تبیین جایگاه عقل در مثنوی مولوی و دلالت‌های تربیتی آن

Survey of scientists and philosophers, specially those who are from rich and ancient culture of Iran, can lead to significant and useful results in education. Its most important result is lack of need to imported cultures and approaches which have colonial goals with themselves. In this study, ideas and instructions from Molana is surveyed and examined. Methodology in this research is analytic-deductive. For this, position of mind in Molana’s masnavi is explained. Role and influence of mind in human education is surveyed and then its implications is deducted from Molana’s philosophic theories. Findings shows that Molana believes in two types of mind. He is opposite of slight mind while knows general mind as base of human evolution and recognizes its role in education undeniable. Educational implications were offered in principles, goals, and method frameworks. Basic purpose in mind education is achievement to general mind and approaching to God while its average-level goal is thinking and focus on universe and reinforcement of slight and obtainable mind. Its educational principles include: thinking and ponder, purification of character, authority of will, responsibility, consideration of individual differences in perception rate, need to follow the leader and guide, self-explore and self-measurement, consultation and sympathy, and importance of experience. Its resulted educational methods are: active inquiry, affection and lovemaking, spritual conduct or self-mortification, obedience and respect to instructor and professor, research method, observation and surveillance, as well as solitude and isolation