Post-Modernism Social Ethical Education (with an Emphasis on Allameh Tabatabaei’s Views): Explanation and Critic

Abstract

The educational systems of Islamic countries are now facing several challenges, today. Among all, we can note some challenges posed by post-modernism theories such as:  rejection of powerful ideological sources, refusal of any educational model, relativism, breaking norms, lack of any social responsibility, evasion from religion and etc. Each of these imposes challenges for the educational systems, especially those proposed by post-modernism theories that are in contrast with the Islamic rules. In this research study project, we use qualitative approach with a method of descriptive-analytical, posterior to a comprehensive review of the available resources we will evaluate the post- modernism perspectives in social education and training based on the great scholar Tabatabaei. Of the results of this article we can point out the post-modernism social education and training concepts such as: lack of any universal and constant principles, dialogue-based, pluralistic, anti-sovereignty, importance of diversity, attention to differences and the importance of criticism in post-modernism social education. In addition, some of the conclusions obtained from this article will focus on evaluating the views by Mr. Tabatabaei regarding the post-modernism social education and training in which nature and spiritual matters is of outmost importance – which is rejected by post-modernism. Despite rejection of any model is observed in post-modernism, Mr. Tabatabaei believes in religious models and powerful sources of Koran and Sharia (Islamic laws). On the other hand, values and ethics in post-modernism are relative, but in Tabatabaei’s view some values are relative and some are absolute. Further, post-modernism emphasizes on the individual identity, but in Mr. Tabatabaei’s views, the group has priority over the individual.

Key Words: Post-modernism, Social Ethical Education, The great scholar Tabatabaei, Criticism.