نوع مقاله : علمی- پژوهشی
نویسندگان
1 دانشجوی دکتری فلسفه تعلیم و تربیت دانشکده علوم تربیتی و روانشناسی دانشگاه شیراز.
2 عضو هیئت علمی فلسفه تعلیم و تربیت دانشکده علوم تربیتی و روانشناسی دانشگاه شیراز
3 استاد فلسفه تعلیم و تربیت دانشکده علوم تربیتی و روانشناسی دانشگاه شیراز
4 استادیار فلسفه تعلیم و تربیت. دانشکده علوم تربیتی و روانشناسی دانشگاه شیراز
کلیدواژه‌ها
عنوان مقاله English
نویسندگان English
Introduction
The aim of this study is to articulate Donald Davidson’s relational conception of the “self” and to explore its implications for rethinking education. It investigates how an educational framework grounded in the relational self departs from conventional views, highlighting the distinctive nuances and theoretical subtleties embedded in this perspective.
Method
The study adopts a deductive-analytics approach to interpreting Davidson’s notion of the “relational self,” employing philosophical–analytical inquiry to conceptualize diverse dimensions of education in light of this concept. This method involves three interrelated stages: interpreting the concept, developing a conceptual framework for relational education, and evaluating its implications across various educational domains.
Results
Grounded in Davidson’s doctrine of triangulation and his principle of charity in interpretation, the findings suggest that this framework offers one of the most distinctive accounts of the “relational self.” In Davidson’s view, the relational self comprises two essential components: its relation to the other—embodying the rational-supposing dimension of the principle of charity—and its relation to the world—reflecting the truth-supposing dimension of the same principle.
Discussion
From this perspective, education can no longer be regarded merely as a means of social homogenization; rather, it constitutes the very foundation of selfhood. Since the “relational self” is embedded in history, culture, and tradition, education becomes a form of cultural critique directed toward human growth. Truth and rationality are not confined to specific institutions or authorities but are dispersed across a causal network of relationships among individuals, institutions, and their environments. The distinctive identities of both individuals and educational institutions arise from the interplay between students, peers, and teachers, as well as from the interconnections between schools and other social bodies. Importantly, these outcomes are achieved without lapsing into relativism or incoherence, for truth and rationality are understood not as instruments for silencing marginalized voices, but as fundamental principles underpinning self-realization and the educational enterprise.
کلیدواژه‌ها English
