نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکترا، گروه فلسفه و کلام اسلامی، دانشکدۀ الهیات و معارف اهل بیت (ع)، دانشگاه اصفهان، اصفهان، ایران.
2 دانشیار، گروه فلسفه و کلام اسلامی، دانشکدۀ الهیات و معارف اهل بیت (ع)، دانشگاه اصفهان، اصفهان، ایران.
3 دانشیار، گروه فلسفه و کلام اسلامی، دانشکدۀ الهیات و معارف اهل بیت (ع)، دانشگاه اصفهان، اصفهان، ایران
4 دانشیار، گروه کلام، مؤسسه پژوهشی حکمت و فلسفۀ ایران، تهران، ایران.
5 استادیار، گروه روانشناسی، پژوهشکدۀ علوم انسانی، جامعه المصطفی العالمی صلیاللهعلیهوآله، قم، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Human behavior, along with the processes involved in its formation, guidance, regulation, and transformation, has long been a central concern across multiple scientific disciplines. Despite extensive scholarship in both philosophy and psychology, systematic comparisons between the philosophical account of the foundations of action in Mullā Ṣadrā’s thought and the psychological framework of Self-Determination Theory proposed by Deci and Ryan remain scarce. This study seeks to identify points of convergence and divergence between these two approaches and to explore their implications for psychology and education. Mullā Ṣadrā examines the foundations of action within the framework of philosophical anthropology, analyzing human behavior through metaphysical principles. In his philosophy, the foundations of action are articulated as a hierarchy of psychic faculties—ranging from perception to the active faculty—with particular emphasis on the relationship between motivation and the existential levels of the human soul. By contrast, Self-Determination Theory emphasizes three innate psychological needs—autonomy, competence, and relatedness—as the primary drivers of behavior, and conceptualizes motivation along a continuum extending from intrinsic motivation to amotivation. Adopting a comparative-analytical methodology and drawing on primary philosophical and psychological sources, this study finds that both perspectives regard desire as fundamental to action and distinguish between internal and external determinants of behavior. However, they differ significantly in their accounts of the origin and structure of motivation: Mullā Ṣadrā situates motivation in transcendent ends and presents it within a hierarchical framework, whereas Deci and Ryan ground motivation in psychological needs and emphasize the dynamic, simultaneous interaction of motivational components. This comparative analysis offers valuable insights for enriching contemporary motivational psychology and informing the design of educational interventions.
کلیدواژهها [English]
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