THEORETICAL CHALLENGES OF CURRENT EDUCATION AND EDUCATION AS INQUIRY

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JAHANI J.

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Journal: Year:2005 | Volume:22 | Issue:4 (45) Page(s): 144-153

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Title

THEORETICAL CHALLENGES OF CURRENT EDUCATION AND EDUCATION AS INQUIRY

Author(s)

JAHANI J. | Issue Writer Certificate

Keywords

PRESENT EDUCATIONQ4

EDUCATION AS INQUIRYQ4

COMMUNITY OF INQUIRYQ4

RESEARCH SKILLSQ4

Abstract

The aim of this article is to study the analytical and comparative aspects of the underlying assumptions, objectives, plans and methods of both the PRESENT EDUCATION and EDUCATION AS INQUIRY. Considering the fact that these two approaches follow profoundly different tendencies, it seems necessary to study their underlying assumptions, philosophical orientations, and the analysis of their functional consequences. Then objectives and educational plans of the two paradigms are compared. The analysis of curriculum based on memory training and developing memory faculty hold a special standing in current education, while EDUCATION AS INQUIRY emphasizes on developing research tendency and considers the classroom as a COMMUNITY OF INQUIRY. The comparison of the current educational methods which stress the facts, thoughts, and formal discipline with the meta cognitive model which emphasizes the inquiry, reasoning, and translation skills can- have special logical attractions.

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APA: Copy

JAHANI, J.. (2005). THEORETICAL CHALLENGES OF CURRENT EDUCATION AND EDUCATION AS INQUIRY. JOURNAL OF SOCIAL SCIENCES AND HUMANITIES OF SHIRAZ UNIVERSITY, 22(4 (45)), 144-153. SID. https://sid.ir/paper/13371/en

Vancouver: Copy

JAHANI J.. THEORETICAL CHALLENGES OF CURRENT EDUCATION AND EDUCATION AS INQUIRY. JOURNAL OF SOCIAL SCIENCES AND HUMANITIES OF SHIRAZ UNIVERSITY[Internet]. 2005;22(4 (45)):144-153. Available from: https://sid.ir/paper/13371/en

IEEE: Copy

J. JAHANI, “THEORETICAL CHALLENGES OF CURRENT EDUCATION AND EDUCATION AS INQUIRY,” JOURNAL OF SOCIAL SCIENCES AND HUMANITIES OF SHIRAZ UNIVERSITY, vol. 22, no. 4 (45), pp. 144–153, 2005, [Online]. Available: https://sid.ir/paper/13371/en

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