perPhilosophy of Education Societyدو فصلنامه فلسفه تربیت2538-2802 2538-63012024-1128533articlemostafa moradimmoradi484@ut.ac.ir1Assistant Professor, University of Tehran<p>Gardner's theory of multiple intelligences is one of the most influential theories in the field of intelligence and cognitive abilities of the human mind. In short, this theory is accepted by educational agents in the world, and numerous articles and books were written based on this point of view. But at the same time, there have been harsh criticisms from philosophical, neurological and educational angles to this view. In our country, these criticisms have been ignored, and this point of view enthusiastically has been welcomed and has even made its way into official documents. While, it has been faced with many counterevidence and its foundations have been faced with harsh criticisms that have often remained unanswered. With an analytical approach, this article has analyzed the criticisms made to this view in three fields of philosophy, neuroscience and education, and has evaluated the responses of Gardner and the defenders of his view. The results of investigation and analysis indicate that Gardner's point of view, despite its wide acceptance, is faced with serious ambiguities and shortcomings and it is necessary to be careful in its application.</p>http://pesi.saminatech.ir/Article/48726Gardner Intelligence Multiple Intelligences Intelligence Quotient (IQ)perPhilosophy of Education Societyدو فصلنامه فلسفه تربیت2538-2802 2538-63012024-11283458articleFaisal Rabihavi frabihavi59@gmail.com1seyyed jalal hashemij.hashemi@scu.ac.ir2masoud safaei moghadamsafaei_m@scu.ac.ir3khosrow Bagherikhbagheri@ut.ac.ir4Ph.D. Candidate in Philosophy of Education, Shahid Chamran University of AhvazAssociate Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Chamran University of AhvazProfessor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Chamran University of AhvazUniversity of Tehran<p>In all contemporary societies, the role and position of the family in fostering and strengthening the virtuous traits and desirable behaviors of children are universally acknowledged. The purpose of this study is to elucidate the duties of parents in shaping the foundational principles of children&rsquo;s responsibility. This research employs an analytical method to explore the concept, components, and foundations of responsibility, while a progressive inferential approach is adopted to explicate the roles and activities of parents. The analyses indicate that, based on the three foundations of responsibility derived from Quranic verses, the following educational principles can be identified: in the cognitive domain, the principles of awareness and vigilance toward responsibility and preparation of conscientiousness; in the affective domain, the principles of ensuring the implementation of responsibilities, attributing actions to would-be agency of the childrren, and fostering the child&rsquo;s independence in fulfilling responsibilities; and in the volitional domain, the principles of accountability and acceptance of the consequences of actions, adherence to rights (fulfillment of obligations), and striving to fulfill responsibilities. The findings of this study suggest that during the preparation phase, children are in the stages of cognitive and intellectual development and, according to the perspective of agency, the lack of necessary competencies to manage their lives and achieve self-actualization. Consequently, parents play an irreplaceable role in the development and formation of the foundations of education, particularly in cultivating children&rsquo;s competence for responsibility. It is imperative, therefore, that parents adhere to a conceptual framework grounded in Islamic teachings to fulfill this critical role effectively.</p>http://pesi.saminatech.ir/Article/48727Parental duties Development Foundations of responsibility Children.perPhilosophy of Education Societyدو فصلنامه فلسفه تربیت2538-2802 2538-63012024-11285980articlehamdollah mohammadih9mohammadi@yahoo.com1Rohollah Mozaffari Pourr.mozafaripoor@cfu.ac.ir2Farhangian UniFarhangian University <p>Philip Wexsler's "post-critical" school of education is a trend in education that tries to criticize the structuralist and post-structuralist tendencies in critical education on the one hand, and presents a positive view on education on the other hand. Like Michael Polanyi, Wexler criticizes the de-sanctification of modern education and calls for a "revival of sanctity" in social and educational sciences. He believes that post-modern education, like modernism, has failed to realize "optimal existence". According to Wexler, the way to cure alienation in today's capitalist world is to create integrity in people's personality through the revival of spirituality resulting from religious and spiritual traditions. According to Wexler, the way to cure alienation in today's capitalist world is to create unity in the personality of people through the revival of spirituality resulting from religious and spiritual traditions. In the perspective of Wexler's post-critical philosophy, the teacher must have a creative spirit and an integrated personality, and this should be given serious attention in teacher training. Although this educational trend has been proposed since the 1990s, it has received less attention than other educational trends. Therefore, the present research aims to analyze the post-critical school of education and its effect on education by using the "conceptual structure analysis" method.</p>http://pesi.saminatech.ir/Article/48729Post-critical school Critical education Philip Wexler teacher educationperPhilosophy of Education Societyدو فصلنامه فلسفه تربیت2538-2802 2538-63012024-11288190articleAli Vahdati Daneshmandalivahdati@ut.ac.ir1University of Tehran<p>.</p>http://pesi.saminatech.ir/Article/48730.