List of Articles Reasoning

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  1 - A Comparative Study on Critical Thinking in Social Philosophy of Horkheimer and “Philosophy for Children Program”
      yahya ghaedy
  This article is a comparative study between foundations, goals, and methodology of critical thinking in social philosophy of Horkheimer and “Philosophy for children”(P4C) program, and criticizing them. In order to realize this goal 3 questions are investigated on 3 as More

  This article is a comparative study between foundations, goals, and methodology of critical thinking in social philosophy of Horkheimer and “Philosophy for children”(P4C) program, and criticizing them. In order to realize this goal 3 questions are investigated on 3 aspects of foundations, aims and methods; and their relationship is studied. The result shows some similarities and differences between them. Similarities in foundations like being affected by Socrates, emphasize on thinking position in philosophy more than metaphysical subjects. About similarities in aims intellectual growth and to create better life is common in two approaches but the meaning of better life for them is different; for Horkheimer it means creating happiness for more people but in P4C program it means living in a democratic society with responsible and thoughtful citizens. Differences like adopting with social circumstances and the place of knowledge in social critic are mentioned. In methodology the main difference is to present certain and definable method for improving critical thinking in p4c but Horkheimer argue that critical thinking is a continuous process, so he doesn’t present a definite method only speaks of negative critique. The result of this study can be used for other researchers in philosophy and philosophy of education and other educational fields, curricula developer in educational systems, especially in developing an educational model for educating critical thinking. Manuscript profile
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  2 - Reason and Reasoning from the Perspective of Neuroscience Based on Antonio Damasio's View and its Implications for Rational Education
  Azad Mhammadi khosrow Bagheri Mahmud talkhabi Narges Sajadieh
  20.1001.1.25382802.1400.7.7.1.9
  The main purpose of this study is the investigation on the place of reason and reasoning in Damasio’s view (with the emphasis on somatic marker hypothesis) and displaying its implications for rational education. The question raised up here is: what are the implications More

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