Document Type : Research Paper
Authors
1 بلوار پاک نژاد -خیابان عابدی- خیابان فاتحان -مجتمع یاس ۲- واحد ۳۵
2 University of Allameh Tabatabaie
Abstract
In recent years, "autonomy" has been considered as one of the important goals of educational systems. At the same time, ambiguity about the concept of "autonomy" and its distinction from other concepts such as irresponsibility can lead to some kind of confusion in the practical world and may lead to educational fallacy. In the meantime, various thinkers have tried to clarify the concept of autonomy and its educational requirements. Dearden is one of these thinkers who has tried to provide a proper analysis of the concept of autonomy. The present research was done with the purpose of explaining, criticizing and evaluating autonomy from the perspective of the Dearden. For this reason, it has been tried to evaluate its conceptual structure expressed. In the other word, we tried to deduce necessary conceptual conditions of it. After that, considering these conceptual conditions, we endeavored to formulate some educational principles for realizing autonomy in educational environments.
Method
The methodological approach used in this research has been the concept analysis approach in the form of conceptual explanation, conceptual structure evaluation and conceptualization. In explaining the concept of autonomy in education, we endeavored to evaluate its conceptual structure based on Deardean’s view of it. Upon this, we tried to deduce conceptual necessary conditions of autonomy. In the end, based on this conceptualization and with the approach of implicit inference, suggestions have been made for the realization of educational autonomy.
Results
After analyzing and criticizing Dearden's view on autonomy, eight conditions were obtained as necessary conditions for the realization of autonomy. These conditions are: “thinking”, “independence”, “freedom”, “originality”, “coherence of action and thought, and “ceaseless criticism”. More over, we tried to formulate some educational principles which facilitate its realization in the educational environments. These principles are: “strengthening critical thinking as a basis for constant critical thinking”, “strengthening self-knowledge as the basis of originality”, “giving freedom as the basis of choice and independence”, “emphasazing on holistic view as the basis of coherence of thought and action”, “reciprocal view of freedom/law”, “reciprocal view of institutional facts/individual discoveries or innovations”, “gradual approach to development and emergence of autonomy” and “creating intellectual security for students and teachers”.
Discussion
Reflecting on Dearden's view of autonomy, we come across questions that can be used to criticize Dearden's conception of autonomy. For example, in rationality, we can distinguish between it and the use of reflective-thinking capabilities.
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