List of Articles میل

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  1 - A Preventive Model of Utilitarian Moral Education with Emphasis on Undesirable Conducts in Mill’s viewpoint
  shahnaz shahriari neisiani Reza Ali Nowrozi Mohammad Meshkat
  The 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 More

  The 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
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  2 - Exploration and evaluation of the philosophical foundations of Reggio Emilia's educational theory: a view from the perspective of the Islamic approach of action
  narges sajadeh Zahra Saberi
  The current research has been carried out with the aim of evaluating the feasibility of benefiting from one of the popular pre-primary educational approaches in the world, by exploration the philosophical foundations of Reggio Emilia educational theory and evaluating it More

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