Foundations of Education
Year:2020 | Volume:10 | Issue:1|Papers Count:7

What, despite all the reforms, has made Iran's education system ineffective is the dominance of a "discourse" over a reform that has mostly led to the "re-territorialization" that prevents the emergence of real reforms in the education system. The paradoxical aspect of this discourse is that on the one hand, the reform aims to create change and improvement in the educational system. On the other hand, by "re-territorialization", it creates new obstacles to real reforms that experience four decades of policy. In the Iranian educational system can be considered a clear example. This article by addressing the three important concepts of "territorialization", "de-territorialization", as well as the "re-territorialization", it seeks to explain the nature and function of governance in the "discourse of reterritorialization" "in three areas and also to provide a way out of it in order to achieve an efficient and self-organizing educational system on the other hand. Critical discourse analysis, concept analysis and re-conceptualization are the basis of the method of compiling this article. The findings show that as long as the re-territorialization is considered as a discourse of reform in the Iranian educational system, due to the paradoxical and anti-reform nature of this discourse, it will not be possible to achieve real reform in the educational system.

The main purpose of this research is to expand the interests of science and to study its implications for science education. To this end, Habermas' science interests are first addressed in three ways: technical, practical and emancipatory. Then Mary Hesse's approach to the interpretative and hermeneutical aspects of the natural sciences is examined. After that, Martin Eger's views on the cosmological interest and its suppression in education are discussed. In the next section, while proposing the field of "science studies" as "transcendental interests of science", we will expand the interests of science. Then, the implications of the four subfields of the history of science, the philosophy of science, the sociology of science and psychology of science are discussed. Finally, based on the findings of the study, a new approach and method were proposed, "interest-based science education". The results of this study suggest that in terms of transcendental interests in addition to technical and cosmological interests in natural science education, and the use of interest-based science education, a more comprehensive and extensive picture of science has been provided, while facilitating and deepening the teaching-learning process of science, making this process more attractive and enjoyable.

The primary purpose of this research is the recognition of conceptual analysis in Peters` views, its resulting inference for determination of educational aims and its criticism on the base of other philosophical and educational views. The method of research is an inferential-critical one. The conclusion shows that although the conceptual analysis has a long history, Late Wittgenstein pays attention to it, and Oxford Philosophers developed it. Peters employed this method in the analysis of educational concepts, in the definition of concepts, in dividing definitions into rich and week ones, and determination of necessary and sufficient conditions for the conceptual analysis. He also emphasizes on transcendentally in educational aims, on especial standards and precise analysis of aim in a conceptual analysis of educational aims. After near a half-century, the Peters’ views are reviewable in mental conceptions, the definition of concepts, and the development of elements in the conceptual analysis method and determination of educational aims. Nowadays, Peter’ s transcendentally in educational aim is understood as a classical thought, because in post-analytical thought, the emphasis in the determination of educational aims is on social constructivism, flexible aims and variety of cultures.

This paper aimed to explain and evaluate Narvaez's model for moral education. For this purpose, it was first explained that Narvaez selected two approaches of character education and rational education in order to integrate, and then compared these two approaches according to their philosophical foundations and explained their strengths and weaknesses. She combined two positive points and developed a comprehensive theory. In the following, it was explained that Narvaez presents a model that from her point of view is the result of the integration of the strengths of the two previous approaches. Ultimately, the internal critique of this model resulted that Narvaez, in her view, has been getting into many internal contradictions. Among these contradictions is that: On the one hand, she presents the model and on the other hand, believes that the moral education program should not follow a particular model. Secondly, first, she brings up the importance of Reasoning, then he considers the role of tacit and intuitive knowledge more essential and places the Reasoning in the second place. Thirdly, she emphasizes on independence, but with much emphasis on the educational environment, she depreciates autonomy and independence, and considers the student passive, and does not specify the mechanism and the mode of interaction between two intuitive and deliberative mind, On the weaknesses of the approach of character education, which is something like relativism and indoctrination remains. Moreover, ultimately, the Narvaez approach does not respond to many questions in moral education.

The purpose of this study is to analyze the concept of the good life in the Eudaimonic approach to drawing aims of education. To this purpose, first, the concept of the good life in the Eudaimonic was analyzed, then based on this analysis and in the context of the philosophical insights gained from this analysis, aims for education were drawn. To achieve these goals, the conceptual analysis and reconstructed methods of Francena's practical syllogism were used. According to the findings of this study, the general orientations of Eudaimonic well-being are virtue, meaningfulness, and. Human flourishing. The aims of education of Eudaimonic well-being were presented in two parts: the end aim and the middle aims. These aims include human flourishing as the ultimate goal of education Eudaimonic well-being, and meaningfulness and virtue are identified as intermediate goals of education Eudaimonic well-being. Thus, the primary purpose of education is to guide educators towards virtuous and flourish lifestyles. Education-based on Eudaimonic well-being considers flourishing as an appropriate necessary answer to the fundamental and normative issue of human well-being. Moreover, Eudaimonic education is about how learners achieve this aim. Therefore, in the process of this kind of education and based on the paths of Eudaimonic well-being, it should be said that the main features of Eudaimonic education are the central virtue, the rationality, the meaningfulness, and the sense of being towards human flourishing.

The primary purpose of this study is to critique the official approach of educational reform in Iran from the viewpoint of immanent critique, which was first proposed by Hegel and then expanded and defended with some variations by Marx and Frankfurt School. In the first part, the ideas of Hegel, Marx, and Adorno on immanent critique are examined. Second, corresponding to each of these philosophers, three suggestions are made contrary to the current official approach to educational reform. In conclusion, the principles of immanent critique of the education system are stated, and the three criticisms raised by the Overseas Consultants Inc., Mohammad Ali Toosi and Samad Behrangi are evaluated accordingly.

The present study seeks to analyze and criticize the use of the concept of "identity" in transformative documents of the Islamic Republic of Iran. This conception is quantitatively and qualitatively significant in these documents, and the definition of education, which is the basis of any educational activity, is based on this concept. To achieve this goal, the methods of conceptual analysis and internal and external critique were applied. The findings indicate that the documents in question have used the concept of identity incoherently and inconsistently. An item of contradiction is mentioned in Theoretical Foundations of Transformation. Also, due to the lack of attention to the scientific and philosophical research background of the concept of identity in documents, the semantic boundaries of the concept of identity with personality and Shakelah have become confused, which has led to incorrect conclusions. Failure to pay sufficient attention to the cultural diversity of Iranians in the documents will be the final critique of this article to these documents.