Exploration the Nature of Educational Action from the Viewpoint of End-Means Schema
Subject Areas : تاریخ و ماهیت رشته فلسفهٔ تعلیم‌وتربیت، مکاتب و رویکردهای فلسفهٔ تعلیم‌وتربیت قدیم و جدید ،تاریخ اندیشه و عمل تربیتی (سیاست‌ها، برنامه‌ها، اقدامات و...) مفاهیم، گزاره‌ها و نظریه‌های تربیتی آراء مربیان و فیلسوفان تربیتی روش‌شناسی پژوهش‌های تربیتی انواع تربیت مسائل تعلیم‌وتربیت ایران و جهان برنامه درسی و آموزش در رشته‌های گوناگون
1 -
2 - University of Tehran
Keywords: Educational action, End-means schema, Aristotle, Islamic Conception of Action ,
Abstract :
Subordination of educational action to End-Means schema is controversial in philosophy of education. Disagreements on this schema are due to different reasons, such as the conflict between this schema with student autonomy and the undermining of moral aspects of education in this model. On the other hand, the exclusion of educational action from the End-Means schema raises, in turn, some challenges. In order to take an appropriate position on this matter, this paper criticizes the Aristotelian distinction between praxis and poises based on the Islamic conception of action. Based on this critique, an extended version of End-Means schema is introduced for all human actions. Then, the educational action is first explained in terms of an interaction, namely a combination of two actions of educating and being educated issued by the educator and the pupil respectively and each of these actions is analyzed in relation of the suggested schema. In the end, it is shown that how the suggested schema is free from the weaknesses and defects of the traditional explanation of action.