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Open Access Article
1 - The Position of Aesthetics in Sublimation of Religious Education
Considering the fact that the existing approaches in determining the ultimate goals of the educational system are based on Islamic education, therefore, to explain this education and highlighting its potentials for promoting excellence are highly important in educationa MoreConsidering the fact that the existing approaches in determining the ultimate goals of the educational system are based on Islamic education, therefore, to explain this education and highlighting its potentials for promoting excellence are highly important in educational science research. The aim of this study is to explain the position of aesthetics and aesthetic perception in promoting sublimity and the realization of religious education.The research method is descriptive- analytical. The purpose of the analysis was to identify and pin down the relevant concepts and map the network of their relationships. For this purpose, first the concept of religiosity and religious education and its approaches were examined. Then, the concept of aesthetics and the nature of aesthetic perception and the theory associated with aesthetic perception and aesthetic education were introduced. Finally, the conceptual relationships peculiar to the special place of aesthetic sublimity in religious education were proposed and discussed. Results indicate that, based on the conceptual networks established between the components of religious education and those of aesthetics, the introduction of aesthetics components in the educative process could provide grounds for the enrichment of internal motivation, inner experience and moral obligation.Thus it seems that for the successful execution of religious education attention to aesthetics as an important part of axiology of education is a necessary condition over and above the art of pedagogy. Manuscript profile -
Open Access Article
2 - Maxine Greene's Public Space: Beyond the Walls of the Standard Education
Bakhtiar Shabani Varaki Tahereh Javidi Kalateh JafarabadiThe main purpose of this article is the representation of Maxine Greene views about public space and its major potentials for the rethinking of the educational behavior in schools. Thus, first of all, this idea is emphasized that public spaces are important places for d MoreThe main purpose of this article is the representation of Maxine Greene views about public space and its major potentials for the rethinking of the educational behavior in schools. Thus, first of all, this idea is emphasized that public spaces are important places for discussion (for dialog) and a free exchange of ideas and information, through which an individual human being can make his voice heard, while at the same time listening to other individuals’ voices, without being bothered by any fear and threat arising from a wide range of human contradictions, differences, conflicts and ambiguities that are inherent in human communication. Second, along with describing and criticizing the educational space governing the current schools, based on Greene ideas, it is demonstrated that the public space can provide new contexts for going beyond educational standards, and thus may secure grounds for the realization of agency, freedom, democracy and a shared world in the education of learners. Manuscript profile -
Open Access Article
3 - The Exploration of "Moral Autonomy" as an Aim of Education (With Emphasis on the Views of Kant and Peters)
masoud safaei moghadamMoral 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 MoreMoral 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 -
Open Access Article
4 - Formulation of Implicit Philosophy of Education inAncient Iranian Culture
دکتر سمانه خلیلی khosrow BagheriThe purpose of this article is to extract the Iranian philosophy of education based on the cultural characteristics of the ancient Iran. To obtain this aim, we will consider Taylor’s definition of culture and his emphasis on four main elements including state, social co MoreThe purpose of this article is to extract the Iranian philosophy of education based on the cultural characteristics of the ancient Iran. To obtain this aim, we will consider Taylor’s definition of culture and his emphasis on four main elements including state, social conditions, religion and education. In terms of research methods, we will employ historical method, transcendental analysis, and practical deduction. The findings of this research are organized in terms of the final goal of education, the fundamental concept of education, the philosophical foundations (anthropology, epistemology, and axiology) and the principles derived from them. Accordingly, in the ancient Iran, the final goal of education was “attaining goodness” and in this regard, different dimensions of human existence were considered. This point, especially in the individual aspect is one of the strengths of implicit philosophy of ancient Iranian education. Concerning anthropology, there was a deterministic look to human and his abilities, as well as social immobility and belonging to a particular social class, characteristics that can be criticized. In epistemology, the dependence of knowledge on the social classes, the lack of attention to the value of knowledge itself and the domination of imitative approaches over rationalization are among the weaknesses of this educational philosophy. There are also strengths and weaknesses in its axiology. In the social dimension, the stability of class values and the lack of power of choice are negative points. On the other hand, in terms of individual values, the commitment of individuals and the role of the family in transferring values are considered to be positive points. Manuscript profile -
Open Access Article
5 - Exploration of Philosophical Foundations of Preservation of Law and its Educational Implications in viewpoints of Plato and Kant
The paper attempts to answer two questions based on the thoughts of Plato and Kant concerning the issue of law preservation. The first question refers to the foundation of law obedience and the second one concerns the educational implication of it. The method of deducti MoreThe paper attempts to answer two questions based on the thoughts of Plato and Kant concerning the issue of law preservation. The first question refers to the foundation of law obedience and the second one concerns the educational implication of it. The method of deduction is used in this study and in order to find the similarities and differences of the two philosophers' views the method of comparative analysis is used. Both philosophers define law preservation as the absolute obedience of law. The two aims of law preservation include: a) obedience of law in practice and b) scholarly discussion for the reformation of law. The two philosophers agree on three principles: awareness of law contents, awareness of necessity of law obedience, and the critical view to the laws and their contents. In addition, Plato holds two other principles: respecting the law and the absolute priority of law obedience and Kant holds the principle of reflection and discussion. Educational methods based on these principles are: explanation of legislation necessity in curriculum, presentation of practical models on obedience of educational rules, performing open sessions for discussion and reforming school and class rules and regulations based on the above-mentioned principles. Manuscript profile -
Open Access Article
6 - 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
7 - 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
8 - Culture, Education and Unrealized Possibilities: Essay about the Neglected Human Freedoms Behind Culture and Education
elham zareh mohammad hasan karimiBy looking beyond what is often said about the importance and necessity of education and culture in shaping human and society, this article seeks to analyze the other side of culture and education that does not let the pupils to think in other ways of life and prevent t MoreBy looking beyond what is often said about the importance and necessity of education and culture in shaping human and society, this article seeks to analyze the other side of culture and education that does not let the pupils to think in other ways of life and prevent them from creativity. Using the concept of "unrealized possibilities", the paper emphasizes on the ways in which culture and education prevent pupils from attention to some possibilities such as freedom and comprehensive development. The main goal of the paper is to answer these questions: How does culture and education restrain human minds from creativity and lead to the unrealized possibilities? How can the unrealized opportunities be realized? The method of critical analysis is used in order to answer these questions. The findings indicate that unrealized possibilities can be realized through providing pupils with cultural intelligence, creativity, meta-cultural vision, active role, and individuality. Manuscript profile -
Open Access Article
9 - A Preventive Model of Utilitarian Moral Education with Emphasis on Undesirable Conducts in Mill’s viewpoint
shahnaz shahriari neisiani Reza Ali Nowrozi Mohammad MeshkatThe purpose of this research is to formulate a preventive model of the utilitarian moral education with emphasis on undesirable conducts in Mill’s viewpoint. The method used is the “descriptive-analytical” method. Undesirable conducts include wrong conducts (violating MoreThe purpose of this research is to formulate a preventive model of the utilitarian moral education with emphasis on undesirable conducts in Mill’s viewpoint. The method used is the “descriptive-analytical” method. Undesirable conducts include wrong conducts (violating rights and comfort of others), and unpleasant conducts, the existence of which can be explained with fails in duties. The goal of moral education is happiness, and moral education includes dimensions of prevention and punishment. Punishments appear in the following forms: reprobation for violating the rights and disturbing the comfort, and losing the positive attention of others because of the behaviors lacking personal dignity. By prevention, we mean primary prevention that is governed by the principles of justice and contemplation. The governance of justice is related to the conducts violating the rights, but governance of the principle of contemplation is in preventing wrong conducts, and in meanings of “care of soul” and care of reasons. In unpleasant conducts, the ruling principle is the contemplation with aforementioned meanings. These findings support Mill’s belief that "the main foundations of moral life in the new age are justice and contemplation." Prevention strategies referring to the two types of undesirable conducts are strengthening conscience and giving insights. The linkage of strategies to principles is presented in the preventive model. According to the findings on prevention, considering reasonable punishment for wrong conducts and paying attention to justice and contemplation in explaining undesirable conducts is a positive aspect of Mill's perspectiv. However, his views on unpleasant conducts have been criticized, because interventions and punishments considered for these conducts lack the necessary performance for guaranteeing the prevention of self-harm and reforming the holders of unpleasant conducts. Also his opinion about people's owing to one another lacks the strong executive support for action in relation to the holders of these conducts. Removing these weaknesses requires a revision of Mill's harm principle and correcting and reconsructing some of his beliefs. Manuscript profile -
Open Access Article
10 - The status of massive open online courses (MOOCs) in breeding students' moral responsibility with an emphasis on actor- network philosophical theory
saeed zarghami hamrahThe goal of this research is investigate the position of MOOCs in breeding students' moral responsibility with an emphasis on actor- network theory. The present research is philosophical and conceptual and linguistic analysis and transgressive logical analysis. Document MoreThe goal of this research is investigate the position of MOOCs in breeding students' moral responsibility with an emphasis on actor- network theory. The present research is philosophical and conceptual and linguistic analysis and transgressive logical analysis. Documents analyzed included views of experts, books, background studies and related research in the field. Findings of the research showed; based on the theory of actor- network and the simultaneous function of man and technology and their interactions between each other, MOOCs is not a neutral tool and can has a dual position is constructive and unconstructive in breeding students' moral responsibility. On the one hand, through changing the role of the teacher and the student, the application of interactive approaches in teaching, the development of specific competencies and the development of educational justice have provided a basis for breeding responsibility. On the contrary, due to the non-presence, unconditional acceptance of all applicants, crowded classrooms, the existence of false identities and the possibility of unknowing learners have reduced student responsibility. Based on the theory of actor network and the intermediate, symmetric and network look at humans and artifacts, it can be concluded the technology of MOOCs through changing the nature, interests and intentions of the actors provides background for training their moral responsibility or irresponsible. But this lackage can be filled by interacting with the learning environment and using more than multimedia technologies. Manuscript profile -
Open Access Article
11 - A Comparative Study on the Literary Backgrounds in the Formation of Paideia in the Ancient Greece and Doctrinal and Educational Teachings in the Ancient Persia: Emphasizing on Iliad, Odyssey and Shahname
mohammadhassan mirzamohammadi faride davoudyThe purpose of this study is to investigate and compare the literary backgrounds of the formation of Paideia in ancient Greece and the implications of doctrinal and educational teachings in the ancient Persia. The main sources are Iliad, Odyssey and Shahname which are s MoreThe purpose of this study is to investigate and compare the literary backgrounds of the formation of Paideia in ancient Greece and the implications of doctrinal and educational teachings in the ancient Persia. The main sources are Iliad, Odyssey and Shahname which are studied by the method of analysis (conceptual, documentary, and comparative). At first, the concepts, backgrounds, types and fields of the formation of Paideia in Greece and educational teachings in Persia were examined in terms of physical, artistic, moral, and intellectual dimensions. Then, commonalities and differences between them were extracted. In terms of commonalities, the epic aspects overcome other literary genres. As well, in both cultures, allegory was used in education. In the physical dimension, in the literature of the both cultures, a transcendent human was conceived in terms of a healthy body and a pure spirit. In the moral dimension, humane teachings and examples of chivalry and high ethics were introduced through the stories and epic poems. In the intellectual dimension of the ancient Persia, wisdom was given great importance. In the Greek literature too, the topic of rationality and its ramifications were at issue. This rationality is expressed in terms of the cultural and educational contexts of the two nations, as in Shahnameh, the most significant signs of wisdom are brief and meaningful talk. In the Greek Paideia, the effects of this wisdom are expressed in philosophy. Integrating wisdom and tolerance with people, valuable work, justice, the balance in behavior and life through wisdom are of common aspects in the both cultures. In terms of difference, in the Greek literature, components are more detailed and more functional, and myths are more individualized, while in Persia there were more general teachings and collective myths. In the artistic aspect, we see wider concepts in Persian literature compared to the Greek culture. Manuscript profile -
Open Access Article
12 - Moral Autonomy in Taylor's Ethics of Authenticity and its Implications for Education
Mohammad ravanbakhshThe main purpose of this research is to explore the educational implications of Charles Taylor's notion of Autonomy. This research consists of two parts. The first part addresses the ethics of authenticity from the perspective of Taylor. Based on the findings of this se MoreThe main purpose of this research is to explore the educational implications of Charles Taylor's notion of Autonomy. This research consists of two parts. The first part addresses the ethics of authenticity from the perspective of Taylor. Based on the findings of this section, the underlying self-reference of the idea of authenticity from Taylor's perspective is limited to the field of method and way of living, instead of content. The second part is devoted to educational implications of Taylor's view, including educational principles and other educational issues, based on the findings of the first part. The educational implications are based on the following two components: attachment and belonging. From the first component, five educational considerations are derived: Strengthening the argumentation, strengthening the feeling of self-esteem, strengthening self-awareness and self-control in moral choices. Educational implications based on the principle of belonging are as follows: firstly, consideration of the roles of social and family communications in education, and secondly, sensibility to the cultural gap between parents and children in education. Manuscript profile -
Open Access Article
13 - The role of self-imposed exile to overcome the preconceptions of understanding in Wittgenstein’s later thought and its educational implications
KAMAL NOSRATI HESHIPreconceptions and biases as problems and challenges in the process of people's thought face them with a lot of difficulties in analyzing, explaining, and interpreting affairs and issues. The aim of this study is to investigate the role of self-imposed exile to overcome MorePreconceptions and biases as problems and challenges in the process of people's thought face them with a lot of difficulties in analyzing, explaining, and interpreting affairs and issues. The aim of this study is to investigate the role of self-imposed exile to overcome the preconceptions of understanding based on Wittgenstein’s later thought and to draw its educational implications. This qualitative research utilized a descriptive, analytical, and interpretive method. In the first step, the definition of understanding from Wittgenstein's point of view is discussed, and in the next step, it is made clear how people's understanding and attitude depends on their "world-picture", and how its formation begins from the early stages of life. It is also argued that if the world-picture is a result of persuasion and does not meet the requirements of language games, one's thoughts and insights will be limited by preconceptions. Then, the self-imposed exile as a strategy derived from Wittgenstein's later philosophy is introduced as a solution in order to overcome the preconceptions and the spirit of the times. Finally, the effects and educational implications of self-imposed exile are inferred, and it is discussed how self-imposed exile would work effectively in order to overcome the preconceptions of thought. Manuscript profile -
Open Access Article
14 - 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
15 - Story, Religious Identity, and Religious Education: An Analysis Based on the Narrative Hermeneutics of Paul Ricoeur
Ali Vahdati DaneshmandThe current crisis of meaning and identity is one of the major concerns for every educational system. Religious identity is one of the aspects of this problem that is highly recognized in Islamic Iran. This paper tries to provide a picture for the concept of religious i MoreThe current crisis of meaning and identity is one of the major concerns for every educational system. Religious identity is one of the aspects of this problem that is highly recognized in Islamic Iran. This paper tries to provide a picture for the concept of religious identity, the role of stories, one of the chief sources of meaning, in its genesis and the consequences of storytelling for religious education based on the narrative hermeneutics of Paul Ricoeur. The Ricoeurian thought shows that religious texts in general and religious stories in particular shape the religious identity. According to Ricoeur, description using narratives, is subject to pure narrativisim and it is necessary to move to explanation step. Although every narrative has its own world, but to explain the religious teachings using narratives, other rival discourses must be considered Manuscript profile -
Open Access Article
16 - Discourse Analysis of Teacher Education in the Rule of the Islamic Republic of Iran
Reza Haqverdi Susan Keshavarz Alireza MahmoudniaIn this paper, teacher education discourse has been analyzed in the Islamic Republic of Iran. Research assumes the governance discourses that have been articulated after the Islamic revolution, have defined teachers' semantic systems that have placed the political, econ MoreIn this paper, teacher education discourse has been analyzed in the Islamic Republic of Iran. Research assumes the governance discourses that have been articulated after the Islamic revolution, have defined teachers' semantic systems that have placed the political, economic, and social position of teachers in power structures. These semantic systems include a central signifier for teacher education discourse that other signs being articulated around it. The research questions are: what have been the central signs of teacher education in the governance discourse formed after the Islamic Revolution? And what were the backgrounds of teacher education discourses after the Islamic Revolution? This research is based on Laclau and Mouffe's discourse theory mode through document mining. According findings of the research, the central sign of teacher education in the governance discourses after the Islamic revolution of Iran are: Revolutionary teacher training, teacher training as a government agent, political development of teacher, fundamental reform in teacher education, teacher education as a theoretical and practical model according to the Islamic standard system. The wide discourse of the Islamic Revolution has had a lasting impact on the process of teacher education. Also after drafting the Fundamental Reform Document of Education (FRDE) and the Document of Teacher Education and the Provision of Human Resources in the Formal and Public Education Subsystem, teacher education has been viewed as a strategic position in the education system with a long-term and forward-looking approach. Manuscript profile -
Open Access Article
17 - The transition from theory to practice in Islamic education
رضا محمدی چابکی Fatemeh Sadat BitarafanThe present study is an attempt to fill the gap between educational theory and practice, taking into account the Islamic perspective on education, which is based on the destruction of the concept of martyrdom (Shahadah). In this regard, by emphasizing the role of the or MoreThe present study is an attempt to fill the gap between educational theory and practice, taking into account the Islamic perspective on education, which is based on the destruction of the concept of martyrdom (Shahadah). In this regard, by emphasizing the role of the original factor in Islamic education, the Prophet has been considered as a perfect manifestation of human beings and witnessed the implementation of original theories and the main mediator between theory and practice in education. Thus, the transition from theory to educational practice is explained by the basic principle that approaching the Prophet is a criterion for approaching the field of action and an objective manifestation of the theory of education, and consequently, distancing oneself from this educational criterion is a sign of the separation between theory and educational practice. Therefore, according to the Prophet's practical life in the history of Islam, transition in terms of educational practice has been introduced in three levels or general phases, including rational, emotional and behavioral levels by introducing twelve basic components. Manuscript profile -
Open Access Article
18 - The methodological critique of Narvaez's integrated approach to moral education
abolfazl ghaffari Bakhtiar Shabani VarakiThe main purpose of this research is to explore the methodological critique of Narvaez's integrated approach to moral education. For this purpose, First, based on a certain pattern of methodological requirements, the integration of strategies was considered. Then base MoreThe main purpose of this research is to explore the methodological critique of Narvaez's integrated approach to moral education. For this purpose, First, based on a certain pattern of methodological requirements, the integration of strategies was considered. Then based on this pattern, goal, the process of choosing the approaches to the origin, the level and type of integration, structure and meanings of the terms used in the Narvaez approach and the approaches of the source; and the existence Or the lack of meta-language in the Narvaez approach has been evaluated and criticized. The results indicate that, since the structure of the source approaches is intrinsically contradictory, and Narvaez did not attempt to discover or fabricate a meta-language or a common language, only the terms of the two approaches are placed horizontally or horizontally. it seems that, unlike his pleadings, In practice, the combination has not been made. In addition, the study of the content and meanings of the terms used in Narvaez's perspective and the approaches to the source show that these terms actually provided the same approach of character education or, At least, presented another version of the approach of character education. Thus, in terms of structure, the combination provided by Narvaez is challenged with serious challenge and is eclecticism. Manuscript profile -
Open Access Article
19 - The Model of Deontological Moral Education with Emphasis on Undesirable Behaviors in Kant's View (the Preventive Model)
shahnaz shahriari neisiani Reza Ali NowroziThis study aims to develop a preventive model of deontological moral education with an emphasis on undesirable behaviors in Kant's view. The methods used are descriptive-analytical and inferential methods based on Frankena's reconstructed model. According to the results MoreThis study aims to develop a preventive model of deontological moral education with an emphasis on undesirable behaviors in Kant's view. The methods used are descriptive-analytical and inferential methods based on Frankena's reconstructed model. According to the results, regarding the two categories of virtue tasks in Kant's view, namely, one's perfect duties towards himself/herself and imperfect duties (one's imperfect duties towards oneself and duties of virtue towards others), three types of undesirable behavior were identified in this view: behaviors violating one's perfect duties towards oneself, behaviors violating one's imperfect duties towards others, and abandonment of virtue that would lead to vice. Prevention as a dimension of moral education in the expanse of undesirable behaviors in Kant's system of moral education also has its principles and particular strategies. In such a manner that the two principles of respect for one's dignity and respect for the dignity of others, which are derived from the principles of rationality and the end of being human in one's self, constitute the principles governing strategies to prevent the initial emergence of undesirable behaviors. These strategies, which are educational strategies, for all three types of undesirable behavior, consisting of the two main strategies of forming a good character and caring for and reinforcing the character, which plays an important role in achieving Kant's goal of moral education, which is to have maximum moral virtue. Also, the connection of these strategies with the fundamentals and principles in the preventive model are specified. Manuscript profile -
Open Access Article
20 - Self-knowledge in Allameh Jafari's theory of rational life And its implications in determining the factors, stages and goals of education
هدایت سیاوشی abolfazl ghaffari hoosein baghgoli javad ghandiliThe purpose of this study is to determine the main factors, stages, and goals of self-knowledge-based education in Allameh Jafari's theory of rational life. The method of the present study is descriptive-analytical and deductive inference. What is the meaning and positi MoreThe purpose of this study is to determine the main factors, stages, and goals of self-knowledge-based education in Allameh Jafari's theory of rational life. The method of the present study is descriptive-analytical and deductive inference. What is the meaning and position of these research questions that self-knowledge has in Allameh Jafari's theory of rational life? And what are the educational factors related to self-knowledge, based on Allameh Jafari's theory of rational life? Using the descriptive-analytical method, and the question of what are the goals and stages related to self-knowledge, based on Allameh Jafari's theory of rational life, was investigated and answered using the deductive inference method. Studies have shown that consciousness, nature, agency, rationality, and the divine self are factors that are important in self-knowledge education in the theory of rational life; Accordingly, the basic goal of education is perfection (nearness to God) and its basic principles are at level 1: rational life and at level 2: self-knowledge; And the three stages of training are liberation (liberation), freedom (redemption) and authority (delegation). Manuscript profile -
Open Access Article
21 - Revisiting the Role of Children’s Voice in the Reformation and Improvement of Educational Programs and Policies
amin izadpanahThis article aims to study the role and value of children’s voices in the reformation of educational programs. This study is conducted through a critical philosophical inquiry method. The ultimate purpose of this method is the improvement of educational practice. Three MoreThis article aims to study the role and value of children’s voices in the reformation of educational programs. This study is conducted through a critical philosophical inquiry method. The ultimate purpose of this method is the improvement of educational practice. Three questions are raised in this paper: 1.Why children’s voices have historically often been neglected in relation to their life matters? 2. Why children’s voices must be heard and been considered as criteria in their life matters? 3. How can children’s voices be demarginalized and exercised in children’s educational matters for the betterment educational programs? The findings show that the total rejection of childhood and its values, a deficit conception of childhood, and inadequacy and deficiency of adults’ conception of childhood are among the most significant reasons of historical ignorance of children’s voices. Prerequisites of appealing to children’s voices include: A critical theoretical revision of adult-centered approaches of childhood, rejection of the universal notion of childhood, adopting the plurality and difference of childhood and children’s voices around the world based on various cultural climates and contexts, and adhering to the equality of children’s rights and adults. Dialogue and inquiry with children are suggested as two strategies for listening to and representing children’s voices in the reformation and improvement of educational programs and procedures. These two strategies can provide us with an access to fresh and firsthand knowledge about children and issues related to their lives. Manuscript profile -
Open Access Article
22 - Phenomenology of illness: An approach in the education of children with chronic illness
zahra asgari mohammahd hosein heidari Ramazan BarkhordariChildren with chronic illnesses have special educational needs, certain aspects of which are overlooked under the existing objective naturalistic and normative philosophical approaches. This study aims to propose the phenomenology of illness as an alternative approach t MoreChildren with chronic illnesses have special educational needs, certain aspects of which are overlooked under the existing objective naturalistic and normative philosophical approaches. This study aims to propose the phenomenology of illness as an alternative approach to improve the education of children with chronic illness. The present study is based on two methodological approaches, phenomenological and inferential. In this way, first, the educational challenges of children with chronic diseases are phenomenologically described according to their views concerning themselves, their existence, and others. Then by extracting the phenomenological themes of intentionality, temporality, and embodiment, the phenomenology of the diseases is inferred as a way to better understand the special education of these children. By recognizing the affected child as the embodied subject, the phenomenology of illness reconstructs the meaning of the illness and introduces a perspective under which the chronic illness becomes a suitable platform for individuals' development and prosperity. Manuscript profile -
Open Access Article
23 - 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
24 - A Philosophical Investigation of the Reasons for the Moral Practice of Organ Donation and Introducing Educational Principles and Methods to Persuade Trainees to Do it Based on the Islamic Perspective of Action
Morad Yaridrhnavi hamid BalochiAccording to the teachings of the Holy Qur'an, God considers saving the life of one human being equal to saving the lives of all human beings. In contemporary medical and treatment culture, organ and tissue donation is one of the modern ways to treat humans ad save thei MoreAccording to the teachings of the Holy Qur'an, God considers saving the life of one human being equal to saving the lives of all human beings. In contemporary medical and treatment culture, organ and tissue donation is one of the modern ways to treat humans ad save their lives. Practicing this moral and human value can help realize this divine teaching. This moral and value action has been investigated in different fields of research such as medicine, psychology, sociology, etc., nevertheless, it has not been studied from the perspective of education. In this regard, the present study pursued two objectives. First, the various reasons and factors expressed in persuading individuals to do the moral act of organ donation were categorized and explained from a philosophical viewpoint, and then by adopting a philosophical perspective (Islamic perspective of action), the educational foundations, principles and methods of persuading trainees to do this moral actin were deduced. For the first objective of the research, the descriptive-analytical method was used and for the second objective, Frankena's reconstructed model was utilized as the research methods. The results showed that the reasons for persuading individuals to do this moral action can be classified into four areas: intellectual, emotional, psychological and sociological. In accordance with the three principles of human practice from the Islamic perspective of action, the three educational principles including raising awareness about the moral action of organ donation, emotional transformation about it and making grounds for trainees to voluntarily do it, along with direct, semi-direct and indirect educational methods to realize these principles were recommended to act as guidelines for internalizing and persuading trainees to do organ donation. Manuscript profile -
Open Access Article
25 - Childhood, Evils, and Error-tolerant Education
saeed AzadmaneshHuman being has been naturally created in such a way that has the possibility and desire to behave good and evil. This is while in education, and especially in childhood education, the good is central and evil has been marginalized. Concentrating on the good and ignorin MoreHuman being has been naturally created in such a way that has the possibility and desire to behave good and evil. This is while in education, and especially in childhood education, the good is central and evil has been marginalized. Concentrating on the good and ignoring the evil in education does not seem realistic. The inclination to evil behavior and recognizing wickedness and error in childhood requires an appropriate education. In this study, by expressing reasons for the necessity of recognizing evil and a glimpse of the verses of the Quran, the desire to behave good and evil is recognized in childhood. Considering the concept of evil and the concept of childhood as a spectrum makes sense of talking about evil in childhood. Hence, an alternative approach is proposed to childhood education, called error-tolerant education. Error-tolerant education attempts to recognize the error and wickedness in childhood to provide the possibility of an active encounter to error and thus, facilitate the path of education and truth-seeking for children. “Recognizing the child’s evil inclinations”, “encountering error actively in childhood”, and “maximum welcoming of children’s error” are some of the components of error-tolerant education in childhood Manuscript profile -
Open Access Article
26 - A Critique of the Goals of the Domain of Religious and Moral Education Approved by the Supreme Council of Education
Mohammad hassaniThe purpose of this study is to critique the goals of the domain of religious and moral education approved by the Supreme Council of Education. The criticism has been launched in the dimensions of the foundations and the methods for reaching the goals. The findings of t MoreThe purpose of this study is to critique the goals of the domain of religious and moral education approved by the Supreme Council of Education. The criticism has been launched in the dimensions of the foundations and the methods for reaching the goals. The findings of this study show that the philosophical foundations of these goals are the theory of religious good and evil or the theory of divine command which is in conflict with the pre-religious ethics, the signs and evidence of which exist in the Islamic religious sources, and the relevant theoretical views are contained in the theoretical foundations of the document of The Fundamental Change. Also, these goals lead to a moral education emcompassed in the religious education while this type of moral education will not be effective in today's conditions. Manuscript profile -
Open Access Article
27 - 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
28 - Social constructivism and its educational implications for inclusive
mahin chenari Zohreh iranpoorThe purpose of this study is to explain the theory of social constructivism and infer the educational implications of this theory for inclusive education. The research method is deductive inference of Frankenna reconstructed model. The theory of social constructivism in MoreThe purpose of this study is to explain the theory of social constructivism and infer the educational implications of this theory for inclusive education. The research method is deductive inference of Frankenna reconstructed model. The theory of social constructivism in the field of goals, principles and methods of education had many implications for inclusive education. Among the educational goals that were achieved are: to elevate students 'learning according to individual, social and cultural contexts, to develop students' potential abilities, in the field of principles: to pay attention to individual, social and cultural differences of knowledge Students, flourishing students' potential talents with the help of the teacher, in the field of method: using self-assessment, using pre-organizers, using participatory method. Manuscript profile -
Open Access Article
29 - Study and Critique of the relatioan between culture and education regarding agency in the education Documents of Iran
hamideh Farahbakhsh khosrow bagheri Narges SajadiehThe present paper seeks to study and critique the relation of culture and education regarding agency in education documents of Iran. In order to reach this aim, the education documents are studied through qualitative content analysis and conceptual analysis methods espe MoreThe present paper seeks to study and critique the relation of culture and education regarding agency in education documents of Iran. In order to reach this aim, the education documents are studied through qualitative content analysis and conceptual analysis methods especially concept interpretation method and conceptual structure assessment method . This study revealed that there is an internal contradiction in this documents despite the main role they have in explaining this relation. In these documents, concepts like agency, asymmetrical interaction, dynamic of culture and developmental traditionalism have been emphasized which can be regarded as the strength points of documents, on the other hand it is stressed that all this concepts must be grounded on the Islamic criterion system, And this lead to the internal contradiction between these concepts in these documents. This paper studied the evidences of this contradiction and classified them as the governance of the Islamic criterion system, ambiguity of the meaning of the culture, contradiction of asymmetrical interaction with emphasizing on the Islamic criterion system, dominance of the traditionalism on agency and ambiguous conceptual boundaries between culture transmission and culture criticism. Manuscript profile -
Open Access Article
30 - Deconstructing the role of formal education in the Iranian educational system with emphasis on the period of the Islamic Revolution
NASER NOROOZI Ramazan Barkhordari saeid zarghamii Alireza mahmmudniaThe main goal of current research is deconstruction of the role of formal education in the Iran’s education system in the period of Islamic Revolution. Formal education by putting together the four dimensions of the formation of formal education, including structure, me MoreThe main goal of current research is deconstruction of the role of formal education in the Iran’s education system in the period of Islamic Revolution. Formal education by putting together the four dimensions of the formation of formal education, including structure, mechanism, valuation and educational activities, appeared almost from the middle of the Qajar period, and expanded considerably with its consolidation in the Pahlavi period The development of formal education continued after 1979, relying on the ideals of the Islamic Revolution, including humanization and human education. Increasing attention to the dimension of formal education in order to use its full capacity, while deepening the existing dualities of the education system, faced with the complete failure of goals and expectations. In this study, with a deconstructive approach, the dominant duality of the country's education system has been analyzed by examining the assumptions of the formation of formal education and the effective poles. The study of the Contamination of the poles related to both sectors shows the complementarity and necessity of both sectors, that by carrying out the reconstruction and using the capacities of both types of educational systems, there are many and multiple possibilities such as: access to educational justice, preparation for the conditions Especially, providing the context for the development of different aspects of the learners, realistic expectations and providing the context for accountability, acceptance of multiple cultural differences, change of master-servant schemas in education. Manuscript profile -
Open Access Article
31 - 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
32 - 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
33 - Deconstruction of Moderate Borrowing Policies in Contemporary Iranian Educational Reforms
Ali Vahdati Daneshmand shahin iravaniSince the modernization of the Iranian school, the main question for reformers to deal with was how to interact and borrow from western education. Social reformers and educational activists have responded to this question and adopted a policy confronting it. The purpose MoreSince the modernization of the Iranian school, the main question for reformers to deal with was how to interact and borrow from western education. Social reformers and educational activists have responded to this question and adopted a policy confronting it. The purpose of this article is to critically examine three moderate policies, namely: 1) Appropriation in the views of Mirza Malkum Khan and Mirza Yusuf Mustashar al-Dawla, 2) Selection in the views of Abdul Rahim Talibov, and 3) Instrumentalism in the efforts of Mohammad Ali Mojtahedi and Reza Roozbeh applying Derridean Deconstruction. Deconstruction shows that each of these policies has blind spots that have led to results contrary to the original intentions of their defenders. Appropriation, with its strong emphasis on commonalities, ignores the differences between the two systems of education. Selection has been inattentive to the gradual change of educational patterns by separating from their original context and the emergence of new interpretations. Instrumentalism with its focus on achieving the expected educational results has created an elitist system that ignores the unpredicted educational results and others marginalized by this consequentialism. Manuscript profile -
Open Access Article
34 - Critical Discourse Analysis of the Peace in Afghanistan Education Based on The Constitution of the Islamic Republic Period
alishah fayegh Ramazan Barkhordari Alireza mahmmudniaIn the current study, the problem of peace in the education of Afghanistan, based on the official documents of Islamic Republic period has been analyzed. But because the use of language has different complexities and is related to external areas, this study has used the MoreIn the current study, the problem of peace in the education of Afghanistan, based on the official documents of Islamic Republic period has been analyzed. But because the use of language has different complexities and is related to external areas, this study has used the method of critical discourse analysis according to Fairclough's approach along with considerations of Laclau and Mouffe. The main source of this analysis is the document of The Constitution of Afghanistan in the period of the Islamic Republic. At the same time, other authoritative documents and texts have been used to develop and deepen the analysis. The result obtained from this analysis shows that the official documents do not have a single discourse; rather, they contain various discourses without having a specific central signifier, in the form of a discourse order. The most important discourses identified in these documents consist of "Islamism", "democracy", "racism", and "nationalism", which are formed around the main signifiers of "Islam", "people", "race" and "nation". This multiplicity of discourses causes the construction of the identity of peace in the documents to be composed of various signifiers and multiple and incoherent constructs, that cannot be actualized because of the antagonism involved among these signifiers and constructs, consequently, it does not fulfill peace education. Manuscript profile -
Open Access Article
35 - Analysis of the Role of Aesthetic Experience in Children's Education
Fatemeh BenvidiAccording to the views of education experts, aesthetic experience and understanding of art is a vital part of a flourishing life. The main purpose of this research is to investigate the role of aesthetic experience in children's education. To achieve this goal, the firs MoreAccording to the views of education experts, aesthetic experience and understanding of art is a vital part of a flourishing life. The main purpose of this research is to investigate the role of aesthetic experience in children's education. To achieve this goal, the first step is to defend the necessity of aesthetic education for children based on the analysis of existing philosophical justifications. For this purpose, the descriptive-analytical research method has been used. Several philosophical justifications have been proposed for the necessity of aesthetic education, whose critical evaluation shows that the only answer is based on aesthetic experience, which makes it possible to defend art based on its distinctive value. Therefore, aesthetic education for children can be taken as justifiable and necessary independent of art's contribution to expression and its role in moral promotion. This is because the aesthetic experience and understanding of art is a vital component in flourishing life, and being exposed to the aesthetic experience opens up ways for human growth that no other type of experience can do. The findings of this research indicate that even if art education does not lead to innovation and improved skills that can be measured with quantitative methods, it should have an important place in schools and curricula. A curriculum without aesthetic training and proper appreciation for the arts ignores our goal of raising flourishing human beings worthy of meaningful aesthetic experiences. Also, aesthetic education should not be limited to people and subject-matters, but should cover the entire curriculum. Manuscript profile -
Open Access Article
36 - The Place of Sacred Art in Modern Education
hamid armaniIn an era in which the face of the one-dimensional world is depicted, materialistic attitudes have been cultivated and have led to the desanctification of the world, also the religion that teaches the correct way of living has now taken on an unattractive appearance in MoreIn an era in which the face of the one-dimensional world is depicted, materialistic attitudes have been cultivated and have led to the desanctification of the world, also the religion that teaches the correct way of living has now taken on an unattractive appearance in the conditions of modernity, traditionalism seeks to show the true face of the world through art and the truths of religion. The questions of the current research are: While the conditions of the modern society, including education and art, are influenced by modern values, for what reasons should the thought and practice of traditionalism be revived? What are the goals, principles and methods of art and education arising from traditionalism? The research method is practical syllogism based on inference from the content of traditional sources. Sacred art is considered as one of the principles of traditionalism, and the following educational goals and methods are derived from it. As for educational goals, these are the candidates: Resolving internal gaps; providing harmony and balance of the outside and inside world; restoring the correct functioning of existential dimensions; cultivating metaphysical ethics; restoring the sense of sanctity of things; transcendence from within; and peace with oneself. Educational methods suggested consist of: Teaching how to think and, as a result, change in thinking, speech, and behavior; teaching wisdom; introspection; prayer; using artistic tools. Some of the outcomes of this view are as follows: freedom from the conflicting opinions and hopes, disparity of thoughts, and, as a result, the lack of identity; attracting the human eye to the levels and layers of the beauties; providing a more beautiful interpretation of religion; expressing and conveying the truth or sacred reflection; calling to unity, the formation of a sacred character. Manuscript profile -
Open Access Article
37 - The Multiple Formations of Religious Education`s Curricula Against Social Forces in Islamic Schools During the Second Pahlavi Period
irandokht fayyaz zahra minaei narges sajadeh mohammadreza javadi yehanehThis article illustrates how the curricula of religious education were formed vis-a-vis social forces in the Islamic schools during the second Pahlavi reign. Utilizing historical discourse analysis and examining four schools as case studies, we argue that these encoun MoreThis article illustrates how the curricula of religious education were formed vis-a-vis social forces in the Islamic schools during the second Pahlavi reign. Utilizing historical discourse analysis and examining four schools as case studies, we argue that these encounters led to four kinds of knowledge formation: "the generalization of religious knowledge" in the schools of the Islamic Education Society, "rational verification of religious knowledge" in Alavi School, "scholarly comparison of religious knowledge" in Kamal School, and "the systematization of religious knowledge" in the Refah school. The first formation faced the foundations of other rival religious discourses by emphasizing the Qur'an, the confrontation of jurisprudence against popular religion and superstitions, and confronting civil laws to eliminate corruption and achieve progress. The second formation was shaped along with a philosophical approach in encountering with the principles of Marxism and of Baha'iism, and providing a wise religion for immunity from corruptive lifestyles and using Islamic ethics against human social laws. The third formation was shaped by looking for compromise between science and religion versus religious superstitions and the materialists, a chosen jurisprudence versus the formal jurisprudence, and the confrontation with the modern state through a militant religion. The final formation was formed by using theology against other competing discourses, designing efficient social systems versus the modern government, and self-making for providing a good environment as opposed to isolated individual life forms. According to the results of each formation, there can be four inspirations as follows: turning from the internal religious language to the general and extra-religious language, turning from the affirmative language in Muslim philosophy to the speculative language in general philosophy, turning from the necessary relationship between science and religion to a possible relationship, and turning from the absolute inclusion of morality in religion to mutual partial relationship between them. Manuscript profile -
Open Access Article
38 - A Comparative Study on the Concept of Other’s Subjectivity from the Perspective of Lacan and Levinas Focusing on the Educational Implications
Ali sattri Batoul Shahi Maryam EsfahaniThe present study aims to investigate the concept of the other’s subjectivity from the perspective of Lacan and Levinas with emphasis on the moral subject and their educational implications. In order to achieve this goal, the analytical-comparative method has been used MoreThe present study aims to investigate the concept of the other’s subjectivity from the perspective of Lacan and Levinas with emphasis on the moral subject and their educational implications. In order to achieve this goal, the analytical-comparative method has been used and the results of the research indicate that in Lacan's belief, the innate human tendency to dialogue and recreation of discourse forms in linguistic structures, paves the ground for the acceptance of the other. Criticizing the sameness view in the traditional ethics that emphasizes absolute good and the great other, he points out the symptom of reduced others in the moral system and mentions the superiority of other-oriented ethics. Levinas also condemns the reduction of otherness to the "same" matter and in the priority of ethics over philosophy, he talks of an other-oriented and responsible ethics. Some implications can be obtained from the other’s subjectivity for the educational system, in the realms of curriculum, teaching method, and teacher-student relationship. The ideal educational system from Lacan's point of view, based on the two concepts of the Ego-ideal and the Super- ego, arises from a social and moral subject according to which moral subjectivity requires interaction and social action between teachers and students particularly in the realm of curriculum. According to Levinas, the ideal educational system is achieved in the face-to-face relationship between the student and the teacher, and having the focus on the otherness of the student, it requires a curriculum focusing on the marginalized persons. A combination of Lacan's and Levinas's approach in highlighting the relationship between "I" and "the other" leads to the notion of "moral subjectivity". Manuscript profile -
Open Access Article
39 - Explaining the Foundations of Metamodern Theory and Their Implications for Defining Curriculum Elements
mustafa Zabandan Einollah Abedi ghaderi mostafaThe purpose of this research, in addition to presenting a metamodern curriculum, is to empower teachers to overcome the difficulties and negative side effects of modern and postmodern curricula. For this purpose, to answer the questions, a multi-method approach includin MoreThe purpose of this research, in addition to presenting a metamodern curriculum, is to empower teachers to overcome the difficulties and negative side effects of modern and postmodern curricula. For this purpose, to answer the questions, a multi-method approach including the documentary method, the interpretive conceptual analysis, and the progressive type of practical syllogism are used. As the results, in addition to revealing the crises of the modern and postmodern curriculum, a model of the metamodern curriculum including the elements of curriculum is presented in such a way that through this curriculum, the community of teachers and students can consider the reflection of learning in thoughts and actions in social, cultural, and institutional contexts. By means of this model, distinct opportunities are provided for people with mental abilities as well as for people with learning disabilities. The result of this research is the presentation of three bases for developing a metamodern curriculum, which include: 1-Considering the modern and postmodern curriculum as effective historical experiences; 2- The metamodern curriculum as a care approach; 3-The metamodern curriculum as hope. Manuscript profile -
Open Access Article
40 - Explanation of Waldorf's Spiritual Approach to Children's Education and its Critique with Emphasis on Islamic Teachings M
Masomeh kiyaniThe main purpose of this research is explanation of Waldorf's spiritual approach to children's education and its critique with emphasis on Islamic teachings. For this purpose, the descriptive-analytical method is used to identify and describe the components of Waldorf's MoreThe main purpose of this research is explanation of Waldorf's spiritual approach to children's education and its critique with emphasis on Islamic teachings. For this purpose, the descriptive-analytical method is used to identify and describe the components of Waldorf's spiritual perspective on children's education. Then, using the regressive analysis in Frankena’s method, the philosophical foundations of Waldorf's spiritual approach to children’s education are investigated. In the second part, Waldorf's spiritual approach to children's education is criticized by using the method of critical philosophical enquiry emphasizing the Islamic point of view. The results of this research indicate that Waldorf's spiritual approach pays attention to features such as: the development of children's whole beings, strengthening their artistic potentialities, developing their spiritual perception, emphasizing meaning-making and finding meaning, and freedom as the goal of education. These features are based on philosophical foundations such as: The existence of a spiritual world beyond the material world, the existence of various spiritual beings, the unity of the universe in a spiritual sense, looking at the child as a spiritual being, the repeated reincarnation of humans, emphasizing the senses, intellect, inspiration and intuition as sources of knowledge, the interaction between objectivity and subjectivity in the pursuit of knowledge, and the matching of human "I" with "Christ" as the ultimate goal of human life. In criticizing Waldorf's spiritual approach based on the Islamic point of view, it became clear that Waldorf's views on the nature of the transcendental and the belief in reincarnation are not acceptable in the Islamic view. At the same time, some educational implications of the mentioned approach, such as looking at the child as a spiritual being and honoring him, paying attention to the development of the child's whole being and especially his spiritual dimension, emphasizing artistic education and education based on the stages of child development, have commonalities with the Islamic perspective. Manuscript profile -
Open Access Article
41 - Historicity in Heidegger's Thought and its Implications for Education
Poorya Aeini faramarz mohamadipouyaeducation, in confrunting the world's developments in the field of history, in relation to the past and historical tradition on the one hand, and new phenomena on the other hand. This philosophical issue can be traced under the topic of historicity. Historicism was firs Moreeducation, in confrunting the world's developments in the field of history, in relation to the past and historical tradition on the one hand, and new phenomena on the other hand. This philosophical issue can be traced under the topic of historicity. Historicism was first introduced into philosophy by Hegel, and after him, attention to history in epistemology was continued by various philosophers. Heidegger deals with historicity in a different way from others and considers it not as a secondary and temporary characteristic, but as an existential element for humans. Accordingly, we found Heidegger's exploration of historicity as a way to answer our question. From Heidegger's point of view, human is "thrown" into a historical tradition and culture, and since he has existence, he can plan his way of becoming. The ability to do this is based on the unique possibilities that belong to human, as the result of this thrownness. The result of this research is that in a desired education, based on authentic historicity, first of all, historical tradition cannot be considered as an object for the will of a person; historical tradition is always present in us and offers all the possibilities of our existence. Secondly, since human beings have an existence towards the future, the objective recovery of historical tradition and the effort to educate human beings similar to past human beings is meaningless and independent of "here" and "now" in the life. Thirdly, ignoring the historical tradition destroys the existential continuity of human experiences throughout history and removes the originality and "spontaneity" of human actions. That is, it is not possible to make such a will to raise a person who is abandoned and separated from the past. Manuscript profile
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