Abstract

The decline in learning motivation is one of the fundamental challenges of contemporary educational systems, the root of which can be traced to the lack of perception of "pleasure" in the learning process. The aim of research is to explain the role of pleasure in learning and to extract its educational implications based on transcendental wisdom. This study was conducted using a descriptive-analytical method and documentary analysis of philosophical sources of transcendental wisdom. To this end, the ontological and epistemological foundations of pleasure and learning, including the perception of perfection, the originality and doubt of existence, the essential movement of the soul, the agency of the soul, the unity of the world and the known, and the levels of perception, were examined, and then, based on that, the principles of learning and the pattern of learning intensity were extracted. The findings showed that principles such as dynamism, gradualness, deepening, refinement, choice, effort, attention to individual differences, phasing, existential assessment, strengthening sensory powers, and the role of the instructor in interacting with various types of pleasures of experience, interaction, choice, ownership, discovery, creativity, service, connection to truth, and suffering form a meaningful network. Pleasure, as an intermediary link between philosophical foundations and educational principles, elevates learning from the accumulation of information to an existential and perfection-seeking experience, and the learner, through active participation and actualization of perceptual powers, achieves existential unity with the subject and rational perfection. The results of research can be a basis for designing a transcendent learning experience.