List of Articles Authenticity

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  1 - Moral Autonomy in Taylor's Ethics of Authenticity and its Implications for Education
    Mohammad ravanbakhsh
  The 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 More

  The 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
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  2 - Taylor's reading of authenticity and its implications for the definition of an authentic teacher
   
  Authenticity is a concept with a broad background in modern culture, the introduction of which is relatively new in the intellectual and cultural space of our country. During this time, some books and articles on this concept have been translated and sometimes written. More

  Authenticity is a concept with a broad background in modern culture, the introduction of which is relatively new in the intellectual and cultural space of our country. During this time, some books and articles on this concept have been translated and sometimes written. There are several readings of this concept. It can be considered individualistic and collectivist reading as two important readings in its philosophical background. The aim of the present study is, first, to describe Charles Taylor's reading as a justified reading of the phenomenon of originality, which considers both individual and social dimensions of authenticity. The research method in the part of expression and analyzing of concepts is conceptual analysis, and in drawing the implications, will be practical inference. At the end of this research, the implications of Taylor’s reading of authenticity in defining one of the pillars of education, i.e. the authentic teacher, are mentioned. The implications are "involving in the active form of authenticity", "involving in the passive form of authenticity", "involving in the dialectic of authentic teacher - authentic student" and "involving in social realities". 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