The Effect of Spirit and Mind in Educational Reform

(A study in the light of Islamic thought)

Abstract

The call for the revival of the Islamic educational heritage is an important factor in the comprehensive revival of the Islamic Ummah - if not the first - as the expected educational renaissance is the effective influence in the aspects of scientific, social and political renaissance… etc. It is dangerous for our renaissance to continue this dependence, because it is an indication of the continuation of the state of incitement that our societies continue to suffer - and so far - and the call to revive the educational heritage is based on a major axiom: that we have a tremendous heritage that undoubtedly includes DONC in education and psychology from previous experiences in this field as it cannot be played without the thriving civilization educational foundations and institutions and educational systems ... and our return to this heritage but with a view to be Nstlhmh and guided him not to stand with him.  We try to show how educational reform through the concepts of spirit and mind note that the title of the research is (educational reform between the soul and mind) and how educational reform will be through them and what is the symbolic significance of each of them what we mean spiritual reform and how that reform, and what we mean mental reform and how An organized mind is formed which in turn leads to educational reform. We have found Islamic thought for the words of scientific and spiritual wealth to defend Islam, and respond to philosophers.   We also deal with how to reform the educational aspect through the formation of the Islamic mind in accordance with the rules and regulations and commitments articulated to help the formation of an organized mind helps to create a social revolution aimed at educational reform and this will be addressed in this research.The concept of the spirit refers to the spiritual experience of Imam al-Ghazali. Therefore, the symbolic significance was associated with the statement of reforming the spiritual experience of Imam al-Ghazali.

      The views of Imam al-Ghazali in education came very closely linked to his social reality, especially his belief in the virtues of mysticism and asceticism. He believed that the goal of higher education is to approach God and prepare for eschatological life, and confine education to everything that helps to achieve this purpose. The symbolic significance of the concept of reason in this research is symbolic significance of the philosopher (Tusi) and educational reform through the formation of organized mind as a factor of educational reform, Tusi was ethical in his view of education, but it must be noted that his moral treatment of education was the product of his system Public intellectual, a rational philosophical system, perhaps this is strongly urged to link education and social progress and make this success and reform coupled with science.