Philosophy of Education
A Mosavi; P Valavi; J Hasshemi
Abstract
Thisstudy attempts to investigate teachers’ experience as educational philosophers based on theexperiences of elementary school teachers. Research method is qualitative. The population consisted of all elementary school teachers of Ize City. The samplesize was not determined in advance, but, using ...
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Thisstudy attempts to investigate teachers’ experience as educational philosophers based on theexperiences of elementary school teachers. Research method is qualitative. The population consisted of all elementary school teachers of Ize City. The samplesize was not determined in advance, but, using a purposive method, samplingcontinued to the point of saturation which occurred after interviewing fortysubjects (participants) who were willing to beinterviewed. Semi-structured interviews were used to collectthe data.Data from the interviews were analyzed based on van Manen’sphenomenological method. The gathered data were analyzed in order to explainthis lived experience. Then theresultant processed findings were returned to participants for validation. Thefindings include 20 themes which were categorized in 4 major axes. The firstaxis comprising major tasks of the teacher included 7 themes: goal setting, friendly relations, and attention toindividual differences, motivating, strengthening team spirit, strengtheningaccountability, and assessment of students. The second axis under the title offostering critical thinking subsumes 5 themes: creating a challengingenvironment, posing the question or issue, opportunities forcontemplation and reflection, participatory methods and criticism. The thirdaxis covering creative thinking includes 6 themes: discovery methods, creatingopportunities for practical activities, encouraging students' creativity,creative patterns, and creative curiosity. In the fourth axis called deepeningof knowledge 2 themes were identified: research and teaching aids. Sinceit is the teacher that copes with the actual conditions of teaching and hasfirst hard knowledge of students’ interests, demands needs and abilities, hecan provide grounds for an autonomous learning process. Also, if the teacher isto be successful in teaching thinking, he should be a philosopher - teacher whocan make use of all the factors that support the cultivation of criticalthinking in students.
Philosophy of Education
maryam papazadeh; seyyed jalal hashemi; parvane valavi
Abstract
The purpose of this study is to analyze the quantitative and qualitative contents of the History and Philosophy of Education field of M.A. dissertations and Philosophy of Education of Ph.D. theses, taking place in Shahid Chamran University of Ahvaz, in terms of the extent of using the critical thinking ...
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The purpose of this study is to analyze the quantitative and qualitative contents of the History and Philosophy of Education field of M.A. dissertations and Philosophy of Education of Ph.D. theses, taking place in Shahid Chamran University of Ahvaz, in terms of the extent of using the critical thinking of Facione components. In the analysis, contents of 75 M.A. dissertations and Ph.D. theses were studied. The results showed that in M.A. dissertations the critical thinking skills have been used us follows: categorizing with 10.40 percent, analyzing reasons, design, and developing the result each with 9.90 percent , identifying the discussions and the reasons with 9.72 percent , testing the ideas, examining and questioning about the evidences, and stating the results with 9.55 percent , exploring and clarifying the meaning with 9.38 percent ,hypothesizing about the substituent results with 5.46 percent , and justifying and explaining the process of working with the 4.95 percent, presenting and clarifying the reasons with 4.78 percent , assessing claims and arguments with 4.43 percent , and self-examination with 2.39 percent, had the highest and the lowest frequency. In Ph.D. theses, the ability of stating the results and clarifying the arguments with 7.38 percent, and, exploring and clarifying the meaning and testing the ideas with 6.25 percent and other skills with a same ratio with 7.95 percent were observed. The results of qualitative content analysis also indicated that while researchers have tried to work on critical skills, but this practice has not been done in an appropriate manner, according to Facione′s view.
