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Open Access Article
1 - 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
2 - 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
3 - 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
4 - 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
5 - A Reflection on the Critical Themes about Hegelian Education with Regard to Phenomenology of Spirit
khosrow Bagheri Meysam SefidhkhoshThe aim of this study is to review the critical themes on Hegelian education based on the concept of education in Hegelian Phenomenology. For this purpose, this research has reviewed the critiques of Hegelian education by Conceptual Analysis method. "Normative education MoreThe aim of this study is to review the critical themes on Hegelian education based on the concept of education in Hegelian Phenomenology. For this purpose, this research has reviewed the critiques of Hegelian education by Conceptual Analysis method. "Normative education with emphasis on both teaching and learning poles" and "Rejecting the absolute freedom in education", are among the strengths reviewed. Education in Hegel's Phenomenology is based on the interaction of two poles of teaching and learning in order to achieve the desirable educational aims. Therefore the absolute/ negative freedom of individuals for respect to norms and educational values gives its place to positive freedom. "Totalitarianism in education" and "Ambiguity on freedom in childhood education", are two weaknesses in Hegel's education that have critically been reviewed. With this interpretation that totalitarianism in education does not only mean ignoring the other, but also the wisdom in Hegel is intertwined with the idea of the other and it develops by this interaction with others. However, the concept of freedom in childhood for recognizing the totality of the wisdom requires a reconstructive interpretation of Hegelian education. Manuscript profile
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