List of articles (by subject)
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Open Access Article
1 - The Position of Aesthetics in Sublimation of Religious Education
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 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
2 - Maxine Greene's Public Space: Beyond the Walls of the Standard Education
Bakhtiar Shabani Varaki Tahereh Javidi Kalateh JafarabadiThe 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
3 - The Exploration of "Moral Autonomy" as an Aim of Education (With Emphasis on the Views of Kant and Peters)
masoud safaei moghadamMoral 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 - Faith, Doubt and Education
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 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
5 - Conceptual Underlyings of Childhood in the Evulution of History: Toward an Islamic Conceptualization of Childhood
Narges SajadiehThe 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
6 - Pathology of Religious Education Discourse in the System of Formal Education of Iran
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 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 -
Open Access Article
7 - Formulation of Implicit Philosophy of Education inAncient Iranian Culture
دکتر سمانه خلیلی khosrow BagheriThe 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
8 - رويكرد شناختی به تربیت دینی
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Open Access Article
9 - رویکرد شخصگرا به تربیت اخلاقی و اهداف آن
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Open Access Article
10 - بررسی تطبیقی سرشت انسان در دیدگاه روسو و آیتالله شاهآبادی
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Open Access Article
11 - بررسی انتقادی مدل تربیت اخلاقی تلفیقی مبتنی بر ایده «خبرگی اخلاقی»
Fatemeh Vojdani -
Open Access Article
12 - Exploration of Philosophical Foundations of Preservation of Law and its Educational Implications in viewpoints of Plato and Kant
The paper attempts to answer two questions based on the thoughts of Plato and Kant concerning the issue of law preservation. The first question refers to the foundation of law obedience and the second one concerns the educational implication of it. The method of deducti MoreThe paper attempts to answer two questions based on the thoughts of Plato and Kant concerning the issue of law preservation. The first question refers to the foundation of law obedience and the second one concerns the educational implication of it. The method of deduction is used in this study and in order to find the similarities and differences of the two philosophers' views the method of comparative analysis is used. Both philosophers define law preservation as the absolute obedience of law. The two aims of law preservation include: a) obedience of law in practice and b) scholarly discussion for the reformation of law. The two philosophers agree on three principles: awareness of law contents, awareness of necessity of law obedience, and the critical view to the laws and their contents. In addition, Plato holds two other principles: respecting the law and the absolute priority of law obedience and Kant holds the principle of reflection and discussion. Educational methods based on these principles are: explanation of legislation necessity in curriculum, presentation of practical models on obedience of educational rules, performing open sessions for discussion and reforming school and class rules and regulations based on the above-mentioned principles. Manuscript profile -
Open Access Article
13 - Exploration the Nature of Educational Action from the Viewpoint of End-Means Schema
khosrow BagheriSubordination 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 educati MoreSubordination 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. Manuscript profile -
Open Access Article
14 - Embodiment Learning: A Critique of Neurophilosophy Approach to Cognition and Learning
bijan babaei بختيار شعباني وركي Tahereh Javidi Kalateh Jafarabadi Ali MoghimiThe 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 -
Open Access Article
15 - An investigation on the humorous Persian Stories In terms of components of philosophical thinking
yahya ghaedyThe 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 MoreThe 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 -
Open Access Article
16 - The Conceptual Analysis of “Tarbiat” in Persian and “Education” in English
دکتر طیبه توسلیThis article aims to consider and compare some concepts in Persian having the closest meanings to the concept of “education” in English. The main concept is “tarbiat”. The method of research is conceptual analysis for denoting some similarities and differences between t MoreThis article aims to consider and compare some concepts in Persian having the closest meanings to the concept of “education” in English. The main concept is “tarbiat”. The method of research is conceptual analysis for denoting some similarities and differences between the terms “tarbiat” and “education” in terms of etymological meaning, ordinary language, conceptual change, and contemporary usages. The results shows that both "education" and "Tarbiat" imply spiritual and physical development in etymological meaning; "Tarbiat" like "education" is a fluid word and has had some changes in its meaning from the past to the present time. In terms of the ordinary language, there are some similarities between the two words. Also, in the current usage, both the word “education” and the term “ta’lim va tarbiat” refer basically to teaching, learning and schooling. Manuscript profile -
Open Access Article
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رضا محمدی چابکی -
Open Access Article
18 - 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 SefidhkhoshThe 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
19 - A Deconstructive Analysis of Childhood in Social Constructionism
reza sheikheh mohamad jafar paksereshtThe aim of this research was to explicate the childhood period based on the social constructionism, using the deconstruction method. Deconstruction is defined as analyzing and rereading each subject through defocusing and finding some aspects of the subject which are us MoreThe aim of this research was to explicate the childhood period based on the social constructionism, using the deconstruction method. Deconstruction is defined as analyzing and rereading each subject through defocusing and finding some aspects of the subject which are usually neglected. Generally, there exist two groups of theories concerning childhood: First, developmental theories that treat childhood as a natural and universal process. The second group considers the childhood as a special period constructed by society. Social constructionism provided a new sphere by challenging the concepts of developmental theories. According to social constructionism, childhood is a social phenomenon. Focusing on social constructionism, we will encounter special implications. In this way, education will take on a sociocultural nature. Knowledge, and consequently contents of subject matters, will get a sociocultural nature and will be shaped under the influence of other poles of education, namely teacher and other factors of educational system. The social process of knowledge construct leads to the preference of collaborative perspectives in education. Along with all these elements, pluralism will be legitimized in content and method. Manuscript profile -
Open Access Article
20 - Plato’s Idealism as the Logic of Exploring Ideas and Their Implications in Education
مجتبی پورکریمی هاوشکی رسول اسکندری مراد یاری دهنویThe main aim of this essay is to explain Plato’s idealism in terms of general concepts and their educational implications. In this research, which is of a qualitative kind using the inferential method, the works of Plato, along with the books and articles related to his MoreThe main aim of this essay is to explain Plato’s idealism in terms of general concepts and their educational implications. In this research, which is of a qualitative kind using the inferential method, the works of Plato, along with the books and articles related to his opinions are investigated. The research attempts to answer these questions. How is Platonic Idealism explained in terms of defining general concepts? What are educational implications of Plato' thought? The results indicate that Plato seeks to explain general concept as the representation of ideas. For him, these ideas are real but immaterial beings. The main elements of definition are concept and example. One of the main functions of general concepts is the use of them as a criterion for action in partial and objective situations, concepts that all have essential and necessary conditions and it can be distinguished on the basis of topics and also it can be put the plural things (examples) under a general concept. In terms of educational implications, Plato’s idealism entails a shift towards a concept-based framework in education including rebuilding curriculum, teaching methods, teacher and student relationship, and evaluation based on the discovery of general concepts. Manuscript profile -
Open Access Article
21 - Culture, Education and Unrealized Possibilities: Essay about the Neglected Human Freedoms Behind Culture and Education
elham zareh mohammad hasan karimiBy looking beyond what is often said about the importance and necessity of education and culture in shaping human and society, this article seeks to analyze the other side of culture and education that does not let the pupils to think in other ways of life and prevent t MoreBy looking beyond what is often said about the importance and necessity of education and culture in shaping human and society, this article seeks to analyze the other side of culture and education that does not let the pupils to think in other ways of life and prevent them from creativity. Using the concept of "unrealized possibilities", the paper emphasizes on the ways in which culture and education prevent pupils from attention to some possibilities such as freedom and comprehensive development. The main goal of the paper is to answer these questions: How does culture and education restrain human minds from creativity and lead to the unrealized possibilities? How can the unrealized opportunities be realized? The method of critical analysis is used in order to answer these questions. The findings indicate that unrealized possibilities can be realized through providing pupils with cultural intelligence, creativity, meta-cultural vision, active role, and individuality. Manuscript profile -
Open Access Article
22 - Historical Discourse Analysis of the Birth of Modern School in Terms of Power Relations
The main purpose of this paper is to examine the historical discourse of the birth of the modern school in terms of power relations around the lives of children. The method used in this essay is Critical Discourse Analysis of Michel Foucault. In order to achieve the pur MoreThe main purpose of this paper is to examine the historical discourse of the birth of the modern school in terms of power relations around the lives of children. The method used in this essay is Critical Discourse Analysis of Michel Foucault. In order to achieve the purpose of the study, the formation of new schools is analyzed from Foucault's point of view and his commentators. According to this description, a transformation has occurred from a body-based abstinence to institutional development of child care and school development. The most important discourse developments include the advent of modern childcare practices, the concealment of punitive care around children, and ultimately the expansion of modern power over the child's soul. Then, the power relations were analyzed based on a documentary analysis of the discursive approach to childhood and education. The results show that the birth of modern school and different branches of knowledge such as child psychology and sociology that shaped educational knowledge were the result of the evolution of the underlying social, economic, and demographic policies and disciplinary technologies and did not necessarily lead to the freedom of children. Therefore, the lives of children depend on the liberation not from institutions, but from the domination systems. Manuscript profile -
Open Access Article
23 - The Nature and Realm of Responsibility of Human from the Perspective of Sartre and Islamic View of Action
The aim of this study is a comparative analysis of the nature and the realm of responsibility from the perspective of Sartre and Islamic view of action. In order to do this, two methods of conceptual analysis and comparative analysis were used; using the method of conce MoreThe aim of this study is a comparative analysis of the nature and the realm of responsibility from the perspective of Sartre and Islamic view of action. In order to do this, two methods of conceptual analysis and comparative analysis were used; using the method of conceptual analysis, the nature of human responsibility, regarding to the nature of human and its freedom in both views, was examined and then, their similarities and differences were comparatively analyzed. The comparison was analyzed from four aspects of the origin of responsibility and the criteria (nature of responsibility), absolute/bounded responsibility and individual/social responsibility (realm of responsibility). First, despite the initial similarities between the two perspectives on the origins of responsibility, these are distinct by considering the concept of abandonment. Second, these two views, according to two aspects of the objective/subjective and absolute/relative of the responsibility criteria, are naturally different. Being absolute/ bounded, as the third component, makes the two views closer together in the responsibility realm. Fourth, individual/social responsibility of acts deals with the comparative study of this realm from another perspective. Manuscript profile -
Open Access Article
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Open Access Article
25 - Methodological Exploration of the Conceptual Analysis Process in the Islamic Philosophy of Education Based on the Theory of Conventional Perceptions of M.H. Tabatabaie
sara hanifehzadeh alireza sadeghzdeh ahad faramarz gharamaleki Mohsen Imani NaeiniThe purpose of this paper is to present a methodological exploration of the process of analyzing educational concepts in philosophy of education with an Islamic approach based on the theory of conventional perceptions of M.H. Tabatabaie. The findings show firstly that e MoreThe purpose of this paper is to present a methodological exploration of the process of analyzing educational concepts in philosophy of education with an Islamic approach based on the theory of conventional perceptions of M.H. Tabatabaie. The findings show firstly that educational concepts have these characteristics: 1. Conventional and normative, and therefore the impossibility of connecting them to facts and the truth 2. Not having a productive relationship with the obvious and theoretical theorems. 3. The possibility of change. 4- The possibility of the psychological connection of these types of concepts with the set of facts and needs of human existence. Therefore, it is necessary for educators to integrate these realities and existential needs in the process of analyzing educational concepts. Secondly, the most important criteria for accreditation of such concepts are: 1- Validity of values and supporting propositions, 2- Efficiency (in meeting the needs of human beings), and 3- Compatibility with other social values. Manuscript profile -
Open Access Article
26 - Methodological Exploration of the Conceptual Analysis Process in the Islamic Philosophy of Education Based on the Theory of Conventional Perceptions of M.H. Tabatabaie
sara hanifehzadeh alireza sadeghzdeh ahad faramarz gharamaleki Mohsen Imani NaeiniThe purpose of this paper is to present a methodological exploration of the process of analyzing educational concepts in philosophy of education with an Islamic approach based on the theory of conventional perceptions of M.H. Tabatabaie. The findings show firstly that e MoreThe purpose of this paper is to present a methodological exploration of the process of analyzing educational concepts in philosophy of education with an Islamic approach based on the theory of conventional perceptions of M.H. Tabatabaie. The findings show firstly that educational concepts have these characteristics: 1. Conventional and normative, and therefore the impossibility of connecting them to facts and the truth 2. Not having a productive relationship with the obvious and theoretical theorems. 3. The possibility of change. 4- The possibility of the psychological connection of these types of concepts with the set of facts and needs of human existence. Therefore, it is necessary for educators to integrate these realities and existential needs in the process of analyzing educational concepts. Secondly, the most important criteria for accreditation of such concepts are: 1- Validity of values and supporting propositions, 2- Efficiency (in meeting the needs of human beings), and 3- Compatibility with other social values Manuscript profile -
Open Access Article
27 - A Preventive Model of Utilitarian Moral Education with Emphasis on Undesirable Conducts in Mill’s viewpoint
shahnaz shahriari neisiani Reza Ali Nowrozi Mohammad MeshkatThe purpose of this research is to formulate a preventive model of the utilitarian moral education with emphasis on undesirable conducts in Mill’s viewpoint. The method used is the “descriptive-analytical” method. Undesirable conducts include wrong conducts (violating MoreThe purpose of this research is to formulate a preventive model of the utilitarian moral education with emphasis on undesirable conducts in Mill’s viewpoint. The method used is the “descriptive-analytical” method. Undesirable conducts include wrong conducts (violating rights and comfort of others), and unpleasant conducts, the existence of which can be explained with fails in duties. The goal of moral education is happiness, and moral education includes dimensions of prevention and punishment. Punishments appear in the following forms: reprobation for violating the rights and disturbing the comfort, and losing the positive attention of others because of the behaviors lacking personal dignity. By prevention, we mean primary prevention that is governed by the principles of justice and contemplation. The governance of justice is related to the conducts violating the rights, but governance of the principle of contemplation is in preventing wrong conducts, and in meanings of “care of soul” and care of reasons. In unpleasant conducts, the ruling principle is the contemplation with aforementioned meanings. These findings support Mill’s belief that "the main foundations of moral life in the new age are justice and contemplation." Prevention strategies referring to the two types of undesirable conducts are strengthening conscience and giving insights. The linkage of strategies to principles is presented in the preventive model. According to the findings on prevention, considering reasonable punishment for wrong conducts and paying attention to justice and contemplation in explaining undesirable conducts is a positive aspect of Mill's perspectiv. However, his views on unpleasant conducts have been criticized, because interventions and punishments considered for these conducts lack the necessary performance for guaranteeing the prevention of self-harm and reforming the holders of unpleasant conducts. Also his opinion about people's owing to one another lacks the strong executive support for action in relation to the holders of these conducts. Removing these weaknesses requires a revision of Mill's harm principle and correcting and reconsructing some of his beliefs. Manuscript profile -
Open Access Article
28 - A Comparative Study on Critical Thinking in Social Philosophy of Horkheimer and “Philosophy for Children Program”
yahya ghaedyThis 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 MoreThis 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 -
Open Access Article
29 - The status of massive open online courses (MOOCs) in breeding students' moral responsibility with an emphasis on actor- network philosophical theory
saeed zarghami hamrahThe goal of this research is investigate the position of MOOCs in breeding students' moral responsibility with an emphasis on actor- network theory. The present research is philosophical and conceptual and linguistic analysis and transgressive logical analysis. Document MoreThe goal of this research is investigate the position of MOOCs in breeding students' moral responsibility with an emphasis on actor- network theory. The present research is philosophical and conceptual and linguistic analysis and transgressive logical analysis. Documents analyzed included views of experts, books, background studies and related research in the field. Findings of the research showed; based on the theory of actor- network and the simultaneous function of man and technology and their interactions between each other, MOOCs is not a neutral tool and can has a dual position is constructive and unconstructive in breeding students' moral responsibility. On the one hand, through changing the role of the teacher and the student, the application of interactive approaches in teaching, the development of specific competencies and the development of educational justice have provided a basis for breeding responsibility. On the contrary, due to the non-presence, unconditional acceptance of all applicants, crowded classrooms, the existence of false identities and the possibility of unknowing learners have reduced student responsibility. Based on the theory of actor network and the intermediate, symmetric and network look at humans and artifacts, it can be concluded the technology of MOOCs through changing the nature, interests and intentions of the actors provides background for training their moral responsibility or irresponsible. But this lackage can be filled by interacting with the learning environment and using more than multimedia technologies. Manuscript profile -
Open Access Article
30 - A Comparative Study on the Literary Backgrounds in the Formation of Paideia in the Ancient Greece and Doctrinal and Educational Teachings in the Ancient Persia: Emphasizing on Iliad, Odyssey and Shahname
mohammadhassan mirzamohammadi faride davoudyThe purpose of this study is to investigate and compare the literary backgrounds of the formation of Paideia in ancient Greece and the implications of doctrinal and educational teachings in the ancient Persia. The main sources are Iliad, Odyssey and Shahname which are s MoreThe purpose of this study is to investigate and compare the literary backgrounds of the formation of Paideia in ancient Greece and the implications of doctrinal and educational teachings in the ancient Persia. The main sources are Iliad, Odyssey and Shahname which are studied by the method of analysis (conceptual, documentary, and comparative). At first, the concepts, backgrounds, types and fields of the formation of Paideia in Greece and educational teachings in Persia were examined in terms of physical, artistic, moral, and intellectual dimensions. Then, commonalities and differences between them were extracted. In terms of commonalities, the epic aspects overcome other literary genres. As well, in both cultures, allegory was used in education. In the physical dimension, in the literature of the both cultures, a transcendent human was conceived in terms of a healthy body and a pure spirit. In the moral dimension, humane teachings and examples of chivalry and high ethics were introduced through the stories and epic poems. In the intellectual dimension of the ancient Persia, wisdom was given great importance. In the Greek literature too, the topic of rationality and its ramifications were at issue. This rationality is expressed in terms of the cultural and educational contexts of the two nations, as in Shahnameh, the most significant signs of wisdom are brief and meaningful talk. In the Greek Paideia, the effects of this wisdom are expressed in philosophy. Integrating wisdom and tolerance with people, valuable work, justice, the balance in behavior and life through wisdom are of common aspects in the both cultures. In terms of difference, in the Greek literature, components are more detailed and more functional, and myths are more individualized, while in Persia there were more general teachings and collective myths. In the artistic aspect, we see wider concepts in Persian literature compared to the Greek culture. Manuscript profile -
Open Access Article
31 - Moral Autonomy in Taylor's Ethics of Authenticity and its Implications for Education
Mohammad ravanbakhshThe main purpose of this research is to explore the educational implications of Charles Taylor's notion of Autonomy. This research consists of two parts. The first part addresses the ethics of authenticity from the perspective of Taylor. Based on the findings of this se MoreThe main purpose of this research is to explore the educational implications of Charles Taylor's notion of Autonomy. This research consists of two parts. The first part addresses the ethics of authenticity from the perspective of Taylor. Based on the findings of this section, the underlying self-reference of the idea of authenticity from Taylor's perspective is limited to the field of method and way of living, instead of content. The second part is devoted to educational implications of Taylor's view, including educational principles and other educational issues, based on the findings of the first part. The educational implications are based on the following two components: attachment and belonging. From the first component, five educational considerations are derived: Strengthening the argumentation, strengthening the feeling of self-esteem, strengthening self-awareness and self-control in moral choices. Educational implications based on the principle of belonging are as follows: firstly, consideration of the roles of social and family communications in education, and secondly, sensibility to the cultural gap between parents and children in education. Manuscript profile -
Open Access Article
32 - تعلیم و تربیت، خودآگاهی و عمل اجتماعی؛ بیلدونگ بهمثابه مفهومی نوهگلی
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Open Access Article
33 - A Holographic Teaching-Learning Environment: Beyond Neuro-philosophy and Towards Neuro-phenomenology of Education
hosein sharafi بختيار شعباني وركيThe main objective of this paper is to explain the difficulties and insufficiency of neuro-philosophy to delineate the framework of teaching-learning environments, and suggest an alternative to these difficulties. Therefore, firstly, the perspective of the neuro-philoso MoreThe main objective of this paper is to explain the difficulties and insufficiency of neuro-philosophy to delineate the framework of teaching-learning environments, and suggest an alternative to these difficulties. Therefore, firstly, the perspective of the neuro-philosophy to teaching-learning environments have been examined and criticized. Then, we have proposed a holographic teaching-learning environment based on the Varela’s neuro-phenomenology of education and inspired by the integral theory. The most important features of this approach to learning environments are: holographic attitudes towards human complicated life, simultaneous attention to the object and the subject and all its explicit and implicit layers by integrating the first and the third person methodologies into the essential components of these environments, namely teaching, teacher-learner communication, evaluation, and curriculum as an integrated whole. Manuscript profile -
Open Access Article
34 - An Exploration of Aesthetics from John Dewey's View and its Educational Implications
Mohsen kordloo yahya ghaedy saeed zarghami hamrahThe 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 MoreThe 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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35 - The role of self-imposed exile to overcome the preconceptions of understanding in Wittgenstein’s later thought and its educational implications
KAMAL NOSRATI HESHIPreconceptions and biases as problems and challenges in the process of people's thought face them with a lot of difficulties in analyzing, explaining, and interpreting affairs and issues. The aim of this study is to investigate the role of self-imposed exile to overcome MorePreconceptions and biases as problems and challenges in the process of people's thought face them with a lot of difficulties in analyzing, explaining, and interpreting affairs and issues. The aim of this study is to investigate the role of self-imposed exile to overcome the preconceptions of understanding based on Wittgenstein’s later thought and to draw its educational implications. This qualitative research utilized a descriptive, analytical, and interpretive method. In the first step, the definition of understanding from Wittgenstein's point of view is discussed, and in the next step, it is made clear how people's understanding and attitude depends on their "world-picture", and how its formation begins from the early stages of life. It is also argued that if the world-picture is a result of persuasion and does not meet the requirements of language games, one's thoughts and insights will be limited by preconceptions. Then, the self-imposed exile as a strategy derived from Wittgenstein's later philosophy is introduced as a solution in order to overcome the preconceptions and the spirit of the times. Finally, the effects and educational implications of self-imposed exile are inferred, and it is discussed how self-imposed exile would work effectively in order to overcome the preconceptions of thought. Manuscript profile -
Open Access Article
36 - Analyzing the problem of rule-following in education with emphasis on Wittgenstein’s Paradox
Mohsen Bohlooli FakhoodiThe rules are components of our biological experiences that shape all social institutions and human activities, including education. When we invite others to follow the rules, there is always a presupposition in our mind that we and others have a common and clear concep MoreThe rules are components of our biological experiences that shape all social institutions and human activities, including education. When we invite others to follow the rules, there is always a presupposition in our mind that we and others have a common and clear concept of the rules. Wittgenstein believes that one can be trained to follow the rules. But he puts forward an important paradox about the rule of law, according to which one cannot speak of a conformity or non-compliance with the rule. The logical dimensions of this paradox have attracted the attention of educational philosophers. Following the rules of education in the school and classroom space is one of the most prominent examples of compliance with the rules. But do we have enough reasons to persuade our children and students to follow the rules? The two views of rationalist and authoritarian are among the most important approaches in the area of education to the question of rule-following. Relying on Wittgenstein’s context-based approach to escaping the paradox, this paper claims that the best way to understand the category of rule-following is to form a tacit agreement between the community and educational environments, which can only be expressed in practice without being expressible. Manuscript profile -
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37 - An Investigation of Paul Hirst's View of Religious Education Based on Plato's Theory of Virtuous Education
Hirst, the contemporary analytical thinker, considers the religious education impossible; because he believes that it is a compulsory education and thus it will deprive the student of the opportunity to live a critical and creative life, therefore, it is meaningless and MoreHirst, the contemporary analytical thinker, considers the religious education impossible; because he believes that it is a compulsory education and thus it will deprive the student of the opportunity to live a critical and creative life, therefore, it is meaningless and impedes the student's intellectual development. According to Hirst, the goal of education is to liberate the mind from all that excludes the mind from its particular function, rationality, the liberation of thought and action of human from error and without any external necessity. This is the virtuous cultivation that goes back to Plato. Given that virtuous cultivation requires a kind of rationality, there is no difference between Plato and Hirst; however, Plato did not devote himself in any of his works to the virtuous cultivation of religious education, but has always identified virtue-based education at a lower level of religious education. Their difference is in accordance with their validities, and the contrast between them is in a vertical relation, because according to Platonic metaphysics, virtue-based education, with the exception of religion, will end the evolutionary process. On the other hand, the result of rejecting religious education and accepting the plurality of cultures in Hirst's theory of education is a negation to the educational principles. From the point of view of Plato, when a conflict occurs among the principles of education, it is necessary to derive non-experimental and non-deductive principles for education from intuitive judgments; the principles that have been neglected in Hirst's theory of education. Manuscript profile -
Open Access Article
38 - Story, Religious Identity, and Religious Education: An Analysis Based on the Narrative Hermeneutics of Paul Ricoeur
Ali Vahdati DaneshmandThe current crisis of meaning and identity is one of the major concerns for every educational system. Religious identity is one of the aspects of this problem that is highly recognized in Islamic Iran. This paper tries to provide a picture for the concept of religious i MoreThe current crisis of meaning and identity is one of the major concerns for every educational system. Religious identity is one of the aspects of this problem that is highly recognized in Islamic Iran. This paper tries to provide a picture for the concept of religious identity, the role of stories, one of the chief sources of meaning, in its genesis and the consequences of storytelling for religious education based on the narrative hermeneutics of Paul Ricoeur. The Ricoeurian thought shows that religious texts in general and religious stories in particular shape the religious identity. According to Ricoeur, description using narratives, is subject to pure narrativisim and it is necessary to move to explanation step. Although every narrative has its own world, but to explain the religious teachings using narratives, other rival discourses must be considered Manuscript profile -
Open Access Article
39 - نقد و بررسی کتاب«نظام آموزشی و ساختن ایران مدرن» (دیوید مناشری)
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Open Access Article
40 - Critical Analysis of Educational Justice Components in Ideologicalization and Constructive Discourses
yahya ghaedy akbar salihieThe 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 MoreThe 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 -
Open Access Article
41 - Explanation of Mortimer Adler's epistemological perspective on the Paideia curriculum
The main purpose of this paper is to explain the epistemological foundations of the Paideia project and its critique. Philosophical foundations, psychological foundations, sociological foundations, and historical foundations are considered as the basic foundations of ed MoreThe main purpose of this paper is to explain the epistemological foundations of the Paideia project and its critique. Philosophical foundations, psychological foundations, sociological foundations, and historical foundations are considered as the basic foundations of education, especially in the field of curriculum, and the epistemological basis can be analyzed in the context of philosophical foundations... In this article, Adler's epistemological perspective on the twentieth century is examined, and the connection between this theory and his proposed curriculum, Paideia, is explained. The research method in the present article is descriptive-analytical and critique based on contemporary perspectives. According to the findings of the present article, there is a coherent relationship between the levels of good for the mind and the forms of knowledge that are presented in Adler's epistemological perspective and the levels of learning in his proposed curriculum. However, critiques based on contemporary views can be made on his epistemological perspective. Adler did not pay attention to tacit knowledge. Secondly, he did not refer to the point of science in the discussion of "universality" and "stability" and therefore situated in challenge of "the dynamics of science. Third, he did not develop the skills proposed in the Paideia curriculum based on the epistemological form of "knowing how". Manuscript profile -
Open Access Article
42 - Discourse Analysis of Teacher Education in the Rule of the Islamic Republic of Iran
Reza Haqverdi Susan Keshavarz Alireza MahmoudniaIn this paper, teacher education discourse has been analyzed in the Islamic Republic of Iran. Research assumes the governance discourses that have been articulated after the Islamic revolution, have defined teachers' semantic systems that have placed the political, econ MoreIn this paper, teacher education discourse has been analyzed in the Islamic Republic of Iran. Research assumes the governance discourses that have been articulated after the Islamic revolution, have defined teachers' semantic systems that have placed the political, economic, and social position of teachers in power structures. These semantic systems include a central signifier for teacher education discourse that other signs being articulated around it. The research questions are: what have been the central signs of teacher education in the governance discourse formed after the Islamic Revolution? And what were the backgrounds of teacher education discourses after the Islamic Revolution? This research is based on Laclau and Mouffe's discourse theory mode through document mining. According findings of the research, the central sign of teacher education in the governance discourses after the Islamic revolution of Iran are: Revolutionary teacher training, teacher training as a government agent, political development of teacher, fundamental reform in teacher education, teacher education as a theoretical and practical model according to the Islamic standard system. The wide discourse of the Islamic Revolution has had a lasting impact on the process of teacher education. Also after drafting the Fundamental Reform Document of Education (FRDE) and the Document of Teacher Education and the Provision of Human Resources in the Formal and Public Education Subsystem, teacher education has been viewed as a strategic position in the education system with a long-term and forward-looking approach. Manuscript profile -
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43 - The transition from theory to practice in Islamic education
رضا محمدی چابکی Fatemeh Sadat BitarafanThe present study is an attempt to fill the gap between educational theory and practice, taking into account the Islamic perspective on education, which is based on the destruction of the concept of martyrdom (Shahadah). In this regard, by emphasizing the role of the or MoreThe present study is an attempt to fill the gap between educational theory and practice, taking into account the Islamic perspective on education, which is based on the destruction of the concept of martyrdom (Shahadah). In this regard, by emphasizing the role of the original factor in Islamic education, the Prophet has been considered as a perfect manifestation of human beings and witnessed the implementation of original theories and the main mediator between theory and practice in education. Thus, the transition from theory to educational practice is explained by the basic principle that approaching the Prophet is a criterion for approaching the field of action and an objective manifestation of the theory of education, and consequently, distancing oneself from this educational criterion is a sign of the separation between theory and educational practice. Therefore, according to the Prophet's practical life in the history of Islam, transition in terms of educational practice has been introduced in three levels or general phases, including rational, emotional and behavioral levels by introducing twelve basic components. Manuscript profile -
Open Access Article
44 - A view on Montessori Educational approach from human agency perspective
Narges SajadiehEducational approaches in childhood have been very varient. One of the popular child education approaches in the world and our country is Montessori approach. This paper aims at examining and criticizing it from philosophical view. At first part, we attempt to infere MoreEducational approaches in childhood have been very varient. One of the popular child education approaches in the world and our country is Montessori approach. This paper aims at examining and criticizing it from philosophical view. At first part, we attempt to inference the philosophical presuppositions. Some of these philosophical components of this approach are: holistic view of child, child as social individual, attention to child inclinations, accepting child spontaneous motive for learning, proposing triple concept of freedom-responsibility - rule, concentrating on skills and instruments. At the second step we criticized these components from Islamic view of action. Some components like overestimating individuality of child, concentrating on instruments and underestimating child imagination are the most important critiques of this approach. On the other hand, some items like attention to child inclinations and balance attention to freedom and responsibility are advantages of this approach. Manuscript profile -
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45 - The methodological critique of Narvaez's integrated approach to moral education
abolfazl ghaffari Bakhtiar Shabani VarakiThe main purpose of this research is to explore the methodological critique of Narvaez's integrated approach to moral education. For this purpose, First, based on a certain pattern of methodological requirements, the integration of strategies was considered. Then base MoreThe main purpose of this research is to explore the methodological critique of Narvaez's integrated approach to moral education. For this purpose, First, based on a certain pattern of methodological requirements, the integration of strategies was considered. Then based on this pattern, goal, the process of choosing the approaches to the origin, the level and type of integration, structure and meanings of the terms used in the Narvaez approach and the approaches of the source; and the existence Or the lack of meta-language in the Narvaez approach has been evaluated and criticized. The results indicate that, since the structure of the source approaches is intrinsically contradictory, and Narvaez did not attempt to discover or fabricate a meta-language or a common language, only the terms of the two approaches are placed horizontally or horizontally. it seems that, unlike his pleadings, In practice, the combination has not been made. In addition, the study of the content and meanings of the terms used in Narvaez's perspective and the approaches to the source show that these terms actually provided the same approach of character education or, At least, presented another version of the approach of character education. Thus, in terms of structure, the combination provided by Narvaez is challenged with serious challenge and is eclecticism. Manuscript profile -
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Open Access Article
47 - A Reflection on the Critical Themes about Hegelian Education with Regard to Phenomenology of Spirit
khosrow Bagheri Meysam SefidhkhoshThe aim of this study is to review the critical themes on Hegelian education based on the concept of education in Hegelian Phenomenology. For this purpose, this research has reviewed the critiques of Hegelian education by Conceptual Analysis method. "Normative education MoreThe aim of this study is to review the critical themes on Hegelian education based on the concept of education in Hegelian Phenomenology. For this purpose, this research has reviewed the critiques of Hegelian education by Conceptual Analysis method. "Normative education with emphasis on both teaching and learning poles" and "Rejecting the absolute freedom in education", are among the strengths reviewed. Education in Hegel's Phenomenology is based on the interaction of two poles of teaching and learning in order to achieve the desirable educational aims. Therefore the absolute/ negative freedom of individuals for respect to norms and educational values gives its place to positive freedom. "Totalitarianism in education" and "Ambiguity on freedom in childhood education", are two weaknesses in Hegel's education that have critically been reviewed. With this interpretation that totalitarianism in education does not only mean ignoring the other, but also the wisdom in Hegel is intertwined with the idea of the other and it develops by this interaction with others. However, the concept of freedom in childhood for recognizing the totality of the wisdom requires a reconstructive interpretation of Hegelian education. Manuscript profile -
Open Access Article
48 - Exploring and Criticizing Childhood images in Act of Iranian Preschool Curriculum
Narges SajadiehThis paper aims to deduct the concept of childhood presumed in the "Guide of the curriculum and educational and training activities of preschool" document and criticize it. For this purpose, hidden childhood images supposed in this document was explored. Then, these ima MoreThis paper aims to deduct the concept of childhood presumed in the "Guide of the curriculum and educational and training activities of preschool" document and criticize it. For this purpose, hidden childhood images supposed in this document was explored. Then, these images were criticized. While in internal critique, inconsistencies were explained, in external critique, these images were examined from the view of Islamic theory of action. The method of inferring childhood images was transcendental analysis and content analysis. Also, whereas the internal critique has done was conceptual structure evaluation, the external critique has done by constant comparative analysis. After examining the document, seven childhood images were inferred: the child as an organism, the child as a mechanism, the child as the capital, the child as a pre-adult person, and the child as a potentially innocent person. The most important incompatibility that was found in the document emerged between the child as an organism and the child as a mechanism. In the external critique, the childhood images in Islamic Theory of Action were listed as "child as a pseudo-agent" and "child as a wildflower which relies on a caretaker". Our findings showed that the curriculum framework does not consider due attention to the young age of the plant and its dependence on the caretaker. Furthermore, the image of child as machine wasn't considered acceptable for humans, whether children or adults. Manuscript profile -
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49 - The Model of Deontological Moral Education with Emphasis on Undesirable Behaviors in Kant's View (the Preventive Model)
shahnaz shahriari neisiani Reza Ali NowroziThis study aims to develop a preventive model of deontological moral education with an emphasis on undesirable behaviors in Kant's view. The methods used are descriptive-analytical and inferential methods based on Frankena's reconstructed model. According to the results MoreThis study aims to develop a preventive model of deontological moral education with an emphasis on undesirable behaviors in Kant's view. The methods used are descriptive-analytical and inferential methods based on Frankena's reconstructed model. According to the results, regarding the two categories of virtue tasks in Kant's view, namely, one's perfect duties towards himself/herself and imperfect duties (one's imperfect duties towards oneself and duties of virtue towards others), three types of undesirable behavior were identified in this view: behaviors violating one's perfect duties towards oneself, behaviors violating one's imperfect duties towards others, and abandonment of virtue that would lead to vice. Prevention as a dimension of moral education in the expanse of undesirable behaviors in Kant's system of moral education also has its principles and particular strategies. In such a manner that the two principles of respect for one's dignity and respect for the dignity of others, which are derived from the principles of rationality and the end of being human in one's self, constitute the principles governing strategies to prevent the initial emergence of undesirable behaviors. These strategies, which are educational strategies, for all three types of undesirable behavior, consisting of the two main strategies of forming a good character and caring for and reinforcing the character, which plays an important role in achieving Kant's goal of moral education, which is to have maximum moral virtue. Also, the connection of these strategies with the fundamentals and principles in the preventive model are specified. Manuscript profile -
Open Access Article
50 - A Comparative Study of Educational Metaphor of Journey in Islamic and Humanism Mysticism
رضا محمدی چابکیThe present study aims to explain the educational metaphor of the journey and its educational implications by a comparative study of two valuable educational works of "The Conference of the Birds" and "The Magic Mountain". Therefore, to achieve the research objectives, MoreThe present study aims to explain the educational metaphor of the journey and its educational implications by a comparative study of two valuable educational works of "The Conference of the Birds" and "The Magic Mountain". Therefore, to achieve the research objectives, the methods of progressive inference method, and also the four-step comparative method are used and the findings of this study, in three main steps, include the analysis of the educational metaphor of the journey in "The Conference of the Birds" and "The Magic Mountain" from the perspective of seven intermediate mapping maps, including travelers or travelers, travel planners, travel destinations, travel stages, luggage, Routing and travel requirements, travel strategy, and also trips), the deduction of educational implications (principles and methods of education) in the two books, as well as the comparison of the previous two steps. Accordingly, the results of the research indicate that the educational metaphor of the journey, based on the selective basis for it, in which two bases of Islamic mysticism and humanist mysticism are introduced, are two separate paths for education that are defined by The abundance of commonality between these two paths is thought to be different for them; among them, the commonality of these two can be exemplified by the step-by-step process, the freedom and the ability to interpret and interrogate in traveler (student), and The distinction between these two can also be the place or origin of the cognition of human beings and their different ends, one that is infinite and divine, and the other is limited to the human soul. Manuscript profile -
Open Access Article
51 - A Comparative Study of Educational Metaphor of Journey in Islamic and Humanism Mysticism
رضا محمدی چابکی Fatemeh Vojdani Fatemeh Sadat BitarafanThe present study aims to explain the educational metaphor of the journey and its educational implications by a comparative study of two valuable educational works of "The Conference of the Birds" and "The Magic Mountain". Therefore, to achieve the research objectives, MoreThe present study aims to explain the educational metaphor of the journey and its educational implications by a comparative study of two valuable educational works of "The Conference of the Birds" and "The Magic Mountain". Therefore, to achieve the research objectives, the methods of progressive inference method, and also the four-step comparative method are used and the findings of this study, in three main steps, include the analysis of the educational metaphor of the journey in "The Conference of the Birds" and "The Magic Mountain" from the perspective of seven intermediate mapping maps, including travelers or travelers, travel planners, travel destinations, travel stages, luggage, Routing and travel requirements, travel strategy, and also trips), the deduction of educational implications (principles and methods of education) in the two books, as well as the comparison of the previous two steps. Accordingly, the results of the research indicate that the educational metaphor of the journey, based on the selective basis for it, in which two bases of Islamic mysticism and humanist mysticism are introduced, are two separate paths for education that are defined by The abundance of commonality between these two paths is thought to be different for them; among them, the commonality of these two can be exemplified by the step-by-step process, the freedom and the ability to interpret and interrogate in traveler (student), and The distinction between these two can also be the place or origin of the cognition of human beings and their different ends, one that is infinite and divine, and the other is limited to the human soul. Manuscript profile -
Open Access Article
52 - Taylor's reading of authenticity and its implications for the definition of an authentic teacher
Authenticity is a concept with a broad background in modern culture, the introduction of which is relatively new in the intellectual and cultural space of our country. During this time, some books and articles on this concept have been translated and sometimes written. MoreAuthenticity is a concept with a broad background in modern culture, the introduction of which is relatively new in the intellectual and cultural space of our country. During this time, some books and articles on this concept have been translated and sometimes written. There are several readings of this concept. It can be considered individualistic and collectivist reading as two important readings in its philosophical background. The aim of the present study is, first, to describe Charles Taylor's reading as a justified reading of the phenomenon of originality, which considers both individual and social dimensions of authenticity. The research method in the part of expression and analyzing of concepts is conceptual analysis, and in drawing the implications, will be practical inference. At the end of this research, the implications of Taylor’s reading of authenticity in defining one of the pillars of education, i.e. the authentic teacher, are mentioned. The implications are "involving in the active form of authenticity", "involving in the passive form of authenticity", "involving in the dialectic of authentic teacher - authentic student" and "involving in social realities". Manuscript profile -
Open Access Article
53 - Self-knowledge in Allameh Jafari's theory of rational life And its implications in determining the factors, stages and goals of education
هدایت سیاوشی abolfazl ghaffari hoosein baghgoli javad ghandiliThe purpose of this study is to determine the main factors, stages, and goals of self-knowledge-based education in Allameh Jafari's theory of rational life. The method of the present study is descriptive-analytical and deductive inference. What is the meaning and positi MoreThe purpose of this study is to determine the main factors, stages, and goals of self-knowledge-based education in Allameh Jafari's theory of rational life. The method of the present study is descriptive-analytical and deductive inference. What is the meaning and position of these research questions that self-knowledge has in Allameh Jafari's theory of rational life? And what are the educational factors related to self-knowledge, based on Allameh Jafari's theory of rational life? Using the descriptive-analytical method, and the question of what are the goals and stages related to self-knowledge, based on Allameh Jafari's theory of rational life, was investigated and answered using the deductive inference method. Studies have shown that consciousness, nature, agency, rationality, and the divine self are factors that are important in self-knowledge education in the theory of rational life; Accordingly, the basic goal of education is perfection (nearness to God) and its basic principles are at level 1: rational life and at level 2: self-knowledge; And the three stages of training are liberation (liberation), freedom (redemption) and authority (delegation). Manuscript profile -
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Open Access Article
55 - Autopoietic Curriculum in the Age of Outbreak of Pandemic Covid-19 and Corona-Life
bakhtiar shabani Alireza HooshmandVarious aspects of human life including education were affected by the outbreak of pandemic Covid-19 virus & Corona disease simultaneously. Possibility of the chronicity caused a keeping attention to education in this situation. Corona-life forced two central systems of MoreVarious aspects of human life including education were affected by the outbreak of pandemic Covid-19 virus & Corona disease simultaneously. Possibility of the chronicity caused a keeping attention to education in this situation. Corona-life forced two central systems of education, public and higher education, to be continued in cyberspace, as they used professional and useful soft wares. In the corona age, limited views, divided approaches, and reducing the whole of human life to separate aspects lead to a deficiency in curricula. To rely exclusively on empirical science or to rely merely on lived experiences have caused difficulties for curricula in this time. In this paper, we examined curricula in the Iranian education system during the corona-life. Some factors such as low infrastructures, poor conditions, lack of professional skills, and necessary competencies are noticed. It is argued that the reductionist approach of the current curricula leads to alienation from the deep meaning of curricula in public and higher education. We used the metaphor of a Swamp Curriculum to describe the current situation of curriculum. As this metaphor indicates, Swamp Curriculum causes people, education systems, and processes focus on specific dimensions and finally, it leads to pulling them down. Neuro-phenomenology, as a comprehensive approach, provides us with an integral consideration of the dimensions of human life. Inspired by neuro-phenomenology, an ecumenical and holographic approach to the curriculum can be achieved that can be called autopoietic curriculum. It is a self-organized and non-reductionist curriculum. The central properties of the autopoietic curriculum are comprehensiveness, uncertainty, rationality, synergistic and hybrid agency. The autopoietic curriculum also requires intertwining, complexity, emergency and inclusiveness. As a result, we explain that the implications of the neuro-phenomenological approach, including uncertainty and pluri-disciplinarity, provide us with a holographic approach to consider the emergent universe scenario in the curriculum development in the age of COVID-19. Manuscript profile -
Open Access Article
56 - Investigating Iranian Identity Based on Charles Taylor's Idea about Recognition and Its Implications for Education
mostafa moradi khosrow Bagheri shahin Eirvani Babak shamshiriThe issue of Iranian identity has always been one of the most challenging issues. Determining the common elements of Iranian identity is a matter of controversy, and the differences among different viewpoints will have consequences in practice. The present study has con MoreThe issue of Iranian identity has always been one of the most challenging issues. Determining the common elements of Iranian identity is a matter of controversy, and the differences among different viewpoints will have consequences in practice. The present study has considered the issue of Iranian identity from an educational point of view. For this purpose, from among the various and multiple dimensions of Iranian identity, two important ones, namely language and religion, have been considered as pivotal. Explaining the views of Charles Taylor has provided us with a basis for analyzing the identity of Iranians and has led to indications in the field of education. Conceptual analysis and practical inference are used as research methods. Among the implications of this research are "diversifying education based on Iranian cultural and identity diversity", "convergent education based on the idea of recognition", and "deepening of social relations based on dialogue-oriented education”. Finally, based on the implications, some of the Iranian official documents in the field of formal education have been reviewed and evaluated. Manuscript profile -
Open Access Article
57 - Revisiting the Role of Children’s Voice in the Reformation and Improvement of Educational Programs and Policies
amin izadpanahThis article aims to study the role and value of children’s voices in the reformation of educational programs. This study is conducted through a critical philosophical inquiry method. The ultimate purpose of this method is the improvement of educational practice. Three MoreThis article aims to study the role and value of children’s voices in the reformation of educational programs. This study is conducted through a critical philosophical inquiry method. The ultimate purpose of this method is the improvement of educational practice. Three questions are raised in this paper: 1.Why children’s voices have historically often been neglected in relation to their life matters? 2. Why children’s voices must be heard and been considered as criteria in their life matters? 3. How can children’s voices be demarginalized and exercised in children’s educational matters for the betterment educational programs? The findings show that the total rejection of childhood and its values, a deficit conception of childhood, and inadequacy and deficiency of adults’ conception of childhood are among the most significant reasons of historical ignorance of children’s voices. Prerequisites of appealing to children’s voices include: A critical theoretical revision of adult-centered approaches of childhood, rejection of the universal notion of childhood, adopting the plurality and difference of childhood and children’s voices around the world based on various cultural climates and contexts, and adhering to the equality of children’s rights and adults. Dialogue and inquiry with children are suggested as two strategies for listening to and representing children’s voices in the reformation and improvement of educational programs and procedures. These two strategies can provide us with an access to fresh and firsthand knowledge about children and issues related to their lives. Manuscript profile -
Open Access Article
58 - Phenomenology of illness: An approach in the education of children with chronic illness
zahra asgari mohammahd hosein heidari Ramazan BarkhordariChildren with chronic illnesses have special educational needs, certain aspects of which are overlooked under the existing objective naturalistic and normative philosophical approaches. This study aims to propose the phenomenology of illness as an alternative approach t MoreChildren with chronic illnesses have special educational needs, certain aspects of which are overlooked under the existing objective naturalistic and normative philosophical approaches. This study aims to propose the phenomenology of illness as an alternative approach to improve the education of children with chronic illness. The present study is based on two methodological approaches, phenomenological and inferential. In this way, first, the educational challenges of children with chronic diseases are phenomenologically described according to their views concerning themselves, their existence, and others. Then by extracting the phenomenological themes of intentionality, temporality, and embodiment, the phenomenology of the diseases is inferred as a way to better understand the special education of these children. By recognizing the affected child as the embodied subject, the phenomenology of illness reconstructs the meaning of the illness and introduces a perspective under which the chronic illness becomes a suitable platform for individuals' development and prosperity. Manuscript profile -
Open Access Article
59 - An Explanation of Children's Literature in the Educational Realm: From Actual Challenges to the Ahead Horizons
Narges Sajadieh Zohreh SadeghiChildren's literature has consistently been one of the best means for child education. However, despite its effectiveness, this means has always confronted conceptual challenges regarding its nature; challenges that undermine it compared to other educational means. This MoreChildren's literature has consistently been one of the best means for child education. However, despite its effectiveness, this means has always confronted conceptual challenges regarding its nature; challenges that undermine it compared to other educational means. This article intended to look at "children's literature" from an educational perspective and while formulating present conceptual challenges, prepares some solutions for them in order to maintain children’s literature as an educational means. Applying the conceptualization method, we formulated these conceptual challenges and then, based on the Islamic action approach and applying implicit deductive method, we proposed some solutions for them. The main conceptual challenges formulated in terms of dualism concerning instructional-literary, global-local, expression of reality-censorship, and fantasy-reality. At the second step, we identified our position about these challenges: literary structure-educational content, and literary creation-educational reading as the solutions of the first challenge; recognition of a multi-layered human identity, and intellectual dynamics of identity-layers as the solution of the second challenge; gradual encountering with reality as the solution of the third challenge; and a bound between fantasy and reality as the solution of the fourth challenge. These solutions can redefine the position of children's literature in the field of education and open new horizons in front of educators. Manuscript profile -
Open Access Article
60 - Re-reading Discipline in Schools Based on the Analysis of the Paradox of Freedom and Authority
Marziye aali Parisa kazemiThis article analyzes the critiques about discipline presented by the theorists of the de-schooling movement about school functions and, based on them, deals with reconstruction of school discipline and its realization. The method used for analyzing the critiques is ana MoreThis article analyzes the critiques about discipline presented by the theorists of the de-schooling movement about school functions and, based on them, deals with reconstruction of school discipline and its realization. The method used for analyzing the critiques is analytical-descriptive and which is used for reconstructing is the synthetic method. The findings of study on limits of freedom and authority in schools from the perspective of critics include: freedom to realize oneself and denying authoritarianism; freedom to act in situation; accepting the authority of life structures; freedom to gain experience and knowledge; and accepting adult patronizing authority. Findings of the reconstruction phase include: attention and emphasis on student-teacher mutual responsibility; redefining the role of the teacher so as to allow two-way and free interaction with the student; providing contents and adopting methods for presenting them based on knowledge-based principles; and considering students as active and selective actors. Regarding these components and in order to achieve them, the school in this new definition should be able to select students and teachers at macro and micro levels; in other words, it should be an independent or autonomous school. Selection at the micro level, such as student and teacher selection, is not possible without selection at the macro level of the school, such as content and curriculum. Manuscript profile -
Open Access Article
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tayebeh tavasoli -
Open Access Article
62 - 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 SajadiehThe 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 MoreThe 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 profile -
Open Access Article
63 - 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 AbadTo 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 MoreTo 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 profile -
Open Access Article
64 - 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 BalochiAccording 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 MoreAccording 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 profile -
Open Access Article
65 - Childhood, Evils, and Error-tolerant Education
saeed AzadmaneshHuman 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 MoreHuman 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 profile -
Open Access Article
66 - A Critique of the Goals of the Domain of Religious and Moral Education Approved by the Supreme Council of Education
Mohammad hassaniThe 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 MoreThe 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 profile -
Open Access Article
67 - The Methods of Intellectual Education based on Plotinus' Emanation-Centered Approach
gholami akbar Reza Ali Nowrozi Mohammad-Hossein Heidari MOJTABA SepahiThe 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 MoreThe 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 profile -
Open Access Article
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khosrow Bagheri -
Open Access Article
69 - Social constructivism and its educational implications for inclusive
mahin chenari Zohreh iranpoorThe purpose of this study is to explain the theory of social constructivism and infer the educational implications of this theory for inclusive education. The research method is deductive inference of Frankenna reconstructed model. The theory of social constructivism in MoreThe purpose of this study is to explain the theory of social constructivism and infer the educational implications of this theory for inclusive education. The research method is deductive inference of Frankenna reconstructed model. The theory of social constructivism in the field of goals, principles and methods of education had many implications for inclusive education. Among the educational goals that were achieved are: to elevate students 'learning according to individual, social and cultural contexts, to develop students' potential abilities, in the field of principles: to pay attention to individual, social and cultural differences of knowledge Students, flourishing students' potential talents with the help of the teacher, in the field of method: using self-assessment, using pre-organizers, using participatory method. Manuscript profile -
Open Access Article
70 - Study and Critique of the relatioan between culture and education regarding agency in the education Documents of Iran
hamideh Farahbakhsh khosrow bagheri Narges SajadiehThe present paper seeks to study and critique the relation of culture and education regarding agency in education documents of Iran. In order to reach this aim, the education documents are studied through qualitative content analysis and conceptual analysis methods espe MoreThe present paper seeks to study and critique the relation of culture and education regarding agency in education documents of Iran. In order to reach this aim, the education documents are studied through qualitative content analysis and conceptual analysis methods especially concept interpretation method and conceptual structure assessment method . This study revealed that there is an internal contradiction in this documents despite the main role they have in explaining this relation. In these documents, concepts like agency, asymmetrical interaction, dynamic of culture and developmental traditionalism have been emphasized which can be regarded as the strength points of documents, on the other hand it is stressed that all this concepts must be grounded on the Islamic criterion system, And this lead to the internal contradiction between these concepts in these documents. This paper studied the evidences of this contradiction and classified them as the governance of the Islamic criterion system, ambiguity of the meaning of the culture, contradiction of asymmetrical interaction with emphasizing on the Islamic criterion system, dominance of the traditionalism on agency and ambiguous conceptual boundaries between culture transmission and culture criticism. Manuscript profile -
Open Access Article
71 - Deconstructing the role of formal education in the Iranian educational system with emphasis on the period of the Islamic Revolution
NASER NOROOZI Ramazan Barkhordari saeid zarghamii Alireza mahmmudniaThe main goal of current research is deconstruction of the role of formal education in the Iran’s education system in the period of Islamic Revolution. Formal education by putting together the four dimensions of the formation of formal education, including structure, me MoreThe main goal of current research is deconstruction of the role of formal education in the Iran’s education system in the period of Islamic Revolution. Formal education by putting together the four dimensions of the formation of formal education, including structure, mechanism, valuation and educational activities, appeared almost from the middle of the Qajar period, and expanded considerably with its consolidation in the Pahlavi period The development of formal education continued after 1979, relying on the ideals of the Islamic Revolution, including humanization and human education. Increasing attention to the dimension of formal education in order to use its full capacity, while deepening the existing dualities of the education system, faced with the complete failure of goals and expectations. In this study, with a deconstructive approach, the dominant duality of the country's education system has been analyzed by examining the assumptions of the formation of formal education and the effective poles. The study of the Contamination of the poles related to both sectors shows the complementarity and necessity of both sectors, that by carrying out the reconstruction and using the capacities of both types of educational systems, there are many and multiple possibilities such as: access to educational justice, preparation for the conditions Especially, providing the context for the development of different aspects of the learners, realistic expectations and providing the context for accountability, acceptance of multiple cultural differences, change of master-servant schemas in education. Manuscript profile -
Open Access Article
72 - The goals of Intellectual education based on Hegel's phenomenology stages of consciousness development
Reza Ali Nowrozi fahimeh hajiyaniThe main purpose of this paper is to analyze the concept of intellect in Hegel's phenomenological approach to infer the goals of intellectual education from his viewpoint. The present study is descriptive research, and the research method is Frankenna's practical analog MoreThe main purpose of this paper is to analyze the concept of intellect in Hegel's phenomenological approach to infer the goals of intellectual education from his viewpoint. The present study is descriptive research, and the research method is Frankenna's practical analogy. This study considers intellect to be divided into the hierarchal stages of "observant intellect," "active intellect," "practical intellect," and "absolute intellect," respectively, in terms of development and evolution. Results of the present study indicate that intellectual education at the stage of "observant intellect" includes the use of the "quality," "quantity," and "size" in the stage of "sensory certitude," "contemplation reflection" in the stage of "comprehension," and "good work idea" in the stage of "mental consciousness." Besides, the goals on intellectual education at the stage of "active intellect" include respect for the person as a goal in essence, and respect for the rights of others. The goals behind intellectual education at the "practical intellect" stage include the use of wise "purpose," "intention," and "aim" to achieve "moral consciousness critique" and the formation of "moral attitude" in the individual. The goals of intellectual education at the stage of "absolute intellect" include the use of religious arts to perceive the "absolute essence". Manuscript profile -
Open Access Article
73 - Investigation and Critique of the Anthropological Foundations and Principles of Personalistic moral Education
Edris EslamiThe purpose of this article is to investigate and criticize the anthropological foundations and principles of personalistic moral education. To this end, methods of practical analogy and internal criticism have been used; using the first method, the anthropological prin MoreThe purpose of this article is to investigate and criticize the anthropological foundations and principles of personalistic moral education. To this end, methods of practical analogy and internal criticism have been used; using the first method, the anthropological principles of personalistic moral education and relying on the second method, the serious challenges of the anthropological foundations of personalism and principles of moral education based on it have been discovered. The findings suggest that based on the anthropological foundations of personalism, principles of moral education such as doing moral activity, encouraging decision making, community formation and personhood education can be achieved. In addition, serious challenges of this approach to moral education are internal inconsistency in the concept of freedom, idealism and incompatibility with contemporary world conditions in the concept of community and extreme privatization and not paying attention to the moral pattern. Manuscript profile -
Open Access Article
74 - Deconstruction of Moderate Borrowing Policies in Contemporary Iranian Educational Reforms
Ali Vahdati Daneshmand shahin iravaniSince the modernization of the Iranian school, the main question for reformers to deal with was how to interact and borrow from western education. Social reformers and educational activists have responded to this question and adopted a policy confronting it. The purpose MoreSince the modernization of the Iranian school, the main question for reformers to deal with was how to interact and borrow from western education. Social reformers and educational activists have responded to this question and adopted a policy confronting it. The purpose of this article is to critically examine three moderate policies, namely: 1) Appropriation in the views of Mirza Malkum Khan and Mirza Yusuf Mustashar al-Dawla, 2) Selection in the views of Abdul Rahim Talibov, and 3) Instrumentalism in the efforts of Mohammad Ali Mojtahedi and Reza Roozbeh applying Derridean Deconstruction. Deconstruction shows that each of these policies has blind spots that have led to results contrary to the original intentions of their defenders. Appropriation, with its strong emphasis on commonalities, ignores the differences between the two systems of education. Selection has been inattentive to the gradual change of educational patterns by separating from their original context and the emergence of new interpretations. Instrumentalism with its focus on achieving the expected educational results has created an elitist system that ignores the unpredicted educational results and others marginalized by this consequentialism. Manuscript profile -
Open Access Article
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Marzyeh Aali -
Open Access Article
76 - Analysis magical realism in the metamodernism approach in order to present its implications in creating intellectual exploration and empath
mustafa Zabandan mohammadhassan mirzamohammadi Akbar panahi dorchehThis paper was conducted with the aim of analysis magical realism in the Metatmodernism approach in order to provide its implications in creating intellectual exploration and empathy. The main components of metamodernism include oscillation, magical realism, neo-romanti MoreThis paper was conducted with the aim of analysis magical realism in the Metatmodernism approach in order to provide its implications in creating intellectual exploration and empathy. The main components of metamodernism include oscillation, magical realism, neo-romanticism, "As If" thinking and pragmatism. Although the use of magical realism predates metamodernism, this literary genre is now associated with neo-romanticism and metamodernism. This literary approach, as a mixture of imagination and reality, is considered one of the effective components of metamodernism. Considering the importance of this component in the approach of metamodernism, this research has analyzed magical realism in the approach of metamodernism in order to provide its implications creating intellectual exploration and empathy. The method of this research is of qualitative type and its library studies are conducted using the content analysis research method. Also, there is a research community, relevant and accessible documents and articles in the field of magical realism and metamodernism. The tool for recording and maintaining information in this research was the fiche. The result of this research shows that magical realism can significantly help the growth of learners, promote critical thinking and intellectual exploration, empathy, intercultural sensitivity and a deeper understanding of complex issues. . Manuscript profile