A critique of modern methods of teaching philosophical education and policy making in Iran's education system

Document Type : Scientific Articles

Author

Abstract

The purpose of this article is to examine modern patterns in the philosophical education of teachers and suggest practical strategies for implementing these theories in the teacher education system of Iran. The method of research is theoretical and analytical and in the way of review and library. The findings show that developing the skills of reasoning for deep and logical thinking, learning to integrate the philosophy of theory and practice, the need to develop the teachers' potential abilities, supporting teachers to accept the philosophy of mind, promoting the philosophy of mind in schools, enhancing curiosity in philosophical thinking, practicing The ideological creative thinking, the need to expand abstract thinking, the need to participate in philosophical reasoning, the attempt to answer philosophical questions, the knowledge and skills needed to interact with students in philosophical discussion are the most important reasons that make learning philosophy of mind important in educating teachers. Therefore, educating teachers who are familiar with the philosophy of mind and the need to teach the philosophy of mind in Iranian teacher training centers is important. Therefore, it is suggested to use patterns such as inductive thinking, regression model, adventure model, exploratory model in the method of biological science, model of prosecution of judiciary, role play pattern, pattern of receiving concepts and group exploration model in teacher education system of Iran.

Keywords

References

11.Collins, C. (1998). Philosophical inquiry in the classroom: Clearing the obstacle for teachers to build communities of inquiry. Hons Thesis. Adelaide: University of South Australia.
12.Davarpanah, A.S; Ahanchian, M. A; Shabani Varaki, B& Kazemi, Y. (2015a). Link the theory and practice: the critical criteria of Floden and Beyer educational ideas and draw the perspective of teacher education in Iran. Teknologi Tanaman, 12, 398-412.
13.Davarpanah, A. S; Ahanchian, M.A; Shabani Varaki, B & Kazemi, Y. (2015b). Philosophy of teacher education in Iran.International Journal of Review in Life Science, 5(10), 324-340
14.Joyce, B; Calhoun, E & Hopkins, D. (2004). Models of learning: Tools for teaching. Buckingham, Open University Press: Philadelphia.
15.King, P & Kitchener, K. S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco, CA: Jossey-Bass.
16.Klein, M. (1991). Approaches to curriculum theory and practices. In: M. Klein, The politics of curriculum decision making. New York: State University of New York Press, Albeny.
17.Knight, S & Collins, C. (2013). Opening teachers’ minds to philosophy: The crucial role of teacher education. Educational Philosophy and Theory, DOI:10.1080/00131857.2013.771450
18.Kuhn, D. (1992). Thinking as argument. Harvard Educational Review, 62(2), 155–178.
19.Leinhardt, G; McCarthy Young K & Merriman J. (1995). Integrating professional knowledge: The theory of practice and the practice of theory, Learning and Instruction, 5, 401–408
20.Lipman, M. (1985). Philosophy and the cultivation of reasoning. Thinking, 5(4), 33-42.
21.Lipman, M. (1991). Thinking in education, New York: Cambridge University Press.
22.Lucas, J. (2000). Aboriginal and Torres Strait Islander studies as an anti-racist strategy: Raising ethical questions. Hons Thesis. Adelaide: University of South Australia.
23.Matthews, G. (2000). The philosophy of childhood. Cambridge (Mass), Harvard Univ. Press.
24.Mclaren, P. (2001). Life in schools: An introduction to critical pedagogy in the foundation of education. New York, Longman.
25.Ornstein, C. A &Hunkins, P. F. (2004). Curriculum: Foundations, principles and issues (2nd. Ed.). Needham Heights M.A. Allyn and Bacon.
26.Paul, R., & Elder, L. (2003). A miniature guide for students and faculty to the foundations of analytic thinking: how to take thinking apart and what to look for when you do: Foundation for Critical Thinking.
27.Prichard. D. (2000). Closuer and context. Australasian Jounal of Philosophy, 78(2), 278-280.
28.Rorty, R. (1990). The dangers of over-philosophication-Reply toArcilla and Nicholson. Educational Theory, 40, 1, 41-44.
 
 
 
Journal of Educational Psychology Studies
Volume 14, Issue 27
October 2017
Pages 115-136

Files

Share

How to cite

Statistics