Ma`rifat

Abstract The present study was conducted with the aim of analyzing the degree of correspondence between the epistemological foundations of the high level documents of the Iranian educational system and the foundations of the e-learning theory. The research method is qualitative and qualitative content analysis as well as comparative method has been used. The statistical population includes all related internet, library and documentary works. The findings show that there are points of difference between the two epistemological foundations in terms of the components of goals, scope, nature, method, resources and tools. Common points in terms of goal: lifelong learning of the mental existence (Sadr al-Muta’alehin’s principle of the "physicality of occurrence and the spirituality of survival" of the soul, and Deleuze’s continuous variation), Sadra’s notion of the union of knower, knowledge and the known and the subject of relational knowledge and the comparison of knowledge and the knower; in the scope of cognition, acceptance of the natural world (psychology and metacognition); methodology (individual knowledge and the internality of Sadr al-Muta’alehin’s intuitive knowledge and the passive knowledge of the social node and the externality of Sadr al-Muta’alehin’s acquired knowledge and the active knowledge of the network and node) and sources (experience) and tools (senses). The differences include: Deleuzian continuous variation (existence of documents and continuous variation without embodiment); in the goal (negation of meta-narratives, order, duality of power and action and body and soul, unity of knowledge, certain knowledge) in the scope (supernatural world/ neurological), the nature of cognition (existential/non-embodied); methodology (revelation and intellect / communicative) and tools (inspiration and intuition, heavenly book/knot and network and communicative knowledge).