نوع مقاله : علمی- پژوهشی
نویسندگان
1 دانش‌آموخته دکتری فلسفه تعلیم و تربیت، دانشگاه شهید چمران اهواز، اهواز، ایران.
2 دانشیار، دانشگاه شهید چمران اهواز، اهواز، ایران.
3 استاد ، داشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران اهواز، اهواز، ایران.
4 استاد،دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران اهواز،اهواز ، ایران
کلیدواژه‌ها
عنوان مقاله English
نویسندگان English
This study examined the concept of intellectual virtues and derived their educational implications for school education using the method of implicit educational inference. Grounded in a virtue-based conception of education, the study argues that intellectual development should encompass not only the acquisition of knowledge and cognitive skills but also the cultivation of intellectual character, contexts. Employing a philosophical–analytical approach, the study conducted a conceptual analysis of the literature on intellectual virtues and systematically inferred their educational implications. The analysis identified five core intellectual virtues, as interrelated dimensions of intellectual character that collectively foster reflective judgment, open-minded inquiry, responsible reasoning, and ethical engagement with knowledge. The study concludes that integrating intellectual virtues into educational practice provides a coherent philosophical framework for nurturing intellectually responsible, ethically committed, and reflective learners. Accordingly, intellectual virtue education should be recognized as a fundamental component of contemporary educational systems, enabling students to develop the intellectual dispositions necessary for lifelong learning and for responsible participation in both physical and digital learning communities.
کلیدواژه‌ها English
