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      1 - Reason and Reasoning from the Perspective of Neuroscience Based on Antonio Damasio's View and its Implications for Rational Education
      Azad Mhammadi khosrow Bagheri Mahmud talkhabi Narges Sajadieh
      Issue 7 , Volume 7 , Spring_Summer 2022
      The main purpose of this study is the investigation on the place of reason and reasoning in Damasio’s view (with the emphasis on somatic marker hypothesis) and displaying its implications for rational education. The question raised up here is: what are the implications Full Text
      The main purpose of this study is the investigation on the place of reason and reasoning in Damasio’s view (with the emphasis on somatic marker hypothesis) and displaying its implications for rational education. The question raised up here is: what are the implications of Damasio’s theory for rational education? The research has been carried out by using the descriptive – analytic method. The neurobiological view of Damasio by emphasis on the role of body and biological regulation (homeostasis, value principle, emotions and feelings) correlates the flourishing of reason with emotions and feelings. Damasio believes that the coherence of cognition and affectional aspects is a necessity that originates from the evolution of organisms in order to maintain and manage life. Hence the proper function of reasoning is fundamentally dependent on the real function of emotions and feelings. In this view, reason defects, rather than being cognitive in nature, are related to defects in the functions of feeling and emotion. Hence, if the emotional system functions improperly, the decision-making process and reasoning will be faced with a fundamental defect. Among the implications of the Damasio’s perspective for rational education are: a) the recognition of the profitable role of emotions in flourishing reasoning skills; b) utilizing the capacity of reasoning to modify the counseling role of emotions; and c) integration, instead of segregation, of curriculum based on the interrelation of thought-emotion education. Manuscript Document

    • Open Access Article

      2 - The Pedagogical Narrative of Embodied Consciousness in the Post-Reductionist Era: The Inseparability of Mind-Body-Environment (MBE)
      Zeinab Mahdavi Bakhatiar shabanivaraky Tahereh Javidi Calate Jaafar Abad
      Issue 7 , Volume 7 , Spring_Summer 2022
      To narrate the pedagogy inspired by embodiment consciousness is the primary purpose of the paper. To reach it, firstly, the analytical account has offered the main consciousness streams which took a reductionism position about the phenomenon and, then, according to the Full Text
      To narrate the pedagogy inspired by embodiment consciousness is the primary purpose of the paper. To reach it, firstly, the analytical account has offered the main consciousness streams which took a reductionism position about the phenomenon and, then, according to the shortcomings they have created, we criticised them. On the one hand, dualism held that mind and matter are distinct substances and preferred the mind as a non-material entity, leading to explanatory gab and the hard problem of consciousness later. The eliminativist's argument about consciousness is that "there is no such a thing." Therefore, mental states and awareness are exclusively confined only to the brain and neuroscientific subjects. On the other hand, neurophenomenology takes a holism position and, by refusing the explanatory gap, believes that there is no split between the mind-body and the world. Varela introduced the embodiment as a feature of consciousness which means that the integrated experience is intimately connected to situations and arise from contexts. Thus, we are active in the world and show a reaction, rather than isolated Cartesian minds that consist of pure thought or generally eliminated consciousness. The idea demonstrates even better in the pedagogy field due to embodiment consciousness by identifying students' first-person experience and emotional aspects and recovering Cartesian subjective preference. Moreover, bypassing traditional, static and dogmatic structures, pedagogy inspired by embodiment consciousness endeavor to conquer elimination problems and explain that human beings do not live inactively in a society with a set of predomination stuff like morality which has already existed just in neural system and the brain biologically. Therefore, embodiment consciousness has been suggested as an alternative to the previous streams. Here, the pedagogical stream is non-linear, emergent, and chaotic, in which monologue turns to dialogue. In these circumstances, the pedagogic connection refuses to follow static, linear, and predetermined regulation but avoids pursuing blindness and imitation. Manuscript Document

    • Open Access Article

      3 - A Philosophical Investigation of the Reasons for the Moral Practice of Organ Donation and Introducing Educational Principles and Methods to Persuade Trainees to Do it Based on the Islamic Perspective of Action
      Morad Yaridrhnavi hamid Balochi
      Issue 7 , Volume 7 , Spring_Summer 2022
      According to the teachings of the Holy Qur'an, God considers saving the life of one human being equal to saving the lives of all human beings. In contemporary medical and treatment culture, organ and tissue donation is one of the modern ways to treat humans ad save thei Full Text
      According to the teachings of the Holy Qur'an, God considers saving the life of one human being equal to saving the lives of all human beings. In contemporary medical and treatment culture, organ and tissue donation is one of the modern ways to treat humans ad save their lives. Practicing this moral and human value can help realize this divine teaching. This moral and value action has been investigated in different fields of research such as medicine, psychology, sociology, etc., nevertheless, it has not been studied from the perspective of education. In this regard, the present study pursued two objectives. First, the various reasons and factors expressed in persuading individuals to do the moral act of organ donation were categorized and explained from a philosophical viewpoint, and then by adopting a philosophical perspective (Islamic perspective of action), the educational foundations, principles and methods of persuading trainees to do this moral actin were deduced. For the first objective of the research, the descriptive-analytical method was used and for the second objective, Frankena's reconstructed model was utilized as the research methods. The results showed that the reasons for persuading individuals to do this moral action can be classified into four areas: intellectual, emotional, psychological and sociological. In accordance with the three principles of human practice from the Islamic perspective of action, the three educational principles including raising awareness about the moral action of organ donation, emotional transformation about it and making grounds for trainees to voluntarily do it, along with direct, semi-direct and indirect educational methods to realize these principles were recommended to act as guidelines for internalizing and persuading trainees to do organ donation. Manuscript Document

    • Open Access Article

      4 - Childhood, Evils, and Error-tolerant Education
      saeed Azadmanesh
      Issue 7 , Volume 7 , Spring_Summer 2022
      Human being has been naturally created in such a way that has the possibility and desire to behave good and evil. This is while in education, and especially in childhood education, the good is central and evil has been marginalized. Concentrating on the good and ignorin Full Text
      Human being has been naturally created in such a way that has the possibility and desire to behave good and evil. This is while in education, and especially in childhood education, the good is central and evil has been marginalized. Concentrating on the good and ignoring the evil in education does not seem realistic. The inclination to evil behavior and recognizing wickedness and error in childhood requires an appropriate education. In this study, by expressing reasons for the necessity of recognizing evil and a glimpse of the verses of the Quran, the desire to behave good and evil is recognized in childhood. Considering the concept of evil and the concept of childhood as a spectrum makes sense of talking about evil in childhood. Hence, an alternative approach is proposed to childhood education, called error-tolerant education. Error-tolerant education attempts to recognize the error and wickedness in childhood to provide the possibility of an active encounter to error and thus, facilitate the path of education and truth-seeking for children. “Recognizing the child’s evil inclinations”, “encountering error actively in childhood”, and “maximum welcoming of children’s error” are some of the components of error-tolerant education in childhood Manuscript Document

    • Open Access Article

      5 - A Critique of the Goals of the Domain of Religious and Moral Education Approved by the Supreme Council of Education
      Mohammad  hassani
      Issue 7 , Volume 7 , Spring_Summer 2022
      The purpose of this study is to critique the goals of the domain of religious and moral education approved by the Supreme Council of Education. The criticism has been launched in the dimensions of the foundations and the methods for reaching the goals. The findings of t Full Text
      The purpose of this study is to critique the goals of the domain of religious and moral education approved by the Supreme Council of Education. The criticism has been launched in the dimensions of the foundations and the methods for reaching the goals. The findings of this study show that the philosophical foundations of these goals are the theory of religious good and evil or the theory of divine command which is in conflict with the pre-religious ethics, the signs and evidence of which exist in the Islamic religious sources, and the relevant theoretical views are contained in the theoretical foundations of the document of The Fundamental Change. Also, these goals lead to a moral education emcompassed in the religious education while this type of moral education will not be effective in today's conditions. Manuscript Document

    • Open Access Article

      6 - The Methods of Intellectual Education based on Plotinus' Emanation-Centered Approach
      gholami akbar Reza Ali Nowrozi Mohammad-Hossein Heidari MOJTABA Sepahi
      Issue 7 , Volume 7 , Spring_Summer 2022
      The purpose of this study was to analyze the concept of intellectual life in Plotinus' grace-oriented approach in order to infer the methods of intellectual education in response to the challenge of marketization of knowledge in education today. The present study is a q Full Text
      The purpose of this study was to analyze the concept of intellectual life in Plotinus' grace-oriented approach in order to infer the methods of intellectual education in response to the challenge of marketization of knowledge in education today. The present study is a qualitative research using conceptual analysis and practical analogy of Frankna. Inference of methods in the form of practical deductions consists of a normative premise indicating intermediate goals or principles of education, a factual premise that expresses the techniques and methods of achieving education goals, and a conclusion being a normative recommendation of a method to achieve educational goals. The results of this study showed that the methods of rational training based on existential change included benevolence, activism, and methods based on epistemological transformation including rational and intuitive reflections and the method of insight and introspection and methods based on moderation and practical wisdom included the practice of wisdom and self-purification. Therefore, knowledge with the focus on true rationality and by applying the methods extracted in Plotinus' thought has the capacity to resist the phenomenon of commercialization of knowledge in education today. These methods can be used as a tool against the manifestations of instrumental rationality such as wealth-centered thinking, cultural industry, superficiality and power-centeredness. Manuscript Document

    • Open Access Article

      7 - .
      khosrow Bagheri
      Issue 7 , Volume 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 Sajadieh  
      Issue 1 , Volume 1 , Autumn_Winter 2016
      The 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 Full Text
      The 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 Document

    • Open Access Article

      2 - Formulation of Implicit Philosophy of Education inAncient Iranian Culture
      دکتر سمانه خلیلی khosrow Bagheri
      Issue 2 , Volume 2 , Spring_Summer 2017
      The 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 Full Text
      The 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 Document

    • 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 moghadam    
      Issue 1 , Volume 1 , Autumn_Winter 2016
      Moral 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 Full Text
      Moral 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 Document

    • Open Access Article

      4 - Faith, Doubt and Education
       
      Issue 1 , Volume 1 , Autumn_Winter 2016
      The 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 Full Text
      The 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 Document

    • Open Access Article

      5 - The Position of Aesthetics in Sublimation of Religious Education
           
      Issue 1 , Volume 1 , Autumn_Winter 2016
      Considering 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 Full Text
      Considering 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 Document

    • Open Access Article

      6 - Maxine Greene's Public Space: Beyond the Walls of the Standard Education
        Bakhtiar  Shabani Varaki Tahereh Javidi Kalateh Jafarabadi  
      Issue 1 , Volume 1 , Autumn_Winter 2016
      The 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 Full Text
      The 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 Document

    • Open Access Article

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      Issue 2 , Volume 2 , Spring_Summer 2017

    • Open Access Article

      8 - Pathology of Religious Education Discourse in the System of Formal Education of Iran
           
      Issue 1 , Volume 1 , Autumn_Winter 2016
      Religious 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 Full Text
      Religious 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 Document

    • Open Access Article

      9 - Embodiment Learning: A Critique of Neurophilosophy Approach to Cognition and Learning
      bijan babaei بختيار شعباني وركي Tahereh Javidi Kalateh Jafarabadi Ali  Moghimi
      Issue 2 , Volume 2 , Autumn_Winter 2018
      The 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 Full Text
      The 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 Document

    • Open Access Article

      10 - 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 Sefidhkhosh
      Issue 3 , Volume 3 , Spring_Summer 2018
      The 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 Full Text
      The 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 Document
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    Number of Issues 7
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    Last Update 5/17/2022