Spektrum Iran

Rumis Vorstellungen vom Lebenssinn: Eine Lektüre der Majāles-e Sabʿa als Weisheitspädagogik in der Erwachsenenbildung

Art des Dokuments : Original Research Papers

Autor

Department of Comparative Religions and Mysticism, Ferdowsi University of Mashhad, Iran

Abstrakt
Dieser Artikel untersucht die pädagogische Bedeutung von Rumis Majāles-e Sabʿa (Sieben Predigten) als einen religiösen Rahmen für Sinnstiftung in der Erwachsenenbildung. Die Studie positioniert Religion als ein Sinndeutungssystem und hebt das bislang wenig genutzte pädagogische Potenzial von Weisheitsliteratur hervor, insbesondere im Hinblick auf existenzielle Orientierung bei muslimischen Erwachsenen in diasporischen Kontexten. Unter Anwendung des viergliedrigen Sinnmodells von Baumeister und Vohs – bestehend aus Zweck, Werten, Wirksamkeit und Selbstwert – bietet der Artikel eine hermeneutisch-phänomenologische Analyse von Rumis erster Predigt, um seine Vorstellungen vom Sinn des Lebens zu verstehen. Durch eine Textanalyse von flehentlichen Monologen, moralischen Gleichnissen und theologischen Reflexionen untersucht die Studie, wie Rumi ein theozentrisches Modell existenzieller Transformation konstruiert, das auf Sehnsucht, Reue und göttlicher Barmherzigkeit basiert. Zweck wird als eschatologische und teleologische Ausrichtung auf die Rückkehr zu Gott verstanden; Werte werden durch Reue, Demut und moralische Aufrichtigkeit geprägt; Wirksamkeit wird als spirituelle Handlungsmacht durch Erinnerung und Vertrauen neu definiert; und Selbstwert wird durch Aufrichtigkeit und göttliche Anerkennung geformt, anstatt durch bloß meritokratische oder moralistische Rahmen. Methodisch integriert der Artikel Grounded Theory und hermeneutische Phänomenologie, um eine kontextuelle, vielschichtige Lesart von Rumis homiletischer Rede anzubieten und diese als performativen Ort der Sinnstiftung und nicht als statischen Text zu betrachten. In seinen pädagogischen Implikationen schlägt die Studie vor, Rumis Predigten als eine „Weisheitspädagogik“ zu verstehen, die auf Rumis Denken zurückgreift, um Identitätsbildung, moralische Resilienz und existentielle Alphabetisierung bei muslimischen Erwachsenen zu fördern. Es wird argumentiert, dass Rumis Modell einen kraftvollen Bildungsrahmen für den Umgang mit pluralen, desorientierenden modernen Lebenswelten bietet und zugleich kritische Fragen zur Normativität und Inklusivität solcher Pädagogiken aufwirft.

Schlüsselwörter

Hauptthemen


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