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Open Access Article
1 - Conceptual Underlyings of Childhood in the Evulution of History: Toward an Islamic Conceptualization of Childhood
Narges SajadiehThe main aim of this study is to investigate and analyze the evolution of the concept of childhood through human history. First of all, we traced the various meanings of childhood in four historical periods (Ancient period, middle Ages, Renaissance and ultimately contem MoreThe main aim of this study is to investigate and analyze the evolution of the concept of childhood through human history. First of all, we traced the various meanings of childhood in four historical periods (Ancient period, middle Ages, Renaissance and ultimately contemporary period) and their implications for child education. After that, applying conceptual analysis as our method we attempted to infer the key conceptual elements of childhood. Accordingly, this analysis provides four perspectives against which the conceptual patterns of childhood could be categorized and investigated. These perspectives, in spite of their different definitions and approaches toward child education, put forward four essential questions to be answered by philosophers of education dealing with childhood concept. The dependence of childhood concept on the concept of adulthood, and the nature of this dependence, is related to the first question. The second question is about the value dimensions of human nature and its nascent state in the child. The third question focuses on children’s abilities and the mechanisms of their growth, and the final question is concerned with the various dimensions of these abilities involving cognition, emotion and volition. Along the above line of thought, the four aforementioned components were considered for a possible use in connection with an Islamic approach to child education.This approach attempts to organize educational activities on the basis of the presence of one ability versus the absence of another. Manuscript profile -
Open Access Article
2 - A Deconstructive Analysis of Childhood in Social Constructionism
reza sheikheh mohamad jafar paksereshtThe aim of this research was to explicate the childhood period based on the social constructionism, using the deconstruction method. Deconstruction is defined as analyzing and rereading each subject through defocusing and finding some aspects of the subject which are us MoreThe aim of this research was to explicate the childhood period based on the social constructionism, using the deconstruction method. Deconstruction is defined as analyzing and rereading each subject through defocusing and finding some aspects of the subject which are usually neglected. Generally, there exist two groups of theories concerning childhood: First, developmental theories that treat childhood as a natural and universal process. The second group considers the childhood as a special period constructed by society. Social constructionism provided a new sphere by challenging the concepts of developmental theories. According to social constructionism, childhood is a social phenomenon. Focusing on social constructionism, we will encounter special implications. In this way, education will take on a sociocultural nature. Knowledge, and consequently contents of subject matters, will get a sociocultural nature and will be shaped under the influence of other poles of education, namely teacher and other factors of educational system. The social process of knowledge construct leads to the preference of collaborative perspectives in education. Along with all these elements, pluralism will be legitimized in content and method. Manuscript profile -
Open Access Article
3 - Historical Discourse Analysis of the Birth of Modern School in Terms of Power Relations
The main purpose of this paper is to examine the historical discourse of the birth of the modern school in terms of power relations around the lives of children. The method used in this essay is Critical Discourse Analysis of Michel Foucault. In order to achieve the pur MoreThe main purpose of this paper is to examine the historical discourse of the birth of the modern school in terms of power relations around the lives of children. The method used in this essay is Critical Discourse Analysis of Michel Foucault. In order to achieve the purpose of the study, the formation of new schools is analyzed from Foucault's point of view and his commentators. According to this description, a transformation has occurred from a body-based abstinence to institutional development of child care and school development. The most important discourse developments include the advent of modern childcare practices, the concealment of punitive care around children, and ultimately the expansion of modern power over the child's soul. Then, the power relations were analyzed based on a documentary analysis of the discursive approach to childhood and education. The results show that the birth of modern school and different branches of knowledge such as child psychology and sociology that shaped educational knowledge were the result of the evolution of the underlying social, economic, and demographic policies and disciplinary technologies and did not necessarily lead to the freedom of children. Therefore, the lives of children depend on the liberation not from institutions, but from the domination systems. Manuscript profile -
Open Access Article
4 - A Comparative Study on Critical Thinking in Social Philosophy of Horkheimer and “Philosophy for Children Program”
yahya ghaedyThis article is a comparative study between foundations, goals, and methodology of critical thinking in social philosophy of Horkheimer and “Philosophy for children”(P4C) program, and criticizing them. In order to realize this goal 3 questions are investigated on 3 as MoreThis article is a comparative study between foundations, goals, and methodology of critical thinking in social philosophy of Horkheimer and “Philosophy for children”(P4C) program, and criticizing them. In order to realize this goal 3 questions are investigated on 3 aspects of foundations, aims and methods; and their relationship is studied. The result shows some similarities and differences between them. Similarities in foundations like being affected by Socrates, emphasize on thinking position in philosophy more than metaphysical subjects. About similarities in aims intellectual growth and to create better life is common in two approaches but the meaning of better life for them is different; for Horkheimer it means creating happiness for more people but in P4C program it means living in a democratic society with responsible and thoughtful citizens. Differences like adopting with social circumstances and the place of knowledge in social critic are mentioned. In methodology the main difference is to present certain and definable method for improving critical thinking in p4c but Horkheimer argue that critical thinking is a continuous process, so he doesn’t present a definite method only speaks of negative critique. The result of this study can be used for other researchers in philosophy and philosophy of education and other educational fields, curricula developer in educational systems, especially in developing an educational model for educating critical thinking. Manuscript profile -
Open Access Article
5 - Exploring and Criticizing Childhood images in Act of Iranian Preschool Curriculum
Narges SajadiehThis paper aims to deduct the concept of childhood presumed in the "Guide of the curriculum and educational and training activities of preschool" document and criticize it. For this purpose, hidden childhood images supposed in this document was explored. Then, these ima MoreThis paper aims to deduct the concept of childhood presumed in the "Guide of the curriculum and educational and training activities of preschool" document and criticize it. For this purpose, hidden childhood images supposed in this document was explored. Then, these images were criticized. While in internal critique, inconsistencies were explained, in external critique, these images were examined from the view of Islamic theory of action. The method of inferring childhood images was transcendental analysis and content analysis. Also, whereas the internal critique has done was conceptual structure evaluation, the external critique has done by constant comparative analysis. After examining the document, seven childhood images were inferred: the child as an organism, the child as a mechanism, the child as the capital, the child as a pre-adult person, and the child as a potentially innocent person. The most important incompatibility that was found in the document emerged between the child as an organism and the child as a mechanism. In the external critique, the childhood images in Islamic Theory of Action were listed as "child as a pseudo-agent" and "child as a wildflower which relies on a caretaker". Our findings showed that the curriculum framework does not consider due attention to the young age of the plant and its dependence on the caretaker. Furthermore, the image of child as machine wasn't considered acceptable for humans, whether children or adults. Manuscript profile -
Open Access Article
6 - 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
7 - 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
8 - An Explanation of Children's Literature in the Educational Realm: From Actual Challenges to the Ahead Horizons
Narges Sajadieh Zohreh SadeghiChildren's literature has consistently been one of the best means for child education. However, despite its effectiveness, this means has always confronted conceptual challenges regarding its nature; challenges that undermine it compared to other educational means. This MoreChildren's literature has consistently been one of the best means for child education. However, despite its effectiveness, this means has always confronted conceptual challenges regarding its nature; challenges that undermine it compared to other educational means. This article intended to look at "children's literature" from an educational perspective and while formulating present conceptual challenges, prepares some solutions for them in order to maintain children’s literature as an educational means. Applying the conceptualization method, we formulated these conceptual challenges and then, based on the Islamic action approach and applying implicit deductive method, we proposed some solutions for them. The main conceptual challenges formulated in terms of dualism concerning instructional-literary, global-local, expression of reality-censorship, and fantasy-reality. At the second step, we identified our position about these challenges: literary structure-educational content, and literary creation-educational reading as the solutions of the first challenge; recognition of a multi-layered human identity, and intellectual dynamics of identity-layers as the solution of the second challenge; gradual encountering with reality as the solution of the third challenge; and a bound between fantasy and reality as the solution of the fourth challenge. These solutions can redefine the position of children's literature in the field of education and open new horizons in front of educators. Manuscript profile -
Open Access Article
9 - 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
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Open Access Article
11 - 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
12 - 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
13 - 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 SaberiThe 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 MoreThe 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
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