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1 - Critical Discourse Analysis of the Peace in Afghanistan Education Based on The Constitution of the Islamic Republic Period
alishah fayegh Ramazan Barkhordari Alireza mahmmudniaIssue 7 , Vol. 7 , Spring_Summer 2022In the current study, the problem of peace in the education of Afghanistan, based on the official documents of Islamic Republic period has been analyzed. But because the use of language has different complexities and is related to external areas, this study has used the MoreIn the current study, the problem of peace in the education of Afghanistan, based on the official documents of Islamic Republic period has been analyzed. But because the use of language has different complexities and is related to external areas, this study has used the method of critical discourse analysis according to Fairclough's approach along with considerations of Laclau and Mouffe. The main source of this analysis is the document of The Constitution of Afghanistan in the period of the Islamic Republic. At the same time, other authoritative documents and texts have been used to develop and deepen the analysis. The result obtained from this analysis shows that the official documents do not have a single discourse; rather, they contain various discourses without having a specific central signifier, in the form of a discourse order. The most important discourses identified in these documents consist of "Islamism", "democracy", "racism", and "nationalism", which are formed around the main signifiers of "Islam", "people", "race" and "nation". This multiplicity of discourses causes the construction of the identity of peace in the documents to be composed of various signifiers and multiple and incoherent constructs, that cannot be actualized because of the antagonism involved among these signifiers and constructs, consequently, it does not fulfill peace education. Manuscript profile -
Open Access Article
2 - Analysis of the Role of Aesthetic Experience in Children's Education
Fatemeh BenvidiIssue 7 , Vol. 7 , Spring_Summer 2022According to the views of education experts, aesthetic experience and understanding of art is a vital part of a flourishing life. The main purpose of this research is to investigate the role of aesthetic experience in children's education. To achieve this goal, the firs MoreAccording to the views of education experts, aesthetic experience and understanding of art is a vital part of a flourishing life. The main purpose of this research is to investigate the role of aesthetic experience in children's education. To achieve this goal, the first step is to defend the necessity of aesthetic education for children based on the analysis of existing philosophical justifications. For this purpose, the descriptive-analytical research method has been used. Several philosophical justifications have been proposed for the necessity of aesthetic education, whose critical evaluation shows that the only answer is based on aesthetic experience, which makes it possible to defend art based on its distinctive value. Therefore, aesthetic education for children can be taken as justifiable and necessary independent of art's contribution to expression and its role in moral promotion. This is because the aesthetic experience and understanding of art is a vital component in flourishing life, and being exposed to the aesthetic experience opens up ways for human growth that no other type of experience can do. The findings of this research indicate that even if art education does not lead to innovation and improved skills that can be measured with quantitative methods, it should have an important place in schools and curricula. A curriculum without aesthetic training and proper appreciation for the arts ignores our goal of raising flourishing human beings worthy of meaningful aesthetic experiences. Also, aesthetic education should not be limited to people and subject-matters, but should cover the entire curriculum. Manuscript profile -
Open Access Article
3 - The Place of Sacred Art in Modern Education
hamid armaniIssue 7 , Vol. 7 , Spring_Summer 2022In an era in which the face of the one-dimensional world is depicted, materialistic attitudes have been cultivated and have led to the desanctification of the world, also the religion that teaches the correct way of living has now taken on an unattractive appearance in MoreIn an era in which the face of the one-dimensional world is depicted, materialistic attitudes have been cultivated and have led to the desanctification of the world, also the religion that teaches the correct way of living has now taken on an unattractive appearance in the conditions of modernity, traditionalism seeks to show the true face of the world through art and the truths of religion. The questions of the current research are: While the conditions of the modern society, including education and art, are influenced by modern values, for what reasons should the thought and practice of traditionalism be revived? What are the goals, principles and methods of art and education arising from traditionalism? The research method is practical syllogism based on inference from the content of traditional sources. Sacred art is considered as one of the principles of traditionalism, and the following educational goals and methods are derived from it. As for educational goals, these are the candidates: Resolving internal gaps; providing harmony and balance of the outside and inside world; restoring the correct functioning of existential dimensions; cultivating metaphysical ethics; restoring the sense of sanctity of things; transcendence from within; and peace with oneself. Educational methods suggested consist of: Teaching how to think and, as a result, change in thinking, speech, and behavior; teaching wisdom; introspection; prayer; using artistic tools. Some of the outcomes of this view are as follows: freedom from the conflicting opinions and hopes, disparity of thoughts, and, as a result, the lack of identity; attracting the human eye to the levels and layers of the beauties; providing a more beautiful interpretation of religion; expressing and conveying the truth or sacred reflection; calling to unity, the formation of a sacred character. Manuscript profile -
Open Access Article
4 - The Dichotomy of Autonomy and Authenticity in Education; An Autonomous or Responsible Person?
jalal karimian Narges Sajjadieh khosrow Bagheri Mahdi MontazerghaemIssue 7 , Vol. 7 , Spring_Summer 2022Autonomy, a widely recognized ideal in the realm of education, has been subject to diverse interpretations. In its broadest sense, autonomy pertains to adhering to one's own laws. Imbued with significance by Kant, the progenitor of this notion within contemporary philos MoreAutonomy, a widely recognized ideal in the realm of education, has been subject to diverse interpretations. In its broadest sense, autonomy pertains to adhering to one's own laws. Imbued with significance by Kant, the progenitor of this notion within contemporary philosophy, autonomy is regarded as a descriptor of human volition, crucial for the establishment of an absolute moral code. This term finds a profound association with modern rationality. In contrast to autonomy, authenticity emerges as a concept that, while acknowledging human freedom as the aim of education, directs attention toward the actualization of freedom throughout the educational process and human development. In the contemporary era, educational conceptions of autonomy have presented various definitions attempting to elucidate the nexus between rationality and authenticity. However, the philosophical profundity of authenticity has received limited attention within these delineations. Within this context, Heidegger's explication of authenticity (or Eigentlichkeit) possesses the potential to deepen the ideal of autonomy within education. In his ontological existentialism, Heidegger conceives of authenticity as humanity's capacity to engage in spiritual contemplation, aligned with a profound understanding of existence as a meaningful totality, while acknowledging an ongoing connection with truth. Being authentic, therefore, implies openness toward Being itself and an earnest quest for truth within human life. Authenticity arises from a departure from the prescribed paths laid by others, leading toward a more fulfilled existence and facilitating an existential consciousness concerning Being-towards-death. The pursuit of this path necessitates an acceptance of the inner calling of human conscience, embracing fully one's ontological responsibility. Hence, authenticity and its concomitant truth-seeking nature become profoundly intertwined, ultimately serving as a complement to existing definitions of autonomy. Therefore, as a consequence, authenticity emerges as a foundational principle, serving as a guiding light that elevates human responsibility to the forefront as the central objective and primary pathway within the realm of educational pursuits. Manuscript profile -
Open Access Article
5 - The Multiple Formations of Religious Education`s Curricula Against Social Forces in Islamic Schools During the Second Pahlavi Period
irandokht fayyaz zahra minaei narges sajadeh mohammadreza javadi yehanehIssue 7 , Vol. 7 , Spring_Summer 2022This article illustrates how the curricula of religious education were formed vis-a-vis social forces in the Islamic schools during the second Pahlavi reign. Utilizing historical discourse analysis and examining four schools as case studies, we argue that these encoun MoreThis article illustrates how the curricula of religious education were formed vis-a-vis social forces in the Islamic schools during the second Pahlavi reign. Utilizing historical discourse analysis and examining four schools as case studies, we argue that these encounters led to four kinds of knowledge formation: "the generalization of religious knowledge" in the schools of the Islamic Education Society, "rational verification of religious knowledge" in Alavi School, "scholarly comparison of religious knowledge" in Kamal School, and "the systematization of religious knowledge" in the Refah school. The first formation faced the foundations of other rival religious discourses by emphasizing the Qur'an, the confrontation of jurisprudence against popular religion and superstitions, and confronting civil laws to eliminate corruption and achieve progress. The second formation was shaped along with a philosophical approach in encountering with the principles of Marxism and of Baha'iism, and providing a wise religion for immunity from corruptive lifestyles and using Islamic ethics against human social laws. The third formation was shaped by looking for compromise between science and religion versus religious superstitions and the materialists, a chosen jurisprudence versus the formal jurisprudence, and the confrontation with the modern state through a militant religion. The final formation was formed by using theology against other competing discourses, designing efficient social systems versus the modern government, and self-making for providing a good environment as opposed to isolated individual life forms. According to the results of each formation, there can be four inspirations as follows: turning from the internal religious language to the general and extra-religious language, turning from the affirmative language in Muslim philosophy to the speculative language in general philosophy, turning from the necessary relationship between science and religion to a possible relationship, and turning from the absolute inclusion of morality in religion to mutual partial relationship between them. Manuscript profile -
Open Access Article
6 - A Comparative Study on the Concept of Other’s Subjectivity from the Perspective of Lacan and Levinas Focusing on the Educational Implications
Ali sattri Batoul Shahi Maryam EsfahaniIssue 7 , Vol. 7 , Spring_Summer 2022The present study aims to investigate the concept of the other’s subjectivity from the perspective of Lacan and Levinas with emphasis on the moral subject and their educational implications. In order to achieve this goal, the analytical-comparative method has been used MoreThe present study aims to investigate the concept of the other’s subjectivity from the perspective of Lacan and Levinas with emphasis on the moral subject and their educational implications. In order to achieve this goal, the analytical-comparative method has been used and the results of the research indicate that in Lacan's belief, the innate human tendency to dialogue and recreation of discourse forms in linguistic structures, paves the ground for the acceptance of the other. Criticizing the sameness view in the traditional ethics that emphasizes absolute good and the great other, he points out the symptom of reduced others in the moral system and mentions the superiority of other-oriented ethics. Levinas also condemns the reduction of otherness to the "same" matter and in the priority of ethics over philosophy, he talks of an other-oriented and responsible ethics. Some implications can be obtained from the other’s subjectivity for the educational system, in the realms of curriculum, teaching method, and teacher-student relationship. The ideal educational system from Lacan's point of view, based on the two concepts of the Ego-ideal and the Super- ego, arises from a social and moral subject according to which moral subjectivity requires interaction and social action between teachers and students particularly in the realm of curriculum. According to Levinas, the ideal educational system is achieved in the face-to-face relationship between the student and the teacher, and having the focus on the otherness of the student, it requires a curriculum focusing on the marginalized persons. A combination of Lacan's and Levinas's approach in highlighting the relationship between "I" and "the other" leads to the notion of "moral subjectivity". Manuscript profile -
Open Access Article
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Mostafa MoradiIssue 7 , Vol. 7 , Spring_Summer 2022
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Open Access Article
1 - Conceptual Underlyings of Childhood in the Evulution of History: Toward an Islamic Conceptualization of Childhood
Narges SajadiehIssue 1 , Vol. 1 , Autumn_Winter 2016The main aim of this study is to investigate and analyze the evolution of the concept of childhood through human history. First of all, we traced the various meanings of childhood in four historical periods (Ancient period, middle Ages, Renaissance and ultimately contem MoreThe main aim of this study is to investigate and analyze the evolution of the concept of childhood through human history. First of all, we traced the various meanings of childhood in four historical periods (Ancient period, middle Ages, Renaissance and ultimately contemporary period) and their implications for child education. After that, applying conceptual analysis as our method we attempted to infer the key conceptual elements of childhood. Accordingly, this analysis provides four perspectives against which the conceptual patterns of childhood could be categorized and investigated. These perspectives, in spite of their different definitions and approaches toward child education, put forward four essential questions to be answered by philosophers of education dealing with childhood concept. The dependence of childhood concept on the concept of adulthood, and the nature of this dependence, is related to the first question. The second question is about the value dimensions of human nature and its nascent state in the child. The third question focuses on children’s abilities and the mechanisms of their growth, and the final question is concerned with the various dimensions of these abilities involving cognition, emotion and volition. Along the above line of thought, the four aforementioned components were considered for a possible use in connection with an Islamic approach to child education.This approach attempts to organize educational activities on the basis of the presence of one ability versus the absence of another. Manuscript profile -
Open Access Article
2 - Formulation of Implicit Philosophy of Education inAncient Iranian Culture
دکتر سمانه خلیلی khosrow BagheriIssue 2 , Vol. 2 , Spring_Summer 2017The purpose of this article is to extract the Iranian philosophy of education based on the cultural characteristics of the ancient Iran. To obtain this aim, we will consider Taylor’s definition of culture and his emphasis on four main elements including state, social co MoreThe purpose of this article is to extract the Iranian philosophy of education based on the cultural characteristics of the ancient Iran. To obtain this aim, we will consider Taylor’s definition of culture and his emphasis on four main elements including state, social conditions, religion and education. In terms of research methods, we will employ historical method, transcendental analysis, and practical deduction. The findings of this research are organized in terms of the final goal of education, the fundamental concept of education, the philosophical foundations (anthropology, epistemology, and axiology) and the principles derived from them. Accordingly, in the ancient Iran, the final goal of education was “attaining goodness” and in this regard, different dimensions of human existence were considered. This point, especially in the individual aspect is one of the strengths of implicit philosophy of ancient Iranian education. Concerning anthropology, there was a deterministic look to human and his abilities, as well as social immobility and belonging to a particular social class, characteristics that can be criticized. In epistemology, the dependence of knowledge on the social classes, the lack of attention to the value of knowledge itself and the domination of imitative approaches over rationalization are among the weaknesses of this educational philosophy. There are also strengths and weaknesses in its axiology. In the social dimension, the stability of class values and the lack of power of choice are negative points. On the other hand, in terms of individual values, the commitment of individuals and the role of the family in transferring values are considered to be positive points. Manuscript profile -
Open Access Article
3 - The Exploration of "Moral Autonomy" as an Aim of Education (With Emphasis on the Views of Kant and Peters)
masoud safaei moghadamIssue 1 , Vol. 1 , Autumn_Winter 2016Moral autonomy means "self-government" and "self-rule". This paper presents the analysis and reasoning in search of answers to the following questions: first, what conditions does moral autonomy require? Second, does moral autonomy possess the requirements necessary for MoreMoral autonomy means "self-government" and "self-rule". This paper presents the analysis and reasoning in search of answers to the following questions: first, what conditions does moral autonomy require? Second, does moral autonomy possess the requirements necessary for being considered as an aim of education? The theoretical framework of this study is based on Kant’s and Peters’ views that have served the theoretical sources and bases of the survey questions. The first question has been answered by referring to Kant’s ideas, whereas the answer to the second question has been derived from Peters’ sources. Kant believes that reason and free will are the fundamental bases for moral autonomy. On the other hand, Peters argues that the concept of "education" and the "educated person" provide the criteria and necessary conditions for moral autonomy. Hence, it was concluded that by recourse to conceptual analysis, and here, the analysis of the concepts of "education" and "educated person", we are able to demonstrate that moral autonomy should be one of the main aims of education because moral education implies the concepts of both education and educated person. The paradoxes between the concept of "autonomy” and “educational authority”, between "reason and habits" and "authenticity of choice and educational content" are also discussed. Manuscript profile -
Open Access Article
4 - The Position of Aesthetics in Sublimation of Religious Education
Issue 1 , Vol. 1 , Autumn_Winter 2016Considering the fact that the existing approaches in determining the ultimate goals of the educational system are based on Islamic education, therefore, to explain this education and highlighting its potentials for promoting excellence are highly important in educationa MoreConsidering the fact that the existing approaches in determining the ultimate goals of the educational system are based on Islamic education, therefore, to explain this education and highlighting its potentials for promoting excellence are highly important in educational science research. The aim of this study is to explain the position of aesthetics and aesthetic perception in promoting sublimity and the realization of religious education.The research method is descriptive- analytical. The purpose of the analysis was to identify and pin down the relevant concepts and map the network of their relationships. For this purpose, first the concept of religiosity and religious education and its approaches were examined. Then, the concept of aesthetics and the nature of aesthetic perception and the theory associated with aesthetic perception and aesthetic education were introduced. Finally, the conceptual relationships peculiar to the special place of aesthetic sublimity in religious education were proposed and discussed. Results indicate that, based on the conceptual networks established between the components of religious education and those of aesthetics, the introduction of aesthetics components in the educative process could provide grounds for the enrichment of internal motivation, inner experience and moral obligation.Thus it seems that for the successful execution of religious education attention to aesthetics as an important part of axiology of education is a necessary condition over and above the art of pedagogy. Manuscript profile -
Open Access Article
5 - Faith, Doubt and Education
Issue 1 , Vol. 1 , Autumn_Winter 2016The essence of faith is a controversial issue, especially among Muslim and, more prevalently, among Christian thinkers. In this connection, the relation between faith and doubt is one of the main cases of the diffrences of this controversy. In an attempt to pin down the MoreThe essence of faith is a controversial issue, especially among Muslim and, more prevalently, among Christian thinkers. In this connection, the relation between faith and doubt is one of the main cases of the diffrences of this controversy. In an attempt to pin down the sources of these differences, this paper trace their roots to matters such as differences in the contents of religious beliefs, the theoretical presuppositions of the religious thinkers, the different socio-political experiences of the religious societies and, finally, the differences in the intellectual-philosophical currents affecting these two religious fields. Admitting the important role of the last component, one can expect that the rapid growth of communications as the main channel of exchange of ideas may create opportunities for the Islamic thought to come into contact with rival and opposing views on account of which the Islamic Faith may face the same challenges that Christianity had to confront in recent centuries. This article, by using a concept analytical method toward explaining the relationship between faith and doubt, adopts an epistemological approach called constructivist realism as a basis for Islamic Faith and maintains that contrary to the belief by certain circles of Christianity, doubt cannot be regarded as an integral element of faith. Although the existence of doubt is undeniable, it is not a challenger vis-a-vis faith. This premise seems to predispose Islamic education to, on the one hand, promote tolerance regarding doubt and to emphasize effort and motivation for attaining certainty on the other. Manuscript profile -
Open Access Article
6 - Maxine Greene's Public Space: Beyond the Walls of the Standard Education
Bakhtiar Shabani Varaki Tahereh Javidi Kalateh JafarabadiIssue 1 , Vol. 1 , Autumn_Winter 2016The main purpose of this article is the representation of Maxine Greene views about public space and its major potentials for the rethinking of the educational behavior in schools. Thus, first of all, this idea is emphasized that public spaces are important places for d MoreThe main purpose of this article is the representation of Maxine Greene views about public space and its major potentials for the rethinking of the educational behavior in schools. Thus, first of all, this idea is emphasized that public spaces are important places for discussion (for dialog) and a free exchange of ideas and information, through which an individual human being can make his voice heard, while at the same time listening to other individuals’ voices, without being bothered by any fear and threat arising from a wide range of human contradictions, differences, conflicts and ambiguities that are inherent in human communication. Second, along with describing and criticizing the educational space governing the current schools, based on Greene ideas, it is demonstrated that the public space can provide new contexts for going beyond educational standards, and thus may secure grounds for the realization of agency, freedom, democracy and a shared world in the education of learners. Manuscript profile -
Open Access Article
7 - Embodiment Learning: A Critique of Neurophilosophy Approach to Cognition and Learning
bijan babaei بختيار شعباني وركي Tahereh Javidi Kalateh Jafarabadi Ali MoghimiIssue 2 , Vol. 2 , Autumn_Winter 2018The main purpose of this paper is to explain Churchland's radical embodied approach to cognition and learning. This Research is conducted by using concept analysis and critical method. This paper illustrates that how the physicalists account of cognition and learning is MoreThe main purpose of this paper is to explain Churchland's radical embodied approach to cognition and learning. This Research is conducted by using concept analysis and critical method. This paper illustrates that how the physicalists account of cognition and learning is problematic. As an alternative, the neurophenomenological approach of Varela and Mathurana is introduced. They reject physicalism on the bases of the enactive learning and introduce a situated embodied learning. Varela and Mathurana argue that the mind is not in the head and so learning should be considered as an embodied (more than brain), embedded (functioning in a related wider context), enactive (involving things organisms do) and extended (into the environment). Therefore organism and environment are intertwined in the circularity. Manuscript profile -
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8 - The Relation of Anthropological Foundation of the Theory of Bildung with the idea of University in the Thought of Wilhelm von Humboldt
Ahmad Banyasady Mahdi Sajadi khosrow Bagheri Meysam SefidhkhoshIssue 3 , Vol. 3 , Spring_Summer 2018The theories of Bildung are among the most extensive theories in German thought. An illustration of Bilung is given by Wilhelm von Humboldt in the concept of university named after him as “Humboldtian University”. A certain anthropological framework plays an important MoreThe theories of Bildung are among the most extensive theories in German thought. An illustration of Bilung is given by Wilhelm von Humboldt in the concept of university named after him as “Humboldtian University”. A certain anthropological framework plays an important role in this idea. The main purpose of this article is to, firstly, explain and identify the basic components of this framework. The next step is showing the relationship between these components and the pillars of the idea of a Humboldtian university. The results show that "human" in Humboldt's thought is not a predetermined being, rather the ideal of humanity will be raised through humans' purposeful and ongoing actions. Essentially, it depends - more than anything else - on the principle of freedom, the expansion of situations/ situations and empowerment conditions in an inclusive interactive context with the (non-human) world. It is also the achievement of a balanced and homogenous personality that this theory represents for human beings. In addition, the achievement of Bildung in the social field is the promotion of popular culture, which will bring it to the attention of the whole community. It is shown that Humboldt’s idea of the university also includes such features. The result of this research is expected to increase our insight into the theoretical foundations of one of the famous university ideals, the Humboldtian ideal, of which we as yet have paid little attention Manuscript profile -
Open Access Article
9 - Pathology of Religious Education Discourse in the System of Formal Education of Iran
Issue 1 , Vol. 1 , Autumn_Winter 2016Religious education with its concomitant attempt at shaping a single, uniform identity among the younger generation has always been the concern of our educational system over the past thirty years.To deal with this matter, the aim of this study is, first, to survey the MoreReligious education with its concomitant attempt at shaping a single, uniform identity among the younger generation has always been the concern of our educational system over the past thirty years.To deal with this matter, the aim of this study is, first, to survey the dominant discourse of religious education with its subsidiary discourses of campaign against cultural invasion and the localization of sciences in post revolutionary Iran and, second, to investigate the pathology of the above discourse, particularly from the perspective of religious education. To achieve this purpose, the present investigation, using an analytical approach, surveying the history of the above discourse and categorizing the data thus obtained, attempted to review the Islamic education discourse over the past thirty years and critically evaluate its consequences. The results of the survey point to the fact that excessive emphasis on social engineering and attempt at forming a single uniform religious identity, the inculcation of an attitude for imitation through indoctrination, formalism, and a “quarantined” education are the dire consequences of the above discouse. Manuscript profile -
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Issue 2 , Vol. 2 , Spring_Summer 2017
