ثنائية المنهج الديكارتي في الفكر التربوي المعاصر : المشروع الفكري لطه عبد الرحمن أنموذجا : دراسة تحليلية

Abstract EN

The study aimed to identify the Cartesian approach in contemporary educational thought and to reach the most important educational dimensions of Taha Abdel Rahman's intellectual project.

The study used the inductive-analytical philosophical approach, by extrapolating and analyzing an intentional sample represented in my books "Rules for Guiding Thought", "Reflections on First Philosophy" by Rene Descartes.

And my book: “From the Amputated Man to the Kawthar Man,” “The Spirit of Modernity, the Introduction to the Establishment of Islamic Modernity,” by Taha Abdel Rahman.

The results are : 1) Extracting Descartes' binaries, which appear in more than one type, such as : (a) Doubt and certainty.

(B) Trial and error within the field of educational thought.

(C) The mind and the body or the mind and the senses, and this expresses the knowledge that may arrive through the mind or the senses.

(D) Applied science is the basis of Descartes' approach 2) The most important educational dimensions of the Taha Abdel Rahman project : The Taha Abdel Rahman project represents a deep dimension in educational work and thought, as it made many contributions to the development and presentation of contemporary educational thought represented in : -Rejection of imitation, which provided the opportunity to search for what is new in educational affairs, and not to remain steadfast on what is old.

-Setting a rule in the case of taking from others, which is to test these concepts, and find out if they are appropriate for the environment of the individuals that will be applied among them, and to identify them with evidence and argument.

-Setting a rule in the case of taking from others, which is to test these concepts, and find out if they are appropriate for the environment of the individuals that will be applied among them, and to identify them with evidence and argument.

-His call to renew the curriculum so that the heritage can be understood provoked educational thought about changing the way in which it deals with educational work and the provision of scientific methodological equipment.