List of Articles paradox

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  1 - The Exploration of "Moral Autonomy" as an Aim of Education (With Emphasis on the Views of Kant and Peters)
    masoud safaei moghadam    
  20.1001.1.25382802.1395.1.1.3.1
  Moral autonomy means "self-government" and "self-rule". This paper presents the analysis and reasoning in search of answers to the following questions: first, what conditions does moral autonomy require? Second, does moral autonomy possess the requirements necessary for More

  Moral autonomy means "self-government" and "self-rule". This paper presents the analysis and reasoning in search of answers to the following questions: first, what conditions does moral autonomy require? Second, does moral autonomy possess the requirements necessary for being considered as an aim of education? The theoretical framework of this study is based on Kant’s and Peters’ views that have served the theoretical sources and bases of the survey questions. The first question has been answered by referring to Kant’s ideas, whereas the answer to the second question has been derived from Peters’ sources. Kant believes that reason and free will are the fundamental bases for moral autonomy. On the other hand, Peters argues that the concept of "education" and the "educated person" provide the criteria and necessary conditions for moral autonomy. Hence, it was concluded that by recourse to conceptual analysis, and here, the analysis of the concepts of "education" and "educated person", we are able to demonstrate that moral autonomy should be one of the main aims of education because moral education implies the concepts of both education and educated person. The paradoxes between the concept of "autonomy” and “educational authority”, between "reason and habits" and "authenticity of choice and educational content" are also discussed. Manuscript profile
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  2 - Analyzing the problem of rule-following in education with emphasis on Wittgenstein’s Paradox
  Mohsen Bohlooli Fakhoodi
  The 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 More

  The 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