List of Articles Yahya ghaedi

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  1 - An investigation on the humorous Persian Stories In terms of components of philosophical thinking
    yahya ghaedy
  20.1001.1.25382802.1396.2.2.8.5
  The aim of this research is to compare philosophical thinking components in the humorous stories of the ancient and contemporary Persian literature. In order to achieve this goal, a story from Masnavi and a story from Tanz va Shukhtabei Mulla Nasreddin were selected and More

  The aim of this research is to compare philosophical thinking components in the humorous stories of the ancient and contemporary Persian literature. In order to achieve this goal, a story from Masnavi and a story from Tanz va Shukhtabei Mulla Nasreddin were selected and analyzed. The criterion of comparison was Lipman's view about philosophical thinking components. These components were chozen from Lipman's works and were divided into three categories of critical, creative and caring thinking. In the second part, by using the deductive method and based on the theoretical framework provided in the first part, components of philosophical thinking were identified and analyzed in the the stories. The findings show that the selected story from Masnavi (The Fox and the Donkey in front of the Lion) is richer in the aspect of critical thinking and the two components of creative and caring thinking, being at the margin, make the story more powerful. As for the selected story of Tanz va Shukhtabei Molla Nasreddin (Bozorge Shahr), it is rich with regard to the creative and caring thinking. It provides a suitable platform for philosophical thinking because of the components of independence, innovation, testing, amazement, imagination, active and normative thinking. So, the two stories because of the components of philosophical thinking, are suitable for preparing this kind of thinking and they can be used in community of inquiry. Manuscript profile
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  2 - A Comparative Study on Critical Thinking in Social Philosophy of Horkheimer and “Philosophy for Children Program”
      yahya ghaedy
  This article is a comparative study between foundations, goals, and methodology of critical thinking in social philosophy of Horkheimer and “Philosophy for children”(P4C) program, and criticizing them. In order to realize this goal 3 questions are investigated on 3 as More

  This article is a comparative study between foundations, goals, and methodology of critical thinking in social philosophy of Horkheimer and “Philosophy for children”(P4C) program, and criticizing them. In order to realize this goal 3 questions are investigated on 3 aspects of foundations, aims and methods; and their relationship is studied. The result shows some similarities and differences between them. Similarities in foundations like being affected by Socrates, emphasize on thinking position in philosophy more than metaphysical subjects. About similarities in aims intellectual growth and to create better life is common in two approaches but the meaning of better life for them is different; for Horkheimer it means creating happiness for more people but in P4C program it means living in a democratic society with responsible and thoughtful citizens. Differences like adopting with social circumstances and the place of knowledge in social critic are mentioned. In methodology the main difference is to present certain and definable method for improving critical thinking in p4c but Horkheimer argue that critical thinking is a continuous process, so he doesn’t present a definite method only speaks of negative critique. The result of this study can be used for other researchers in philosophy and philosophy of education and other educational fields, curricula developer in educational systems, especially in developing an educational model for educating critical thinking. Manuscript profile
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  3 - An Exploration of Aesthetics from John Dewey's View and its Educational Implications
  Mohsen kordloo   yahya ghaedy saeed zarghami hamrah
  The purpose of this study is to explain aesthetics from John Dewey's perspective and draw its educational implications. This research uses conceptual analysis and deduction as methods. The method of data collection is library-documentary and the analyzed documents inclu More

  The purpose of this study is to explain aesthetics from John Dewey's perspective and draw its educational implications. This research uses conceptual analysis and deduction as methods. The method of data collection is library-documentary and the analyzed documents include books, research backgrounds and related researches. Aesthetics, experience and knowledge are interrelated in Dewey's perspective. Dewey opposes any kind of dualities and advocates unity in aesthetics, experience and knowledge. The aesthetic experience is distinguished by features such as wholeness, immediacy, cohesion, and so on and knowledge is a part of aesthetics. The implications of Dewey's view of art education can be used in both curriculum and teaching. The implication for curriculum is an integrated viewpoint to art, focusing on the theoretical and practical aspect of art. The implication for teaching emphasizes on the connection between art education and pupil experiences and the emotional aspect of teacher-pupil interaction. Embracing diversity in teaching methods and paying attention to qualitative and process-based evaluation helps to promote art education. Manuscript profile
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  4 - Critical Analysis of Educational Justice Components in Ideologicalization and Constructive Discourses
    yahya ghaedy akbar salihie
  The present article has been written with the aim of analyzing and criticizing the components of educational justice in the discourses after the Islamic Revolution with emphasis on the discourse of ideological and constructive. For this purpose, some of the direct state More

  The present article has been written with the aim of analyzing and criticizing the components of educational justice in the discourses after the Islamic Revolution with emphasis on the discourse of ideological and constructive. For this purpose, some of the direct statement and some governmental and educational texts and approvals in the two mentioned periods have been studied and criticized by Norman Fairclough’s critical discourse analysis method. As can be seen from the analysis and interpretation of the texts, these discourses, although somewhat different in terms of educational justice, political and value positions, but in terms of textual and hyper-textual analysis, act more on the need and in the dimension of justice. Lack of budget, maintaining relations of hierarchical order, centralism, ambiguity and contradiction in opinion and practice, weakness in functionalist use of religion along with other ideas, internal and external unrest, limited internal and external interactions, conservatism, dominance and superiority of intellectual and value positions of the upper echelons of the system and as the most important factor and obstacle compared to other cases, including the most significant internal constraints and external barriers in providing the requirements for educational justice, especially at the qualitative level and it shows the inconsistency of the goals and programs proposed with the real relations and goals of the government. Consequently, If, in terms of motivation and cognition, there is no change in the intellectual positions of the ruling group as a source of authority and policy at all levels, change at other levels will not be possible as requirements for the effective realization of educational justice, especially at the qualitative level. Manuscript profile