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Designing the Aesthetic Model of Education Based on Richard Rorty’s view and Criticizing It Based on the Fundamental Reform Document of Education

Document Type : Research Paper

Authors

1 PhD student, Department of Educational Sciences, Philosophy of Education, Payame Noor University, Tehran, Iran.

2 Full Professor, Department of Educational Sciences, Philosophy of Education, Payame Noor University, Tehran, Iran.

3 Associate Professor, Department of Educational Sciences, Educational Adminstration, Payame Noor University, Iran

10.22055/edus.2025.48145.3667

Abstract

Introduction
Since long ago, the principles of education and ethics on the one hand, and aesthetics on the other, have held special importance in philosophical discussions. Because philosophers disagree about the extent of their influence and how these domains relate to each other, it seems necessary to explore this area further. This research aims to explain educational issues, aesthetic components, and how to connect these two fields from Richard Rorty's perspective. It also critically evaluates his view based on the FRDE (in the second period of high school). Finally, it proposes a model derived from the findings.
 
Method
The research is practical in terms of purpose and qualitative in terms of method. In this article, using the Meta-Synthesis method (Sandelowski & Barroso’s model), qualitative findings related to the topic were reviewed and analyzed. The Delphi method was used to determine the level of consensus among experts. The statistical population of the research was all experts and professors in the field of education, based on purposive sampling. For this purpose, a researcher-made questionnaire with a Likert scale was prepared and given to 10 professors and experts in the field of education in two stages. It’s Kendall’s coefficient of concordance was checked.
Results
Results showed that in the current study, based on selective coding, 6 codes bring Rorty's educational views closer to the FRDE. The codes, in order of importance, include tolerance, leniency and peaceful coexistence; vitality and hope; emotion and imagination; criticism of oppression, and human rights; self-creation and recreation; and ethical culture.
 
Discussion
Therefore, according to the research, Richard Rorty’s views about education and the aesthetic aspects of that are different from the FRDE’s views. Although their perspectives are basically far from each other, some categories have brought them closer and similar together. These 6 categories show how far they can be used in the educational system of Iran.

Keywords

References
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Journal of Educational Sciences
Volume 32, Issue 1
May 2025
Pages 209-224
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