rezvan mohammadi; Susan Keshavarz; Ramazan Barkhordari
Abstract
IntroductionThe philosophy of education as one of the types of philosophies, as the output of human rational activity regarding what, why and how to educate, has appeared in various formats to effectively guide the educational actions and measures of various societies, and personal educational philosophy ...
Read More
IntroductionThe philosophy of education as one of the types of philosophies, as the output of human rational activity regarding what, why and how to educate, has appeared in various formats to effectively guide the educational actions and measures of various societies, and personal educational philosophy is one of these manifestations. With this opinion, the personal educational philosophy of a teacher has been mentioned in high-level documents and education policies, but it has not been investigated and researched operationally in Iranian schools. so; This research seeks to analyze the personal educational philosophy of Kangan city teachers in a narrative form. MethodThis research is of a qualitative type that was conducted using the narrative research method. The research community was all elementary school teachers in Kangan city who were working in the academic year of 1400-1401. From this research community, a semi-structured interview was conducted with 15 of these teachers using the purposeful sampling method until the theoretical saturation of the data. Then, the data was analyzed by thematic analysis method with the help of MAXQDA software, and basic, organizing and comprehensive themes were extracted respectively. For the reliability of the data, the method of agreement between the coders was used, and for the validity of the findings, the method of review by experts was used. ResultsThe analysis of the findings showed 10 organizing themes and 21 basic themes. The most important findings of the research were: Paying attention to the components of ethics, self-efficacy, value orientation and creating a dynamic school for the teaching profession, taking into account the educational role (guidance, being a role model) along with the educational role (teaching and instruction) for teachers,seeking happy and conscious life as the results of education, pay attention to the strengths (external and internal) and weaknesses (cognitive, social and psychological) of students in training and create organization-oriented and student-oriented job incentives for teachers. DiscussionTherefore, the research can be understood that by formulating the personal educational philosophy of teachers, while the what, why and how of what teachers do in the classroom is revealed, it also gives us an opportunity to reflect on how to develop the status of teachers. Therefore, teaching teachers to formulate personal educational philosophy can make teachers involved in the development of their own situation.
Hajar Kouhi Esfahani; yahya ghaedi; saeed zarghami hamrah; Sussan Keshavarz
Abstract
IntroductionCaring thinking is the third category of thinking based on Lipman’s classification that integrates human emotions in intellectual affairs. Caring thinking conjugates 3H; Head, Heart, and Hand as symbols of contemplation, kindness, and behavior. Research QuestionThis new category of ...
Read More
IntroductionCaring thinking is the third category of thinking based on Lipman’s classification that integrates human emotions in intellectual affairs. Caring thinking conjugates 3H; Head, Heart, and Hand as symbols of contemplation, kindness, and behavior. Research QuestionThis new category of thinking has not been effectively considered, especially in philosophical view. Therefore, the pros and cons of caring thinking and its implementation should be assessed and identified from a philosophical perspective. So the goal of this research is the analysis of caring thinking’s quiddity based on its dimensions, types, and nature and responding to challenges in these areas. MethodIn this paper, we elaborate quiddity of caring thinking by applying the concept analysis method. The basic purpose of our methodology is to consider concepts of different types of caring thinking that results in distinguishing characteristics of each type. Discussion and ResultsWe investigate: (1) The interference and differentiation of 5 types of caring thinking (Appreciative / Valuational, Emotional, Active, Normative, Empathetic ), the interaction between these types, their relations to Bloom’s taxonomy of educational approaches, and their individual and social effectiveness scope,(2) Dimensions of caring thinking based on how it affects the thinker (subject), the target (object), and the target’s manner of thinking, (3) The nature of caring thinking that shows emotional thinking as the start point which consequently results in ethical values, motivations, and actions. Finally, we introduce a four steps implementation of caring thinking that demonstrates its life cycle in a dynamic and self-rectifying society:(1) To pay attention and care to others including living and inanimate creatures as a result of Valuational, Empathetic, and Emotional thinking types,(2) To accredit and respect the rights of others, because of being involved in Emotional and Normative thinking,(3) To apply social, ethical, and biological rights of others in personal decision making and activities as a consequence of the usage of Active thinking,(4) Re-evaluate and revision the previous steps by assessing conditions using the Valuational and Normative thinking types.
