Masoumeh Ramezani Fini; Narges Sajjadiyeh
Abstract
Introduction Nowadays, the educational system encounters some challenges in achieving to its aims and confliction between its moral and scientific aims. Regarding human existence and agency in the social state, critical theory can help the educational system in returning ...
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Introduction Nowadays, the educational system encounters some challenges in achieving to its aims and confliction between its moral and scientific aims. Regarding human existence and agency in the social state, critical theory can help the educational system in returning to its inclusive aims. Analyzing different dimensions of the critical theory as a philosophical view, this paper attempts to trace implications of these dimensions in the education. For this purpose, the views of Horkheimer and Adorno in various philosophical-social fields has been considered This article seeks to answer three questions: 1. What are the characteristics of a critical theory on social issues? 2. Based on critical theory, in what areas does the education system need reform to revive itself? 3. What are the ways out of the current educational challenges? Therefore this paper seeks to provide a new way out of the present situation by presenting a new formulation of the views of Horkheimer and Adorno in the form of rotations that link the status quo to the desired situation. Method The methodological approaches in this paper will be mainly linguistic analysis and deductive method. At the first part, the linguistic analysis method is applied to In the context of Horkheimer's and Adorno's thought, the concepts re-analyzed for examining the main turns proposed by critical theory and at the second part, for deducting the educational implications of these turns we apply practical deductive method. Results Comparing to previous philosophical approaches, critical theory has proposed new turns. Some of these are: turn from fatalism to human agency, turn from instrumental reason to critical reason, turn from homogenization to differences and, turn from theorizing to conjunction between theory and action. These shifts, in these turn, can cause a series of revolutions in the educational area. Among these, it can be mentioned: examining aims and comparing them with the real educational affairs, sensitivity about ideologies of domination, regarding moral considerations of technological knowledge, preparing appropriate contexts for realistic students agency and regarding layering of human identity. Discussion We can categorize these turns in three philosophical, policy making and school-class relational levels. It seems that educational system encounters challenges for their realization. Some enterprises like permission to diversity of schools and references of strategies, reinforcement of scientific institution which are external to educational system and, supporting micro-level class-school revolutions can be assumed as exit ways of those challenges. Key words: Critical education, instrumental reason, critical reason, emancipation, deductive-analytical method
Philosophy of Education
narges sajjadiyeh; Somayeh Surani
Abstract
Human being has been thought to emancipation with education. Among these, discussion about method of education has been one of the challenges of educational action. One of the popular educational methods is habit which many philosophers and educationalists concern about. In Plato's book and Aristotle's ...
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Human being has been thought to emancipation with education. Among these, discussion about method of education has been one of the challenges of educational action. One of the popular educational methods is habit which many philosophers and educationalists concern about. In Plato's book and Aristotle's works we can find some views about it. This paper aims at a comparative analysis between these views. Our findings indicate us that the concept of habit for Plato is different from Aristotle. While Plato considers habit as a neutral things, Aristotle identifies it as a positive matter. On one hand, Plato sees habit in the moral and spiritual context. َOn the other hand, Aristotle applies habit in vocational education too. Consequently, we can say that Aristotle justifies habit deeper than Plato. While in childhood teacher evaluate the content of habit with reason, In adulthood, individual, herself does this evaluation. in both views habit should be coherent with reason
Philosophy of Education
narges sajjadiyeh; saeed azadmanesh
Abstract
Functions of Philosophy of Education as an academic discipline from Tehran University Students’ Viewpoint: a Thematic Analysis The main objective of this study is to investigate the viewpoints of postgraduate and PhD students of Tehran University about the functions of philosophy of education as ...
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Functions of Philosophy of Education as an academic discipline from Tehran University Students’ Viewpoint: a Thematic Analysis The main objective of this study is to investigate the viewpoints of postgraduate and PhD students of Tehran University about the functions of philosophy of education as an academic discipline. To gather students’ viewpoints, we use semi-structured interviews and to analyze their responses, we apply thematic analysis method. A sample of 11 postgraduate students and 6 PhD students who are studying philosophy of education at Tehran University participated in this study. Findings of this paper demonstrate that the basic functions of this discipline can be classified in two functions include social functions (with ) and individual functions (18Items).The most basic social functions are: “macro policy making of formal educational system”, “proposing measure, criticism and analysis of educational space”, “inspiration for solving educational problems” and “deriving educational implications”. The most important individual functions are: “thinking and coherence of thought”, “changing attitudes and extent of their sight”.
