Document Type : Research Article
Authors
1
Department of Educational Sciences, Faculty of Humanities, Bu-Ali Sina University, Hamedan, Iran
2
Department of Educational Sciences, Faculty of Humanities, Bu-Ali Sina University, Hamedan,Iran.
10.30473/pms.2025.73656.2124
Abstract
The purpose of this study was examining the characteristics of the four elements of the love curriculum from the perspective of Mullasadra's transcendental wisdom. The research method was a systematic review. For this, both primary sources, i.e., Mullasadra's works, and secondary sources, i.e., works related to Mullasadra's theories, were used. Among all Mullasadra's books and treatises, seven sources were selected based on the criteria of availability and relevance. Among the secondary sources, which consisted of 54 works, eight sources were examined as samples based on quality and relevance. The method of coding and classification, along with the creation of principal components, was used to analyze the information. The criteria of believability, transferability, reliability, and verifiability were used to validate the findings. The findings were examined in the form of components of love, characteristics of goals, content, teaching methods, and evaluation of the love curriculum from the perspective of Mullasadra's transcendental wisdom. The results show that love, according to Mullasadra's transcendental wisdom, has three main components: the meaning and concept of love, the innateness of love, and the types and levels of love. The goals of the curriculum of love, according to Mullasadra's transcendental wisdom, include three main components: the ultimate goals of education, the orientation of goals, and the content of goals. The curriculum of love contains three main components: content orientation, content topics, and content organization. The characteristics of the teaching method include three main components: teaching orientation, the position and relationship between teacher and student, and teaching strategies. The characteristics of the evaluation element of the curriculum of love, according to Mullasadra's transcendental wisdom, have two main components: topics to be evaluated and evaluation strategies. Generally, this research serves as a guide to reviewing curricula to cultivate the emotional dimension of learners and avoid cultivating their cognitive dimension.
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