent moral poet, Mevlana Jalaladdin Rumi. It highlights that Rumi’s work holds a significant place in the history of philosophy and pedagogical thought. His "Masnavi," dedicated to topics such as human upbringing, activity, morality, and the role of individuals in society, is one of the most widely read and utilized texts among both his successors and contemporary youth. The reader is informed that Rumi, in his work, extensively explored issues such as education, humanism, positive and negative moral qualities, characteristics, beauty, compassion, respect, and influence. He analyzed these subjects from his unique worldview, incorporating pedagogical-psychological, ethnic-philosophical, and socio-political perspectives. The article also clarifies and elaborates on the social, pedagogical, and psychological content of the concept of morality. It defines the categorical system of Rumi’s moral views (moral values and qualities such as truthfulness and honesty, courage and resilience, simplicity and humility, friendship and camaraderie, etc.), analyzes the purification of morality, and identifies some ways to use the poet’s pedagogical ideas in the education process.</span></em></p> <p> </p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_15629098 |
| institution | Zenodo |
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| publishDate | 2025 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | The Categorical System of Moral Philosophy in the Works of Mevlana Jalaladdin Rumi (1207-1273) as the Main Direction in Education and Pedagogy Khafayat, Aliyeva Mevlana Jalaladdin Rumi, Human, Spiritual Values and Moral Qualities, Truthfulness and Honesty, Courage and Resilience <p><em><span lang="EN-GB">This article discusses the pedagogical ideas of the prominent moral poet, Mevlana Jalaladdin Rumi. It highlights that Rumi’s work holds a significant place in the history of philosophy and pedagogical thought. His "Masnavi," dedicated to topics such as human upbringing, activity, morality, and the role of individuals in society, is one of the most widely read and utilized texts among both his successors and contemporary youth. The reader is informed that Rumi, in his work, extensively explored issues such as education, humanism, positive and negative moral qualities, characteristics, beauty, compassion, respect, and influence. He analyzed these subjects from his unique worldview, incorporating pedagogical-psychological, ethnic-philosophical, and socio-political perspectives. The article also clarifies and elaborates on the social, pedagogical, and psychological content of the concept of morality. It defines the categorical system of Rumi’s moral views (moral values and qualities such as truthfulness and honesty, courage and resilience, simplicity and humility, friendship and camaraderie, etc.), analyzes the purification of morality, and identifies some ways to use the poet’s pedagogical ideas in the education process.</span></em></p> <p> </p> |
| title | The Categorical System of Moral Philosophy in the Works of Mevlana Jalaladdin Rumi (1207-1273) as the Main Direction in Education and Pedagogy |
| topic | Mevlana Jalaladdin Rumi, Human, Spiritual Values and Moral Qualities, Truthfulness and Honesty, Courage and Resilience |
| url | https://doi.org/10.5281/zenodo.15629098 |