Foundations of Education
Year:2019 | Volume:8 | Issue:2 (16) |Papers Count:7

Among the important missions of philosophers of education is the clarification of the relationship between technology and the education system. Some believe that technology should be considered merely as a means to serve the educational system (the approach of philosophy of "technological education"). In contrast, others believe that new technologies also inevitably lead to a system of education appropriate to their requirements (the approach of "technological philosophy" to education). Emphasizing the role of purely technological means, today, is the discourse governing the approach of education philosophers, especially in Iran, has become the symbol of the sovereignty of this discourse can be found in upstream documents for the education system of Iran was also witnessed. The critique of the ruling discourse governing the approach to technology in policy making in Iran's educationa system is one of the aims of the present article. Explaining, critique and critical analysis of approaches to relations between technology and education, and implications of each approach to the philosophy of education, including the methods are in the formulation of the article.

The aim of this article is to examine the concepts of phronesis (practical wisdom) and faith will in situations and ethical dilemmas that teachers face in teaching. The method of research is deductive one. First, it considers the conception of phronesis (practical wisdom) based on David Carr’ s view to explore how teachers enable to gain effective moral judgments in process of teaching. Next, considering his ideas, it can be emerged some implication for moral judgments of teaching by Allama Tabatabaie’ s faith will. Aaccording to Carr, the Aristotelian idea of phronesis that is considered the ordering of desires, feelings and appetites in situations of teaching is associated with the development of character. It is also argued that professional judgments in teaching need more than practical wisdom and faith will is more important. Whenever we bolster faith as the inclination of practice, it helps to cultivate professional ethics in situations and ethical dilemmas of teaching.

The purpose of this research is to understand the conceptual evolution of Educational Administration (EA) through exploration of articles in this field. The current study is aimed to answer this question: “is it possible to visualize of conceptual line of EA based on review of scholarly productions in the last century? In order to respond the above-mentioned question, the scientometrics method was used. Research data collected during 1900-2015 from Web of Science (WOS) was analyzed by Histcite software. The results indicated that EA studies have been led to four scholarly regions as: “educational leadership and school performance”, “synthesis of schools effectiveness studies”, “distributed leadership”, and “concepts related to educational organization”. At the end, causes of the formation of these regions have been discussed and some suggestions have been made to improve the EA in Iran.

The main aim of this paper is to explain the dimensions of knowledge in the various periods of Western history, by focusing on an understanding of virtue-based knowledge. To achieve this goal, a method of description and analysis was used. The findings suggest that The Western philosophy perspective on the nature of knowledge has left at least five situations, the period of philosophy, medieval philosophy, the period Enlightenment, the period of Industrial revolution, the period after World War II, the period of post structuralism. During these periods, respectively, domination of ethical, religious, scientific, economic, and re-ethical approaches to knowledge is observed. In sum, the changes that the concept of knowledge has seen have diminished the moral and spiritual aspect of knowledge and increased the material aspect to that concept. However, a revisionist attitude towards knowledge is now gradually developing with an emphasis on its ethical nature. Based on this new approach, referred to as the idea of virtue-based knowledge approach, it is the main essence of the knowledge of virtue. As a consequence, education is also an essential nature takes on its own and the goal, learning and education, evaluation, learning environment, role of teacher and student, need to be reviewed. Thus, this method leads to training of people who have nurtured humanity within themselves and have reached educated and wisdom.

The main purpose of this study is to overcome the vulnerabilities of constructivism approach to history education and providing an alternative concept for student participation in this approach based on hermeneutical thought of Paul Ricoeur. The method of the research is conceptualization and philosophical induction. Findings indicate that constructivism in teaching history is vulnerable in positions like objectivity of the historical event and relativism in student interpretation. The metaphorical look to historical texts and the model of validation of guesses are the solutions that this article proposes. The appropriation of the world of historical text is also an alternative idea for active participation in learning.

The main purpose of this research is to represent the controversy over the two professional development discourses and the professional identity of the teacher in terms of power relations. In order to achieve this goal, documentary-analytical research method was used. The findings suggest that the four main controversies with professional disputes, the structure and agency conflict, the conflict of professionality and professionalism, and the conflict of bureaucracy and democracy that have been able to grow in the context of power relations The most important reflection sites are related to the two discourses of professional teacher development and the teacher's professional identity. Considering the fact that the topic of both teacher's discourses is different and depending on the different educational systems and the civil development of societies in some coordinates, including assumptions and notions as to the teacher, there are differences in different societies, this paper has tried After expanding the controversy between the two discourses, which are context-based and affiliated with the power relations, they will promote the development of new perceptions and the establishment of new discourses with more different images of the distribution of power in the Iranian education system

The main purpose of this research is to examine the evolution of the concept of "Homo Economicus" from the Classical Liberalism to Neoliberalism. In order to achieve this goal, conceptual analysis method (conceptual structure assessment) has been used. The study of the homo economicus from Liberalism to Neoliberalism indicates that although Classical Liberals, such as Adam Smith and John Stuart Mill, have been proposing the idea of an economic man, but in the Neoclassic economic school and, consequently, Neoliberalism, we are witnessing the emergence of a new conception of homo economicus as self-interested, rational, utility maximizer, and "competitive entrepreneur". While Neoliberals such as Gary Becker and James Buchanan advocate this notion of homo economicus, Friedrich Hayek proposes a different anthropological viewpoint that in some cases it is against the homo economicus. Hayek using theoretical foundation of cultural evolution and "spontaneous order", emphasizes on uncertainty, unequal and vague competition, and tradition as an efficient coordinator, and criticizes the human as rational agent in the Neoclassic economics. Neoliberalism, as a new "governmentality" based on the anthropological foundations (the combination of some Hayek's ideas with the homo economicus), has put into positive and controlling policies in educational institutions.