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Open Access Article
1 - 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
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 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
3 - 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
4 - 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
5 - Exploration and evaluation of the philosophical foundations of Reggio Emilia's educational theory: a view from the perspective of the Islamic approach of action
narges sajadeh Zahra SaberiThe current research has been carried out with the aim of evaluating the feasibility of benefiting from one of the popular pre-primary educational approaches in the world, by exploration the philosophical foundations of Reggio Emilia educational theory and evaluating it MoreThe current research has been carried out with the aim of evaluating the feasibility of benefiting from one of the popular pre-primary educational approaches in the world, by exploration the philosophical foundations of Reggio Emilia educational theory and evaluating it based on the Islamic theory of action. In this regard, applying the method of conceptual analysis, linguistic analysis, and regressive logical analysis, we have deduced the basic components of the philosophical foundations of this theory and criticized them based on the Islamic theory of action. One of the results of this research is the inference of twelve philosophical components as the anthropological, epistemological, and axiological foundations of this theory, including the uniqueness and decency of children and the value of their intellectual and practical independence. In addition, the theory of Reggio Emilia has adopted a social constructivist approach to knowledge and has focused on the value of justice and democracy as its governing spirit. The results of evaluation suggest that while the Reggio Emilia educational theory has unique attributes and valuable educational advancements, it is necessary to have a careful scrutiny about it and resolve its challenging aspects before its implementation. Criticisms of this kind entail: taking a reductive approach and oversighting the spiritual essence of the child; an overly simplistic and idealistic portrayal of the child; a lack of clarity regarding realism versus constructivism, alongside potential risks of radical relativism in epistemology; as well as deficiencies in accommodating absolute and conditional values alongside the variable values in the axiological realm. To address these concerns, a reconstructive approach could entail: acknowledging an overlap relation between the spiritual and the physical dimensions, taking a balanced view on the child, positioning realism as a focal point while constructivism orbiting around it, emphasizing both absolute and conditional values, and maintaining a balanced emphasis on rationality and equity in democracy. Manuscript profile
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