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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 - 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
3 - 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
4 - 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
5 - 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
6 - 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
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