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Open Access Article
1 - 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
2 - رويكرد شناختی به تربیت دینی
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Open Access Article
3 - 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
4 - 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
5 - A Comparative Study on Human Agency in Bandura’s Cognitive-Social Theory and the Islamic Approach of “Human as agent”
mahdi naserzaeim Reza mohammadi khosrow Bagheri Jalil Fathabadi OMID shokriThe purpose of this article is to compare the concept of agency in Bandura's cognitive-social theory and the Islamic approach of "human as agent". According to Bandura, agency refers to a voluntary effect on one's performance and environmental events, which has the main MoreThe purpose of this article is to compare the concept of agency in Bandura's cognitive-social theory and the Islamic approach of "human as agent". According to Bandura, agency refers to a voluntary effect on one's performance and environmental events, which has the main aspects of intentionality, foresight, self-reaction, and self-reflection. On the other hand, in the Islamic perspective, human action or agency is based on three fundamental bases: cognition, tendency, and volition. In terms of methodology, the current study is a comparative study that deals with similarities and differences of two viewpoints with a glance on their roots. In the educational section, Frankena’s practical syllogism is used as the method. The basics and aspects of agency in both perspectives have a lot in common, in such a way that foresight and self-reflection in the first perspective can be compared with the cognition in the second approach; as self-reactivity and intentionality in the first approach can be compared with the emotional and volitional bases in the second approach. Despite this, the two views have differences in issues such as the concept of action and performance, the nature of interactive, cognitive, emotional and volitional aspects, the nature of interaction, responsibility and ethics, which will have relevant consequences for education. While, for instance, the first approach emphasizes the importance of structure, the second approach gives more weight to individual agency, and as a result of this difference, the role and influence of the individual within social structures will be different. Given the importance of human agency which is at issue in the two approaches, their commonalities are emphasized in the educational inferences. Manuscript profile
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