Examining the Concept of Child Agency Within Two Frameworks: "Child as a Social Actor" and the "Theory of the Agentic Human" and Its Educational Implications for Early Childhood Educators

perPhilosophy of Education Societyدو فصلنامه فلسفه تربیت2538-2802 2538-63012025-10210629articleExamining the Concept of Child Agency Within Two Frameworks: "Child as a Social Actor" and the "Theory of the Agentic Human" and Its Educational Implications for Early Childhood EducatorsMasume Kiyanikianymasumeh@yahoo.com1This study explores the concept of child agency, with a particular focus on the preschool stage, through the lenses of two perspectives: the child as a social actor and the theory of  human agency. It further draws out educational implications for early childhood educators. The research employs descriptive, analytical, and inferential methods. Traditional adult-centered perspectives regarded the child as incomplete, passive, and incapable of playing a meaningful role in shaping his or her own life. In contrast, recent approaches—especially in sociology—have emphasized the child as a social agent. Each perspective implies a distinct educational stance. Traditional pedagogy involves one-sided shaping, while the child-as-social-actor approach emphasizes mutual interaction. The theory of the acting human being, however, regards early childhood education as preparation for the realization of agency. Educators should therefore foster children’s awareness of consequences (cognitive dimension), support the transformation of impulses into informed inclinations (affective dimension), and gradually enhance self-control and responsible choice-making (volitional dimension). http://pesi.saminatech.ir/Article/48606agency in childhood kindergarten teachers early childhoodperPhilosophy of Education Societyدو فصلنامه فلسفه تربیت2538-2802 2538-63012025-102103155articleA new conceptualization of the nature of teaching and the professional development of teachers based on Gilles Deleuze's ideas about the nature of learningfahimeh gandomif.gandomi@cfu.ac.ir1farhangian university, Educational studiesThe main issue <a name="_Hlk178528758"></a>of this article is to provide an explanation of a new conceptualization of teaching and the process of professional development based on Gilles Deleuze's thought regarding the nature of the learning experience. This conceptualization offers a more adequate conceptual foundation for the nature of teaching and the phenomenon of professional development, which brings different expectations for the teaching profession. The present research is philosophical in nature, and the author has addressed the issue through the method of conceptualization, which focuses on reinterpreting or reconstructing aspects of existing conceptual structures that appear insufficient. Thinking about professional development is influenced by our understanding of the phenomena of professional development. Current professional education programs have been ineffective due to being based on an inadequate understanding of the nature of the phenomenon of professional development. In fact, the concept of professional development has been viewed from a limited perspective as an imposed process. Deleuze's explanation of the nature of the learning experience leads to a new definition of the nature of teaching, the process of professional development, and the teacher's agency in this process. In this view, teaching is considered as a problem and the teacher as a apprenticeship of signs, actively shaping their professional identity.  http://pesi.saminatech.ir/Article/48138professional development teaching learning experience Gilles Deleuze's thought perPhilosophy of Education Societyدو فصلنامه فلسفه تربیت2538-2802 2538-63012025-102105676articleThe Reflective Mirror: Narrative and Its Application in the Experience of the "Other" in Educational Relationships: A Framework for Empathetic Teacher TrainingNarges Sajadiehn.sajadieh@gmail.com1The educational relationship is a deep connection that relies on a teacher's perception of themselves, their students, and the nature of this relationship. Consequently, presenting philosophical insights during teacher training is of particular importance. However, the complexity of philosophical literature has resulted in the explicit presence of philosophy in these programs not being very successful. This paper, considering the initial necessity and acknowledging this failure, seeks to analyze the educational relationship and the role of "the other" within it, while introducing a new framework for expressing these philosophical insights. Accordingly, we will first articulate "the other" and its role in the educational relationship through an analytical approach; next, we will elucidate the concept of narrative and its components. Finally, using an implicit derivation approach, we will present a framework that enables understanding the other from various characters' perspectives within a story. If we view the educational relationship as interactive, its realization involves the teacher understanding the student as the other and empathizing with them. In the second step, among the elements of narrative, the point of view is highlighted as it allows the shifting between characters and enables us to adopt the viewpoints of different characters in the story. Thus, it has been concluded that a narrative-based educational framework centered on the element of point of view, which we have termed the reflective aspect of narrative, has been designed to enhance empathy and the capacity to understand the other by teachers.http://pesi.saminatech.ir/Article/49057the Other narrative perspective empathy teacher trainingperPhilosophy of Education Societyدو فصلنامه فلسفه تربیت2538-2802 2538-63012025-102107799articleFrom Wandering Art to Social and Transformative Art: A Perspective on Teacher Art Education in Light of Maxine Greene's Educational Philosophysadeq keshavarzians.keshavarzian@ut.ac.ir1khosrow Bagherikhbagheri@ut.ac.ir2MAHMOUD MEHRMOHAMMADImehrmohammadimahmoud@gmail.com3narges sajadehsajjadieh@ut.ac.ir4Afsaneh Abdoliafssanabdoli@gmail.com5University of TehranDepartment of Education, Faculty of Humanities, Tarbiat Modares University, IranUniversity of Tehran Assistant Professor of Philosophy of Education, Faculty of Literature and Humanities, Lorestan University,Lorestan, Iran.Art education for Iran’s teachers in the schooling system—and the lack of a fitting philosophical foundation for it—remains problematic. Using an analytical–inferential method, this study examines Maxine Greene’s works to outline a perspective for art education for Iran’s teachers. The analysis shows that art can play three core roles in education: first, in the cognitive domain, it opens new horizons and cultivates the social imagination; second, in the moral domain, it fosters wide-awakeness, sensitivity to the situation of the other, and intersubjectivity; and third, in the practical domain, it provides a basis for social action and engagement in transforming the prevailing conditions. On this basis, an arts-centered curriculum should rest on sustained interaction among a philosophy of education, aesthetic experience, and moral responsibility. The practical implication is that teachers, grounded in such a foundation, can design transformative learning opportunities. Future research can investigate mechanisms for translating this philosophical outlook into teacher-education programs and into educational and curricular strategies.http://pesi.saminatech.ir/Article/49251Art Art Education Educational Philosophy Maxine Greene Iranian Teachers.perPhilosophy of Education Societyدو فصلنامه فلسفه تربیت2538-2802 2538-63012025-10210100117article Philosophy of Comparative Education; concept, function, processmohammad mirzamohammadimir.educated@gmail.com1shahed universityهدف پژوهش حاضر، تعریف و معرفی «فلسفه آموزش و پرورش تطبیقی» به عنوان یکی از شاخه&zwnj;های رشته فلسفه آموزش و پرورش است. برای دستیابی به این هدف، از روش تحلیل مفهومی (تفسیر مفاهیم، مفهوم&zwnj;سازی و ارزیابی ساختار مفاهیم) استفاده شده است. بر این اساس، ابتدا مفهوم تعریف می&zwnj;شود، سپس کارکردهای آن تشریح می&zwnj;گردد و در نهایت فرآیند فلسفه آموزش و پرورش تطبیقی تبیین می&zwnj;گردد. یافته&zwnj;های پژوهش نشان می&zwnj;دهد که فلسفه آموزش و پرورش تطبیقی به تأمل فلسفی در مورد آموزش و پرورش از منظر تطبیقی اشاره دارد. کارکرد این فلسفه، نزدیک کردن فلسفه&zwnj;های تربیتی غالب در نظام&zwnj;های آموزشی مختلف به یکدیگر است. فرآیند فلسفه آموزش و پرورش تطبیقی شامل انتخاب، شناخت، مقایسه و ترکیب است. در بخش پایانی مقاله، پیشنهادی برای تأسیس شاخه&zwnj;ای از فلسفه آموزش و پرورش تطبیقی ارائه شده است. هدف پژوهش حاضر، تعریف و معرفی «فلسفه آموزش و پرورش تطبیقی» است. برای دستیابی به این هدف، از روش تحلیل مفهومی استفاده شده است. بر این اساس، ابتدا مفهوم تعریف می&zwnj;شود، سپس کارکردهای آن تشریح می&zwnj;گردد و در نهایت فرآیند فلسفه آموزش و پرورش تطبیقی تبیین می&zwnj;گردد. یافته&zwnj;های پژوهش نشان می&zwnj;دهد که فلسفه آموزش و پرورش تطبیقی به تأمل فلسفی در مورد آموزش و پرورش از منظر تطبیقی اشاره دارد. کارکرد این فلسفه، نزدیک کردن فلسفه&zwnj;های تربیتی غالب در نظام&zwnj;های آموزشی مختلف به یکدیگر است. فرآیند فلسفه آموزش و پرورش تطبیقی شامل انتخاب، شناخت، مقایسه و ترکیب است.http://pesi.saminatech.ir/Article/48611Comparative philosophy philosophy of education Philosophy of Comparative Education concept function processperPhilosophy of Education Societyدو فصلنامه فلسفه تربیت2538-2802 2538-63012025-10210118145article The Transition of “Teacher Training Foundations” in Iran during the 1950s and 1960sshahin iravanisiravani@ut.ac.ir1The development of teacher training institutions in Iran was closely tied to the social philosophy of overcoming underdevelopment through the expansion of public education. Owing to the nascent nature of higher education institutions, these establishments enjoyed a privileged social status and considerable governmental support. The Higher Teachers’ College attracted some of the most distinguished scholars of its time, and its graduates benefited from exclusive employment advantages. However, a historical review of the Teachers’ College and universities in Iran reveals a steady decline in the status of teacher training institutions throughout the 1950s and 1960s, a regression from which they have yet to recover. The position and academic standing of the Higher Teachers’ Training Institute and its faculty—from its foundation in 1928 up until the early 1960s—compared to the subsequent decades, indicate a significant institutional fragmentation and erosion of prestige. This study, employing a historical-analytical approach, seeks to examine the status of teacher training institutions in Iran, the underlying philosophy governing them, and the factors that contributed to their diminished standing. The findings indicate that the combined effect of several factors led the Higher Teachers’ College—considered the emblem of teacher training in Iran—toward a state of weakness and eventual dissolution, embedding a sense of inferiority within the philosophy of teacher education.http://pesi.saminatech.ir/Article/51282History of Teacher Education Philosophy of Teacher Education Teacher Training College Curriculum Policy Americans Educational KnowledgeperPhilosophy of Education Societyدو فصلنامه فلسفه تربیت2538-2802 2538-63012025-10210146164articleMetaphysical -Epistemological Paradigm: The philosophical Basis of Plicy Making in Iran's Teacher Education (Explanation and Criticism)DR.SAYED MAHDI SAJADISajadism@modares.ac.ir1مریم نادریdr.naderi.m@gmail.com2Farhangian UniversityThe Metaphysical Nature of Truth, As one of the Most Important and Influential Axes in the Realm of Philosophy and Philosophizing, Has Left Tremendous Effects on Other parts of Philosophy, Including Epistemology and Axiology. The Philosophers in Order to Justify their Desired Epistemological Beliefs, Returns to the Ontological Themes of Truth and by Citing the Strength of their Ontological Beliefs, They Give Gredibility to their Epistemological Themes and Beliefs. This Effect Can be witnessed in the Form of the Appearance of a Proposition Called "Justified True Belief" in the Epistemological Discussions of Classical and Modern Philosophies. On the other Hand, the Documents of Development of Iran's Education and Training System, Which has a Metaphysical Rrealist Nature, Also Refer to Knowledge That Should be Considered in Pedagogies, Including in the Teacher Training System, and Should be This Point Pointed out That the Knowledge That is Given to Teachers in the Form of Curricula and Pedagogy is a Knowledge Affected by the Realistic Metaphysical Requirements of Islamic Philosophy. In This Article, We Will Point out What Approach is Bbased on the Knowledge Derived From the Ontological-Metaphysical Basis of Islamic Philosophy, Which Governs Policy-Making in the Field of Teacher Training in the Form of the Theoretical Foundations of Upper-Level Documents of the Education and Training System, and What is This Approach of Knowledge. It Will Leave Consequences on the Pedagogy of Teacher Training and What Kind of Criticism is There.http://pesi.saminatech.ir/Article/51271Epistemological Metaphysical Philosophical Basis Teacher Education Explaining CriticsperPhilosophy of Education Societyدو فصلنامه فلسفه تربیت2538-2802 2538-63012025-10210165178articleConceptual Challenges of Teacher Education in IranMahmoud Talkhabim.talkhabi@cfu.ac.ir1This article aims to examine three fundamental issues relevant to the field of teacher preparation. The first centers on the contradiction between self-determination and strict determinism. Effective teaching requires space for self-realization and professional individuality; therefore, the crucial question is whether the current teacher education systems enable future teachers to discover and develop their unique capabilities, or whether these systems, instead, prioritize external standards and homogeneous criteria over personal qualities and preferences. The second issue addresses the potential value conflict between teachers and students. In today’s diverse classrooms, differences in values and belief systems can hinder the formation of shared cultural and educational experiences. Such contradictions create situations where teachers’ actions are limited by the need to navigate between competing worldviews, making educational encounters less predictable and more complex. The third issue explores the tension between instructional strategies focused on persuasion versus those encouraging genuine dialogue. This raises a fundamental question about educational practice: should teacher-student interaction aim to persuade students to adopt designated perspectives, or should it foster open dialogue that acknowledges and values differing viewpoints? Ultimately, these contradictions are deeply embedded in the practice of education itself. By preparing teachers for unpredictable and diverse contexts, teacher education must address these dilemmas, recognizing that rigid or purely prescriptive approaches may be self-defeating and undermine the goal of nurturing adaptable, reflective, and authentic educators.http://pesi.saminatech.ir/Article/51129Education system teacher training system value systemperPhilosophy of Education Societyدو فصلنامه فلسفه تربیت2538-2802 2538-63012025-10210179198articleAnalysis of Marcel's philosophical ideas and how it affects and applies it in creating Assertiveness skills by the teacherفهیمه اکبرزادهfahimeh.akbarzade@gmail.com1The present article aims to understand how Gabriel Marcel's philosophical theories influence and are applied in developing the skill of assertiveness by teachers and has been done a deductive-analytical method.Based on the findings,In the theory of secondary reflection; not having a vertical and utilitarian perspective, and it recognizes the identity and individuality of the learner, In the theory of problem and mystery; conscious empathy and To act faithfully and responsibly towards the growth and excellence of the learner,In the theory of being and having;not having an instrumental perspective based on domination and submissiveness in the teaching-learning process,Forming an emotional relationship based on love,trust,and leading to a commitment to generously support the student,In the theory of readiness and availability;establishing communication with the learner as a valuable and free individual,Being at his/her disposal out of desire and love, and the continuous effort to overcome the obstacles to achieving this important goal;is The prerequisite and predisposing for the skill of Assertiveness. In summary, in addition to the type of ethical perspective and behavior of the teacher in relation to the learner, the teaching and institutionalization of the mentioned points depend on the teacher's scientific skill and ability in designing and implementing challenging and actively programs, methods, content, and assignments, as well as connecting them to the realities of the learner's life through mental and practical exercises.http://pesi.saminatech.ir/Article/48623Philosophical ideas Gabriel Marcel Assertiveness skillTeacherperPhilosophy of Education Societyدو فصلنامه فلسفه تربیت2538-2802 2538-63012025-10210200224articleThe application of mathematics education in the formation of philosophical dispositionمجتبی پورکریمی هاوشکیpoorkarimim@yahoo.com1Rasoul eskandariRasoul.eskandari@cfu.ac.ir2FARHANGIAN UNIVERSITYDepartment of Educational Sciences, Farhangian University of TehranThe aim of this study is to address the application and role of non-mathematics role of mathematics. It aims to show that mathematics education should improve students' thinking and develop their philosophical motives. to achieve the above goal, an analytical - deductive method has been used. In this study, we have examined the foundations of two absolutist and Constructivist approaches in mathematics education to infer their non-mathematical functions. Absolutist mathematics education should be able to convey: the attempt to understand fixed rules, the value of transmission and understanding, the distance from superficial observation and the redesigned nature of being. Constructivist mathematics education should also be able to convey the acceptance of theories as justified beliefs, the constructivist power of the human mind, conscious participatory interaction and genealogical examination of topics and concepts. Principles that do not contradict and contradict each other and are in a complementary continuum. Based on the above findings, in the optimal case, the result of the relationship between philosophical foundations and mathematics education will be that philosophical foundations will lead the teaching process and, of course, mathematics teaching in the first step. That is, different philosophical approaches will be oriented to goal selection, content editing, teaching methods, teacher and student roles, and ultimately evaluation in mathematics. In the second step, guided mathematics education with philosophical foundations will shape the philosophical nature of students. And this will be a continuing cycle because the mind will grow in a dynamic state and the thinking will become generous.  http://pesi.saminatech.ir/Article/48116philosophical application Absolutist approach Constructivist approach mathematical educationperPhilosophy of Education Societyدو فصلنامه فلسفه تربیت2538-2802 2538-63012025-10210225252articleThe Mission of the Philosopher of Education and the Question of Artificial Intelligence: A Glance at Iranahmad baniasadiA.banyasady@malayeru.ac.ir1 Department of Educational Sciences, Faculty of Literature and Humanities, Malayer University, Malayer, Iran This article aims to outline a perspective on the mission of the philosopher of education in Iran by examining the philosophical challenges posed by artificial intelligence (AI) in the field of education. Moving beyond superficial debates, the study focuses on understanding the nature of AI while emphasizing responsibility and foresight, thereby exploring the possibility of distinguishing between “authentic education” and “pseudo-education” at three levels: individual, social, and educational governance. The study adopts a critical approach and employs thematic analysis to examine selected texts published in leading international journals of philosophy of education. The research data consist of sixteen articles published between 2021 and 2025. The inclusion criteria were the presence of the term “artificial intelligence” in the title, abstract, or keywords, along with an explicit engagement with fundamental questions and paradigmatic shifts in education. The findings indicate that continuous questioning, openness to the potentialities of AI, and the formulation of fundamental educational questions—while taking local considerations into account—are key imperatives that philosophers of education in Iran must place at the center of their intellectual engagement, thereby avoiding superficial inquiries and neglect of context-specific challenges.http://pesi.saminatech.ir/Article/51171Philosopher of Education Artificial Intelligence (AI) Educational Governance Authentic Education Pseudo-EducationperPhilosophy of Education Societyدو فصلنامه فلسفه تربیت2538-2802 2538-63012025-10210256273articleExplaining the Parent School Concept Based on Emergentism Approach and Its Role in Advancing Early Childhood EducationZahra َAsaadiZasadi41@gmail.com1Masoud Safaie MoqaddamM_safaei@scu.ac.ir2seyyed jalal hashemij.hashemi@scu.ac.ir3Parvaneh Valavip.valavi@scu.ac.ir4Chamran University Professor in the Department of Educational Sciences, the Department of Educational Sciences and Psychology, ShahidChamran University of Ahvaz, Ahvaz, Iran.Associate Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran.Associate Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran.Childhood, especially in the early years, is one of the most sensitive stages of human development in which many cognitive, emotional, social, and moral foundations are formed. During this period, the family, and especially parents, are the first and most important agents of child education. The purpose of this research was to examine the concept of "parent school" as an intermediary institution between the family and the educational system, and a platform for empowering parents. Based on the principles of Emergentism and the method of deductive analysis, this research has attempted to redefine this concept theoretically, philosophically, and practically, and in this way, has designed a systemic, interdisciplinary, and contextual framework for educating parents in the real context of family life. The findings of this study indicate that the parent school, within the framework of the emergentist approach, can be recognized as a collaborative and intersubjective educational field; a space in which parent learning is shaped through a complex network of lived experiences, interpersonal interactions, critical reflection, and exposure to cultural and generational differences. Unlike linear and reductionist models, this space is based on the emergence of new qualities from the living and multidirectional interactions of parents with each other, with the school institution, and with their children. In the conceptual analysis of the parent school model, “parent learning” is not a one-way transfer of knowledge, but a dynamic, nonlinear, and meaning-making process; a process in which parents not only review their previous learning,http://pesi.saminatech.ir/Article/50684Deductive analysis early childhood education parent school emergentismperPhilosophy of Education Societyدو فصلنامه فلسفه تربیت2538-2802 2538-63012025-10210274283articleThe Ethics of Artificial Intelligence in EducationRamazan Barkhordariramazanbarkhordari@gmail.com1The Ethics of Artificial Intelligence in Education identifies and confronts key ethical issues generated over years of AI research, development, and deployment in learning contexts. Adaptive, automated, and data-driven education systems are increasingly being implemented in universities, schools, and corporate training worldwide, but the ethical consequences of engaging with these technologies remain unexplored. Featuring expert perspectives from inside and outside the AIED scholarly community, this book provides AI researchers, learning scientists, educational technologists, and others with questions, frameworks, guidelines, policies, and regulations to ensure the positive impact of artificial intelligence in learning. Throughout the different chapters of the book, an effort has been made to address various dimensions and aspects of artificial intelligence in education, or more broadly, in teaching and learning. The central point of the book is to emphasize that the world needs ethical principles and standards to ensure that transformative technologies serve human goals, not the other way around. This is a clear request that UNESCO has heard from its member states, urging them to ensure that AI creates fair, responsible, and transparent solutions, combats bias, enhances autonomy and agency, and fights against discrimination. The Recommendation specifically underlines the need for a multi-stakeholder construct around data governance and ownership, and pushes for the adoption of a ‘digital commons’ approach to encourage companies to share the data they collect with other stakeholders, as appropriate, for the benefit of research, innovation, or the publichttp://pesi.saminatech.ir/Article/51300Artificial Intelligence Applied EthicsEthics