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  1 - Exploration of Philosophical Foundations of Preservation of Law and its Educational Implications in viewpoints of Plato and Kant
     
  20.1001.1.25382802.1396.2.2.5.2
  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 More

  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 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
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  2 - The Model of Deontological Moral Education with Emphasis on Undesirable Behaviors in Kant's View (the Preventive Model)
  shahnaz shahriari neisiani Reza Ali Nowrozi
  This 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 More

  This 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
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  3 - The Dichotomy of Autonomy and Authenticity in Education; An Autonomous or Responsible Person?
  jalal karimian Narges  Sajjadieh khosrow Bagheri Mahdi Montazerghaem
  20.1001.1.25382802.1401.7.7.11.3
  Autonomy, a widely recognized ideal in the realm of education, has been subject to diverse interpretations. In its broadest sense, autonomy pertains to adhering to one's own laws. Imbued with significance by Kant, the progenitor of this notion within contemporary philos More

  Autonomy, a widely recognized ideal in the realm of education, has been subject to diverse interpretations. In its broadest sense, autonomy pertains to adhering to one's own laws. Imbued with significance by Kant, the progenitor of this notion within contemporary philosophy, autonomy is regarded as a descriptor of human volition, crucial for the establishment of an absolute moral code. This term finds a profound association with modern rationality. In contrast to autonomy, authenticity emerges as a concept that, while acknowledging human freedom as the aim of education, directs attention toward the actualization of freedom throughout the educational process and human development. In the contemporary era, educational conceptions of autonomy have presented various definitions attempting to elucidate the nexus between rationality and authenticity. However, the philosophical profundity of authenticity has received limited attention within these delineations. Within this context, Heidegger's explication of authenticity (or Eigentlichkeit) possesses the potential to deepen the ideal of autonomy within education. In his ontological existentialism, Heidegger conceives of authenticity as humanity's capacity to engage in spiritual contemplation, aligned with a profound understanding of existence as a meaningful totality, while acknowledging an ongoing connection with truth. Being authentic, therefore, implies openness toward Being itself and an earnest quest for truth within human life. Authenticity arises from a departure from the prescribed paths laid by others, leading toward a more fulfilled existence and facilitating an existential consciousness concerning Being-towards-death. The pursuit of this path necessitates an acceptance of the inner calling of human conscience, embracing fully one's ontological responsibility. Hence, authenticity and its concomitant truth-seeking nature become profoundly intertwined, ultimately serving as a complement to existing definitions of autonomy. Therefore, as a consequence, authenticity emerges as a foundational principle, serving as a guiding light that elevates human responsibility to the forefront as the central objective and primary pathway within the realm of educational pursuits. Manuscript profile